General and Special Education: We’re Better Together! July 20, 2010 Bill East, NASDSE Judi Miller, Title I, KSDOE Colleen Riley, Special Education, KSDOE Heath Hogan, Victor Ornelas Elementary School
Jan 13, 2016
General and Special Education:
We’re Better Together! July 20, 2010
Bill East, NASDSE
Judi Miller, Title I, KSDOE
Colleen Riley, Special Education, KSDOE
Heath Hogan, Victor Ornelas Elementary School
Jane Groff, KS PIRC
General and Special Education:
We’re Better Together
Bill East, Ed.D., Executive DirectorNational Association of State Directors of Special Education, Inc. (NASDSE)
It is imperative that we work across general, compensatory and special education.
Education Leaders Need to Collaborate
Common issues & opportunities ESEA reauthorization IDEA reauthorization American Recovery and Reinvestment Act
(ARRA) Common core standards and assessment Other
Focus for Education Leaders (Too Often)
That’s my law Those are my regulations That’s my process That’s my kids That’s my money
Focus for Parents (Often)
That’s my child That’s my school My child needs help What’s my school going to do?
Collaboration means…
These are our laws These are our regulations These are our processes for working together These are our resources This is our stakeholder team These are our kids
Helping Children/Families Together
Raise achievement levels and close those gaps
Consider individual needs in addition to school performance
Focus on students in poverty, ELLs, and students with disabilities
Making Your Idea Work
Develop strategy Implement strategy with fidelity Build cultural connections
Simple Truth: We cannot regulate our way to
success!
We must…
Make connections Establish relationships Build trust Do shared work to solve common
problems and advance policy and practice
Collaborative Leadership: Three Levels
1. Being seen together
2. Doing work together
3. Leading our programs to work together at the national, state and local levels of scale
Title I/IDEA Workgroup
CCSSO/NASTID/NASDSE (1999) NASTID/NASDSE Workgroup of 10 state
leaders Common issues: start work on top five White paper Hill briefing
General Education and Special Education:
We’re Better Together!Judi MillerPresident, National Title I Association Assistant Director, Kansas State Department of Education, Title Programs & Services
Collaboration efforts NASDSE & NASTID Committee ED—RTI (Title I, Title III and CEIS) National Title I Conference Several Title I Directors & SpEd Directors same
Reauthorization of ESEA Issues and strengths Commonalities and differences with IDEA
State Perspective—KansasJudi Miller, Assistant Director,
Title Programs & [email protected]
Challenges and Opportunities
Ensuring students are not excluded—students with disabilities are eligible for Title I
Designing programs that make a difference—TAS or Schoolwide
Encouraging Multi-Tier System of Supports (MTSS)
Avoiding supplanting Understanding accountability Enhancing teacher learning
How to Support Collaboration
MTSS Be open and inviting! Staff on MTSS committees/workgroups Staff attend MTSS training Design Title I schoolwide application with tiers Include MTSS in other trainings Provide guidelines Financial support of MTSS trainings
How to Support Collaboration
Accountability and data systems Cross-team committees Leadership Kansas Parent Information Resource Center
Systems Change Using Multi-Tier System of
SupportsColleen Riley, Team Director
Kansas State Department of Education Special Education Services, General Supervision,
Integrated Accountability, MTSS
What happens in our school when, despite our very best efforts in the classroom, a student does not learn?Intervention or Remediation Provides students with
additional time and support for learning
Systematic or individual teacher decision
Process to ensure we respond to according to a plan
Timely or delayed How quickly are we able to identify students who need additional support
Directive or invited Require students to receive assistance
DuFour, DuFour, Eaker, Karhanek (2004) Whatever It Takes pp. 6-8
A Multi-Tiered System of Support:
Why Consider Changing? Many educators recognize that in order to expect
different outcomes, something has to change…..
With the best of intentions, our system has not been as cohesive as we would desire.
Access to resources has often been a source of frustration.
Commissioner Posny’s Priority
Helping all students meet or exceed academic standards Intervening early Providing visionary leaders Ensuring caring and effective teachers Designing a system to meet the needs of the
21st century
Stakeholder Engagement
In Kansas, MTSS is:
A coherent continuum of evidence based, system-wide practices to support
a rapid response to academic and behavioral needs
with frequent data-based monitoring for instructional decision making
to empower each Kansas student to achieve high standards.
Adapted from Dan Reschly, 2002
INTERVENTION
MTSS Framework
MTSS Framework
MTSS Framework
Self-Correcting Feedback Loop
State MTSS Leadership Structure
Reaching the Schools
Locations of Recognized MTSS Facilitators
MTSS Growth
Kansas MTSS Documents
Kansas MTSS: Innovation Configuration Matrix (ICM)
Kansas MTSS: Research Base Kansas MTSS Structuring Guides
Reading, Behavior and Math Supplements Kansas MTSS Implementation Guides
Kansas MTSS Documents
Kansas MTSS: Innovation Configuration Matrix (ICM)
Kansas MTSS: Research Base Kansas MTSS Structuring Guides
Reading, Behavior and Math Supplements Kansas MTSS Implementation Guides
www.kansasmtss.org
Heath L. HoganPrincipal
Victor Ornelas Elementary School
USD 457Garden City, KS
11 Elementary Buildings (pre-K to 4th)
2 Intermediate Centers (5th and 6th)
2 Middle Schools (7th and 8th )
1 High School (9th – 12th)
Our Students
26.4%
1.1%
62.0%
0.1%
2.2%
7.7%
Caucasian
African American
Hispanics
American Indian
Asian
Multi-Ethnic
Victor Ornelas Students
95% Minority 86% Hispanic Other minority groups are mostly made up
of Pacific Islanders 87% Free/Reduced 78% ELL 9% SPED
Victor Ornelas Kansas Reading Assessments
Reading 2006 - 2009
Victor Ornelas Kansas Math Assessments
Math 2006 - 2009
Highlights % of students at proficiency or above for 05-06 3rd and 06-07 4th
46 - 67 Reading 49 -72 Math
% of students at proficiency or above for 06-07 3rd and 07-08 4th 60 - 71 Reading 78 - 89 Math
% of students at proficiency or above for 07-08 3rd and 08-09 4th 66 - 87 Reading 94 - 89 Math
Increase on PPVT Beginning of the year 08-09 43% of our Kindergarten students
entered with less than a 3 yr. vocabulary. Class average 3 yr – 5 yr.
Those same students as first graders in 09-10 60% are 5yrs or above
MTSS Model
Tier 1 — All students; Interventionists push-in to the classroom to work on skills-based instruction
Tier 2 — Small groups of 3-5 students; Interventionists pull-out of the classroom during Independent Reading (outside of the block) for an additional 30 minutes of instruction
Tier 3 — One-on-one intervention; Special Education Teacher, At-risk Tutor, or Interventionists pull-out of the classroom (outside of the block) for an additional 30-60 minutes of instruction
Tier I
All students in the classroom. 90 minute reading block. At least 3 adults in the classroom.
Whole group for 20 minutes, Literacy Centers for 60 minutes, closing for 10 minutes.
Literacy centers Focuses on 5 components and includes guided reading. Flexible groups Progress monitoring
Reading Block Framework
Small Group
Literacy Centers
Skills-based Instruction
Whole Group
Small group (5-6 students)
Flexible grouping
Explicit instruction of comprehension and fluency strategies
Scaffolding of students with leveled text at students’ instructional level
Leveled texts and strategies are based upon data
Small Group (teacher led)
Opportunities for independent practice of previously taught skills
Conducted while teacher leads small group
Differentiated for each student or small groups of students to work at their independent levels
Tied to the 5 components of reading
All differentiation is based upon data
Literacy Centers
Limited Opportunities for introducing new concepts
Includes read-aloud, modeling, explicit instruction in 5 components
Frequent use of above level text to expose students to higher levels of vocabulary
Whole Group
Sheltered Instruction Observation Protocol (SIOP)
2007-08 Preparation Building Background
2008-09 Comprehensible Input Strategies
2009-10 Interaction Practice and Application
2010-11 Lesson Delivery Review and Assessment
Putting it all together
Content Teachers Use reading strategies with all reading assignments
ESL Teachers Use reading strategies to help ELLs acquire reading skills
as they access content knowledge Provide reading activities daily Provide access to appropriate materials in print
Interventionists come into the classroom during the block to pull groups or individual students to work on specific skills
Students and skills needed are identified by data
Skills-based Instruction
Tier II
Small groups of 3 - 6 students. Pull out Intervention is designed around student
needs, based on data. 9-12 weeks is the focus. Progress monitoring every week Flexible grouping
Tier III
More intense - no more than three students at a time
Time is increased up to 60 min We currently have few Tier 3 groups that are
not SPED
Assessment Tools
DIBELS
PPVT
SAT 10
Kansas State Assessment - Reading
DRA
Additional Assessments
QPS – Quick Phonics Screener
Retelling Rubric
PAST – Phonological Awareness Skills Test
Oral Reading Checks
Types of Assessment
Assessment for Learning DIBELS
DRA
ERDA Assessment of Learning
PPVT
SAT 10
Kansas State Reading Assessment
Professional Learning Communities / Grade Level
Meetings Analysis of Data
Strengths and Weakness
Plan of Action
Assessment Folders
School wide Assessment Wall
Grade Level Data Boards
DIBELS Tools
Spreadsheets
Data Worksheets
Tools for Data
Analysis
School Wide Assessment Wall
Grade Level Data Boards
Questions?
We’re Better Together!
Jane Groff, Director,
Kansas Parent Information Resource Center
We’re Better Together!Recognition of the Importance
of Family Engagement KSDE, Title 1 and Special
Education Departments, embrace the importance of family engagement as it relates to the MTSS Empowering Culture.
KSDE, Title 1 and Special Education Departments, include and invite the family engagement technical assistance offered by the Kansas Parent Information Resource Center (KPIRC).
An Empowering Culture Benefits All Schools
Empowering Culture
Involving all StaffInvolving ParentsInforming All
We’re Better Together!
Parent Involvement
Parent Engagement
Empowered Parents
Actions that parents take to support their own children.
Families’ work with educators to provide input and serve on decision making committees.
Parents are full partners with the school and are involved in decision making in all aspects of the school (Nelson & Guerra, 2009).
Building Capacity for Family Engagement
Kansas PIRC Statewide Support
Building Capacity for:•Family Engagement•Student Achievement
KS State Board of Education Endorsement of The PTA National Family School Partnership Standards.
We’re Better Together!Title 1 Inclusion of Family
Engagement Inclusion of KPIRC in annual
Title 1 Schoolwide trainings. Inclusion of KPIRC on Title 1
Committee of Practitioners. Inclusion of PTA National
Family School Partnership Standards in School Improvement Plans.
Member of KPIRC Statewide Advisory Board.
Support for Annual Parent Leadership Conference.
Refer districts and schools to KPIRC for technical assistance.
We’re Better Together!Special Education Inclusion
of Family Engagement Inclusion of KPIRC on MTSS
Transformational Team. Inclusion of KPIRC as a
required component of the Technical Assistance Systems Network (TASN).
Inclusion of KPIRC as family engagement consultants on State Personnel Development Grant (SPDG).
Funding for development and printing of MTSS family engagement documents.
We’re Better Together!
Create Empowering Cultures for ALL Families by:
Welcoming Communicating Supporting Student
Learning Speaking Up For Every
Child Sharing Power Collaborating with the
CommunityPTA National Standards for Family School Partnerships – Endorsed by the KS State Board of Education.
We’re Better Together!Collaboration
A Family Guide to Multi Tier Systems of Support (MTSS)
A Family Guide to Schoolwide Positive Behavior Supports (SWPBS)
Family Engagement: A Critical Component to Building an Empowering Culture in a MTSS
Results