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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.
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Professional Outreach Associate National Association of Elementary School Principals
April 25, 2011
Considerations for Educators
While schools grow
“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
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
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
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
We believe that are at least 2 coherent practice strategies that work across the pipeline:
Response to Intervention (RTI)
Intentionality 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!
What we can do
Principals Should Know
and Be able
Universal Early Childhood Education
Closing achievement gaps
Emphasizing high quality, scientifically-based instruction and interventions
Holding schools accountable for the progress ofallstudents in meeting grade level standards
Source: Center for Research on the Educational Achievement and Teaching of English Language Learners
What is the problem?
Why is it
Did it work?
What should be done about it?
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.)
Related Service Personnel
Decision-making and Support
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
General education, special education,itinerant,paraprofessionals
Discipline ---- suspension ---- expulsion