General and Special Education: We’re Better Together! July 20, 2010

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 & Servicesjmiller@ksde.org

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

Contact Information

Colleen Riley: criley@ksde.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