task force recommendations department of special …

TASK FORCE RECOMMENDATIONS

Department of Special Education

Task Force Recommendations Follow Up:From Ideas to Practice

1

GOAL #1 Great Schools in Every Neighborhood

Continuous Improvement Cycle

2Special Education Task Force Task Force Recommendations

Strategic and Management Plans

Task Force recommendations inform

the long term strategic and management plans

Stakeholder Feedback

Collection of data to establish baselines and accountability

Task Force / Special Education Advisory Council

Members representing various stakeholder groups make recommendations for

a plan to improve Special Education

Special Education Continuous

Improvement Cycle

https://docs.google.com/document/d/1t7N94N6ZmijVbVLYBV4_G87EJOGyezhtoEN7HJ7RGd4/edit?usp=sharing


SPED Task Force 5 Recommendation Areas

3Special Education Task Force

Inclusion

Resources

Staff Excellence

LIteracy

Evaluation and

Eligibility

Task Force Recommendations

https://docs.google.com/document/d/1t7N94N6ZmijVbVLYBV4_G87EJOGyezhtoEN7HJ7RGd4/edit?usp=sharing


Recommendation#1: Inclusionary Practices

To eradicate disparities through inclusive pra ctices, we recommend tha t▪ a ll DPS schools commit to a n ongoing

ca mpa ign highlighting the benefits of including students with disa bilities in a ll school a ctivities a nd

▪ commit to educa tiona l progra mming offe red firs t in the genera l educa tion se tting with a ppropria te supplementa ry a ids a nd se rvices.

4Inclusive Practices


Inclusive Practices: Background Information


Rationale

“There is clear and consistent evidence that inclusive educational settings can confer substantial short -and long-term benefits for students with and without disabilities .” (Hehir, et al 2012)

Current Initiatives

2014-2017 DPS Special Education Department pilot study on inclusion through the ”Inclusive Practices” cohort demonstrated gains in academic achievement for students with a disability (DPS Inc. Prac. Rpt. 2017)


Proposed Action Steps: Inclusion


Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend that:● all DPS schools commit to an ongoing campaign highlighting the benefits of including

students with disabilities in all school activities and ● commit to educational programming offered first in the general education setting

with appropriate supplementary aids and services.

General Action Steps● Policy/Resolution - Board

Commitment ● Campaign● Schools gather baseline data on

inclusion through a program review● Professional learning on inclusion

Special Education Action Steps● Shift moderate need programming to

schools of choice ● Increase inclusion opportunities for

students with severe needs● Ensure district is offering a full continuum

of services for students with profound needs


Recommendation #2: Evaluation and Eligibility

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To eradicate disparities through inclusive pra ctices, we recommend▪ DPS ensure tha t a ll s tudents will

be eva lua ted in a comprehensive , cultura lly a ppropria te a nd bia s-free ma nner.

Evaluation and Eligibility


Evaluation and Eligibility: Background Information

8Evaluation and Eligibility

Rationale

Identification rates of various disabilities are inconsistent across different racial groups.

Current InitiativesSpecial education received an ESSA (Every Child Succeeds Act) grant to investigate possible root causes of racial disproportionality and develop prototypes to address the disproportionality.


Background Information


Race SPED Gen Ed

Native American 1% 1%

Asian 2% 3%

Black 16% 14%

Hispanic 59% 56%

White 18% 23%

Other 4% 4%

Federal and state rules determine if there is significant disproportionality based on race.

Currently DPS falls within the acceptable ranges for identification rates by race.


Background Information


Disability National State Denver White Hispanic African American

Autism 9% 7.2% 6.7% 12.2% 3.4% 3.9%

Specific Learning Disability 34% 46.3% 44% 32.7% 51.8% 48.2%

Speech Language Impairment 20% 14.1% 13.3% 16.7% 14.8% 8%

Other Health Impairment 14% 8.4% 10% 12.4% 5.3% 9.8%

Developmental Disability 6% 3% 11% 11% 10.6% 7.6%

Intellectual Disability 6% 3% 3% 1.7% 3.4% 3.9%

Serious Emotional Disability 5% 6.8% 5% 6.3% 3.3% 9.6%

Multiple Disability 2% 4.7% 3.6% 3.5% 3.8% 3.8%

Low Incidence (hearing, vision and TBI, Deaf/Blind, OI)

1% 1% 1% <1% <1% <1%


Proposed Action Steps: Evaluation & Eligibility

11Evaluation & Eligibility

Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend:● DPS ensure that all students will be evaluated in a comprehensive, culturally

appropriate and bias-free manner.

General Action Steps● Pre-referral guidelines and strong

multi-tiered systems of supports ● Bias training for general education

staff who make referrals● Continuous monitoring of referrals

Special Education Action Steps● Develop bias free eligibility criteria● Training for all evaluation teams on bias

involved in identification● Continuous monitoring of evaluations


Recommendation #3: Specially-Designed Instruction - Literacy

To eradicate disparities through inclusive pra ctices, we recommend:▪ Every DPS e lementa ry school a dopt a

multisensory, sequentia l, sc ientifica lly-ba sed, structured lite ra cy methodology (MSL) in rea ding a nd writing; a nd

▪ Screen a ll students who ente r DPS for predictors of future rea ding difficulties such a s dyslexia .

12Literacy


Literacy: Background Information

13Literacy

Rationale

Only 7% of special education students in DPS achieve at or above expectations in English Language Arts (DPS Data 2018)

Current Initiatives

By 2020, 80% of DPS third-graders will be at or above grade level in reading and writing. DPS currently has an early literacy initiative in place. (DPS Early Literacy 2020 plan, 2016)


The impact that MSL has on learning to read and write

14Literacy


Proposed Action Steps: Literacy

▪ Develop a screening tool for dyslexia and implement across district

▪ Roll out of training for elementary teachers on MSL methods

▪ Ongoing coaching

15Literacy

▪ MSL credential for all special education teachers (advanced MSL)

▪ Ongoing coaching

General Special Education


Recommendation #4: Resources

To eradicate disparities through inclusive pra ctices, we recommend:▪ DPS provide funding to a llow for

a ppropria te sta ffing ba sed on educa tor workloa d a nd professiona l deve lopment, for curriculum a nd ma teria ls, a nd for on-site hea lth se rvices.

16Resources

GOAL #1 Great Schools in Every Neighborhood 17Resources

Resources: Background Information

RationaleThere is a teacher and specialized service provider shortage in Special Education in Colorado. (TEACH 2019)

Current allocations of funds starts with caseloads. Additional allocations are provided to school based on risk factors. For example, schools receive additional supplemental funding per student if the caseload is over the recommended ratio. (DPS Budget, 2019)


Proposed Action Steps: Resources

18Resources

Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend:● Every DPS elementary school adopt a multisensory, sequential, scientifically-

based, structured literacy methodology (MSL) in reading and writing; and● Screen all students who enter DPS for predictors of future reading difficulties such

as dyslexia.

Allocation of Resources● Data collection on current

allocation of resources● Research and analysis of various

approaches to allocation of resources

● Finalize decision regarding methodology for resource allocation

● Develop methods to ensure financial transparency

Instructional Materials● Ensure all special education staff have

core materials ● Determine minimum specially designed

instructional materials● Develop a process to fund the materials


Recommendation #5: Staff Excellence

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To eradicate disparities through inclusive pra ctices, we recommend▪ DPS recruit, deve lop, a nd re ta in a

high-qua lity, diverse sta ff.

Staff Excellence


Staff Excellence: Background Information

20Staff Excellence

Rationale

SPED has decreased its professional learning budget substantially over the past four years. (Ferrandino 2018)

In 2018, Special Education did not provide any summer training outside new hire professional learning.

Current Initiatives First Steps Strategic Plan includes major goals on school leader professional development and overall professional development concentrating on the use of non -student contact days and job embedded professional development utilizing the special education instructional specialists. (First Steps 2018)


Proposed Action Steps: Staff Excellence

21Staff Excellence

Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend:● DPS provide funding to allow for appropriate staffing based on educator workload

and professional development, for curriculum and materials, and for on-site health services.

Professional Learning● Substantially increase professional

learning opportunities ● Provide professional learning for

school leaders

Retention and Recruitment● Data collection on current recruitment

and retention strategies ● Research and analysis of various

approaches to retention and recruitment

● Finalize strategies for recruitment and retention


Cross-Functional Collaboration and Accountability

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Board of Education

Susana CordovaSuperintendent

Allen SmithSenior Deputy

Superintendent,Equity

Robert Frantum-AllenDirector, Special

Education

Special Education CommunicationsCulturally

Responsive Education

Curriculum and Instruction Finance Human Resources

Task Force

Special Education Advisory Council

● Annual report to the Board● Annua l Sta te of Specia l

Educa tion sha red with the Ta sk Force

● Meet with Specia l Educa tion Advisory Council (SEAC) 2x per yea r to sha re progress a nd ba rrie rs

● Bi-weekly meetings with cross-depa rtmenta l committee to pla n a nd progress monitor

Next Steps

Teacher Leadership & Collaboration

Family & Community Engagement

English Language AcquisitionSchools OfficePortfolio / Charter

/ Innovation

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