Improving the Effectiveness & Equity of Supporting Students … · 2019. 5. 29. · Struggling Math Student Schedule . Period 2 . Period 1 . Period 3 Period 4 Period 5 . Period 6

© 2015 THE DISTRICT MANAGEMENT COUNCIL

Improving the Effectiveness & Equity of Supporting Students Requiring Additional Support

Frederick County Public Schools Board of Education

N O V E M B E R 4 T H , 2 0 1 5

P R E L I M I N A RY

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Agenda

Introduction & Overview

Best Practices for Supporting Students Requiring Additional Support

Key Preliminary Opportunities Identified

Case Studies & Citations

Closing & Next Steps

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Family and Community Involvement

Thematic Category

4

• FCPS will provide each and every student high quality instruction that fosters inquiry, creative thinking, complex problem solving, and collaboration.

• FCPS will raise achievement for all students and eliminate achievement gaps.

• FCPS will implement strategies to ensure a high quality and diverse workforce.

• FCPS will support all staff by providing ongoing opportunities to grow as professionals throughout their career.

• FCPS will provide equitable distribution of all resources based on the varied needs of students and schools.

• FCPS will promote clear communication and transparency in allocation of resources.

Priorities

• FCPS will encourage and sustain collaborations with families and the entire community to support student success.

• FCPS will equip staff with the knowledge and tools necessary to be positive ambassadors who build support for our goals and initiatives.

Aspiration Aspirations

Priorities

Health and Safety

5 • FCPS will promote and maintain a safe and respectful environment.

• FCPS will foster personal well-being and health among students and staff through increased awareness and engagement on these topics.

Student Achievement

Effective and Engaged Staff

Resource Allocation

FCPS will nurture relationships with families and the entire community, sharing responsibility for student success and demonstrating pride in all aspects of our school system.

FCPS will hire, support, and retain staff who champion individual, professional, and student excellence.

FCPS will pursue and utilize all resources strategically and responsibly to achieve identified outcomes and inspire public confidence.

FCPS will equip each and every student to be an empowered learner and an engaged citizen to achieve a positive impact in the local and global community.

FCPS will promote a culture fostering wellness and civility for students and staff.

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2

1

Within FCPS’ strategic plan, priorities emphasize the improvement for each and every student.

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DMC is partnering with FCPS to help build upon the school system’s strengths and increase supports for students requiring additional support*.

Fundamental Questions Regarding the Initiative

*Note: Students requiring additional support is defined as students with IEPs for mild-to-moderate disabilities and students who struggle academically, however do not have an IEP.

To improve the quality of supports and services for students with mild-to-moderate disabilities and reduce the achievement gap.

Description Key Questions

What is the goal?

While FCPS has established itself as a high performing school system compared to many other Maryland school systems and school systems across the country, the needs of FCPS’ students with mild-to-moderate disabilities is growing and so is the achievement gap.

Why are we focusing on this goal?

By taking a deep look at current practices, deciding how aligned service delivery models are to best practice, and if they are not, what shifts could be made.

How can we achieve this goal?

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Align on Key Opportunities

1 Interviews with school system stakeholders

Review and provide feedback on diagnostic, and compare FCPS’ practices to best practices

Determine highest impact strategies for students requiring additional support*

Moving into the second phase of our work together, we will focus on engaging stakeholders in conversations on aligning on key opportunities.

Project Overview

Plan for Implementation

Gather diagnostic information about current practices from staff

2

5 Develop a plan for improving how the school system supports students requiring additional support

Spring 2015 Fall - Winter 2015-16 Spring 2016

Implement Identified Priorities

Monitor progress and refine plan on a consistent basis

2016-17

6 3

4

Conduct Diagnostic

Complete Current focus


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Agenda


Best Practices for Supporting Students Requiring Additional Supports




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DMC’s definition for “students requiring additional support” is intentionally broad.

Students Requiring Additional Support Definition

Note: Students with ASD, severe disabilities, cognitive disabilities or virtually no fluency in English do have more specialized needs.

Students with Mild to Moderate Disabilities

At-risk Students Without

IEPs

Non-Readers

English Language Learners

A similar approach for all can be effective and cost-effective.

• Many struggle to read and comprehend

• Many have skill deficits from prior grades

• Many require multiple modes of instruction

• Many learn and process information more slowly than their peers

Common Challenges

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Six interconnected best practices can help students requiring additional support achieve at high levels in a cost effective manner.

DMC Framework for Supporting Students Requiring Additional Support*

Data to track progress and inform improvement

3 Extra time to learn

Rigorous general education curriculum

1

Targeted interventions

Coordinated and sustained focus on reading

4

Content strong teachers 5

2

6

Higher achievement for

students requiring additional support


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A strong general education curriculum helps all students, including students requiring additional support.

NAEP Grade 4 Reading Performance by State % at Basic or Above, 2011

Source: US Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment

0

70

45 90

IEP

stud

ents

with

mild

-to-m

oder

ate

disa

bilit

ies

% a

t or a

bove

bas

ic

General education students % at or above basic

• Higher performance of general education students is related to higher performance of students with mild-to-moderate disabilities nationwide

• The same is true for school systems within a state

1

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Rigorous General Education Curriculum – Key Principles

Key Principles

Remedial courses

Pullout Inclusion

1

• Access to general education and grade-level curriculum for all students (including those with mild-to-moderate disabilities)

• Instruction provided to all students by core content teachers in the general education classroom

• No student gets pulled out during core instruction for related services or extra help


These 10 best practices are common elements to effective reading programs.

Elementary: A System for an Effective Reading Program

Source: National Reading Panel, What Works Clearinghouse, experience of school systems who have dramatically improved reading scores

Standards

• Clear and rigorous grade-level expectations

• Identification of struggling readers beginning in kindergarten

• Frequent measurement of achievement

Core Instruction

• At least 90 minutes / day of balanced core instruction

• Explicit teaching of phonics and comprehension

• At least 30 min / day additional time for all struggling readers

• Tight connection of remediation to core instruction Intervention

Effective Teaching

• Highly skilled and effective teachers of reading

Management • Put one person in charge of reading

• Use instructional coaching to improve classroom instruction

Nat

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ding

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orks

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2


Intervention must provide additional time for struggling readers with mild-to-moderate disabilities and for students without IEPs.

Elementary Intervention Strategy: Additional 30 Minutes Per Day

Cost-neutral intervention scheduling

• Additional 30 minutes daily of intervention instruction

• No-cost intervention is possible with strategic elementary scheduling

3


In many school systems, “extra help” happens during core instruction or instead of core instruction and is provided by less skilled staff.

Secondary Intervention Strategy: Typical Approach

English

Math

Elective

Social Studies

Science

Spanish

English

Math

Elective

Social Studies

Science

Spanish

• Co-teaching

• Paraprofessional support

• Lower level curriculum

Non-Struggling Student Schedule

Struggling Math Student Schedule

Period 2

Period 1

Period 3

Period 4

Period 5

Period 6

vs.

3


Best practice for secondary intervention is a “double time” model that involves providing “extra help” in addition to core instruction.

Secondary Intervention Strategy: Best Practice Approach

English

Math

Elective

Social Studies

Science

Spanish

English

Math

Elective

Social Studies

Science

Spanish

• First presentation of content

• 100% current year material

• Learn from peer questions

Non-Struggling Student Schedule

Struggling Math Student Schedule

Period 2

Period 1

Period 3

Period 4

Period 5

Period 6

vs.

• Pre-teach

• Reteach current year and prior year content

• Address missing foundational skills

• Unteach misconceptions

English

Math

Elective

Social Studies

Science

Extra Math Support

A Best Practice Schedule

vs.

3


For all students requiring additional support, intervention is critical and needs to trigger quickly and automatically based on assessments.

All Levels: Immediate and Intensive Interventions

Immediate placement based on skill gaps

• Unambiguous criteria trigger immediate intervention

• Specific skill gaps targeted in intervention

• Automated enrollment in intervention for students requiring additional support

Student 7

Student 9 Student 8

Student 10 Student 11 Student 12

Student 6 Student 5 Student 4

Student 13

Student 15 Student 14

Student 3

80

Student 1 Student 2

Every student below the standard automatically gets

extra help, even if ELL, mild-to-moderate

disabilities, or Title I

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Every student requiring additional support benefits from a highly effective teacher.

All Levels: Impact of Highly Effective Teachers

Source: Suh, Thomas-Fore. "The National Council on Teacher Quality: Expanding the Teacher Quality Discussion. ERIC Digest." (2002); Adapted from Public Impact’s OpportunityCulture.org website, accessed 11/6/2013 http://opportunityculture.org/extending-the-reach-of-excellent-teachers-infographic/

Consider different levels of staff qualification:

• Reading specialists/ Title I interventionists

• General education teachers

• Special education teachers

• Paraprofessionals 0

200

400

600

800

1,000

1,200

4 5 7 6 K 8

Grade

Lexile Score

3 2 1

An EXCELLENT TEACHER achieves an average of 1.5 years of student learning growth,

helping students requiring additional support catch up

A SOLID TEACHER achieves

1 year of student learning growth, so

that students requiring additional support progress but stay behind

The research is clear: no school-based factor is more important than the quality of the teacher.

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http://opportunityculture.org/extending-the-reach-of-excellent-teachers-infographic/


Deep content knowledge by teachers helps students unlearn misconceptions and master needed skills.

Instructional Support for Students Requiring Additional Support

• Review test questions and show correct answer

• Provide homework help

• Quiz in preparation for future tests

• Associate each incorrect answer with underlying concept

• Infer misunderstandings from incorrect answers

• Teach prior, fundamental skills

• Teach correct material using 2 or 3 different approaches

C-

Generalist Support

Content Strong Support vs.

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Progress monitoring provides critical information to the teacher and about the teacher.

Benefits of Formative Assessment Data

Source: Reeves, Douglas B. Making standards work: How to implement standards-based assessments in the classroom, school, and district. Lead+ Learn Press, 2002.

Data from formative

assessments that measure

both growth and achievement

every 2-4 weeks can...

Identify which teachers are effective with which

students and approaches

Indicate that a new approach is needed

Group students with similar needs

Determine which approaches are

effective

Target intervention to specific skill and knowledge gaps

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Agenda







DMC has synthesized many years of education research into the best practices. Sources & Citations

General: • “Seeking Effective Policies and Practices for Students with Special Needs.” Rennie Center for Education Research & Policy. Spring

2009. • Hattie, John. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, 2013. • “Special Education: A Service, Not a Place.” New Jersey School Boards Association. March 11, 2014. • Eidelman, Hadas, Grindal, Todd, Hehir, Thomas. “Review of Special Education in the Commonwealth of Massachusetts.” Report

commissioned by the Massachusetts Department of Elementary and Secondary Education. April 2012.

Reading: • A KIDS COUNT Special Report from the Annie E. Casey Foundation. “Early Warning! Why Reading by the End of Third Grade

Matters.” Annie E. Casey Foundation, 2010. • Armbruster, Bonnie B., Lehr, Fran, Osborn, Jean. “Put Reading First: The Research Building Blocks for Teaching Children to Read:

Kindergarten Through Grade 3.” National Institute for Literacy: The Partnership for Reading, 2001. • Hernandez, Donald J. "Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation." Annie E.

Casey Foundation (2011). • “Improving K-5 Literacy Outcomes.” Hanover Research, January 2015. • Report of the National Reading Panel. “Teaching Children to Read: An Evidence Based Assessment of the Scientific Research

Literature on Reading and Its Implications for Reading Instruction.” National Reading Panel, 2000. • Shanahan, Timothy, et al. "Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-

4038." What Works Clearinghouse (2010). • Sweet, Anne P., McGuire, C. Kent, Riley, Richard W. Ten Proven Principles of Teaching Reading. National Education Association,

2000. • What Works Clearinghouse


Sources & Citations Importance of Standards & General Education: • Courtade, Ginevra, et al. "Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to

Ayres, Lowrey, Douglas, & Sievers (2011)." Education and Training in Autism and Developmental Disabilities (2012): 3-13. • Reeves, Douglas B. Making standards work: How to implement standards-based assessments in the classroom, school, and district.

Lead+ Learn Press, 2002.

Targeted Interventions: • Assisting students struggling with reading: Response to intervention and multi-tier intervention in the primary grades. US Department

of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, 2009. • Denton, C. A.; Fletcher, J. M.; Anthony, J. L. and Francis, D. J. “An Evaluation of Intensive Intervention for Students with Persistent

Reading Difficulties.” Journal of Learning Disabilities, 39, 447‐466, 2006. • DuFour, Richard, DuFour, Rebecca, Robert Eaker, and Gayle Karhanek. Whatever it takes: How professional learning communities

respond when kids don't learn. Bloomington, IN: National Educational Service, 2004. • Kelly, Corrie. “Reading Intervention Programs: A Comparative Chart.” Reading Rockets, 2001. • Stiggins, Rick, and Rick DuFour. "Maximizing the power of formative assessments." Phi Delta Kappan 90.9 (2009): 640-644.

Quality of Teachers: • Darling-Hammond, Linda. "Teacher quality and student achievement."Education policy analysis archives 8 (2000): 1. • National Council on Teacher Quality, “Teacher Prep Ratings,” 2014. • Public Impact’s OpportunityCulture.org website • Rice, Jennifer King. Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Economic Policy Institute, Washington,

DC, 2003. • Suh, Thomas-Fore. "The National Council on Teacher Quality: Expanding the Teacher Quality Discussion. ERIC Digest." (2002). • Walsh, Kate, Deborah Glaser, and Danielle Dunne Wilcox. "What education schools aren't teaching about reading and what

Elementary teachers aren't learning." National Council on Teacher Quality (2006).


Sources & Citations

Paraprofessionals: • “A Study of the Use of Paraprofessionals to Deliver Special Education Services in Vermont Schools”, the University of

Massachusetts Donahue Institute (UMDI), March 2015. • Broer, Stephen M., Doyle, Mary Beth, Halvorsen, Ann T., Giangreco, Michael F. "Alternatives to overreliance on paraprofessionals in

inclusive schools." Journal of Special Education Leadership 17.2 (2004): 82. • Causton-Theoharis, Julie N. "The golden rule of providing support in inclusive classrooms: Support others as you would wish to be

supported." Teaching Exceptional Children 42.2 (2009): 36-43. • Giangreco, Michael F., et al. "Be careful what you wish for…”: Five reasons to be concerned about the assignment of individual

paraprofessionals." Teaching Exceptional Children 37.5 (2005): 28-34. • Giangreco, Michael F., Sean M. Hurley, and Jesse C. Suter. "Special education personnel utilization and general class placement of

students with disabilities: Ranges and ratios." Journal Information 47.1 (2009). • Giangreco, Michael F., Carter S. Smith, and Elaine Pinckney. "Addressing the paraprofessional dilemma in an inclusive school: A

program description."Research and Practice for Persons with Severe Disabilities 31.3 (2006): 215-229. • Mittnacht, Marcia. “Technical Assistance Advisory SPED 2014-3: Identifying the Need for Paraprofessional Support.” Massachusetts

Department of Elementary and Secondary Education. February, 26, 2015. • Suter, Jesse C., and Michael F. Giangreco. "Numbers that count: Exploring special education and paraprofessional service delivery

in inclusion-oriented schools." The Journal of Special Education (2008).

Speech and Language: • American Speech-Language-Hearing Association. "A workload analysis approach for establishing speech-language caseload

standards in the schools: Technical report." (2002). • American Speech-Language-Hearing Association. "Admission/discharge criteria in speech-language pathology." (2004). • Guidelines for the roles and responsibilities of the school-based speech-language pathologist. American Speech-Language-Hearing

Association, 2002.


A number of school systems have implemented these best practices, which has resulted in improvements in supports for students requiring additional support. Best Practice Case Studies

School System Type Enrollment % FRPL % IEP Outcomes

Large School System (Montgomery, MD) 156,455 35% 12% • 29% reduction in 3rd grade reading

achievement gap

Mid-Sized Urban School System (Newport News, VA)

29,553 63% 12%

• 8 percentage point increase in math proficiency in one year; 14 percentage point increase over 4 years

• 5 percentage point increase in reading/ELA in one year; 4 percentage point increase over 3 years

Suburban School System (Arlington, MA)

5,208 8% 14%

• Reduced the number of struggling readers in K-5 by 65%

• Decreased the special education achievement gap at the secondary level by 66%

Small Suburban School System (Simsbury, CT)

4,516 8% 11%

• Shifted paraprofessionals to fund reading teachers, instructional coaches, and behaviorists

• Increased the number of students ending the year on grade level in reading by 33%

Source: DMC analysis of state assessment and internal school system data *Note: Students requiring additional support is defined as students with IEPs for mild-to-moderate disabilities and students who struggle academically, however do not have an IEP.


A number of questions were raised by the Board of Education during the previous work session.

Questions Raised by BOE FOR DISCUSSION

1. Why isn’t co-teaching listed as a best practice?

1. How do we compare to a school system with similar demographics?

2. How would we facilitate the provision of extra time on task for students requiring additional support in ELA/math at the middle school level?

2. Do our teachers lack content knowledge? How will teachers be proficient in their content area at the 6th, 7th, and 8th grade levels?

3. Do general education teachers know what is going on with a special needs student in their classroom? Will they need to go to IEP meetings?

3. If SEIAs are with students to assist with behavior, health, safety, and severe needs, aren’t they also helping with the student’s learning anyway while with the student?

4. How do we get the data and support in place for students needing social, emotional, and behavioral supports? Aren’t more resources needed with intervention?

5. Would it be possible to capture a 90-day block of time that would be more indicative of how a teacher’s time is spent?

Best Practice-Related Questions:

Findings-Related Questions:


Q + A


Agenda







Frederick County Public Schools has many areas of strength to build on.

Commendations

The school system leadership and staff have a strong commitment to ensuring all students succeed academically.

1

The school system has begun efforts to modify the staff and resource allocation formula (across general education and special education) for schools.

The school system offers a variety of in-house programs to serve a wide range of students with severe special needs.

The school system identifies students for special education services at a reasonable rate.

2

3

4


There were 6 key preliminary opportunities identified for FCPS to improve supports for students requiring additional support.

Key Preliminary Opportunities

Refine the site-based approach to supporting students by establishing non-negotiables and developing a model plan that schools may choose to adopt.

1

Consider shifting the role of special education instructional assistants from academic support to supporting students with health, safety, behavior, or severe needs.

Consider specializing roles and responsibilities for special education inclusion teachers.

Consider expanding the reach of the most skilled special education teachers and interventionists by setting clear guidelines for their time with students and targeted group size.

Consider setting more precise entrance and exit criteria for students receiving speech services and increasing the amount of time spent with students.

Enhance social-emotional and behavioral supports for students in the school system .

2

3

4

5

6


While FCPS is one of the highest performing school systems in Maryland, there is a significant gap between general and special education students.

Comparison of Passing Rates on State Reading Assessment (2010-2014) Grades 3-8 Reading, General Education vs. Special Education

21% 16% 18% 29% 32%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Achievement Gap Special EducationGeneral Education State Average

As more rigorous common core aligned materials continue to roll out, the achievement gap between students with special needs and general education students is likely to grow even further


Frederick County Public Schools (FCPS) serves a diverse community of neighborhoods made up of students and families with different needs.

FCPS’ Rationale for Site-Based Decision-Making Model

• A school system of this size poses significant logistical and administrative challenges in implementing a consistent support model across all schools

• FCPS’ student population has a

diverse range of racial, ethnic, and socio-economic backgrounds

• Most large school systems with similar populations follow a site-based decision-making model

• Total student population: 40,757 students

• Total number of schools: 68 schools

• Total geographic area: 667 sq. miles


There is an opportunity to refine the school system’s site-based approach to supporting students to be more aligned with best practice.

Best Practice-Based Non-Negotiables & Model Plan

1. Establishing non-negotiables that all schools are held accountable for implementing.

2. Developing a model plan for supporting students requiring additional support that schools may emulate and adopt.

Potential Key Non-Negotiables

1. Clarify the role of regular education to take primary responsibility for the delivery of core instruction to nearly all students, including those with mild to moderate disabilities.

2. Facilitate provision of extra time on task for students requiring additional support. • Reading at the elementary

level • ELA/math at the secondary

level

3. Ensure extra time instruction is provided by a teacher with strong subject-specific training and background.

FCPS May Consider…

4. Use data to ensure all supports delivered are effective




1





Enhance social-emotional and behavioral supports for students in the school system.

2

3

4

5

6


Inclusion-based special education instructional assistants reported a wide range of spending time working with and supporting students.

Special Education Instructional Assistants

55%

15%

8% 5%

18%

1 2 3 4 5

Time Spent with Students Group Size

SEIAs spend a majority of time

with students on a 1:1 basis

Incl

usio

n-ba

sed

spec

ial e

d. in

stru

ctio

nal a

ssis

tant

s

Students in each group % of staff time spent with students


Inclusion-based special education assistants spend a majority of their time supporting students academically.

Academic Support Performed by Special Education Instructional Assistants Elementary Level Only

Academic Topic % Time Spent

Reading 37%

Math 30%

Writing 19%

Science 8%

Social Studies 6%

Total Academic Instruction 100%

Academic [VALUE]

Non Academic [VALUE]

Over 1/3 of their time with students is

focused on reading support


A sizeable pool of resources could be shifted to provide highly skilled and effective reading teachers, behaviorists, and other certified staff.

Special Education Instructional Assistant Staff Levels Compared to Like School Systems (per 1,000 Students)

6.2 8.1

12.6

0

14

Like Communities(Adjusted for ID Rate)

Like Communities(Not Adjusted for ID

Rate)

FCPS

Note: Any shift in staffing would not reduce in the staffing of instructional assistants providing support to students with health, safety, behavior, or severe needs.

2x

1.6x

Staf

f lev

el p

er 1

,000

stu

dent

s


Consider shifting the special education instructional assistant’s role from academics to supporting students’ health, safety, or behavior support needs.

Revised Role of a Special Education Instructional Assistant

Current Responsibilities New Responsibilities

• Supporting students with mild- moderate disabilities with academic IEP goals: reading, math, writing, etc.

• Materials creation/lesson planning for daily instruction

• Small group or 1:1 instruction for students with mild-to-moderate needs

• Behavior support

• Supporting inclusion for students with severe needs

• A wide range of supports for students with severe needs

• Lunch duty, recess duty, bus duty




• Behavior support

• Supporting inclusion for students with severe needs

• A wide range of supports for students with severe needs

• Lunch duty, recess duty, bus duty


By shifting the special education instructional assistant’s role, students can be supported by the most skilled staff.

Increase Supports for Students from Skilled Staff

Responsibilities




Staff Who Could Support

• Reading specialists

• Math interventionists

• Classroom teachers

• Special education teachers with content expertise




1

Consider shifting the role of special education instructional assistants from academic support to supporting students with health, safety, behavior, or special needs.





2

3

4

5

6


Special education inclusion teachers spend a majority of their time supporting students academically across all content areas.

Academic Support Performed by Special Education Inclusion Teachers Elementary and Secondary Levels

Academic Topic % Time Spent

Reading 39%

Math 34%

Writing 13%

Science 7%

Social Studies 6%

Total Academic Instruction 100%

Academic [VALUE]

Non Academic [VALUE]

Up to 73% of special education teachers’ time

with students is spent on reading and math


Special education inclusion teachers have a multitude of responsibilities, however refining their role will ensure maximum use of their skills and expertise.

Breakdown Special Education Inclusion Teacher Time

• Content-Specific Expertise

• Pedagogical Expertise

• Social-Emotional Expertise

• Case Management Expertise

4 Ways to Specialize:

Special education teachers do many

different activities to support students with

different needs




1






2

3

4

5

6


Providing guidance on how much time should be spent with students and helping streamline other responsibilities will lead to significantly more supports for students. Time with Students

Special Education Inclusion Teachers Interventionists

Incl

usio

n-ba

sed

spec

ial e

d. te

ache

rs

% of staff time spent with students % of staff time spent with students

Inte

rven

tioni

sts

Both roles spend only about 1/2 of

their week supporting students




1

Consider shifting the role of special education instructional assistants from academic support to supporting students with health, safety, behavior, or special needs.





2

3

4

5

6


Refining eligibility and exit criteria for speech therapy would help ensure only students who need services receive them.

Percentage of Students with Speech-Related Goal on IEP Current Trend (SY2014-2015)

Note: A deeper review of speech and language-related IEP goals and service delivery will be completed in the next 1-2 months. Source: Data provided by school system.

On average, around 1/3 of students with IEPs at the high

school level have a speech-related goal – it is not uncommon for

students with speech-related goals to be 10% or less at the secondary

level

Overall, around 55% of IEPs in FCPS have a speech-related goal

% o

f stu

dent

s w

ith s

peec

h-re

late

d go

al

Grade


Speech and language pathologists spend around 40% of their week working directly with students, and a significant amount is one-to-one.

Speech and Language Pathologists

45%

35%

12%

4% 4%

1 2 3 4 5

Time Spent with Students Group Size

Spee

ch a

nd la

ngua

ge p

atho

logi

sts

% of staff time spent with students Students in each group




1






2

3

4

5

6


By actively managing social workers’ time, more social and emotional support can be provided at no added cost.

Social Worker Counseling Days Gained by Increasing Time with Students

Current Possible

Current Social Worker FTE 9.5 9.5

% Time with Students 34% 75%

Additional Counseling Services Possible -- 6.0 FTE

Equivalent additional counselors % of staff time spent with students

Soci

al w

orke

rs


A number of questions were raised by the Board of Education during the previous work session.

Questions Raised by BOE FOR DISCUSSION

1. Why isn’t co-teaching listed as a best practice?

1. How do we compare to a school system with similar demographics?

2. How would we facilitate the provision of extra time on task for students requiring additional support in ELA/math at the middle school level?

2. Do our teachers lack content knowledge? How will teachers be proficient in their content area at the 6th, 7th, and 8th grade levels?

3. Do general education teachers know what is going on with a special needs student in their classroom? Will they need to go to IEP meetings?

3. If SEIAs are with students to assist with behavior, health, safety, and severe needs, aren’t they also helping with the student’s learning anyway while with the student?

4. How do we get the data and support in place for students needing social, emotional, and behavioral supports? Aren’t more resources needed with intervention?

5. Would it be possible to capture a 90-day block of time that would be more indicative of how a teacher’s time is spent?

Best Practice-Related Questions:

Findings-Related Questions:


Agenda







Next Steps

• Engage both internal and external stakeholders on feedback of preliminary findings and best practice research by:

- Holding additional focus groups with parents

- Discussions with Steering Committee members

© 2013 THE DISTRICT MANAGEMENT COUNCIL www.dmcouncil.org

If you have any comments or questions about the contents of this document, please contact Nathan Levenson at The District Management Council: • Tel: (877) DMC-3500 • Email: [email protected] • Fax: (617) 491-5266 • Web: dmcouncil.org • Mail: 133 Federal Street, Boston, MA 02110

The District Management Council

Documents

Improving the Effectiveness & Equity of Supporting Students … · 2019. 5. 29. · Struggling Math Student Schedule . Period 2 . Period 1 . Period 3 Period 4 Period 5 . Period 6