time for change: examining data relating to student performance and implementing a plan to improve...
TRANSCRIPT
Time for Change: Examining Data Relating to Student
Performanceand
Implementing a Plan to Improve Student Outcomes
Glenna GalloDirector of Special [email protected]
What do we want for Utah’s students?
College and Career Ready
Each student should have education and career goals that will prepare them to experience fulfilling lives, actively participate as educated citizens, and
thrive in a particularly competitive and global marketplace.
What don’t we want for Utah’s students?
•Disengagement • Leaving K-12 education
unprepared for life, without:•Academic proficiency•Social skills•Civic responsibility
• “Good enough” attitude•Perpetuating inequities
Stakeholder Review and Feedback
The usual stakeholders, who either pay for, provide, receive, participate in, or collaborate on IDEA services and issues, and/or provide expertise, plus…
• Special Education staff of other State Educational Agencies (SEAs)
• Other LEA staff, as invited by the Special Education Director (e.g., Superintendent, Asst. Superintendent, Directors, and Title I Directors)
• Utah Parent Teacher Association (PTA)• Utah Assessment Policy Advisory
Committee (PAC)• Institutes of Higher Education (IHEs)
teacher preparation, leadership, and math departments
• Broader stakeholder group needed as many of the identified improvement needs impact the greater educational and business community, not just students with disabilities.
• Stakeholders deferred providing input to other individuals perceived as having special knowledge and expertise regarding students with disabilities, rather than considering how the needs of all students align with and support the needs of students with disabilities who access Tier I Core instruction in addition to their specialized instruction.
• These behaviors unintentionally contributed to the current state of wide-spread separate and reduced expectations for students with disabilities in comparison with non-disabled peers in Utah, especially in regards to IEP team decisions concerning the supports needed for students with disabilities to access and progress in the grade-level state mathematics standards.
A Collective Responsibility
The problem human beings face is not that we aim too high and fail, but that we aim too low and succeed.
Michelangelo
Systems Changefor Students with Disabilities
Previous
• Silos• Replace general education with
special education• Teams with specialties• IEP content driven by special
educator and parents• Off-grade-level instruction and
assessments
Current
• Collaboration • Tier 1 Instruction for all with
additional tiered support, as needed• PLCs and cross-disciplinary teams• IEP content driven by informed
team, based on data• On-grade-level instruction and
assessment
What do we do WITH each other, instead of TO each other, to improve student outcomes?
Educators
Leadership
Parents
Strategy 1: Align State-Level Improvement Plans and Efforts
• State Systemic Improvement Plans (SSIP)• ESEA Flexibility Waiver• Education Excellence (Equity)
Plan
• Professional Learning• Coaching• Fiscal • Preservice Preparation
• Identified:• Root causes of current
performance• Areas of alignment across USOE
personnel• Repurposing USOE activities to
comprehensively address all root causes, regardless of section• Determine beliefs of Utah
stakeholders regarding students with disabilities• Common PD with support added
from Special Education, Title I
Root CausesHigh Expectations
and Beliefs
Multi- Tiered System of Supports in
Secondary Settings
Content Knowledge and Effective Instruction
LeadershipIEP Team Decisions
Partnerships and CollaborationPreservice and Inservice
Professional LearningActive Engagement of All School
PersonnelData Driven Decision Making
Evidence-Based PracticesFiscal Support
Inclusion in grade level core content, assessment,
graduation requirements, and CCR Plans.
Infrastructure, Scale, Fidelity
Math content and pedogogy to provide effective
instruction through UDL and evidence-based interventions.
Strategy 2: Remind LEAs of Existing Professional Standards (Which Support Plans)
Utah Educational Leadership Standards
Utah Effective Teaching Standards
• Advocate for students• Continuous evidence-based
improvement• Eliminate barriers to learning• Every student learning/hold high
expectations for students• Recognize personal and
professional biases• Create appropriate and challenging
learning experiences• Know and uses the Core in planning
and instruction• Use data to determine educational
impact and adjust instruction
In addition to being responsible for Utah Teaching Standards,special educators are also responsible for CEC Professional Standards
•Maintaining challenging expectations to develop the highest possible learning outcomes• Exercising professional judgement
to benefit students with disabilities• Promoting meaningful inclusion• Using evidence, data, research,
and professional knowledge to inform practice/
Strategy 3: Review, Discuss, and Act on the Data
• Extensive review of state data by subgroup and placement • LEA data drills, examining state trends and LEA results by subgroup
• Ongoing follow-up and analysis of LEA data
• Include parents and families in the conversations and utilize parent meetings effectively
Then:• Make decisions that target the area of need• Change processes and procedures as a result of the data and
feedback• Follow up, collect data, and ensure change impacted as
Have you ever heard
this?“Students with
disabilities spend the
majority of the school day in the general education
classroom.”
Environments – Ages 3-5
AU BD CD DB DD HI ID MD OH OI SL TB VI0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Regular Early Childhood Program Special Early Childhood Program Other2014-2015
Kindergarten
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Grade 11
Grade 12+
0
1000
2000
3000
4000
5000
6000
7000
80-100% GenEd 40-79% GenEd 0-39% GenEd2014-2015
Access to General Education – By Grade
6-8th Grade Math ProficiencyNon- students with Disabilities SY 2014
0%10%20%30%40%50%60%70%80%90%
100%
75% 74% 75% 71%
47% 47% 47% 47% 48%42% 41% 41% 43%
Non-SWD 6th Grade Math Non-SWD 7th Grade Math Non-SWD 8th Grade Math
6-8th Grade Math ProficiencyStudents with Disabilities SY 2014
0%
20%
40%
60%
80%
100%
29% 31% 30% 32%
11% 13% 12% 12% 15%7% 8% 9% 10%
SWD 6th Grade Math SWD 7th Grade Math SWD 8th Grade Math
The Purpose of IDEA
To ensure that all students with disabilities have available to them a free appropriate public education that emphasizes special education and related
services designed to meet their unique needs and prepare them for further education, employment, and independent living.
IEP & State/Alternate Standards
Regular Diploma or Certificate of Completion
College and Career Ready
Strategy 4: Consider the Interconnectedness of College and Career for All Students
Strategy 5: Don’t Reinvent; Repurpose
• IEP Team• PLC• Student Support Team• Teacher Assistance Team• Leadership Team• Parent/Teacher Team• School Community Council• School Improvement Plan• LEA Improvement Plan• Equity Plan• State Systemic Improvement Plan
Lessons Learned
When feeling overwhelmed or unknowledgeable, people revert back to what is know and comfortable. Who will carry the charge for change?