Thinking Through Results for All Children

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Thinking Through Results

for All Children

2

The Needs• Outcomes for Children and Families• Data and Data-based Decision Making• Stakeholder Involvement/Collaboration• SPP/APR• General Supervision• Results Driven Accountability

3

NCRRC Response• Stakeholder Input• Identification of Purpose and

Audience• Product Development

– Thinking Through Improvement (IT Kit)– Thinking Through Collaboration (TTC)

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Development Process

• Responded to need identified by North Central Regional Resource Center (NCRRC) states

• Drafted content outlines and concept paper• Convened multidisciplinary Reviewer’s Group that consisted of NCRRC state and local partners

• Compiled extensive feedback and restructured the design of the materials

• Solicited ongoing feedback from pilot sites and OSEP staff

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Important Ideas

• Thinking Through Improvement provides tools and strategies to guide improvement efforts.

• The Thinking Through Improvement process can be used by state and local agencies to address both the State Performance Plan (SPP) and other areas identified for improvement.

• Addressing areas for improvement will provide better services, leading to improved results for children with disabilities and their families.

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Content Overview• Thinking About Connections

Understanding the Federal-State-Local Connection Meeting the Responsibilities of IDEA 2004 and ESEA

• Thinking About Data Defining Data Addressing Data Quality Finding Meaning in Your Data

• Thinking About Results PIER Process

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Part OneThinking About Connections

9

Important Ideas for Part One• Participants will —

– Understand federal, state, and local educational accountability

– Identify characteristics and responsibilities of an Improvement Team (IT Team)

– Identify the components of an Improvement Plan (IT Plan)

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Part TwoThinking About Data

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Important Ideas for Part TwoParticipants will —

– Understand that information gathered from data guides improvement efforts

– Understand that quality data are essential for identifying system wide strengths and weaknesses

– Acquire techniques needed to complete a thorough review of data to assist in determining areas for improvement

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Part ThreeThinking About Results

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Important Ideas for Part ThreeParticipants will –

– Understand how to utilize the PIER Process to address areas identified for improvement

– Learn how to prioritize areas for improvement– Be able to identify improvement activities to

address areas of need– Understand how to evaluate the implementation

and impact of improvement efforts– Learn how to report results of improvement

efforts

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P = Prioritizing Areas for Improvement

I = Identifying Improvement Activities

E = Evaluating Process and Impact

R = Reporting Results

The PIER Process

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Guiding Questions• Do you trust your data?

• What do others have to say regarding priorities for improvement?

• What has been the pattern in the past?

• What might be some extenuating circumstances?

• What resources are available for improvement?

• What constitutes a realistic timeframe for improvement?

• What is reasonable improvement?

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So far. . .

• Provided training in more than 27 States

• Provided training to State and Local-level Part B and Part C staff

• Provided training to OSEP staff• Plans for Updating

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Development Process

• Responded to need identified by the North Central Regional Resource Center

• Interviewed variety of educators• Convened multi-disciplinary Reviewers’ Group• Created Thinking Through Collaboration as

the second product in the Thinking Through Series

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Introduction − Initial Thoughts

• If all educators, individually and together in groups or teams, use disciplined skills in communication, cooperation, coordination, and collaboration and the G-DIER decision-making process to address each educational need of every child, then educator practice is empowered and student performance will increase

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Introduction − Initial Thoughts

• Thinking Through Collaboration provides a guide for educators to ensure the educational success for each and every infant, toddler, child, and youth from pre-primary through age 21 (P-21) or through the completion of a high school diploma, whichever comes first

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Part One Content Overview

• Thinking About Success Educational Policy and History The General Education-Special Education

Connection Educator and School Effectiveness

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Part Two Content Overview

• Thinking About the 4 Cs The 4 Cs How to Communicate Effectively How to Cooperate Effectively How to Coordinate Effectively How to Collaborate Effectively

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Part Three Content Overview

• Thinking About G-DIER The G-DIER Process The G-DIER Process Under IDEA Individual Learning Goal Data Availability, Analysis, Quality, and

Interpretation Instructional Strategies, Targeted Interventions,

and Services Evaluating Child Progress Results and Reporting

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Part Four Content Overview

• Thinking About Program Improvement The G-DIER Process for Program

Improvement

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Theory of Action

“If all educators, individually and together in groups or teams, use disciplined skills in communication, cooperation, coordination, and collaboration in conjunction with the G-DIER decision-making process to address each educational need of every child, then educator practice is empowered and student performance will increase.”

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Making Connections

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Overlapping Connections

ESEA IDEAOverlapping ESEA/IDEA Connections

• For children with disabilities: Assessment options Highly qualified teachers Adequate yearly progress (AYP)

• IEP team requirements for regular education teachers: Child’s IEP:

1. Participate and accommodations in state-wide/district-wide assessments

2. How disability affects progress in general education

Services provided in LRE• Coordinated early intervening services: who

need academic and behavioral support to succeed in general education

• Highly qualified teachers

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Roles and Connections

General Education Teacher

provides universal instruction

Specialistsprovide expertise

& support

Title I Paraprofessionals

provide targeted tutoring & support

Title III ELL Teachers

provide targeted multicultural & adaptive

technologies

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Roles and Connections

Special Education Teacher

provides specifically designed

instruction

Related Servicesto benefit from

specially designed instruction

Special Education Paraprofessionals

& Aidessupport instructional

activities

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Roles and Connections

General Education Teacher

provides universal instruction

Specialistsprovide expertise

& support

Title I Paraprofessionals

provide targeted tutoring & support

Special Education

Teacherprovides specifically

designed instruction

Related Services

to benefit from specially designed

instruction

Special Education Paraprofessionals

& Aidessupport instructional

activitiesTitle III ELL

Teachersprovide targeted

multicultural & adaptive technologies

4 Cs through:

Consultation

4 Cs through:General ed teachers

directing the work of

Title I paras

4 Cs through: Related services staff directing

the work of related services aides

4 Cs through: Special ed teachers

directing the work of special

ed paras

4 Cs through:

Consultation

4 Cs through:

IEP development & implementation

4 Cs through:

IEP development & implementation

Consultation re: Core content

subjects, student progress monitoring,

& differentiated instruction

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Resource Allocations

“ We want to encourage schools and districts to rethink how teachers do their jobs—how they collaborate, how they use their time outside the classroom, and how they shape professional development programs. When adults have time to collaborate and solve school problems they are going to be more productive and they will get better results for our kids. Teachers need to be at the center of those efforts”

~ Secretary Arne Duncan (2010) [Emphasis added]

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Curriculum and Instructional Alignment

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Focus on the 4 CsCollaboration

Communication

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How the Connection Process Works

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G-DIER Process

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G-DIER and 4 Cs for Students Potentially at Risk

• For children who are potentially at risk of underachieving, the G-DIER Process and 4 Cs need MORE

Strategy Focus Intention

• For children who are significantly at risk of underachieving, the G-DIER Process and 4 Cs need EVEN MORE

Strategy Focus Intention

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4 Cs and G-DIER Impact Children with Disabilities

Universal Instruction

Targeted Interventions

Intensive Services

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TTC Roll Out

• Stakeholder Roll Out—Completed• OSEP Roll Out—Completed

• Presentations at Project Directors and OSEP Leadership Conferences

• Options for Dissemination• Website Development

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Questions

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Contact Information

• For more information, please contact:

Maureen Hawes612-624-1144hawes001@umn.edu

Ann Bailey612-624-1158baile045@umn.edu