one school system’s journey (so far)

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One School System’s Journey (so far) Leadership for Equity and Excellence Forum Equity Alliance at ASU February 28, 2011

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One School System’s Journey (so far). Leadership for Equity and Excellence Forum Equity Alliance at ASU February 28, 2011. Objectives. Describe the history and framework of AACPS’ approach to the issue of Disproportionality - PowerPoint PPT Presentation

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Page 1: One School System’s Journey (so far)

One School System’s Journey (so far)

Leadership for Equity and Excellence Forum Equity Alliance at ASUFebruary 28, 2011

Page 2: One School System’s Journey (so far)

Objectives • Describe the history and framework of AACPS’

approach to the issue of Disproportionality

• Provide an effective protocol and systematic problem solving process that can be applied systemically or in individual schools to remediate Disproportionality

• Share results and discuss factors that have been found to contribute to Disproportionality in our district

• Share resources and effective strategies for addressing Disproportionality in schools

Page 3: One School System’s Journey (so far)

The AACPS Approach History & Framework

Page 4: One School System’s Journey (so far)

Anne Arundel County Public SchoolsAnnapolis, MD

Page 5: One School System’s Journey (so far)

History• Recognized as Disproportionate by

Maryland State Department of Education (MSDE)– Areas of Concern

Identification – in categories of Specific Learning Disability (SLD), Emotional Disturbance (ED), and Mental Retardation/Intellectually Disabled (MR/ID)

Placement Discipline

– 15% EIS budget allocation requirement

• Office of Civil Rights (OCR) Agreement– Establishment of Goals for the Improvement of Education and

Academic Attainment among African American Students• Issue of Parity

Page 6: One School System’s Journey (so far)

AACPS Disproportionality Workgroup

• Established Spring of 2007

• Multidisciplinary Team to Collaboratively Address Disproportionality Vertically and Horizontally

• Partner with the State (MSDE) for Discretionary Grant Funding and Re-examine Definition of Disproportionality

• Develop, Implement, and Monitor District Level Action Plan

Page 7: One School System’s Journey (so far)

District Level Action Plan Critical Components

• Incorporation of a Collaborative Decision Making (CDM) process – RtI framework for prevention and early intervention

• Review and enhanced utilization of system/school-based accountability tools: Audits/Internal Monitoring Screening Tools Special Ed Process and Forms Transfer activities

• Cultural Proficiency/Stakeholder Communication

Page 8: One School System’s Journey (so far)

• Data Analysis & Exploration of Evidence-Based Practices for Assessment and Intervention

• Provision of Equity in Resource Allocation for Intervention

• Outreach to Parents & Community

• System-wide implementation of a TEAM Teaching model

• Value of Professional Development

• Expansion of Alternative Education Options

• Identification of and Outreach to Targeted Schools

District Level Action Plan Critical Components

Page 9: One School System’s Journey (so far)

MSDE Disproportionality Grant• Hiring of a Disproportionality Project Facilitator

• Targeted outreach to schools using the risk ratio (>2.0)– 2007-08: 13 Target Schools – 2008-09: 15 Target Schools (7 new & 8 returning) – 2009-10: 15 Target Schools (6 new & 9 returning) – 2010-11: 17 Target Schools (3 new & 14 returning/ recognizing 4 schools are between 2.00-2.04)

• Provision of Materials of Instruction (MOI) & Stipend mini-grants to address inequity of resource allocation and support plan implementation

• Annual Disproportionality Conference with national speakers

• School Specific Training focus on Collaborative Decision Making (CDM) & Positive Behavioral Interventions & Supports (PBIS)

Page 10: One School System’s Journey (so far)

Targeted School Outreach

Remediating Disproportionality one school … one student at a time

Page 11: One School System’s Journey (so far)

The Protocol

• Initial meeting with school teams – introduce the required self-assessment tool

• Follow-up meeting with school teams to review the self-assessment results & begin action planning through the CDM process

• Finalize and review the school-based action plan

• Implement the action plan with technical assistance and on-going progress monitoring by the Facilitator/CDM Consultant

Page 12: One School System’s Journey (so far)

Self-Assessment• Focuses school attention on current policies/procedures

and instructional practices

• Encourages raising teacher awareness of cultural issues, at the school level and within the community, as a means of addressing disproportionate numbers

• Incorporates:– School Data– An Intervention Summary– Program Effectiveness Analysis– Program Summary

• What’s Working?• What Requires ACTION?

Page 13: One School System’s Journey (so far)

Problem Identification & Analysis

SUCCESSIntervention EvaluationLimitedSuccess

Intervention Design & Implementation

Page 14: One School System’s Journey (so far)

Intervention Evaluation

Intervention Design & Implementation

Problem Identification& Analysis

• Problem Areas Documented• Baseline Data is Recorded• Short- and Long-term Goals are Set• Strengths and Resources

are Highlighted• Obstacles are Prioritized & Targeted• Evidence-based Intervention

Strategies are Identified

Page 15: One School System’s Journey (so far)

Intervention Evaluation

Intervention Design & Implementation

Problem Identification& Analysis

• Specific plan of action is developed

• Accountability measures are incorporated to ensure fidelity

• Progress monitoring

Page 16: One School System’s Journey (so far)

Intervention Evaluation

Intervention Design & Implementation

Problem Identification& Analysis

• Data is utilized to assess progress• Next steps are determined

Page 17: One School System’s Journey (so far)
Page 18: One School System’s Journey (so far)

Why use CDM to address System Level Change?

• Assists teams in determining the “Root Cause” of a concern while providing a framework for problem solving

• Involves multiple disciplines & resources in a Professional Learning Community (PLC) to address district, cluster, and school goals

• Uses data and progress monitoring to guide instructional practices

• Demonstrates alignment with School Improvement Plan efforts

• Provides accountability

Page 19: One School System’s Journey (so far)

The Results Finding the Big Ideas and their Impact

Page 20: One School System’s Journey (so far)

4 Original “Big Ideas” in AACPS Disproportionality

IdentificationIdentificationResources/ Resources/

InterventionsInterventions

Professional Professional DevelopmentDevelopment

Community Community PartnershipsPartnerships

Page 21: One School System’s Journey (so far)

Big Idea #1: Identification• Need for uniformity & accuracy

• Compassionate coding – Attitude that “more is better” when helping kids

• Need for auditing/ accountability in initial identifications (self-audits with checklist or external audits)

• What is normal? Disability defined as relative to population in school – Implementation of the WIN Project – spring 2010

• Enhanced focus on target schools making initial determination

• Guidelines for re-evaluation determination process

IdentificationIdentification Resources/ Resources/ InterventionsInterventions

Professional Professional DevelopmentDevelopment

Community Community PartnershipsPartnerships

Page 22: One School System’s Journey (so far)

Big Idea #2: Resources/Intervention

IdentificationIdentification Resources/ Resources/ InterventionsInterventions

Professional Professional DevelopmentDevelopment

Community Community PartnershipsPartnerships

Equity of resource allocation

Title I vs. AAA vs. Nothing

Need for expansion of CDM & PBIS

Need for approved interventions for Math & Written Language

Need for support with red zone behaviors

Exploration of cluster-based licensure and targeting for interventions

Culturally proficient mental health services

Page 23: One School System’s Journey (so far)

Big Idea #3: Professional Development

IdentificationIdentification Resources/ Resources/ InterventionsInterventions

Professional Professional DevelopmentDevelopment

Community Community PartnershipsPartnerships

Cultural Proficiency & Truth in Labeling

CDM & PBIS

Culturally Responsive Assessments

Differentiated Instruction

Interventions

Cultural Differences in Language and Behavior Management (Is the behavior disturbed or disturbing?)

Page 24: One School System’s Journey (so far)

Big Idea #4: Community Partnerships

IdentificationIdentification Resources/ Resources/ InterventionsInterventions

Professional Professional DevelopmentDevelopment

Community Community PartnershipsPartnerships

Mentoring opportunities

Business sponsorships

Outreach programs to specific communities

Involvement of faith-based groups

Parent education/PR on alternatives to special education

Page 25: One School System’s Journey (so far)

IdentificationIdentification Resources/ Resources/ InterventionsInterventions

Professional Professional DevelopmentDevelopment

Community Community PartnershipsPartnerships

Big Idea #5: Disproportionality Awareness(recognized in Spring 2009)

Disproportionality Disproportionality

AwarenessAwareness

Ongoing Progress Monitoring

Continued Self-Exploration through School Improvement process

Non-linear, multi-layered problem solving

Courageous Conversations – “Putting the ugly on the table”

Keeping the issue current & relevant

Page 26: One School System’s Journey (so far)

0

1

2

3

4

5

6

ES 1 ES 2 ES 3 ES 4 ES 5 ES 6 ES 7 ES 8 ES 9 MS 10 MS 11 HS 12 HS 13

2006

2007

Disproportionality Weighted Risk Ratios for Target Schools in 2007-08

*Average change in target schools from 2006 to 2007was -0.88

Page 27: One School System’s Journey (so far)

Disproportionality Weighted Risk Ratios in New Target Schools for 2008-09

0

0.5

1

1.5

2

2.5

3

3.5

4

ES 14 ES 15 ES 16 MS 17 MS 18 MS 19 HS 20

2007

2008

*Average change in new target schools from 2007 to 2008 was -0.47

Page 28: One School System’s Journey (so far)

Disproportionality Weighted Risk Ratios in Returning Target Schools for 2008-09

0

1

2

3

4

5

6

ES 1 ES 3 ES 5 ES 6 MS 10 MS 11 HS 12 HS 13

2006

2007

2008

*Average change in returning target schools from 2006 to 2008 was -1.24

Page 29: One School System’s Journey (so far)

In the Spring of 2009, AACPS was recognized as no longer Significantly Disproportionate for Special Education Identification by MSDE . The journey continues!

Page 30: One School System’s Journey (so far)

The Journey MUST Continue!

*Average 1-Year change for all schools is -20% from baseline

2-Year change is -24% from baseline3-Year change is -10% (impacted by decreasing Special Ed enrollment

numbers)

0

0.5

1

1.5

2

2.5

3

3.5

2007-08 New Schools 2008-09 New Schools 2009-10 New Schools

Baseline

After 1 Year

After 2 Years

After 3 Years

Page 31: One School System’s Journey (so far)

Identified Resources Recognized on the JourneySharing Strategies and Research

Page 32: One School System’s Journey (so far)

Resource Guide

• Summarizes key components of AACPS process

• Includes effective strategies identified in action plans

• Incorporates a Companion CD with links to important documents, research, and websites

• Online version available at http://www.aacps.org/ocr/cdrom.pdf

Page 33: One School System’s Journey (so far)