school leadership early childhood and special education n.
Skip this Video
Loading SlideShow in 5 Seconds..
School Leadership Early Childhood and Special Education PowerPoint Presentation
Download Presentation
School Leadership Early Childhood and Special Education

Loading in 2 Seconds...

play fullscreen
1 / 44

School Leadership Early Childhood and Special Education - PowerPoint PPT Presentation

  • Uploaded on

School Leadership Early Childhood and Special Education. Richard Barbacane Professional Outreach Associate National Association of Elementary School Principals. Leadership and the Learning Continuum. April 25, 2011 Normal, IL. 2010 Census Trends. Considerations for Educators.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'School Leadership Early Childhood and Special Education' - channary

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
school leadership early childhood and special education

School LeadershipEarly Childhood and Special Education

Richard Barbacane

Professional Outreach Associate National Association of Elementary School Principals

april 25 2011 normal il

Leadership and the Learning Continuum

April 25, 2011

Normal, IL

2010 census trends
2010 Census Trends

Considerations for Educators

societal trends
  • Our age is catching up to us
    • Social Security
      • 1950--16 workers for every recipient
      • 1960--5 to 1
      • This year--approx. 3.2 to 1
      • 2030--when “boomers” are 66-84: 2 to 1
life trends
  • People are living longer
  • Life expectancy :
    • in 1789 :35 years
    • in 1935 : 59.7 years
    • in 2000 : 76+ years
    • in 2010 : 83+ years
birth rate in the united states
  • Birth rate is declining
    • 1919 - 3.01 per 100 population
    • 2000 - 1.44 per 100
    • Replacement rate is 2.1 per 100

While schools grow

Medical Advancements


changing face of america
  • Early 20th century----Europe
  • End of the century
    • Asia
    • Spanish speaking countries
    • Considerations
      • Achievement gaps
      • Teachers as role models
      • Education preparation programs
move over atom here come the bits
  • 80% of all scientists who ever lived--are alive today
  • Change is rapid
  • Satellites girdle the globe
  • Internet has brought the world to our fingertips
  • E-mail and smart-phones have made communication instantaneous
21st century technology
  • Profound effect on-
    • Every person
    • Every organization
    • And every nation on the face of the earth - eg. Libya and Egypt
p 16 envisioning a pipeline
P-16: Envisioning a Pipeline

Our Goal

“If people begin to see the educational system as a single entity through which people move, they may begin to behave as if all of education were related.”

Harold Hodgkinson in

“All One System’, 2000

what is the logic behind p 16
What is the Logic behind P-16?

Regardless of the type of system a state or local community chooses, it is important to note that the goal is the same: to create a system of education that links and coordinates each education level into a seamless system fundamentally guided by the principle that success in college begins in prekindergarten

Education Commission of the States

ECS reports that over 30 states now have P-16 initiatives

what keeps us from seeing the pipeline
What Keeps Us from Seeing the Pipeline?

Focus on our own immediate issues and needs

Fragmentation across levels and content areas

Divisions across general, special and technical education

Ineffective articulation between secondary, post–secondary and employment

Lack of relationships that undergird communication

Insufficient opportunities to learn about levels that precede and follow our own

Infrequent opportunities to track a goal attainment throughout the entire pipeline

think pair share
Think/ Pair /Share

To what extent is the ‘pipeline’ open for your students?

Y N Do you know how the elementary schools in your district are doing academically?

Y N Do you know how the middle schools in your district are doing academically?

Y N Do you know what career education takes place in middle school?

Y N Do you have opportunities to talk with elementary and middle school teachers about your connected work?

Y N Can you describeyour school’s approach to support in the ninth grade?

Y N Do you know how your high school/tech center is doing academically?

Y N Do you have a full picture of the career education and career assessment takes place in the HS years?

Y N Do general education, special education and CTE teachers talk together about common goals and common responsibilities?

Y N Do you know the drop out/non-completion rate for your school?

Y N Do you know the drop out/non-completer rate for your program?

Y N Do you know how your graduates are doing in post-secondary?

Y N Do you know how your graduates are doing in employment?

How many ‘yes’ responses did you have?

10-12 8-10 6-8 Less than 6

do some current strategies work across the p 16 pipeline
Do Some Current Strategies Work across the P-16 Pipeline?

We believe that are at least 2 coherent practice strategies that work across the pipeline:

Response to Intervention (RTI)

Intentionality at Transitions

what does it mean to be intentional at transitions
What Does It Mean to be ‘Intentional at Transitions’?

Transitions are important; every transition!

EC to School Age

Elementary to MS

MS to HS

HS to post-secondary and employment

During the MS and HS years, transition is ongoing...not episodic!

The ninth grade year is critical!

  • Shared
  • Inclusive
  • Respectful
  • Student outcome driven

Three Areas for Consideration

  • Early Childhood
  • English Language Learners
  • Special Education


Early Childhood

Learning Communities


Principals Should Know

and Be able

To Do



    • Standard
    • Overview of Standard
    • Elements and Explanation
    • Focus on Practice
    • Principal Voices


    • Research
    • Questions for Further Reflection
    • Self Assessments
    • “ For More Information “ Section

Rationale -- Expand the Continuum

  • of Learning
  • Learning Begins Before Birth
  • School Readiness
  • Return on Investment
  • Graduation Rates
  • Special Education Services
  • Incarceration

Standard 1; Embrace Early Childhood Learning

  • Elements
  • Continuum from birth through grade 3
    • Brain research, learning styles, training
  • Engage the school community
    • Informal settings, cross grade and level observations

Standard 1-- continued

  • Balance leadership and management
    • Supplies, furniture, sinks, transportation
  • Articulate the value of early intervention

Standard 2; Engage families and Communities

  • Elements
  • Support families as children’s first and most influential teachers
    • Visits, opportunities, communications
  • Provide experiences informed by young children’s cultural and community experiences
  • Build bridges between schools, CBO’s and care givers
  • Build coalitions to strengthen learning

Standard 3; Promote Appropriate Learning Environments


  • Developmentally and age appropriate
  • Create relationships that provide the foundation for learning
  • Develop children’s social and emotional skills
  • Provide facilities that promote health and safety

Standard 4; Ensure Quality Teaching


  • Foster young children’s eagerness to learn
    • Readiness, thoroughness, continuous and joy
  • Build their foundation around early literacy and numeracy
  • Provide ongoing professional development

Standard 5; Use Multiple Assessments for Learning

  • Elements
  • Support teachers in guiding student growth
  • Use data from assessments
  • Share information within the system and with other providers
  • Educate parents and report progress to them regularly

Standard 6; Advocate For High-Quality,

Universal Early Childhood Education

  • Elements
  • Advocate for the needs of young children in your community
  • Become familiar with early childhood funding streams and policy issues
  • Keep the public and policy makers focused

English Language Learners




belief statements
All educators want students to learn.

All parents want students to learn.

All students want to learn.

Belief Statements…

February 2011


IDEA Partnership

shifts in teaching and learning
Shifts in Teaching and Learning…

February 2011


IDEA Partnership

national focus
National focus

Closing achievement gaps

Emphasizing high quality, scientifically-based instruction and interventions

Holding schools accountable for the progress ofallstudents in meeting grade level standards

February 2011


IDEA Partnership

effective practices for ells
Effective practices for ELLs

Source: Center for Research on the Educational Achievement and Teaching of English Language Learners

February 2011


  • Attend to language development
  • Build on background experiences
  • Focus on building understanding
  • Provide multiple opportunities for practice and application
  • Use repetition and redundant information
  • Assess frequently
  • Reteach as necessary

IDEA Partnership

essential component problem solving method
Essential Component: Problem-Solving Method

What is the problem?

Why is it


Did it work?

What should be done about it?

February 2011


IDEA Partnership


MTSS Problem Solving Team

  • Student’s Classroom Teacher
  • Administrator/ Designee
  • General Educators (2-3 recognized by peers for their expertise)
  • Parent
  • Student (when appropriate)

February 2011


IDEA Partnership

additional resource team members to be included as needed
Additional Resource Team Members to be included as needed

Behavior/Mental Health specialist (school psychologist, social worker, nurse and/or counselor)

Special Education representative (learning specialist or speech pathologist)

Language Specialists (ELL, ESL, Bilingual, etc. )

Other Specialists (OT, PT, Adaptive P.E., Vision/Hearing Specialists, Assistive Technology, Transition Coordinator, etc.)

February 2011


IDEA Partnership

simultaneous multi level leadership
Simultaneous, multi-level leadership

Classroom Teachers

Related Service Personnel

Building Administration

Corporation Administration

School Board



Decision-making and Support

February 2011


IDEA Partnership


Special Education

A Service

Not a Placement


IDEA FAPE LRE IEP 504 AYP LS ES ASD LD EIS SBMH Due Process Data Pre-Hearing Hearing Transition Consent Advocates Student/Parental Rights ESEA


School leadership and Special Education

  • What is an appropriate education
  • Who is eligible for special education services
  • Statutes/Polcies -- federal, state, local and building
  • Accommodations and assessments


General education, special education,itinerant,paraprofessionals



Shared responsibility


Roles, rights and responsibilities

Records management

Reporting requirements

Discipline ---- suspension ---- expulsion

final thoughts
  • Relationships
  • Think