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Region 8: Akron Area. Integrated Comprehensive Services April 18, 2012 Dr. Elise Frattura Frattura@uwm.edu. Today: Part I. Part I. Core Principles and Location-Developing Our Infrastructure What we Know. … Setting the Stage Shifting From Programs to Services Leading for Social Justice.

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region 8 akron area

Region 8: Akron Area

Integrated Comprehensive Services

April 18, 2012

Dr. Elise Frattura

Frattura@uwm.edu

today part i
Today: Part I
  • Part I. Core Principles and Location-Developing Our Infrastructure
    • What we Know. …
    • Setting the Stage
    • Shifting From Programs to Services
    • Leading for Social Justice
three parts
Three Parts
  • Part II. High Quality Teaching and Learning
    • Developing Teacher Capacity
    • Climate and Behavior
    • Teaching and Learning for All Students
    • Schools Involvement with Families
    • Students With Severe Disabilities
    • Students Who Are English Language Learners
  • Part III. Leveraging Compliance, Funding, and Policies
    • Funding
    • Policy
    • Compliance
today part i1
Today: Part I
  • Part I. Core Principles and Location-Developing Our Infrastructure
    • What we Know. …
    • Setting the Stage
    • Shifting From Programs to Services
    • Leading for Social Justice
slide5

Handouts:

  • Segregated Programs to Services
  • Asking the Necessary Questions
  • Functions of Teams
  • New Teacher Teams
  • Equity Audit
  • Co-Teaching Planning Document
  • Evolving Roles
  • Students with Severe Disabilities
  • Notes
what we know
What We Know
  • District Reform
    • Often happens in isolation of special education
    • Special education becomes a separate – almost a contract service provided to the district
    • Students with disabilities often experience substandard educational opportunities when special education is not part of the initial reform work for a district
what we know1
What We Know
  • Vision
    • Often Districts are reactive to State and Federal mandates
    • Application of services is frequently based on a deficit model
    • Special Education is perceived as a place versus a service
    • Perception that students must be clustered into programs in specific schools to meet the needs of high needs students.
what we know2
What We Know
  • Culture of marginalization
    • By race
    • By disability
    • By language
    • By poverty
what we know3
What We Know
  • Achievement Differences
    • Students with disabilities are 2.5% more likely to drop out of school than their nondisabled peers
    • Students who are marginalized show a 30% to 70% differential in achievement
    • Little to no students with disabilities are enrolled in AP courses
    • Only 2 percent of students with disabilities have a cognitive disability yet, students with disabilities are tracked in low or functional content courses.
    • The balance of functional and academics – often gets lost.
what we know4
What We Know
  • Disconnected Instruction and Assessment from Teaching and Learning :
    • Often disconnected from the core curriculum
    • Lack a cohesive approach using the common core to prevent student failure
    • Enveloped in a reaction to failure
    • Lack of balance of functional skills
    • Void of comprehensive transition services
setting the stage
Setting the Stage

Provides us with a common ground – from which to move

forward (Handout 1)

slide13

Title 1

Programs

Guidance Programs

Programs for Students under Section 504

  • General
  • Education

Limited English Speaking Programs

Alcohol and Drug Programs

Programs for Homeless Children

At- Risk Program for HS Students

Early Childhood Programs

slide14

Title 1

Programs

Programs for Teenage Parents

Guidance Programs

Programs for Students under Section 504

Programs for At-Risk Middle School Students

  • General
  • Education

Limited English Speaking Programs

Gifted and Talented Programs

Alcohol and Drug Programs

Programs for Students with ADHD

Programs for Homeless Children

At- Risk Program for HS Students

Special Education Programs

Programs for Nonreaders at the Third Grade

Early Childhood Programs

eight major problems with separate programs
Eight Major Problems with Separate Programs :
  • track and marginalize student of color and students of lower social classes
  • are costly
  • require personnel to expend a tremendous amount of resources in determining eligibility ($3000.00)
  • some students receiving services an others denied
  • fragment a student’s day
  • blame and label students
  • enable educators and students not to change
  • prevent transfer of educator and student knowledge back to integrated environments
slide20

The Goal:

First Intervention is the Right Intervention, Using Universal Design in Tier 1

Integrating Tier 2 and 3 within Tier 1

Preventing a Failure Driven System

slide21

Bottom line

What we know

Varied achievement

Within student groupings

Positively impacts

Student achievement –

Or the students who

Are isolated the most

Often are the furthest behind

Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003)

Does Peer Ability affect student achievement?

Journal of Applied Econometrics

slide22

If We Continue to Use Intensive Intervention in Isolation of All Students

(Often Suggested in Tier 2 and Tier 3)

We will NEVER develop

The Capacity of ALL Teachers

 Resulting in More and MORE Segregation

As we have not shared our own EXPERTISE

services are
Services Are:
  • Primary goal is prevent student failure
  • Considers range of learners within every classroom and grade/cross grades
  • Seamlessly tied to and grounded in core teaching and learning
  • Students receive services with neighborhood peers or school of choice (they do not have to go some place else in district or in school to get services)
  • No rooms/schools that are set aside for labeled kids (e.g., LD, ED, special education resource, ESL, at-risk, discipline schools)
slide24

Supports and builds on culturally relevant, differentiated curriculum and instruction

  • Based on principle of universal access - curriculum is differentiated for needs of all students versus developed and then adapted after the fact
  • Students do not have to qualify or be labeled to receive an education that meets their needs
  • Requires teachers and staff to share knowledge and expertise with each other and with students
bottom line
Bottom Line:
  • Integrated Comprehensive services is not about moving special education back into the confines of general education. ..
  • It is about moving general education and special education (ELL, at-risk, etc) to create a proactive place around all learners
  • It is not about keeping self-contained classrooms and resource rooms and allowing students with disabilities to go into a general education. ..
slide28

It is about developing flexible learning groups through out each day for each child – based on who they are and how they learn (whether it is 1:1, small group, or large group instruction)

  • It is not about some students – and not others. .. i.e., students with severe disabilities, high behavior needs, learning disabilities, autism, . …
  • It is about reallocating staff to better meet the needs proactively of each and every learner. ..
slide29

It is not about diminishing teacher capacity and expertise. ..

  • It is about building teacher capacity and expertise so that students may be part of the norm group of diverse learners
  • Bottom line – it is about educating each and every learner and building the capacity so that each and every school may honor any child who “belongs”. …
at your table
At Your Table
  • Three Parts:
    • Discuss what you do as a school for all students to be successful
    • All students learn when. …
at your table1
At Your Table
  • Three Parts:
    • Discuss what you do as a school for all students to be successful
    • All students learn when. …
    • Go Back – look at your list of what you do and determine what are programs and what are services (use list in ppt)
first things first
First Things First
  • Schools and Districts in Support of Integrated Comprehensive Services for ALL Students:
    • Understand the Vision
    • Develop Non-Negotiables – how you will measure everything
    • Define and Align for a Proactive Infrastructure building and district level
    • Develop Instructional Capacity – ALL Teachers for All Students
    • Align Common Core - Align IEP’s
    • Implement Universal Design
    • Set Heterogeneous Flexible Learning Groups
    • Then – Develop Teaming Relationships Between Teachers
    • Reallocate Resources and define Policy to support proactive reform
shifting from programs to services
Shifting From Programs to Services

Over Lunch - Asking the Necessary Questions (Handout 2)

slide34

Leadership Teams in Support of Integrated Comprehensive Services (Handout 3 and 4)

Team D:

District Leadership Team

(District Service Delivery Team)

Team B:

School Leadership Team

(School Service Delivery)

Team A:

School Planning Team

Team C:

Teacher Teams

(Grade Level)

district leadership team
District Leadership Team
  • Suggestions:
    • A representative from each school’s Building Leadership Team should function on the District Leadership Team- e.g., Principal
    • Confirm non-negotiables in support of the District Mission
    • Meet monthly to share progress and challenges.
    • Support and share expertise to develop each school’s capacity to serve all learners
building leadership team
Building Leadership Team
  • Suggestions:
    • Formation of this team is essential.
    • The questions – is not a special education question – but How can we be more comprehensive in a proactive manner?
    • What does the DATA say about our current model of supporting students? The answer to why we are doing this is in OUR DATA!
    • Confirm non-negotiables.
    • Set building infrastructure and service delivery
sample non negotiables for integrated comprehensive services
Sample Non-Negotiables for Integrated Comprehensive Services

We Believe:

  • Embrace and support an infrastructure of teaching and learning for All – from District Office to the Schools-to the Grade levels
  • Proactive services means that students receive what they need based on how they learn without having to go someplace else to get such needs met.

Such Beliefs:

  • Require teachers and staff to share knowledge and expertise with each other and with students – it is about developing the capacity of all teachers
  • Flexible heterogeneous grouping patterns used throughout day for all students – based on specific learning needs of students and content.
  • Cross-categorical, cross-discipline (at-risk, ell, gifted, etc)
your data tells the story
Your Data Tells the Story
  • See Equity Audit (Handout 5)
  • At your tables review the data questions - by school – Discuss
      • What data points do you not ask?
      • What questions should you ask that you don’t?
      • Any others – specific to your school/district?
      • Example – percent of students of poverty/disability or ELL in AP classes -
building leadership team the what
Building Leadership Team: The What

Draw or tell the story regarding the current manner in which your school supports students who are not successful in general education.

school leadership team
School Leadership Team

What would your future model look like?

How would you arrange your staff design teams? By grade level, academy, units, etc.

Compare your current delivery structure to the table that describes programs versus services.

If you provide more fragmented programs than services, discuss instructional time, teachers ability to teach to a range of students, etc.

building leadership team1
Building Leadership Team
  • Align your proactive support services to the current general education structure within the school
  • Determine how many students are in each unit (grade, academy, department, etc) that has needs
  • Delineate how many staff are available to realign to a new structure
  • Expect the sharing of expertise through capacity building and staff development
  • Does it align to your non- negotiables – are you stuck in some – but not all language?
teacher teams things to think about
Teacher Teams: Things to think about:

Limit the number of general ed. teachers in order to increase support to teachers and students

Balance the clustering of student needs - keep in mind natural proportions

Discuss the types of teams and what would work in particular settings throughout the day

Co-Teaching is organized after the infrastructure for service delivery is arranged

Special education teachers supporting students with significant behavior challenges must think about this before committing to a team teaching situation over a turn taking or consult.

teacher teams
Teacher Teams

Review Sample Schedule -

What needs do teachers have? Such as:

  • Need for co-planning
  • Flexible Learning Groups By Interest/then Needs
  • Teaming across Disciplines
  • Functional Skills for Students with Significant Needs
  • Behavior
  • Developing universal access to curriculum
  • Assessment
  • Autism
  • Other specific needs regarding types of learners
  • Content matter, etc
principles of universal design
Principles of Universal Design
  • There is no ‘one size fits all’; we need to provide alternatives.
  • Need to consider users’ needs and include these considerations in the design from the beginning
  • The word "universal" does NOT mean there is a single solution that works for everyone
  • Universal Design cast a broad net around all learners based on how students learn.
differentiation
Differentiation
  • Teaching with student variance in mind as the first intervention rather than adopting a standardized approach to teaching which assumes that all learners of a given age/grade are alike.
  • Proactive planning of varied approaches to what students need to learn, how they will learn it, and/or how they can express their understandings
slide51

Differentiate Must Be Proactive Based on How Each Student Learns

Content

Process

Product

According to Students’

Interest

Learning

Profile

Abilities

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

slide52

Discuss at your table the barriers to implementing universal design and differentiation that your group perceives to be the most challenging

Review Planning and Co-Teaching

Handout 6

slide53

1. Discuss at your table where you believe your school is along the continuum of traditional, inclusive, Beyond Inclusion. …

  • Given your current picture - What would your future model look like?
  • How would you prevent a fail-based system?
  • Is RtI proactive or reactive?

Evolution of Roles

Handout 7

leading for social justice
Leading for Social Justice

Restructuring District Office for Teaching and Learning for ALL Learners By Merging Roles

  • Curriculum for each learner
    • Facilitate growth of a differentiated curriculum devoted to teaching and supporting a range of learners
  • Media and technology supports for each learner
    • Facilitate the use of technology and other media for all students (e.g., for students with English as a second language, for students with vision, etc.) through universal design.
leading for social justice1
Leading for Social Justice
  • Support services for each learner
    • Development, implementation, and evaluation of support services for all students (e.g., guidance, social work, curriculum, and/or behavioral facilitators)
  • Content, proficiency, and performance standards for each learner
    • Development, implementation, and evaluation of standards and benchmarks (from highly theoretical to extremely functional) in support of all learners
  • Policy Development in Support of Each Learner
    • Nondiscrimination language and proactive services in support of all learners
leading for social justice2
Leading for Social Justice
  • Standardized and individualized educational evaluation procedures for each learner
    • Development, implementation, and evaluation of normative and individualized assessment for all students
  • Staff development in support of each learner
    • Facilitation of in-service, technical assistance, and other informative sessions in support of all students
  • Financial Support for the Education of Each Learner
    • Assist in the merger of resources to meet the needs of each learner
first things first then
First Things First, Then:
  • Completing your planning document:
    • Understand the Vision
    • Develop Non-Negotiables – how you will measure everything
    • Define and Align for a Proactive Infrastructure building and district level
    • Develop Instructional Capacity – ALL Teachers for All Students
    • Align Common Core - Align IEP’s
    • Implement Universal Design
    • Set Heterogeneous Flexible Learning Groups
    • Then – Develop Teaming Relationships Between Teachers
    • Reallocate Resources and define Policy to support proactive reform
bottom line1
Bottom Line. …

The principles and practices of ICS contribute to five non-negotiables for service delivery:

least restrictive

least intrusive

least disruptive

least expensive

least enabling.

These five non-negotiables refer to location or where students are placed, the curriculum and instruction they experience, and the role of educators in their lives.

resources possible reading
Resources/Possible Reading
  • Frattura & Capper (2006). Leading for Social Justice
  • Theoharis (2009). The Leaders our Children Deserve
  • Sailor, W. (2009). Making RtI
  • Work Jeannie Oakes (2008). Keep track: Structuring Equality and Inequality in an Era of Accountability
  • Jeannie Oakes (2000). Keeping Track, Part 1: The Policy and Practice of Curriculum Inequality in Equity Materials.
  • Capper & Frattura (2008). Meeting the Needs of All Learners
  • Sailor, W. (2009). Making RtI Work