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A Partnership for Change Systemic Transformation of Special Education Services and Outcomes for Children

A Partnership for Change Systemic Transformation of Special Education Services and Outcomes for Children. Carol Quirk, Ed.D . Maryland Coalition for Inclusive Education Carolyn Teigland , Ph.D. Cecil County Public Schools Marcella Franczkowski Maryland State Department of Education

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A Partnership for Change Systemic Transformation of Special Education Services and Outcomes for Children

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  1. A Partnership for ChangeSystemic Transformation of Special Education Services and Outcomes for Children Carol Quirk, Ed.D. Maryland Coalition for Inclusive Education Carolyn Teigland, Ph.D. Cecil County Public Schools Marcella Franczkowski Maryland State Department of Education Session # B207

  2. Partners

  3. The Problem Cecil County Public Schools: • Central office desire to increase % in general education classes/neighborhood schools • Co-Teaching as the primary model for students to be included: $$$ • Attitude: If it’s not “broken” don’t fix it • Limited educator knowledge/skills • Low performance of students with disabilities

  4. Cecil County Located in northeast Maryland Population: 99,500 30 Schools

  5. Cecil County Public Schools 2001 Demographic data • 16.8% students have IEPs • 49% in separate classes or regional centers • Parallel “special” curriculum • “Inclusion” = Co-teaching at each grade level/one “inclusion” class per grade • 1-16 teaching ratio

  6. Cecil County Public Schools The Vision: • Clearly defined vision for inclusive education • Collaboration: leaders, staff, families, community • Data-based decision making • Effective/timely early intervention • Neighborhood school placements • Effective, high quality, cost-effective staff

  7. Cecil County Public Schools The Barriers • Perceptions • Not enough staff • Current model is the only way • Students with disabilities will drag the class down • Ownership (special edvs general ed) • Teacher preparation • Professional development gaps • Collaboration skills, trust, time

  8. Cecil County Public Schools System Issues • Transportation • Current practice: behavior management, academic interventions • Teacher accountability • Building and technology infrastructure • Retention of special educators

  9. The Opportunity: MSDE/MCIE Maryland State Department of Education Maryland Coalition for Inclusive Education • OSEP Systems Change Grant (1992 – 1996) • Partnership for whole school change (1996-1999) • Inclusive Education Task Force (1999-2000) • Quality Indicators of Inclusive Schools • Local Systems Change Projects (2000-2003) • Preschool: Allegany County • Secondary: Queen Anne’s County

  10. The Opportunity: MSDE/CCPS Maryland State Department of Education Cecil County Public Schools • Create and market a shared vision • District Steering Committee • Assess Current practice and need • Launch neighborhood school systems change • Align professional development with vision • Strengthen interventions and accountability

  11. Goals 1: Placement: 90% of the students with disabilities in general education classes in their home schools. 2: Student Performance: Students with disabilities perform as well as or better than they previously did. 3: Teacher Performance: Teachers use instructional strategies and collaborative practices to deliver special education services in general education classes. 4:County-wide Awareness: All faculty and staff will have ownership of the education of all students, and knowledge of evidence-based practices for including students with disabilities.

  12. Technical Assistance Partnership

  13. FACTORS IN MANAGING COMPLEX CHANGE Vision + Skills + Incentives + Resources + Action Plan = CHANGE Skills Incentives Resources Action Plan = Confusion Vision Incentives Resources Action Plan = Anxiety Vision Skills Resources Action Plan = Resistance Vision Skills Incentives Action Plan = Frustration Vision Skills Incentives Resources = Treadmill

  14. Systems Change Features • Superintendent support and commitment • General education leadership in collaboration with special education leadership • Technical assistance support (MCIE) • Designation of LEA project staff • Partnership between LEA & MCIE “project” staff • ALL means ALL students • Three-year building based change process • Collaboration on every level

  15. Systems Change Features • District Level ACTION Planning • Communicating the vision • Professional development (UDL, PBS, Collaborative teaching) • Integration of resources/services • Targeted strategies • School-based Action Planning • All students targeted for inclusion • School-wide professional development • Change in practices • Student-Centered Planning Process

  16. Building-Based Planning Year 1 – Planning & Professional Development Year 2 – Implementing target grades Year 3 – Implementing school-wide Year 4 – Planning for new students Year 5 – Supporting ongoing needs

  17. Building-Based Planning CCPS-MCIE staff collaborative technical assistance • Leadership Team • Needs Assessment • Quality Indicators • Group process • Action Plan • Student planning • Practices to change • Professional development/teacher coaching

  18. Student Planning • MAPs for moving students from separate program to neighborhood school/general ed • IEP/Curriculum matrix • Planning supports within the classroom • Individual student action plan • Transition planning school-school • Teacher to teacher within school • Parent involvement

  19. Cecil County Public Schools CHANGE!

  20. District Level Action Planning • Leadership Team • Executive Directors • General education supervisors • Special education director and project staff • MCIE director and project staff • Communicating the vision • Annual goals for issues over time • District-wide professional development • …

  21. District Level Action Planning Areas addressed: • Nonpublic placements • Community/Public perceptions • Parent fears • Administrator concerns • Teacher skills • Preschool placement practices • Professional development

  22. Sample

  23. District-wide Professional Development • Positive behavior intervention & supports • Collaborating to deliver special education services • Differentiation and curriculum modification • Paraprofessional roles/responsibilities • Individual student planning • Developing IEP goals within the curriculum

  24. Barriers • Internal resistance • Administrative resistance • Parent fear

  25. Opportunities • Principal Assignments • Retirement • School leadership • Focus on student success • District-wide communications • Preschool inclusion

  26. Placement of students with disabilities

  27. Reading Scores over time Increased achievement Decreased gap 90% ALL students included

  28. Math Scores over time Increased achievement Decreased gap (except 8th grade) 90% ALL students included

  29. Qualitative Changes

  30. Lessons Learned • Para-parofessional assignments • District level ?? • Addressing student needs…?

  31. Maryland State Department of Education Visionary Leadership Collaborative Partnerships Bold Strategies

  32. Using a TA Partner • Feet on the ground • Specific skills • Expectation for data-based change • Focus for priorities • Connection to national expertise Where we’re going next:

  33. Maryland’s Vision

  34. Natural/Least Restrictive EnvironmentsTrend Results, Birth Through 5 Sources: MSDE Online IFSP Database and Maryland Special Education/Early Intervention Services Census Data and Related Tables

  35. Systems Change Early Childhood Focus • Data-based needs analysis • Family engagement • Community partnerships • Creative service development • Engagement with neighborhood schools • Professional development

  36. LEAs with MSDE-MCIE partnership over the last 10 years

  37. Systems Change District Features • Superintendent commitment • General education involvement • Goal-oriented action planning • Data-based decisions • Family involvement • Community partners Increase student readiness for school, reduce the gap, increase participation in general education

  38. Systems Change School Focus

  39. Systems Change CCR Transition Focus • High school transition planning • Self-advocacy • Student-led IEPs • Community partners • Community work experiences • Focus on school participation/learning • Decrease drop out, increase attendance, decrease suspension • Collaborative teaching and planning • Alternative general education schedules for students taking alternative assessments • 18-21 services in colleges/work settings

  40. Intended Outcomes

  41. QUESTIONS? Thank you! Carol Quirk cquirk@mcie.org Carolyn Teigland cteigland@ccps.org Marcella Franczkowskimfranczkowski@msde.state.us

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