Strategic Goal 3 Update and Recommendations · Successful inclusion practices depend on restructured schools that allow for flexible learning environments, with flexible curricula

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Strategic Goal 3 Update and Recommendations

“Academic Success for All: Red Clay's Plan for Inclusive Instruction--Moving More Inclusively

November 19, 2013

Special Education and ELL Presentation

Board Workshop

Presentation to the Board of Education DRAFT Slide 2

Goal 3: Schools will continue to close the achievement gap for all

students, with a particular focus on our English Language Learners

and Students with Disabilities.

Sub-Strategy 4.4: Provide targeted district- and school-

level resources to support ELLs and SWDs in their education

experiences.

Activity 1: Articulate a vision for the education of ELLs in

which students’ diverse languages and cultures are viewed as

assets.

Activity 2: Articulate a shared vision for the education of

SWDs in which students’ diverse needs and cultures are viewed as

assets.

Activity 3: Create school- and district-level ELL and SWD

instructional plans and continually monitor and evaluate their

effectiveness.

Activity 4: Evaluate and reallocate necessary funding to

schools based on identified needs of SWDs and ELLs.

11/19/2013


February 25, 2013

• Presented Vision and Recommendations to the Board for a 3 Tiered System,

Transition of Special Program and Schools to comprehensive campuses,

Implement Instructional Coaching Model, and Expand PD time

March 6, 2013

• Presented Vision and Recommendations to District Office

March 11, 2013

• Presented Vision and Recommendations to School Administrators

April 15 and May 2, 2013

• 7 Workgroups of various Stakeholders met and developed Action Plans

April 24 and 25, 2013

• Parent Forum Presentations at BSS and Cab Calloway

July 2013

• Introduced Red Clay’s Plan for Inclusive Instruction 2013-17

• Tier 1 Meeting

• Tier 2 Administrative PD

11/19/2013

11/19/2013 Presentation to the Board of Education DRAFT Slide 4

August 2013

• Developed Transition Planning Committee

• Tier 2 Administrative PD

• Requests from select schools to Kick-Off Vision Presentation and start PD

• Transportation Department Presentation

• ELL for All New Teachers Presentation during New Teacher Week

• Initial SIOP Training for ELL & ELA teachers at AIMS, AIHS, Dickinson, and

full staff at Stanton

September 9, October 4, October 8, October 24, October 30, 2013

• Stakeholders reviewed data, discussed options, developed a consensus

• RTTT Grant Submitted

• Tier 3 Building Implementation and Coaching Team PD

October 2013

• DDOE sponsored ELL Data Digging Presentation

• Classroom Instruction That Works with ELLs (session 1) for school

administrators and district office staff

November 4, 2013

• Tier 1 Meeting

Presentation to the Board of Education DRAFT Slide 5 11/19/2013

Presentation to the Board of Education DRAFT Slide 6 11/19/2013

Activity 3

PAST FUTURE

• Cluster programs

• Separate schools

• Separate resources

• Separate instruction

Whole School Approach

• All schools serving all ELLs

– regardless of language

• All schools serving all

SWDs – regardless of level

of needs

• Restructuring and

repurposing resources to

align and support a Whole

School Approach

• Collaborative and Inclusive

Instruction

• English Language

Development

• Adapted Curriculum

Instructional Programming


Activity 4


School or Program Actual Number of Students in School Program

ELL Elementary • Baltz • Mote • Marbrook • Lewis

• 135 • 263 • 248 • 286 *students in All ELL Classes or Partial Mainstream only

ELL Secondary • AI Middle • Conrad

• 61 • 78 *students in All ELL Classes or Partial Mainstream only

SWD Pre-K/Elementary • RPLC • Meadowood

• 263 • 66

SWD Secondary • Central • Meadowood

• 171 • 76

Targeted Populations Currently- 15,784 total students in district

11/19/2013


Recommendations

It is recommended that the Board of Education

approve the restructuring of:

• Richardson Park Learning Center

• The Central School

• Meadowood Program

in a two-phase staged implementation plan.

11/19/2013


Phase 1: Secondary

• The Central School students transition to their home school for the

2014-2015 school year.

• The ELL Middle School feeder is eliminated and the students

transition to their home school for the 2014-2015 school year.

• 7th grade ELL students have the opportunity to remain in their

existing school until the end of their 8th grade year.


Phase 2: Elementary/ Meadowood

• Elementary ELL Program, Richardson Park Learning Center, and

Meadowood Program educated in their home school in the 2015-

2016 school year.

• Meadowood and RPLC Kindergarten students educated in their

home school for the 2015-2016 school year.

• Meadowood 6th and 7th grade students have the opportunity to

remain in their existing building until the transition to 9th grade.

• Red Clay special needs pre-school students educated at Warner,

RPLC, or Meadowood buildings based on the program closest to

their home for the 2015-2016 school year.


Actions Steps

• Notice to students and families impacted with options for Choice. Special

attention will be given to assist all impacted families in applying for Choice

prior to the choice window closing.

• Public meetings to discuss the approved plan with parents, community and

educators. First public meeting is December 11th at 5:30 in the board room at

Baltz.

• Discussion with the teacher and paraprofessional leadership teams on the

assignment of staff.

• Transition discussions to be held with schools January 2014.

• A full continuum of services and instructional programming for students with

Autism at neighborhood schools by 2020-21.


Factors considered for the proposed timeline

• Reduce student transitions

• Reduce achievement gap

• Increase students served in the Least Restrictive

Environment to align with state targets

• Opening of a new elementary school and change to

existing feeder patterns


Existing Staff and Resources to support the transition

Program/School Number of Staff

Financial Resources

The Central School

68 7,083,3369 *combined learning center budgets

RPLC 91

Meadowood 94 4,543,378

ELL staff 70 3,141,687


Successful inclusion practices depend on restructured

schools that allow for flexible learning environments, with flexible

curricula and instruction. Under ideal conditions, all students work

toward the same overall educational outcomes. What differs is the

level at which these outcomes are achieved, the additional support

that is needed by some students and the degree of emphasis placed

on various outcomes. A restructured system that merges special and

regular education must also employ practices that focus on high

expectations for all and rejects the prescriptive teaching, remedial

approach that leads to lower achievement . - Guess, D., and Thompson, B., "Preparation

of Personnel to Educate Students with Severe and Multiple Disabilities: A Time For Change?" Critical Issues in the Lives of

People with Severe Disabilities, 1989.

We must also decide that diversity (ability, racial, etc.) is valuable. It is not

just a reality to be tolerated, accepted, and accommodated . . . it is a reality to be

valued. -Heshusius, Lous. "The Arts, Science, and the Study of Exceptionality." Exceptional Children (September 1988):

60-65.

.


Prerequisite to belonging

Home base for Instruction

Services provided

Criteria and expectation

Mainstreaming

Near grade level in some academics &

social

Special Education

Minor adaptations, consultation, collaboration

Same as general education

Integration

Near grade level in academic or social

Special Education

Special Instruction,

Merged classes, Adaptations

Same as general education or

modified

Inclusion

NONE

General Education

in home school

Full Continuum of services

Varies with each student

Unified Education System

NONE

all belong equally

Home school,

general education

All resources support ALL

students in ALL settings

All students learn

grade level content aligned to common

core standards

Adapted from Bill Peters, 2001

Making the Shift

11/19/2013


GOALS:

Sustainability &

Effectiveness

11/19/2013

Major Implementation Initiatives occur in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005


Talking is not doing. Planning is not doing. Goal setting is not doing. Training is not doing. Even directing resources to support a plan is not doing. It is not until people are doing differently that any organization can expect different results. Rick DuFour

11/19/2013

Next Steps

Visit the Strategic Plan page of the District website to view the presentation

Email your feedback on the plan to [email protected]

Attend the next community meeting on December 11, 5:30 in the Board room at Baltz to hear other feedback submitted and to voice your own feedback (or)

Submit your feedback during the designated public comment portion of the next regularly scheduled Board meeting

Presentation to the Board of Education Slide 19

mailto:[email protected]

Documents

Strategic Goal 3 Update and Recommendations · Successful inclusion practices depend on restructured schools that allow for flexible learning environments, with flexible curricula