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INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS Susan Brody Hasazi Katharine S. Furney ational Institute of Leadership, Disability, and Students Placed At Risk College of Education and Social Services University of Vermont November 2003

INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS

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INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS. Susan Brody Hasazi Katharine S. Furney National Institute of Leadership, Disability, and Students Placed At Risk College of Education and Social Services University of Vermont. November 2003. - PowerPoint PPT Presentation

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Page 1: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS

Susan Brody HasaziKatharine S. Furney

National Institute of Leadership, Disability, and Students Placed At Risk

College of Education and Social ServicesUniversity of Vermont

November 2003

Page 2: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Purpose of Presentation

Describe a four year study designed to explore implementation of state policies on local practices for students placed at-risk and those with disabilities

Discuss the critical role of leaders in promoting a culture for meeting the needs of all students

Articulate a set of leadership competencies and dispositions to ensure that leaders can address the needs of students with disabilities and those placed at risk

Page 3: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Research Questions

What has been the impact of recent state educational policies on local practices for students with disabilities and those placed at risk?

How have leaders contributed to implementation of policies on comprehensive services and reforms related to standards-based curriculum and instruction?

Page 4: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Method

Four year study using qualitative and quantitative measures

Representative sample based on geographic location, size, and grade levels.

65 participating schools in 16 school districts

Four to six weeks per site visit, conducted by two researchers

Development of case studies and a cross-case analysis

Page 5: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Act 230 (1990)

Mandated a comprehensive system of educational services including Instructional Support Teams

Allocated 1% of state special education appropriation for professional development to increase capacity of general education to meet diverse student needs

Increased flexibility in the use of special education and other support services funding

Page 6: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Act 117 (2000)

Increase general education capacity to meet the needs of all students: Educational Support System (ESS) and Educational Support Teams (ESTs)

Improve consistency and cost effective implementation of special education programs

Identify factors that contribute to the significant increases in special education costs

Page 7: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Act 117 (2000)

Technical Assistance to school districts provided by SEA personnel

Financial audits by SEA of expenditures for students in need of educational support

Developed a partnership with higher education to improve teacher quality and preparation, and address shortages

Provisions:

Page 8: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Act 60 (1997) Equal Education Opportunity

Act

Redistribute state funds for general education to ensure financial equity across school districts

Align curriculum with state standards

Publicly report student assessment on standard assessment measures

Provisions:

Page 9: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Changing Policy Contexts and Systems

Outcomes Greater collaboration between general and

special education teachers in inclusive settings

Focus on differentiating instruction in general education classrooms through professional development (1% of state special education budget)

More flexibility in use of special education supports

Vast majority of children served in general education settings

Development of Instructional Support Teams

Level 1 - Reform Efforts 1990-1996:

Page 10: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Changing Policy Contexts and Systems

Outcomes Standards-based assessment and curriculum

Increased focus on developing educational support systems for all students

Increasing child count

Professional development focused on standards-based curriculum development

Level 2 - Reform Efforts 1997-1999

Page 11: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Changing Policy Contexts and Systems

Outcomes Collaborations between general and special educators

in order to align curriculum with standards, assessments, and standards-based IEPs

Less flexibility in use of special education funds related to serving all students

LEAs receiving additional resources through Act 60 using funds to expand Educational Support Systems which in some schools has led to decreased child count

Greater use of resource rooms, special classrooms/programs (especially for students labeled ED)

Leadership at both the central office and school has been critical to implementation of Educational Support Systems, standards-based curriculum and instruction, and collaboration

Level 3 - Reform Efforts 2000-2002:

Page 12: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Contributions of Leaders in Developing and Sustaining

Effective Services for Students Placed at Risk and Those With

Disabilities

Page 13: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Leaders and Educational Support Systems

(ESS)

promoted a systematic plan for developing and assessing supports and services needed by students with a full range of needs.

combined significant resources from multiple sources to fund comprehensive Educational Support Systems.

School leaders:

Page 14: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Leaders and Educational Support Teams

School leaders: Helped to identify appropriate structures for Educational Support Teams (ESTs) Provided teams with resources, scheduled meeting times, etc. Ensured that teams had clearly defined plans

and follow- up processes to evaluate the effectiveness of interventions and support services.

Participated as regular team members and/or facilitated meetings.

Helped to promote a climate in which teachers viewed the team as a valuable resource.

Page 15: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Leaders and Standards-Based Curriculum, Instruction, and

Assessment

Worked with central office administrators to implement a cohesive and consistent curriculum linked to state standards and evidence-based practices.

Set a climate for high expectations for all students

Supported teachers in acquiring skills and knowledge around standards-based curriculum, instruction, and assessment

School leaders:

Page 16: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Leaders and Professional Development

School leaders ensure that:

Professional development is linked to district-wide vision and goals, as well as specific challenges identified at the school level.

Professional development is focused not only on aligning curricula with state standards, but on differentiating instruction in the classroom and using effective strategies for promoting positive behavior.

Professional development opportunities promote increased collaboration among general and special educators.

Page 17: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Leaders and Special Education Costs

School leaders:

Use special education resources and staff in a strategic way that maximizes the use of professionals to deliver special education services.

Employ paraeducators judiciously through utilizing specific decision-making processes.

Focus on prevention through the Educational Support System, which in turn helps to reduce the rate of increases in special education costs.

Page 18: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Implications for Preparing School Leaders

Leaders need to have the knowledge and skills to:

Promote a shared vision and commitment to enhancing the performance of all students, especially those who are not achieving standards.

Collaborate with leaders at all levels to ensure implementation of district-wide goals and reform efforts.

Be instructional leaders with expertise in curriculum, instruction, and assessment.

Provide opportunities for focused professional development to improve instruction for all students.

Page 19: INSTRUCTIONAL LEADERSHIP  FOR DIVERSE LEARNERS

Implications (continued)

Leaders need to have the knowledge and skills to:

Examine and use student data to identify strengths and challenges throughout the system to inform systems change.

Promote positive and collaborative relationships among school professionals.

Gain support from their School Boards and teachers in carrying out policy reforms and best practices for students with varying needs.

Intervene as necessary when adult conflicts arise.