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Today: Part I
Part I. Core Principles and Location-Developing Our Infrastructure What we Know. … Setting the Stage Shifting From Programs to Services Leading for Social Justice
Three Parts
Part II. High Quality Teaching and Learning Developing Teacher Capacity Climate and Behavior Teaching and Learning for All Students Schools Involvement with Families Students With Severe Disabilities Students Who Are English Language Learners
Part III. Leveraging Compliance, Funding, and Policies Funding Policy Compliance
Today: Part I
Part I. Core Principles and Location-Developing Our Infrastructure What we Know. … Setting the Stage Shifting From Programs to Services Leading for Social Justice
Handouts:
1. Segregated Programs to Services
2. Asking the Necessary Questions
3. Functions of Teams
4. New Teacher Teams
5. Equity Audit
6. Co-Teaching Planning Document
7. Evolving Roles
8. Students with Severe Disabilities
9. Notes
District Reform
Often happens in isolation of special education Special education becomes a separate – almost a
contract service provided to the district Students with disabilities often experience
substandard educational opportunities when special education is not part of the initial reform work for a district
What We Know
Vision◦Often Districts are reactive to State and Federal
mandates◦Application of services is frequently based on a deficit
model◦Special Education is perceived as a place versus a
service ◦Perception that students must be clustered into programs
in specific schools to meet the needs of high needs students.
What We Know
Culture of marginalization By race By disability By language By poverty
What We Know
Achievement Differences• Students with disabilities are 2.5% more likely to drop out of
school than their nondisabled peers• Students who are marginalized show a 30% to 70% differential
in achievement• Little to no students with disabilities are enrolled in AP courses• Only 2 percent of students with disabilities have a cognitive
disability yet, students with disabilities are tracked in low or functional content courses.
• The balance of functional and academics – often gets lost.
What We Know
Disconnected Instruction and Assessment from Teaching and Learning :
• Often disconnected from the core curriculum• Lack a cohesive approach using the common core
to prevent student failure• Enveloped in a reaction to failure• Lack of balance of functional skills• Void of comprehensive transition services
What We Know
Setting the Stage
Provides us with a common ground – from which to move forward (Handout 1)
Title 1Programs
Guidance Programs
At- Risk Program for HS Students
Early Childhood ProgramsPrograms for
Homeless Children
Alcohol and Drug
Programs
Limited English
Speaking Programs
Programs for Students
under Section 504
General Education
Title 1Programs Guidance
Programs Programs for At-Risk Middle School
Students
Gifted and Talented Programs
Programs for Students with
ADHD
At- Risk Program for HS Students
Programs for Nonreaders at
the Third Grade
Early Childhood Programs
Special Education Programs
Programs for Homeless Children
Alcohol and Drug
Programs
Limited English
Speaking Programs
Programs for Students
under Section 504
Programs for Teenage Parents
General Education
Eight Major Problems with Separate Programs :
▫ track and marginalize student of color and students
of lower social classes▫ are costly▫ require personnel to expend a tremendous amount
of resources in determining eligibility ($3000.00)▫ some students receiving services an others denied▫ fragment a student’s day▫blame and label students▫ enable educators and students not to change▫prevent transfer of educator and student knowledge
back to integrated environments
Integrated Comprehensive Services for All
Learners
Integrated Comprehensive Services for All
Learners
Integrating Tier 2 and 3 within Tier 1 Preventing a Failure Driven System
The Goal: First Intervention is the Right Intervention,
Using Universal Design in Tier 1
What we knowVaried achievement
Within student groupings
Positively impacts
Student achievement –
Or the students who
Are isolated the most
Often are the furthest behind
Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003)Does Peer Ability affect student achievement?Journal of Applied Econometrics
Bottom line
If We Continue to Use Intensive Intervention in Isolation of All Students
(Often Suggested in Tier 2 and Tier 3)
We will NEVER develop
The Capacity of ALL Teachers Resulting in More and MORE Segregation
As we have not shared our own EXPERTISE
▫Primary goal is prevent student failure▫Considers range of learners within every classroom and
grade/cross grades▫Seamlessly tied to and grounded in core teaching and
learning▫Students receive services with neighborhood peers or
school of choice (they do not have to go some place else in district or in school to get services)
▫No rooms/schools that are set aside for labeled kids (e.g., LD, ED, special education resource, ESL, at-risk, discipline schools)
Services Are:
▫Supports and builds on culturally relevant, differentiated curriculum and instruction
▫Based on principle of universal access - curriculum is differentiated for needs of all students versus developed and then adapted after the fact
▫Students do not have to qualify or be labeled to receive an education that meets their needs
▫Requires teachers and staff to share knowledge and expertise with each other and with students
Clustering By Like Disabilities For Groups of Students
Heterogeneous Flexible Learning Groups Based on How Each Student Learns. ….
• Integrated Comprehensive services is not about moving special education back into the confines of general education. ..
It is about moving general education and special education (ELL, at-risk, etc) to create a proactive place around all learners
• It is not about keeping self-contained classrooms and resource rooms and allowing students with disabilities to go into a general education. ..
Bottom Line:
It is about developing flexible learning groups through out each day for each child – based on who they are and how they learn (whether it is 1:1, small group, or large group instruction)
•It is not about some students – and not others. .. i.e., students with severe disabilities, high behavior needs, learning disabilities, autism, . …
It is about reallocating staff to better meet the needs proactively of each and every learner. ..
• It is not about diminishing teacher capacity and expertise. ..
It is about building teacher capacity and expertise so that students may be part of the norm group of diverse learners
•Bottom line – it is about educating each and every learner and building the capacity so that each and every school may honor any child who “belongs”. …
At Your Table
Three Parts:
1. Discuss what you do as a school for all students to be successful
1. All students learn when. …
At Your Table
Three Parts:
1. Discuss what you do as a school for all students to be successful
1. All students learn when. …
1. Go Back – look at your list of what you do and determine what are programs and what are services (use list in ppt)
Schools and Districts in Support of Integrated Comprehensive Services for ALL Students: Understand the Vision Develop Non-Negotiables – how you will measure everything Define and Align for a Proactive Infrastructure building and district
level Develop Instructional Capacity – ALL Teachers for All Students Align Common Core - Align IEP’s Implement Universal Design Set Heterogeneous Flexible Learning Groups Then – Develop Teaming Relationships Between Teachers Reallocate Resources and define Policy to support proactive reform
First Things First
Shifting From Programs to Services
Over Lunch - Asking the Necessary Questions (Handout 2)
Team A:School Planning
Team
Team B:School
Leadership Team(School Service
Delivery)
Team C:Teacher Teams
(Grade Level)
Team D:District Leadership
Team
(District Service Delivery Team)
Leadership Teams in Support of Integrated Comprehensive Services (Handout 3 and 4)
District Leadership Team Suggestions:
A representative from each school’s Building Leadership Team should function on the District Leadership Team- e.g., Principal
Confirm non-negotiables in support of the District Mission
Meet monthly to share progress and challenges. Support and share expertise to develop each
school’s capacity to serve all learners
Building Leadership Team
Suggestions: Formation of this team is essential. The questions – is not a special education question – but
How can we be more comprehensive in a proactive manner?
What does the DATA say about our current model of supporting students? The answer to why we are doing this is in OUR DATA!
Confirm non-negotiables. Set building infrastructure and service delivery
We Believe:• Embrace and support an infrastructure of teaching and
learning for All – from District Office to the Schools-to the Grade levels
• Proactive services means that students receive what they need based on how they learn without having to go someplace else to get such needs met.
Such Beliefs:• Require teachers and staff to share knowledge and
expertise with each other and with students – it is about developing the capacity of all teachers
• Flexible heterogeneous grouping patterns used throughout day for all students – based on specific learning needs of students and content.
• Cross-categorical, cross-discipline (at-risk, ell, gifted, etc)
Sample Non-Negotiables for Integrated Comprehensive Services
See Equity Audit (Handout 5)
At your tables review the data questions - by school – Discuss
What data points do you not ask?
What questions should you ask that you don’t?
Any others – specific to your school/district?
Example – percent of students of poverty/disability or ELL in AP classes -
Your Data Tells the Story
Draw or tell the story regarding the current manner in which your school supports students who are not successful in general education.
Building Leadership Team: The What
Urban HS Current Service Delivery
GENERAL EDUCATION
Special Education
Resource SCI
ItinerantHI,VI,OT,PT
PsychClubs andSports byInterest
AP byinterest
Boys toMen byinterest
LiteracyCoaches
Administration
Guidance
SchoolGov.
Council
Special EdParent
SWIS9th and10th
NHSByinterest
SWBISSWAide
ESL
In housesuspension
TardyRoom
S.A.P.
8 ts
Nurse
AfterSchoolTutor
Step Up
Speech &Language
DTBiLingual
DVI
Inclusion
What would your future model look like? How would you arrange your staff design teams?
By grade level, academy, units, etc.
Compare your current delivery structure to the table that describes programs versus services.
If you provide more fragmented programs than services, discuss instructional time, teachers ability to teach to a range of students, etc.
School Leadership Team
High School Service Delivery Model
9th grade 2 special educators
10th grade 2 special educators
11 th grade 2 special educators
12th grade 2 special educators
2..5 Direct Support Personnel 2 Assistants
2.5 Direct Support Personnel 2 Assistants
2.5 Direct Support Personnel 2 Assistants
2.5 Direct Support Personnel 2.75 Assistants
INDIRECT SUPPORT STAFF At-Risk Supports
Vocational Coordinator Psychologist Social Worker
4 Guidance Counselors Cultural Liaison
Community Vocational .5 special educator
Community Vocational .5 special educator
Community Vocational .5 special educator
Community Vocational .5 Special Educato r
Building Leadership Team◦Align your proactive support services to the current general
education structure within the school
◦Determine how many students are in each unit (grade, academy, department, etc) that has needs
◦Delineate how many staff are available to realign to a new structure
◦Expect the sharing of expertise through capacity building and staff development
◦Does it align to your non- negotiables – are you stuck in some – but not all language?
ICS Planning
Number of Students
with Needs
Available Staff
Descriptor of Needs
(IEP, ISP, BIP)
Additional Needed
Supports
Skill of Staff
Available Natural
Supports
Scheduling of Students and Staff for Integrated Cohesive Services
Teacher Teams: Things to think about:
Limit the number of general ed. teachers in order to increase support to teachers and students
Balance the clustering of student needs - keep in mind natural proportions
Discuss the types of teams and what would work in particular settings throughout the day
Co-Teaching is organized after the infrastructure for service delivery is arranged
Special education teachers supporting students with significant behavior challenges must think about this before committing to a team teaching situation over a turn taking or consult.
Teacher TeamsReview Sample Schedule -
What needs do teachers have? Such as: Need for co-planning Flexible Learning Groups By Interest/then Needs Teaming across Disciplines Functional Skills for Students with Significant Needs Behavior Developing universal access to curriculum Assessment Autism Other specific needs regarding types of learners Content matter, etc
Principles of Universal DesignPrinciples of Universal Design
There is no ‘one size fits all’; we need to provide alternatives.
Need to consider users’ needs and include these considerations in the design from the beginning
The word "universal" does NOT mean there is a single solution that works for everyone
Universal Design cast a broad net around all learners based on how students learn.
Differentiation
Teaching with student variance in mind as the first intervention rather than adopting a standardized approach to teaching which assumes that all learners of a given age/grade are alike.
Proactive planning of varied approaches to what students need to learn, how they will learn it, and/or how they can express their understandings
Content Process Product
According to Students’
Abilities InterestLearningProfile
Differentiate Must Be Proactive Based on How Each Student Learns
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
Review Planning and Co-Teaching
Handout 6
Discuss at your table the barriers to implementing universal design and differentiation that your group perceives to be the most challenging
Evolution of Roles
Handout 7
1. Discuss at your table where you believe your school is along the continuum of traditional, inclusive,
Beyond Inclusion. …
2.Given your current picture - What would your future model look like?
2.How would you prevent a fail-based system?
2.Is RtI proactive or reactive?
Leading for Social JusticeRestructuring District Office for Teaching and Learning for
ALL Learners By Merging Roles
Curriculum for each learner Facilitate growth of a differentiated curriculum devoted
to teaching and supporting a range of learners
Media and technology supports for each learner Facilitate the use of technology and other media for all
students (e.g., for students with English as a second language, for students with vision, etc.) through universal design.
Leading for Social Justice Support services for each learner
Development, implementation, and evaluation of support services for all students (e.g., guidance, social work, curriculum, and/or behavioral facilitators)
Content, proficiency, and performance standards for each learner Development, implementation, and evaluation of standards and
benchmarks (from highly theoretical to extremely functional) in support of all learners
Policy Development in Support of Each Learner Nondiscrimination language and proactive services in support of
all learners
Leading for Social Justice Standardized and individualized educational evaluation
procedures for each learner Development, implementation, and evaluation of
normative and individualized assessment for all students
Staff development in support of each learner Facilitation of in-service, technical assistance, and other
informative sessions in support of all students
Financial Support for the Education of Each Learner Assist in the merger of resources to meet the needs of
each learner
First Things First, Then: Completing your planning document:
Understand the Vision Develop Non-Negotiables – how you will measure everything Define and Align for a Proactive Infrastructure building and district
level Develop Instructional Capacity – ALL Teachers for All Students Align Common Core - Align IEP’s Implement Universal Design Set Heterogeneous Flexible Learning Groups Then – Develop Teaming Relationships Between Teachers Reallocate Resources and define Policy to support proactive reform
Bottom Line. …
The principles and practices of ICS contribute to five non-negotiables for service delivery:
least restrictive
least intrusive
least disruptive
least expensive
least enabling.
These five non-negotiables refer to location or where students are placed, the curriculum and instruction they experience, and the role of educators in their lives.
1. Frattura & Capper (2006). Leading for Social Justice
2. Theoharis (2009). The Leaders our Children Deserve
3. Sailor, W. (2009). Making RtI
4. Work Jeannie Oakes (2008). Keep track: Structuring Equality and Inequality in an Era of Accountability
5. Jeannie Oakes (2000). Keeping Track, Part 1: The Policy and Practice of Curriculum Inequality in Equity Materials.
6. Capper & Frattura (2008). Meeting the Needs of All Learners
7. Sailor, W. (2009). Making RtI Work
Resources/Possible Reading
