Download ppt - One School System’s Journey (so far)

One School System’s Journey (so far)

Leadership for Equity and Excellence Forum Equity Alliance at ASUFebruary 28, 2011

Objectives • Describe the history and framework of AACPS’

approach to the issue of Disproportionality

• Provide an effective protocol and systematic problem solving process that can be applied systemically or in individual schools to remediate Disproportionality

• Share results and discuss factors that have been found to contribute to Disproportionality in our district

• Share resources and effective strategies for addressing Disproportionality in schools

The AACPS Approach History & Framework

Anne Arundel County Public SchoolsAnnapolis, MD

History• Recognized as Disproportionate by

Maryland State Department of Education (MSDE)– Areas of Concern

Identification – in categories of Specific Learning Disability (SLD), Emotional Disturbance (ED), and Mental Retardation/Intellectually Disabled (MR/ID)

Placement Discipline

– 15% EIS budget allocation requirement

• Office of Civil Rights (OCR) Agreement– Establishment of Goals for the Improvement of Education and

Academic Attainment among African American Students• Issue of Parity

AACPS Disproportionality Workgroup

• Established Spring of 2007

• Multidisciplinary Team to Collaboratively Address Disproportionality Vertically and Horizontally

• Partner with the State (MSDE) for Discretionary Grant Funding and Re-examine Definition of Disproportionality

• Develop, Implement, and Monitor District Level Action Plan

District Level Action Plan Critical Components

• Incorporation of a Collaborative Decision Making (CDM) process – RtI framework for prevention and early intervention

• Review and enhanced utilization of system/school-based accountability tools: Audits/Internal Monitoring Screening Tools Special Ed Process and Forms Transfer activities

• Cultural Proficiency/Stakeholder Communication

• Data Analysis & Exploration of Evidence-Based Practices for Assessment and Intervention

• Provision of Equity in Resource Allocation for Intervention

• Outreach to Parents & Community

• System-wide implementation of a TEAM Teaching model

• Value of Professional Development

• Expansion of Alternative Education Options

• Identification of and Outreach to Targeted Schools

District Level Action Plan Critical Components

MSDE Disproportionality Grant• Hiring of a Disproportionality Project Facilitator

• Targeted outreach to schools using the risk ratio (>2.0)– 2007-08: 13 Target Schools – 2008-09: 15 Target Schools (7 new & 8 returning) – 2009-10: 15 Target Schools (6 new & 9 returning) – 2010-11: 17 Target Schools (3 new & 14 returning/ recognizing 4 schools are between 2.00-2.04)

• Provision of Materials of Instruction (MOI) & Stipend mini-grants to address inequity of resource allocation and support plan implementation

• Annual Disproportionality Conference with national speakers

• School Specific Training focus on Collaborative Decision Making (CDM) & Positive Behavioral Interventions & Supports (PBIS)

Targeted School Outreach

Remediating Disproportionality one school … one student at a time

The Protocol

• Initial meeting with school teams – introduce the required self-assessment tool

• Follow-up meeting with school teams to review the self-assessment results & begin action planning through the CDM process

• Finalize and review the school-based action plan

• Implement the action plan with technical assistance and on-going progress monitoring by the Facilitator/CDM Consultant

Self-Assessment• Focuses school attention on current policies/procedures

and instructional practices

• Encourages raising teacher awareness of cultural issues, at the school level and within the community, as a means of addressing disproportionate numbers

• Incorporates:– School Data– An Intervention Summary– Program Effectiveness Analysis– Program Summary

• What’s Working?• What Requires ACTION?

Problem Identification & Analysis

SUCCESSIntervention EvaluationLimitedSuccess

Intervention Design & Implementation

Intervention Evaluation


Problem Identification& Analysis

• Problem Areas Documented• Baseline Data is Recorded• Short- and Long-term Goals are Set• Strengths and Resources

are Highlighted• Obstacles are Prioritized & Targeted• Evidence-based Intervention

Strategies are Identified




• Specific plan of action is developed

• Accountability measures are incorporated to ensure fidelity

• Progress monitoring




• Data is utilized to assess progress• Next steps are determined

Why use CDM to address System Level Change?

• Assists teams in determining the “Root Cause” of a concern while providing a framework for problem solving

• Involves multiple disciplines & resources in a Professional Learning Community (PLC) to address district, cluster, and school goals

• Uses data and progress monitoring to guide instructional practices

• Demonstrates alignment with School Improvement Plan efforts

• Provides accountability

The Results Finding the Big Ideas and their Impact

4 Original “Big Ideas” in AACPS Disproportionality

IdentificationIdentificationResources/ Resources/

InterventionsInterventions

Professional Professional DevelopmentDevelopment

Community Community PartnershipsPartnerships

Big Idea #1: Identification• Need for uniformity & accuracy

• Compassionate coding – Attitude that “more is better” when helping kids

• Need for auditing/ accountability in initial identifications (self-audits with checklist or external audits)

• What is normal? Disability defined as relative to population in school – Implementation of the WIN Project – spring 2010

• Enhanced focus on target schools making initial determination

• Guidelines for re-evaluation determination process

IdentificationIdentification Resources/ Resources/ InterventionsInterventions



Big Idea #2: Resources/Intervention




Equity of resource allocation

Title I vs. AAA vs. Nothing

Need for expansion of CDM & PBIS

Need for approved interventions for Math & Written Language

Need for support with red zone behaviors

Exploration of cluster-based licensure and targeting for interventions

Culturally proficient mental health services

Big Idea #3: Professional Development




Cultural Proficiency & Truth in Labeling

CDM & PBIS

Culturally Responsive Assessments

Differentiated Instruction

Interventions

Cultural Differences in Language and Behavior Management (Is the behavior disturbed or disturbing?)

Big Idea #4: Community Partnerships




Mentoring opportunities

Business sponsorships

Outreach programs to specific communities

Involvement of faith-based groups

Parent education/PR on alternatives to special education




Big Idea #5: Disproportionality Awareness(recognized in Spring 2009)

Disproportionality Disproportionality

AwarenessAwareness

Ongoing Progress Monitoring

Continued Self-Exploration through School Improvement process

Non-linear, multi-layered problem solving

Courageous Conversations – “Putting the ugly on the table”

Keeping the issue current & relevant

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ES 1 ES 2 ES 3 ES 4 ES 5 ES 6 ES 7 ES 8 ES 9 MS 10 MS 11 HS 12 HS 13

2006

2007

Disproportionality Weighted Risk Ratios for Target Schools in 2007-08

*Average change in target schools from 2006 to 2007was -0.88

Disproportionality Weighted Risk Ratios in New Target Schools for 2008-09

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1.5

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ES 14 ES 15 ES 16 MS 17 MS 18 MS 19 HS 20

2007

2008

*Average change in new target schools from 2007 to 2008 was -0.47

Disproportionality Weighted Risk Ratios in Returning Target Schools for 2008-09

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ES 1 ES 3 ES 5 ES 6 MS 10 MS 11 HS 12 HS 13

2006

2007

2008

*Average change in returning target schools from 2006 to 2008 was -1.24

In the Spring of 2009, AACPS was recognized as no longer Significantly Disproportionate for Special Education Identification by MSDE . The journey continues!

The Journey MUST Continue!

*Average 1-Year change for all schools is -20% from baseline

2-Year change is -24% from baseline3-Year change is -10% (impacted by decreasing Special Ed enrollment

numbers)

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0.5

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1.5

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2.5

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3.5

2007-08 New Schools 2008-09 New Schools 2009-10 New Schools

Baseline

After 1 Year

After 2 Years

After 3 Years

Identified Resources Recognized on the JourneySharing Strategies and Research

Resource Guide

• Summarizes key components of AACPS process

• Includes effective strategies identified in action plans

• Incorporates a Companion CD with links to important documents, research, and websites

• Online version available at http://www.aacps.org/ocr/cdrom.pdf

Questions?

Mary Tillar – [email protected] Levine – [email protected] Kristen Mayle – [email protected]

mailto:[email protected]

