elise frattura, ph.d. integrated comprehensive services for each and every learner

Elise Frattura, Ph.D

Integrated Comprehensive Services for Each and Every Learner

We Must Invert a Deficit-Based System To a Proactive or Asset-Based System A quick look at our history

Schools have a culture of Marginalization By race By disability By language By social class By ability By Sexuality 5

School System Norm School System Continues Student Receives Bandage Student Falls Compulsory Education Short Term Results Other Students Fail System Continues Short-Term Fixes Norm Unchanged Bandages Continue Frattura, 2012

General Education Guidance Programs At- Risk Program for HS Students Frattura, 2012 Title 1 Programs Guidance Programs At- Risk Program for HS Students Early Childhood Programs Programs for Homeless Children Alcohol and Drug Programs Limited English Speaking Programs Programs for Students under Section 504

General Education Title 1 Programs 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 Frattura, 2012

3 2 1 Special Education 5%-10% Targeted Interventions 20% School Wide Interventions 80%

General Education Gifted Pull Out Intensive Interventions ELL Pull Out Intensive Intervention Read 180 Intensive Intervention SRA ABA Test Taking Pull Outs Intensive Intervention Programs for Nonreaders at Third Grade Intensive Intervention Math Reading Recovery Intensive Intervention

3 Special Education 5%-10% 2 Targeted Interventions 20% 1 School Wide Interventions 80% x Title 1 Programs 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 Gifted Pull Out Intensive Intervention s ELL Pull Out Intensive Intervention Read 180 Intensive Intervention SRA ABA Test Taking Pull Outs Intensive Intervention Programs for Nonreaders at Third Grade Intensive Intervention Math Reading Recovery Intensive Intervention

General Education Programs for Students with ADHD Frattura, 2012 Over Time We Create More Labeled Students and a Smaller Norm Group The populations of disabilities increasing are those that are not medically diagnosed. but educationally Such a practice has the following results: Reading Interventions Orthopedically Impaired Math Interventions Autism Behavioral Disabilities Cognitive Disabilities Gifted Learning Disabilities Early Childhood Programs

In the US - (Sample Categories) Percent of total enrollment over 35 years (1976- 2011) for students with Learning Disabilities 1.8% to 4.9% Emotional Disabilities.6%-.8% Other Health Impaired.3% to 1.4% While Biological Disabilities Remained Decreased or Unchanged Cognitive Disabilities 2.2 to 2.1 (including autism, TBI) Hearing.2 to.2 Visual.1 to.1

Literacy Coaches Boys to Men by interest AP by interest Clubs and Sports by Interest Tardy Room S.A.P. In House Suspension ESL Nurse Step Up 8 ts Bilingual Special Education Guidance After School Tutor Speech & Language Psych Resource SCI DT Inclusion DVI School Gov. Council SWIS 9 th & 10 th SW BISSW Aide NHS By Interest Itinerant HI, VI, OT, PT Special Ed Parents Administration

What is your current program model?

But some practices were intentional Dean Cubberly (1917-1933) at Stanford stated: We should give up the exceedingly democratic idea that all are equal and that our society is devoid of classes. the wage earner remains the wage earner... One bright child may be worth more to the national life than thousands of those of low mentality. Tracking IQ testing offered a seemingly scientific basis for assigning students to varying curricular tracks

As Freire stated in 1970 in his book, Pedagogy of the Oppressed: It is in the interest of the oppressor to weaken the oppressed still further, to isolate them, to create and deepen rifts among them. This is done by varied means, from the repressive methods of the government bureaucracy to the forms of cultural action with which they manipulate the people by giving them the impression that they are being helped. (p. 141)

Students with the greatest need for a comprehensive education are required to synthesize the most information from the most environments and the most teachers 2

Eligibility criteria Wait to fail Teach in a manner that a child does not learn and then offer it again as a double dose Reactive programs: All Programs 3

Into supporting a deficit- based system Administrators Teachers Classrooms Schools Evaluations 6

7 *Results with low standard cut-scores

Findings from District Equity Audits completed for 861 and 961 for the past decade: 2003-2008 32% - 56% 2009-2013 47% -72% Increase in students eligible for different programs 8

Do our program structures increase the gaps in achievement and behavior? Lets take 10 minutes to discuss

What we know 1. Varied achievement within student groupings positively impacts student achievement. 2. The students who are isolated the most in ability groupings often are the furthest behind. Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003) Does Peer Ability affect student achievement? Journal of Applied Econometrics

Louis, Leithwood, Wahlstrom,& Anderson (2010). State Leadership, Policies and Practices State Leadership, Policies and Practices District Leadership, Policies and Practices District Leadership, Policies and Practices Leaders Professional Development Experiences Leaders Professional Development Experiences Student/Fam ily Background School Leadership School Leadership Other Stakeholders Student Learning School Conditions Teachers Classroom Conditions

At any point, during at least the last 50 years, a synthesis of available empirical evidence would have suggested, that students having difficulty at school, especially those disadvantaged by their socioeconomic backgrounds, learn more when they are working in heterogeneous rather than in homogenous ability groups (Oakes, 1985,Yonezawa, Wells, and Serna, 2002). Relatively high expectations for learning, a faster pace of instruction, peer models of effective learning and curricula that are more challenging are among the reasons offered for this advantage. Leithwood, Louis, Andserson, and Wahlstrom (2004)

In spite of this evidence, over this same period, the vast majority of teachers and administrators have enacted practices that separate students by ability; allowing for the concentration of instructional resources on the same set of learning problems. Many teachers have regarded implementing heterogeneous grouping practices in classrooms as very difficult. Nevertheless, this is one of the rare examples of professional common sense being just plain wrong! Leithwood, Louis, Andserson, and Wahlstrom (2004) Jeannie Oakes (2008)

http://www.youtube.com/watch?v=Qaz3JA5terI

Acceleration.88 Enrichment.39 Ability Grouping.30 Hattie, 2009,2012; McNulty 2012 Acceleration Has The Greatest Impact On Student Achievement

Aligning our data to our models tracks . programs..intervention services General Education Tier 1 Core Instruction Programs and Interventions? Do Perceptions Matters?

RtI Inclusion

All Pull Out Instructional Format

All instruction for all learners, including students with disabilities, is premised on a rigorous core curriculum for all students Students with and without disabilities, linguistically diverse, advanced, and struggling learners are placed in general classrooms using principles of natural proportions small group instructional spaces are available for all students

3 2 1 Special Education 5%-10% Targeted Interventions 20% School Wide Interventions 80% And Target Interventions 100%

Balanced Assessment High Quality Instruction Collaborative Team Work Culturally Relevant Multi-Level System of Support

RtI is for ALL children and ALL educators RtI must support and provide value to high quality instruction Success of RtI lies within the classroom through collaboration RtI applies to both academics and behavior RtI supports and provides value to the balanced use of multiple assessments to inform instructional practices RtI is something you do and not necessarily something you buy RtI emerges from and supports research and evidence-based practices

we do not have to segregate to document student outcomes and progress

Aim, expect, and demand 100% at the Common Core Tier 1 for all students. Aim, expect to lose 20% to 40% out of your Common Core moving through the Tier process as a separate placement

The continuum of services allows for large group, small group, and 1:1 instruction based on how each child learns, within Tier 1. Special and general educators, interventionist, Title supports, ELL teachers, etc. are aligned to specific grade levels (to become grade-level teams) to share knowledge and expertise with each other to intentionally increase each others capacity to better service all learners.

Grade Level Support Team Freshman Indirect Support Personnel Grade Level Support Team Sophomore Indirect Support Personnel Grade Level Support Team Junior Indirect Support Personnel Grade Level Support Team Senior Indirect Support Personnel Direct Support Personnel Assistant Direct Support Personnel Assistant Direct Support Personnel Assistants Direct Support Personnel Assistants Direct Support Personnel Assistants Direct Support Personnel Assistants Adapted from Capper & Frattura, 2009

Elementary School Example 6 special educators (currently 2 self-contained and 4 cross-categorical) 2 Bilingual Resource Support 2 Reading Teachers 45 students speech and language 515 students within the school - 74 with disabilities 2 students with CD in 5 th grade do not attend the school they would attend if not disabled will be grandfathered and transferred in 6 th grade 5 students with EBD do not attend the school they would attend if not disabled and will be transferred to their home school effective immediately Resulting in a loss of.5 special educator Increase of 2 paras due to students returning from Someplace Else

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

Grade-level teams of teachers co-plan and co-serve through proactive instructional practices for each and every learner within their grade-based on the principles of universal instruction, curriculum, and assessment. Using principles of universal accesscurriculum is differentiated for needs of all learners the first time the concept is taught versus taught to a normed group of students and then adapted after the fact (which often occurs in an inclusion of differentiated model increasing student failure).

Personalized learning plans are used for all learners to assist educators in determining appropriate instructional practices and documenting progress and aspirations. Therefore, all educators and all administrators are aligned to support the education of all learners at the core of teaching and learning.

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 6 minute introduction from Dr. David Rose http://www.youtube.com/watch?v=pGLTJw0GSxk

What are your nonnegotiables?

59 2010-11 - TBD

District Special Education Incidence Rate 60

ACT Test Results Composite Scores Stoughton Compared to National Scores 61

Cornerstone 1: What non-negotiables will you adhere to moving forward. Cornerstone 2: What will your future model look like? Cornerstone 3: How will teachers co-plan and co-serve all learners? Cornerstone 4: Will you align your procedures and practices to your nonnegotiables?

Schools and Districts in Support of Integrated Comprehensive Services for ALL Students: Understanding the Vision Develop Non-Negotiables how they will measure everything Define and Align for a Proactive Infrastructure through grade, building, and district Level Teams Develop Instructional Capacity through our infrastructure, position descriptions, professional development, evaluation, and recruitment. Implement Universal Design Set Heterogeneous Flexible Learning Groups Develop Teacher Teams in Support of Collaborative Teams Between Teachers Reallocate Resources and define Policy to support proactive reform

elise frattura, ph.d. integrated comprehensive services for each and every learner

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talented programs programs

hs students programs

general education programs

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