2012 OSEP Leadership ConferenceLeading Together to Achieve Success from Cradle to Career

A Partnership for ChangeSystemic Transformation of Special Education Services and Outcomes for Children

Carol Quirk, Ed.D. Maryland Coalition for Inclusive EducationCarolyn Teigland, Ph.D. Cecil County Public SchoolsMarcella Franczkowski Maryland State Department of Education

Session # B207

Partners

The ProblemCecil 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

Cecil County

Located in northeast MarylandPopulation: 99,50030 Schools

                                                                                                                    

Cecil County Public Schools2001 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

Cecil County Public SchoolsThe 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

Cecil County Public SchoolsThe Barriers• Perceptions

– Not enough staff– Current model is the only way– Students with disabilities will drag the class down– Ownership (special ed vs general ed)

• Teacher preparation• Professional development gaps• Collaboration skills, trust, time

Cecil County Public SchoolsSystem Issues• Transportation• Current practice: behavior

management, academic interventions• Teacher accountability• Building and technology infrastructure• Retention of special educators

The Opportunity: MSDE/MCIE Maryland State Department of EducationMaryland 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

The Opportunity: MSDE/CCPS

Maryland State Department of EducationCecil 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

Goals1: 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.

Technical Assistance Partnership

LEA

Families

Target Schools

MCIE MSDE

Community Partners

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

 

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

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

Building-Based Planning

Year 1 – Planning & Professional DevelopmentYear 2 – Implementing target gradesYear 3 – Implementing school-wideYear 4 – Planning for new studentsYear 5 – Supporting ongoing needs

Building-Based Planning

• Leadership Team• Needs Assessment

– Quality Indicators– Group process

• Action Plan– Student planning– Practices to change– Professional development/teacher coaching

CCPS-MCIE staff collaborative technical assistance

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

Cecil County Public Schools

CHANGE!

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• …

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

Goal 1: Placement: 90% of the students with disabilities who belong in the targeted grades of the targeted schools will receive their special education services in general education classes in their home schools as defined by LRE placement data.

Actions WHEN WHO STATUS1. Preschool Plan to reduce number of 3 year old students at Gilpin Manor

ES for next year: consider Thomson Estates Continue move of classes in Western part of county

Spring, 2006

Carolyn and Jodi F

Work through budget process

& report to steering comte in spring

2. Middle School: Prepare Elkton Middle School this year to be a “year 1” school next year

Prof. Dev’t planning with BC re: co-teaching, accommodations, etc.

Look at IEPs of students there and coming in from ES to plan well

Increase understanding of CLS teachers about using the VSC and Cecil Co. curriculum as a way to meet academic needs of students in general ed.

Jan-Feb.Feb. mtng

Linda, Marion, Pete, Jodi K.

Group

Ongoing Fall, 2005 through 2006

To be discussed

3. High Schools Implement planning process for current 8th graders who have

significant disabilities going to HS next yr. Be explicit in transition meetings, 8th 9th - this year

MAPs 1 & 2 Hand schedule students Plan with receiving teachers in August Visits for students to school in the summer and to

meet teachers in August Plan inservice/support for receiving teachers

Present to Steering Committee (about Assessments, prototypes – plus graduation

requirements, interventions and appropriate assistance)

Plan “Prep” of high schools for Year 1 implementation next year –

meet with high school principal and staff (past, present, future)

Winter/SpringFeb. 3,

2006March 21,

24, 29 2006

Discuss in April mtng

Linda, Jodi K.

MaryEtta Ready

MartinGeorgiaGregCarol,

Jodi, Mary Etta

OngoingDONE!Thanks!Visits made;

Mary Etta will contact principals

What about Rising Sun HS?

Sample

West Side Journey Toward Inclusive SchoolsSchool-based Planning 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

YEAR 1: planning and training

Conowingo ESBainbridge ESRising Sun ESRising Sun MS

Bay View ESNorth East ESCalvert ESPerryville ES

Charlestown ESElk Neck ESNorth East MSPerryville MS

North East HSRising Sun HSPerryville HS

YEAR 2: implementation & continued training support

Conowingo ESBainbridge ESRising Sun ESRising Sun MS

Bay View ESNorth East ESCalvert ESPerryville ES

Charlestown ESElk Neck ESNorth East MSPerryville MS

North East HSRising Sun HSPerryville HS

Year 3: implementation and follow-up

Conowingo ESBainbridge ESRising Sun ESRising Sun MS

Bay View ESNorth East ESCalvert ESPerryville ES

Charlestown ESElk Neck ESNorth East MSPerryville MS

North East HSRising Sun HSPerryville HS

East Side Journey Toward Inclusive SchoolsSchool-based Planning 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

YEAR 1: planning and training

Gilpin Manor ESChes. City ESThoms. Est. ESLeeds ES

Cherry Hill MSHolly Hall ESKenmore ESCecil Manor ESCecilton ES

Boh. Manor MSElkton MSBoh. Manor HSElkton HS

YEAR 2: implementation & continued training support

Gilpin Manor ESChes. City ESThoms. Est. ESLeeds ES

Cherry Hill MSHolly Hall ESKenmore ESCecil Manor ESCecilton ES

Boh. Manor MSElkton MSBoh. Manor HSElkton HS

Year 3: implementation and follow-up

Gilpin Manor ESChes. City ESThoms. Est. ESLeeds ES

Cherry Hill MSHolly Hall ESKenmore ESCecil Manor EsCecilton ES

Boh. Manor MSElkton MSBoh. Manor HSElkton HS

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

Barriers• Internal resistance• Administrative resistance• Parent fear

Opportunities• Principal Assignments

– Retirement– School leadership

• Focus on student success• District-wide communications• Preschool inclusion

Placement of students with disabilities

SY 96-97

SY 97-98

SY 98-99

SY 99-00

SY 00-01

SY 01-02

SY 02-03

SY 03-04

SY 04-05

SY 05-06

SY 06-07

SY 07-08

SY 08-09

SY 09-10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

44% 45%52%

57%51% 54%

59%65%

76%

85%89%

93%90% 90%

% S

tude

nts a

ge 6

- 21

serv

ed in

LRE

A

Pre and Post MCIE Systems Change Ef-forts

MCIE System Change Partner-ship

Reading Scores over time

2004 2005 2006 2007 2008 2009 20100%

10%20%30%40%50%60%70%80%90%

3rd Grade Reading All StudentsLinear (3rd Grade Reading All Students)3rd Grade Reading Special Ed-ucation

2004 2005 2006 2007 2008 2009 20100%

10%20%30%40%50%60%70%80%90%

100%

5th grade Reading All StudentsLinear (5th grade Reading All Students)

2004 2005 2006 2007 2008 2009 20100%

10%20%30%40%50%60%70%80%90%

100%

8th grade Reading All StudentsLinear (8th grade Reading All Students)8th grade Reading Special Education

Increased achievementDecreased gap90% ALL students included

Math Scores over time

2004 2005 2006 2007 2008 2009 20100%

10%20%30%40%50%60%70%80%90%

100%

3rd Grade Math AllLinear (3rd Grade Math All)3rd Grade Math Special Ed.

2004 2005 2006 2007 2008 2009 20100%

10%20%30%40%50%60%70%80%90%

100%

5th Grade Math AllLinear (5th Grade Math All)5th Grade Math Special Ed.

2004 2005 2006 2007 2008 2009 20100%

10%20%30%40%50%60%70%80%90%

100%

8th Grade Math AllLinear (8th Grade Math All)8th Grade Math Special Ed.

Increased achievementDecreased gap (except 8th grade)90% ALL students included

Qualitative Changes

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

Maryland State Department of Education

Visionary LeadershipCollaborative Partnerships

Bold Strategies

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:

Maryland’s Vision

SFY07 SFY08 SFY09 SFY10 SFY11 SFY 120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Birth to 3 with IFSPs in Natural Environments

3 to K with IFSPs in Natu-ral Environments

5 Year Olds w/ IEPs in Regular Early Childhood Programs at least 80%

4 Year Olds w/ IEPs in Regular Early Childhood Programs at least 80%

3 Year Olds w/ IEPs in Regular Early Childhood Programs at least 80%

State Fiscal Year

Perc

enta

ge o

f Chi

ldre

n

Sources: MSDE Online IFSP Database and Maryland Special Education/Early Intervention Services Census Data and Related Tables

Natural/Least Restrictive EnvironmentsTrend Results, Birth Through 5

Systems Change Early Childhood Focus

• Data-based needs analysis• Family engagement• Community partnerships• Creative service development• Engagement with neighborhood schools• Professional development

Queen Anne's

Cecil

Worce

ster

Somerse

t

Harford

Carolin

e

Allegany

Washingto

nKen

t

Frederic

k

Howard

St. M

ary's

GarrettTa

lbot

Carroll

Dorcheste

r

Wicomico

Montgomery

Anne Arundel

Total S

tate

Charles

Baltimore County

Calvert

Baltimore City

Prince

George

's0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students with IEP's placed in GE > 80% of their school day 2011-2012

LEAs with MSDE-MCIE partnership over the last 10 years

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

Systems Change School FocusLEVEL ACADEMIC BEHAVIORAL INDIVIDUAL

STUDENT

Universal/System Whole SchoolInstruction

School-wide Supports

Placement, scheduling,

membership

Secondary/Focused Group Needs Classroom Management

Practices

Strategies for students removed

Tertiary/Individual Individual Teacher

Coaching

Individual Teacher

Coaching

Individual Student Planning

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

Intended Outcomes

Locally Identified Need Based on Data

Aligns with State Performance Plan and Annual Performance Report

Improved Results for Students with Disabilities

QUESTIONS?

Thank you!Carol Quirk

cquirk@mcie.org

Carolyn Teiglandcteigland@ccps.org

Marcella Franczkowski mfranczkowski@msde.state.us