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Building A Commonwealth of Opportunity for All Students. Presented to the National Association of State Directors of Special Education Jo Lynne DeMary Superintendent of Public Instruction Commonwealth of Virginia. October 26, 2004 Denver, Colorado.

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Building a commonwealth of opportunity for all students

Building A Commonwealth of Opportunity for All Students

Presented to the

National Association of

State Directors of Special Education

Jo Lynne DeMary

Superintendent of Public Instruction

Commonwealth of Virginia

October 26, 2004 Denver, Colorado


Building a commonwealth of opportunity for all students1

Building a Commonwealth of Opportunity For All Students

Standards and

Instructional

Resources

Assessments

and Data-Driven

Decision Making

Accountability

for Results and

Informed Parents

Instructional

Support,

Interventions and

Acceleration

Partnerships and

Support Networks

Teacher Quality

and Leadership

Development


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

Standards and

Instructional

Resources

  • SOL Curriculum Frameworks/Enhanced Scope and Sequence/Pacing Guides

  • SOL Instructional Modules/LEP and Special Education Differentiation Strategies

  • CTE Competencies Aligned with Industry Standards and SOL

  • State-Adopted Instructional Materials

  • Technology Integration Resources


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

Assessments

and Data-Driven

Decision Making

  • SOL Assessments and Web-based Technology Initiative

  • Education Information Management System

  • Partnerships with School Results

  • Algebra Readiness Diagnostic Test

  • Phonological Awareness and Literacy Screening (PALS)

  • Industry Certification and Licensure Exams

  • ElectronicPractice Assessment Tools (ePAT)

  • Special Education funded positions


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

School Improvement

And

Research-Based

Practices

  • Academic Reviews (School and Division)

  • Early Reading Initiative and Reading First

  • Algebra Readiness Intervention

  • K-3 Class size Funding

  • Project Graduation (Academies and Tutorials)

  • Targeted School Improvement Support (CSR, HSTW)

  • Board-Approved Instructional Models and Supplemental Service Providers


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

School Improvement

And

Research-Based

Practices

  • Turnaround Specialists

  • Training and Technical Assistance Centers (T/TAC)

  • Special Education State Improvement Grant/Capacity Building Grants

  • Special Education Instructional Support Team (IST) Initiative

  • State Improvement Grant

  • Collaboration with principals’ organizations

  • School-wide Effective Discipline Initiative


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

Teacher Quality

and Leadership

Development

  • Teacher Recruitment and Retention Initiatives

  • Professional Development (Content and Differentiated Instructional Modules and Online Graduate Courses)

  • Turnaround Specialists

  • Teacher Recruitment in Hard-to-Staff Schools (The New Teacher Project)

  • Leadership Development (State Grants, SAELP II)

  • Teacher-Teacher.com

  • Special Education supported position in Teacher Licensure


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

Partnerships and

Support Networks

  • Governor’s PASS Initiative (AEL and Business Partners)

  • Southside VA NCLB Partnership and Technical Assistance Centers (T/TAC)

  • Jointly Operated Continuation Schools

  • Mathematics/Science Partnerships

  • VA Career Education Foundation


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

Partnerships and

Support Networks

  • TNTP Grant

  • Distinguished Schools and Division Support

  • School/University Partnerships

  • Migrant Education Partnership Grant

  • Professional Organization Partnerships

  • Safe and Drug-Free Schools Partnerships


October 26 2c 2004 09 09 09 09denver 2c colorado

Building a Commonwealth of Opportunity

For All Students

Accountability

for Results and

Informed Parents

  • Standards of Quality

  • School Accreditation

  • Adequate Yearly Progress (AYP)

  • School, Division, and State Report Cards

  • Division Efficiency Reviews

  • Division and School Academic Reviews with Federal and State Program Monitoring

  • Secondary Transition Initiatives

  • Case-Load/Staffing Requirement Study


Leadership

"A true leader has the confidence to stand alone, the courage to make tough decisions, and the compassion to listen to the needs of others.

An individual does not set out to be a leader, but becomes one by the quality of their actions and the integrity of their intent.

In the end, leaders are much like eagles...they don't flock, you find them one at a time."

Anonymous

Leadership


Idea and nclb solutions through leadership at the state district and building levels

IDEA and NCLB: Solutions through Leadership at the State, District and Building Levels

District Level

Dr. Kenneth Vedra

Academy School District 20

Colorado Springs, Colorado

October 26,2004


District 20 demographics

District 20 Demographics

  • Slightly more than 19,800 students PK-12

  • Special Education population of less than 8 per cent

  • 6 High School sites (including an alternative high school); 5 Middle School sites; 19 Elementary School sites:

  • In 2002-03 three sites did not make AYP (one ethnic sub group at one site and all three in Special Education)

  • In 2003-04 one site did not make AYP (Special Education only)


Nclb and ayp

NCLB and AYP

  • What is AYP for special needs students?

  • What does AYP look like, if measured today?

  • How do we close achievement gaps for students?

  • What if the achievement gaps are not closing as fast as needed?

  • Where does highly qualified fit in?


Definition of ayp

Definition of AYP

  • State defines “most serious cognitive disabilities”

  • Alternative assessments designed around state standards and student’s IEP

  • Limits on number demonstrating success on alternative assessments

  • State determination of percentages for meeting AYP by group


Reality check

District A Reading Growth for TAG, Spec. Ed.& Other Students, 1999 Grade 3 Coho

750.0

Other Students

C

TAG

S

720.0

Spec. Ed.

A

P

690.0

660.0

R

e

630.0

a

d

600.0

i

n

570.0

g

540.0

S

c

510.0

o

r

480.0

e

450.0

0.00

0.40

0.80

1.20

1.60

2.00

Years Since 1999 Assessment

Reality check

To illustrate, consider results within each of 5 Colorado districts.

Growth trends over time are compared for 3 groups. In District A, mutually exclusive groups grow at same rate. Gaps are not closing.

Isn’t the hype over William Sanders a bit overblown?

750

Other students

Talented & Gifted

Special Education

District A and District C

Scale Scores, Colorado State Assessment Program

600

Phase 1 results for District A

450

1 year

2 years

Yrs since first assessment


Reality check1

In District B, Special Education and Others grow faster than Talented and Gifted. All groups start out generally lower. Gaps are closing but not between Special Education and Others.

Reality check

750

Other students

Talented & Gifted

Special Education

600

Scale Scores, Colorado State Assessment Program

Phase 1 results forDistrict B

450

1 year

2 years

Yrs since first assessment


Reality check2

In District C, Special Education grows just slightly faster than Talented and Gifted and Others. All groups start out generally higher. Gaps are closing but almost imperceptibly.

Reality check

Other students

Talented & Gifted

Special Education

750

Scale Scores, Colorado State Assessment Program

600

Phase 1 results forDistrict C

450

1 year

2 years

Yrs since first assessment


Reality check3

In District D, Others grow faster than Special Education (there is no Talented and Gifted). The growth rate is nearly flat (especially for Special Education), and the gap is widening.

Reality check

750

Other students

Special Education

600

Scale Scores, Colorado Student Assessment Program

Phase 1 results forDistrict D

450

1 year

2 years

Yrs since first assessment


Reality check4

In District E, the Others grow faster than Special Education (no Talented and Gifted). While the growth rates are the steepest seen among the five districts, the gap is widening.

Reality check

750

Other students

Special Education

Scale Scores, Colorado Student Assessment Program

600

Phase 1 results forDistrict E

450

1 year

2 years

Yrs since first assessment


Why care

Why care?

Which picture of improvement most closely matches your district?

This study is giving you a framework to think about these issues.

It is also helping to shape laws that will affect us all.


The most important gaps

The most important gaps . . .

  • How much yearly growth do we expect from students?

  • Which students achieve the yearly gain we expect?

  • If the gap is closing for some but not others, why?

To tell if students are benefiting adequately, we need to know:


October 26 2c 2004 09 09 09 09denver 2c colorado

When it comes to gaps, which ones are most important?

  • See that lower performing groups are catching up.

  • Verify that higher performing groups are not losing ground;

  • Ensure all others demonstrate expected yearly improvement.

A primary goal of the study is to clarify what we expect in terms of yearly growth.  By doing so we can better meet the needs of all kids.

The gaps we want to close are those that separate each student from the expected learning target.

In that respect, it is our contention that there really are three aims:

In short, this is a story about

“Catch up. Keep up.”


A description of the study participants phase 1 completed

A Description of the StudyParticipants – Phase 1 (completed)

  • Jefferson County (87,925 students)

  • Boulder Valley (27,764 students)

  • Academy (18,698 students)

  • Mapleton (5,623 students)

  • Eaton (1,533 students)

Initially, 5 districts participated (representing 141,543 students or 20% of all Colorado students):


Closing gaps what have we done

Closing Gaps - What Have We Done?

  • Several strategies that we have looked at from District Perspective

  • Mainstreamed students in successful Choice programs – IB-PYP; Accelerated Schools; Basic School;

  • Individual schools develop their own plan of improvement to make AYP, for the Superintendent, with assistance from the Central Office.

  • Schools not making AYP are put on Accreditation watch by Superintendent

  • Brought in national experts in assessment, data driven decision making, literacy to meet with staff


Closing gaps continued

Closing GAPS Continued

  • Increased the number of Preschools and students served by the Program

  • Increased the reviews of IEP’s by Parents, Staff and Principals

  • Internally Audited IEP’s at the District level looking for consistency and congruency in process and content

  • Established Highly Qualified requirements for Middle School Teaching staff in Content areas

  • Redesigned data reports and teacher training in use based upon teacher defined needs

  • Redefined content curriculum to align with state, national, international, industry standards and implemented multi year staff development programs for staff in the areas


What if

What If?????

  • Are the gaps closing as well as required and what if they are not? Then What????

  • Review the affected students IEP’s at the site level using outside the district audit assistance

  • Address staff resource needs (staff development, materials, human resources) at the site

  • Review school and district program needs as to adequacy, accessibility, effectiveness

  • Change staffing patterns at site and district

  • Improve data collection techniques, processes, training and uses in the classroom

  • Complete development of teacher designed data and reporting systems for use in the classroom in areas of Literacy that are companion to our ILP (Individual Literacy Plan) process


How and where does highly qualified staff fit

How and Where Does Highly Qualified Staff Fit?

  • What is the definition of Highly Qualified?

  • All certified staff must meet the state requirements for their content area in grades 6-12 and where special requirements must be met in Special Ed, Reading etc.

  • Expanding Co-Tops paraprofessional training with both the local community college and 4 year institution

  • Increased district opportunities for staff development in areas affected by NCLB and specific content areas

  • Looking at new programs, in conjunction with the local colleges to deliver staff development in the areas of Mathematics and Science with new Colorado Student Assessment Program requirements being developed in these two areas


Highly qualified continued

Highly Qualified Continued

  • Meeting with the business community to secure training grants for staff in content areas

  • Increased staff development funds for schools related to specialized training programs

  • Set aside 10% of funds from Title I for staff development programs in affected schools (ALL Title I Schools made AYP in the District)

  • We are reviewing the hiring process to assure highly qualified teachers and staff in all areas


Conclusion

Conclusion

NCLB has raised the bar in the area of achievement for many children. The question will be: Will NCLB be able to help all children or will some be left behind because as resources are diverted to assist those who are behind others will go begging because the resources are not available to assist them in their quest? Is playing “Catch up” enough or should we also be playing “Keep up” for those which are not reaching their potential?


Leaving no child behind at indian peaks elementary

Leaving No Child Behind At Indian Peaks Elementary

Presented by Julie McVicker, Principal


A short history of the school

A Short History of the School

  • Bilingual Center School

  • Seven principals in 5 years

  • History of low achievement

  • Overcrowding

  • No real focus


How we began to focus our efforts

How We Began to Focus Our Efforts

  • Hiring - 17 first year, 11 second year, last 2 years hired 3 people

  • A Close Look at the CSAP and Building Data

  • Focus on one goal - Reading

  • SILC/LINC grant opportunity


The silc linc grant

The SILC/LINC grant

  • Sponsored by CDE and BOCES

  • Specific targeted goals to:

    • Increase levels of collegiality and shared-decision-making

    • Increase use of student data to improve teaching and learning

    • Increase achievement in literacy for all students across content areas


First steps in the silc linc change process

Identified Building Leadership Team from school and community

Attended trainings sponsored by CDE with BLT

BLT created plan for dissemination of information to staff

Listed current committees in school ( 29)

Self-assessed how what we currently did affected achievement

First Steps in the SILC/ LINC Change Process


Now what

Now what?

  • Redesign of how we functioned as a school

  • Shared-Decision Making Teams - BFGs

    • Curriculum/Instruction

    • Leadership

    • Management

    • Communication


Reorganization

Reorganization


What do you do when all areas need to improve

What do you do when all areas need to improve?

  • All subject areas needed to improve

  • What would give us the biggest bang for the energy we wanted to invest?

  • How would the grant help us?

  • FOCUS

  • Choose only 1 thing at a time to work on and be the best you can at that


How did we help teachers understand data

How did we help teachers understand data?

  • Training with Victoria Bernhardt

  • Creation of templates to help teachers sort through what is important for instruction


How did we help teachers translate data into instructional decisions

How Did We Help Teachers Translate Data Into Instructional Decisions?

  • Recognize strengths of all staff

  • Peer groups with expert and novice in data looking at and talking about student work and assessments


Our data flowchart

Our Data Flowchart


How do you help teachers differentiate instruction

How do you help teachers differentiate instruction?

  • Differentiation Coaches

  • Other trainings with experts and regular classroom teachers

  • Staff Development Day with teachers presenting what they learned in the trainings

  • Training for teachers on effective learning centers


How do you create a professional learning community

How do you create a Professional Learning Community?

  • Trained with Rick DuFour

  • Had staff buy-in

  • All staff wanted to improve

  • Principal was an active learner with staff

  • All staff learning was around reading goal


October 26 2c 2004 09 09 09 09denver 2c colorado

PYRAMID OF INTERVENTIONS

Child Study

Additional Programming

Literacy Lab

Student Support Team

Progress Reports

Placement Process

Development of Classroom Community

Early Literacy Education


How do you find the time

How do you find the time?

  • Building Leadership Team defines the problem and brainstorms solutions

  • Givens:

    • Collaboration a must

    • Schedule needs to reflect more time to focus on reading and math

    • All must participate


October 26 2c 2004 09 09 09 09denver 2c colorado

Time?

  • Redesign of schedule to put all teacher contact time in the beginning of the day

  • Create a professional development plan that includes collaboration, training, and common planning time

  • Provide teachers direction in appropriate use of time


How important is research

How Important is Research?

  • All new strategies had research base

  • Teach teachers how to read research and what constitutes something worth doing?

  • Read books that emphasize research

  • Engage in Action Research


What do you need

What do you need?

  • Committed staff that believes ALL students can learn

  • District commitment to support innovations

  • Creative thinkers

  • Coaching through building leaders

  • Risk Takers and Learners on staff

  • Don’t be afraid to ask for what you need


What about parents

What about Parents?

  • Set expectations

  • Provide information

  • Help them understand curriculum

  • Be accepting of their situations

  • Be a resource for them


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