meredith’adams,’coordinator,’kf12’ instruc=on · pdf...
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Robert Perry, Ed.D, APEIS Coordinator Division of Special Educa=on, Los Angeles Unified
Meredith Adams, Coordinator, K-‐12 Instruc=on Division of Special Educa=on, Los Angeles Unified
General Education Population
87%
Special Education Population
13%
Total District Student Popula=on 678,441
Source: CASEMIS December 2001 and District Public Information Office, Norm Day 2010
Outcomes Met 14 Outcomes Unmet 4
Total 18
Outcome 1: Par=cipa=on in Statewide Assessments
Outcome 6: Least Restric=ve Environment – “Mild to Moderate Disabili=es”
Outcome 8: Home School
Outcome 9: Individual Transi=on Plans
Outcome 10: Timely Evalua=ons (and IEPs)
Outcome 3: Gradua=on Rate
Outcome 5: Reduc=on of Suspensions
Outcome 12: Informal Dispute Resolu=on
Outcome 14: Parent Par=cipa=on (in the IEP)
Outcome 15: Timely Transla=ons of IEPs
Outcome 16: Qualified Providers
Outcome 17: Behavioral Interven=ons
Outcome 11: Complaint Response
Outcome 18: Dispropor=onality (Comprehensive Assessment of African American Students Considered for Eligibility of Emo=onal Disturbance)
Outcome 2: Performance Statewide Assessments • English Language Arts (27.5) • Mathematics (30.2)
Outcome 4: Completion Rate
Outcome 7A: Least Restrictive Environment – “Moderate to Severe Disabilities”
Outcome 7B: Least Restrictive Environment – “Moderate to Severe Disabilities” Multiple Disabilities Orthopedic (MDO)
Outcome 13: Service Delivery
In the __ of ___, nothing is ____. Some___ ___ life-‐size ___ out of tall ___and shrubs. A ____ careful ____and _____ can ____ ____ paths. ______ cut and shape plants into _____, larger-‐than-‐life and ____leafy _____. What would you do if you ______a _____ full of these ______? _______ you walk right in?
In the world of ___, nothing is ____. Some___ create life-‐size ___ out of tall bushes and shrubs. A ____ careful planning and clipping can ____ ____ paths. ______ cut and shape plants into _____, larger-‐than-‐life and ____ leafy _____. What would you do if you ______a _____ full of these animals? Would you walk right in?
In the world of gardens, nothing is ____. Some gardeners create life-‐size ___ out of tall bushes and shrubs. A gardener’s careful planning and clipping can ____ strange paths. Others cut and shape plants into awesome, larger-‐than-‐life and ____ leafy _____. What would you do if you discovered a garden full of these animals? Would you walk right in?
In the world of gardens, nothing is impossible. Some gardeners create life-‐size mazes out of tall bushes and shrubs. A gardener’s careful planning and clipping can create strange paths. Others cut and shape plants into awesome, larger-‐than-‐life and incredible leafy animals. What would you do if you discovered a garden full of these animals? Would you walk right in?
“The ques=on is not “Is it possible to
educate all children well? But rather, Do we want to do it badly enough?”
Deborah Meier
Enter RtI and RtI2
l We can effec(vely teach all children l Intervene early l Use a mul(-‐(ered model of service delivery
l Use a problem solving method to make decisions within a mul(-‐(ered model
l Use research-‐based, scien(fically validated interven(ons/instruc(on to the extent available
l Monitor student progress to inform instruc(on
l Use data to make decisions l Use assessment for 1) screening, 2) diagnos(cs, 3) progress monitoring
NASDSE, 2005
l High-‐quality instruc(on/interven(on is defined as instruc(on or interven(on, matched to student need, that has been demonstrated through scien(fic research and prac(ce to produce high learning rates for students
l Learning rate and level of performance are primary sources of informa(on used in on-‐going decision-‐making
l Important educa(onal decisions about intensity and likely dura(on of interven(ons are based on individual response to instruc(on across mul(ple (ers of interven(on.
NASDSE, 2005
l Evidence-‐based instruc(on for all students in all (ers l Differen(ated instruc(on at all (ers l Sufficient academic engaged (me (AET) l Time for prac(ce l Frequent, psychometrically sound assessment l Real (me use of data l Best use of technology l Parental and community involvement l Professional development
Renaissance Learning, 2009
Star=ng in early 2003, the three-‐=er model found its way into posi=on papers, reference guides and professional development.
Implementa=on of the RtI/RtI2
� Strong CORE instruc=on (grade level)
� Mul= – =ered Approach
� Implementa=on of “Learning Centers”
� Use of accommoda=ons (Assessment and Instruc=on)
Implementa=on of the RtI2
� 5 Day Training – SDP teachers for access to core instruc=on (OCR)
� 5 Day Training – SDP on using DIBELS for Benchmark and Progress Monitoring
� 2 Day Training for RSP Teachers for access to core instruc=on
� 2 Day Training for RSP Teachers on using DIBELS for Benchmark and Progress Monitoring
� Use of Voyager Passport as Tier 2 interven=on (IEP students)
Implementa=on of the RtI2
� 3 day professional development for Resource Teachers in assessment, instruc=on, and interven=on
� Pilot using Tier 3 Core Replacement program: READ180
� Use of Voyager VmathLive
“Provide leadership, guidance, and support to the school community in order to maximize learning for all students within an inclusive environment so that each student will contribute to and bene;it from our diverse society.”
2003
Par(es agree to modify the Consent Decree to improve performance of SWDs receiving special educa(on services
District focuses efforts on increasing academic performance and instruc(onal effec(veness for SWDs receiving special educa(on services
The percentage of LAUSD students in special educa(on scoring basic or above on the 2008 CST increases to 25.1%, (from 19.9 % in 2006).
The percentage of LAUSD students in special education scoring basic or above on the 2009 CST increases to 28.4%, exceeding the MCD’s ELA Outcome goal of 27.5%.
District meets 14 of 18 Outcomes in the MCD, and makes significant progress toward others, but remains under the MCD.
2004
2006
2008
2009
2010
Targeted interven(ons, including Voyager Passport, are implemented with SWDs receiving special educa(on services
LAUSD milestones since the Modified Consent Decree
Percent of Special Educa=on Students Ranked at Basic or Above on the California Standards Test (CST)
After effective, research-based intervention and strong district leadership, LAUSD surpassed the Consent Decree’s ELA Outcome, with 28.4% of students scoring Basic or above on the CST.
We did it again in 2010!
29.5%
LAUSD Students with SLD Scoring Basic and Above on 2008, 2009, and 2010 CST with Two Years of Intervention
Tier 1
Tier 2
Tier 3
Core UA
+ Grade Level
5:1 PM
PM
3:1
Differentiation PM
� DIBELS (Dynamic Indicators of Basic Early Literacy Assessment) • Benchmark Periods � BOY – Beginning of Year � MOY-‐ Middle of Year � EOY-‐End of Year
• Individual Measures/Goals � NWF – Nonsense Word Fluency � BOY – 50 SPM/WPM (Reads 15 whole words) � ORF – Oral Reading Fluency
� BOY – 44 WPM � MOY – 68 WPM
� Using the informa=on for this 2nd grade class… • How would you group the children for Tier 1 instruc=on? � Core? � UA?
• Which students need more? • What could “more” look like? � Using Richard’s NWF assessment � What skills has he mastered? � What skills will need more instruc=on?
Tier 1
Tier 2
Tier 3
Core
UA
+ Grade Level
5:1 PM
PM
3:1
Differentiation PM
Resource Specialist
� Using the informa=on for this 2nd grade class… � Using Roberto’s NWF assessment � What skills has he mastered? � What skills will need more instruc=on?
• Knowing this new informa=on…
• What do the two students have in common?
• What does the instruc=on look like for Tier 1?
• What addi=onal supports may be needed?
What does the data tell you…
Tier 1
Tier 2
Tier 3
Core
III
+
Intensive Intervention Instruction
Grade Level
5:1 PM
PM
3:1
PM
The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we
reach it.
Michelangelo
h`p://www.nccrest.org/