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Sailing the 7 C’s
‘Putting in all Together’Convening Community Collaborating
Coalescing Communications
Commitment Capacity
Answer 3 critical questions
Where have we been? Where are we now? Where are we going?
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Learning Targets
Where have we been?1975-201440 years
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Popular Culture- 1975
• Gerald Ford- President• Super Bowl- San Francisco 49ers• Gourmet Jelly Beans introduced • One Flew Over the Cuckoo’s Nest –Best
picture• Betamax video tape released• Pet Rocks and Mood Rings
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1975Public Law 94-142, The Education for All Handicapped Children Act (EHA). This law introduced the concepts of:•Free Appropriate Public Education for children 3 to 21 years •Protecting rights of children through due process •Individualized Education Program•Least Restrictive Environment (really meant access)• Federal funding
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Popular Culture- 1986
• Ronald Reagan- President• Super Bowl- Chicago Bears• Platoon- Best Picture• Camcorders became popular• Cosby Show• Walk Like an Egyptian –the Bangles• Big surprises on Dallas- (last year’s whole
season was a dream)04/19/23 7
1986Public Law 99-457 was enacted, The Education of the Handicapped Act AmendmentsThis law introduced the concepts of:• Early intervention and mandated services from birth• The amendments required the development of a comprehensive system of early intervention for infants.
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Popular Culture- 1990
• George H. W. Bush- President• Super bowl – San Francisco 49ers• Worldwide web/internet protocol http
created• Twin Peaks and Home Alone • New Kids on the Block and Whitney Houston
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1990 Public Law 101-476 was enacted which renamed EHA to the Individuals with Disabilities Education Act. This law expanded the current law to include:•Eligibility categories to include autism and traumatic brain injuries.• Defined assistive technology devices and services.
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Popular Culture - 1997
• Bill Clinton- President• Super Bowl- Green Bay Packers• Titanic • Beanie Babies• Seinfeld • Rap music
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1997Public Law 105-17 was enacted, The Individuals with Disabilities Education Act AmendmentsThis law expanded the current law to include:•Initiative for transition services•Required present levels of performance, measurable goals, statement of services, and statement of accommodations or modifications;
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1997 continued
• General education teacher must participate in the IEP development
• All students with IEP’s will participate in State assessment tests
• Discipline rules requiring manifestation determination; removals >10days change of placement
• Eligibility for ADHD under Other Health Impairments
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NCLB - 2002PUBLIC LAW 107–110- No Child Left Behind
•Highly qualified provisions for all teachers•Core Academic Subjects defined•Inclusion of all students in determining Adequate Yearly Progress ( AYP )
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2004- Current RegulationsPublic Law 108-446 , the Individuals with Disabilities Education Improvement Act of 2004This law expanded the current law to align with NCLB:•FAPE that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.•Definition of transition services expanded
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• Disproportionality addressed requiring Coordinated Early Intervening Services
• Response to Intervention required for SLD determination
• Alternate Assessments required• Initial placement requires parental consent• Added required Early Resolution Meeting
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SPP/ APR Created
• Established the State Performance Plan around 20 indicators that are reported on annually in the Annual Performance Report to Office of Special Education Programs.
• Required Annual SEA and LEA determinations based on compliance
• http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/State-Performance-Plan-%28SPP%29%2c-Annual-Performance-Reports-%28APR%29-and-Annual-Determinations.aspx
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Where are we now?
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Results Driven Accountability(RDA)
• Major shift in the national agenda for special education
• State determinations based on compliance and results
• Historic first focus on collaborative efforts across federal programs
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Core Principles of RDA
• Develop in partnership with our stakeholders.
• Transparent and understandable to States and the general public, especially individuals with disabilities and families.
• Drives improved outcomes for all children and youth with disabilities regardless of their age, disability, race/ethnicity, language, gender, socioeconomic status, or location.
• Ensures the protection of the individual rights of each child or youth with a disability and their families.
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• Provides differentiated incentives, supports, and interventions based on each State’s strengths and needs.
• Encourages States to direct their resources to where they can have the greatest positive impact on outcomes.
• Responsive to the needs and expectations of the ultimate consumers (i.e., children and youth with disabilities and their families) as they identify them.
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2014
State Determinations based on Compliance and Results
Georgia scored 100% on Compliance 60% on Results
80% total score = Meets Requirements
Georgia Stakeholders will participate in constructing the district compliance rubric in 2014-1015.
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NEW - State Systemic Improvement Plan
• Basis for this plan is a detailed data and infrastructure analysis that will guide the development of the strategies to increase the State’s capacity to structure and lead meaningful change in Local Educational Agencies (LEA's) and Early Intervention Services (EIS) programs
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State-identified Measurable Result(s) for Children with Disabilities
– The State may select a single result (e.g., increasing the graduation rate for students with disabilities) or a cluster of related results (e.g., increasing the graduation rate and decreasing the dropout rate for students with disabilities).
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What about Georgia?
– ESEA Flexibility Waiver– Georgia College and Career Standards– CCRPI– TKES/ LKES– Georgia Milestones– SGPs– SLDS/ GOIEP
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Working to Connect Initiatives
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Student outcomesESEA Waiver
TKES/ LKES
College /Career Standards
SLDS
Co-teaching
GOIEP
Specialized instruction
School Improvement
Title I
Parents CCRPI
Curriculum
To Review Georgia’s ESEA Flexibility Waiver:
•http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Accountability/Pages/default.aspx
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College and Career Readiness Performance Index (CCRPI)
What will it look like? The Index includes scores that easily communicate to the public how a school is doing. Each school will receive a score out of 100 points, just like what students receive in their classes. Some changes in 2013:http://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/CCRPI%20Changes%20Explanation%20and%20Rationale.pdf
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Performance Flags
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TKES and LKES
CLASS Keys is both a formative and summative tool :
• Identifies a teacher's level of performance across five strands of teacher quality.
• Curriculum and Planning, Standards-Based Instruction, Assessment of Student Learning, Professionalism, and Student Achievement.
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Georgia MilestonesComprehensive
– single program, not series of tests (e.g., CRCT; EOCT; WA)
Coherent – consistent expectations and rigor to position Georgia students to
compete with peers nationally and internationally– consistent signal about student preparedness for the next level, be it
the next grade, course, or college/career– consistent signal about student achievement both within system
(across grades and courses) and with external measures (NAEP; PSAT; SAT; ACT)
Consolidate– combine reading, language arts, and writing into a single measure to
align to the standards
Student Growth Percentiles - Georgia's Student Growth Model (GSGM)
• Courses that have state assessments ( 4th-8th and EOCT) • SGP will be used to calculate the student growth component
of the Teacher Effectiveness Measure (TEM) or Leader Effectiveness Measure (LEM)
• SGP describes a student's growth relative to his/her academic peers - A growth percentile is generated for each student which describes his or her "rank" on current achievement relative to other students with similar score histories.
http://gastudentgrowth.gadoe.org/
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Statewide Longitudinal Data System (SLDS)
Provides districts, schools, and teachers with access to historical data, including Assessments, Attendance, Enrollment, Courses, and Grades beginning with the 2006-2007 school year.
GOIEP accessed through the SLDS- allows all teachers of a student to view IEP.
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Special Education Statewide Projects
• Special Education Leadership Development Academy (SELDA)
• Georgia Instructional Materials Center• Georgia Project for Assistive Technology• State Personnel Development Grant• Positive Behavior Interventions and Supports• Georgia Network for Education and Therapeutic Supports• Parent Mentor Partnership• Georgia Learning Resource System• Dispute Resolution Processes
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Where are we going?
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In July 2014 for the first time USED hosted a joint meeting of federal programs• Establish a shared vision• Discuss collective responsibility• Examine systemic inequities
Promising Practices
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For Each and Every Child
• Office of Civil Rights published data for all schools and districts nation wide to shine a light on OPPORTUNITY GAPS– Equity in teacher training– Equity in Course Offerings– Equity in Resources– Equity in Discipline Practices
We must look at opportunity gaps as well as achievement gaps.
http://ocrdata.ed.gov04/19/23 42
Universal Design for Learning (UDL)
A set of principles for curriculum development that give all individuals equal opportunities to learn.•UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.•http://www.udlcenter.org/aboutudl/whatisudl
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Multi Tiered Systems of Support
A Multi-Tiered System of Supports is a whole-school, prevention-based framework for improving learning outcomes for every student through a layered continuum of evidence-based practices and systems.
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TechnologyBrings the World to the Classroom• Blended Learning• Flipped Classroom• Bring your own technology• Virtual learning
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Leading by Convening
Blueprint for creating Authentic Engagement with critical stakeholders
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Access to Equity
“To be the America we want to be; all children must have the same opportunities. Our fellow educators and communities must help advance the great spirit of our country and the education system that embraces the concept of equal education and opportunity for all.”
Michael Yudin, Assistant Secretary OSERS
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