Special education balancing student achievement with idea compliance
Sponsored Links
This presentation is the property of its rightful owner.
1 / 36

Special Education: Balancing Student Achievement with IDEA Compliance PowerPoint PPT Presentation


  • 64 Views
  • Uploaded on
  • Presentation posted in: General

Special Education: Balancing Student Achievement with IDEA Compliance. CERA Conference December 1-2, 2011 Anaheim, California. Pamela McCabe Marion Miller. Getting to know YOU. What’s your name? Where do you work? What is your role? How are you involved in IDEA compliance?.

Download Presentation

Special Education: Balancing Student Achievement with IDEA Compliance

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Special Education: Balancing Student Achievement with IDEA Compliance

  • CERA Conference

  • December 1-2, 2011

  • Anaheim, California

Pamela McCabe

Marion Miller


Getting to know YOU

  • What’s your name?

  • Where do you work?

  • What is your role?

  • How are you involved in IDEA compliance?


Balancing Compliance with Achievement Outcomes

  • Explore procedures to streamline IDEA compliance monitoring

  • Become familiar with key practices that influence achievement for students with disabilities


Something Has Got to Change: Rethinking Special Education

  • Aligning Management Skills with Responsibilities:

  • Student Learning

  • Special Education Daily Operations

  • Student Social and Emotional Needs

  • Finance and Operations

Levenson, N. 2011


  • $50,000

  • Average cost of a due process hearing

  • $90 million

  • Annual expenditure for conflict resolution


It’s Hard

  • 723

  • Number of compliance items monitored by CDE in 2010-11


More than half of the states fail to ensure full compliance with:

  • Transition

  • Free appropriate public education

  • Procedural safeguards 

  • Least restrictive environment

National Council on Disability


What happens when you’re out-of-compliance with IDEA?

  • The Superintendent of Public School can apply sanctions

  • At risk for family disputes

  • Student consequences


“Clearly, we must improve how we work

together as parents, teachers, and

administrators – and focus on constructively

resolving our differences in a way that allows

us to focus our best energies and the bulk

of our resources on securing positive

outcomes for our students.”

Fred Balcom, Director

California Department of Education

Special Education Division


Least Restrictive Environment

In General Education Classroom

80% or more


California Achievement Gap - 2011 AYP

All Students and Students with Disabilities


Thirteen Disability Categories

CA: Dec. 2010


Improving Outcomes for SWD

  • Research Says . . .

  • INCLUSION

  • University of Massachusetts

  • AIR California Schools


A Study of Achievement and Promising Practices in Urban Special Education: A Summary of Field Research Findings

  • Study conducted by Donahue Institute in October 2004

  • Districts were selected using statewide achievement data

  • Interviewed administrators, teachers and other support staff in ten schools


Achievement and Promising Practices in Urban Special EducationUniversity of Massachusetts Donahue Institute

  • A well disciplined academic and social environment

  • Pervasive emphasis on curriculum alignment with state standards

  • Emphasis on inclusion and access to the curriculum

  • Effective system to support curriculum alignment

  • Culture and practices that support high standards and student achievement


Achievement and Promising Practices in Urban Special EducationUniversity of Massachusetts Donahue Institute

  • Use of student assessment data to Inform decision making

  • Unified practice supported by targeted professional development

  • Access to resources to support key initiatives

  • Effective staff recruitment, retention, and deployment

  • Flexible leaders and staff that work effectively in a dynamic environment

  • Effective leadership is essential


Lessons from California Districts Showing Unusually Strong Academic Performance for Students in Special Education

  • California Comprehensive Center

  • American Institutes for Research (AIR) – January 2011

  • Identified eight unified districts in California with unusually strong academic performance for special education population


Lessons From Successful Districts

  • Inclusion and access to the core curriculum,

  • Collaboration between special education and general education teachers

  • Continuous assessment and use of RtI

  • Targeted professional development

  • The use of explicit direct instruction.

    (AIR, Jan 2011)


Activity: Identify Common Themes

  • Find a partner and identify common themes from the two studies.

  • Describe to your partner your district’s level of implementation for each theme.


Intensive

Strategic

Benchmark

Designing School-Wide Systems for Student Success

Academic Systems

Behavioral Systems

Intensive

Special Education

1-5%

1-5%

5-10%

5-10%

Strategic

80-90%

Benchmark

80-90%


Evidence BasedIntervention Programs

  • Florida Reading Research Center

  • IES What Works Clearinghouse

  • National Center on Response to Intervention


"The biggest mistake schools make is failing to teach children how to read,”

Peter Wright of Wrightslaw.


Components of Inclusive Schools


Educational infrastructure to support inclusive education. The campus is physically accessible and classroom environments are conducive to learning. Adequate time is allocated for special educators and general educators to collaborate.


Instructional capacity where teachers are well prepared to deliver standards-aligned instruction and utilize instructional strategies that have been shown to be effective for a broad range students, including students with disabilities.


School culture and site leadership that shows a commitment to high expectations for all students and a shared ownership for all students. The site leadership ensures that resources are available to support inclusive practices.


Family and community participation that reflects a strong partnership for student achievement. The site offers training and resources to assist families. Students and families actively participate in planning and implementation of educational goals.


Most Effective Strategy

  • A Proactive Plan


Study Your Compliance Data

  • District Annual Performance Report

  • Due Process History

  • Results of Verification Reviews or Self-Reviews

  • Compare your LRE data with the state average and state targets

  • Check with your CDE FMTA consultant


Study Your Achievement Data

  • Disaggregate AYP data by disability category, ethnicity, gender, English learner status

  • Examine CST, CMA,CAPA, CAHSEE scores

  • Look at your achievement gap


Make an Action Plan

  • Use compliance and achievement data to identify needs

  • Determine which compliance items need monitoring

  • Determine achievement progress monitoring tools

  • Include professional development plan: curriculum, progress monitoring, collaboration, IEP development, supplementary aids and services


Accountability Checks - ComplianceQuarterly

  • Random IEP Reviews for specific items related to compliance data

  • Review Initial Eligibility Evaluations


Accountability Checks – ComplianceMonthly

  • Due dates for IEPs

    • Initials

    • Annual

    • 3-year re-evaluations

  • Number of suspension days


Accountability Checks - AchievementQuarterly

  • Progress Monitoring results aligned with interventions

  • Benchmark Assessments


Jigsaw: Beyond Compliance Toward Improvement

  • Get in groups of 4

  • Number off 1-4

  • Follow reading assignments from guided notes

  • Each person reports key concepts from their section


Best Wishes


  • Login