Strategic Success

We are RACING to the Top

Appoquinimink by the Numbers…

• Total Population: 9,866• Receiving Services:

1,265• 12.8% We ARE

growing…• Beyond the Numbers

– Transportation– Related Services– Special Programs– Early Childhood Centers/Pre-

Schools– Para-Professionals/Additional Adult

Support– Teachers & Specialists– Technology & Assistive Technology– Unique Alternative Placements– Curriculum Methods, Materials and

Supplies– Interpreter Services

•  

Five Part Focus

1. Student Achievement– LFS– CCSS– IST– PLC

2. Accountability3. Assessment4. Evaluation 5. Compliance

Learning Focus

Strategies

Common Core State

Standards

Instructional Support

Teams

Professional Learning Communiti

es

Remember our Strategic Plan

• Continuous Compliance Monitoring– Documented Walk-Through’s– Comprehensive Success Review

• Increase Student Achievement– Alignment of CCS– Post secondary requirements-UD– SAT Scores– LFS

• Increase Graduation Rate• Decrease Drop Out Rate• Close Achievement Gap• Parental Involvement

15 in 2015

• 2012-2015• 15 in 2015

– Increase Academic Achievement

– College and Career Readiness

– Meeting Diverse Student needs

– Fostering Parent/Community Relationships

5 Magic WordsIts not simply “SPECIAL EDUCATION”

• Access• Intervention• Accommodations• Modifications• Progress

Monitoring & Documentation

District Consultative Support

• Providence Corporation– Consultative services to

families– Peer review committee– Skill Builders

• Devereux CARES– Parenting Courses– Autism Services– On-site education

support– Functional Classroom

schedules and strategies

– Foundations Program

• Stetson & Associates– Instructional Practices &

Coaching– Inclusive Support– Technical Assistance

and Scheduling– Utilization of Staff– Collaborative Teaching– Differentiated

Instruction

Establishing a Vision

• Common vision for inclusive practices

• Student-centered decision making processes

• Instructional excellence for all students

• Staffing model that support Success

• An atmosphere of effective collaboration

• Respectful and productive parent-school partnerships

The standard is not negotiable, but the road

to it is.

Stetson & Associates• 2011-2012 Strategic Plan• Priority 1: High Quality Teaching, Learning &

Instructional Leadership (Pages 2-3)• Priority 2: Increased Student Achievement (Pages

4 – 11)

• Race to the Top Success Plan• Race to the Top Objective 2: Improve Access to

and Use of the Data System (Page 27)• Race to the Top Objective 3: Build the Capacity to

Use Data (Page 31)• Race to the Top Objective 8: Provide Deep Support

to the Lowest Achieving Schools (Page 61)

Leadership teams: Taking it to the NEXT Level

• Round 1: MHS, AHS, MMS, RMS and SLE– 2011-2012

• Round 2: AGW, OBL, OSE, BHE, BME, CLE– 2012-2013

• Leadership Teams– Observations– Step by Step– Standards based IEP– Collaboration and teaming– Best Practices in

Instruction

Professional Development 2012-2013

• Leadership and Special Education– Core I and II– Leadership Teams– Secondary and Elementary

coordinator with specialized focus

• Providing Accommodations• From the IEP to the classroom

– Progress monitoring– Standards based objectives– Scheduling– Collaborative teams & lesson

writing and delivery– Inclusion & small group– Differentiated strategies– Action-vating Strategies– Cultural responsiveness

• DFP-Grade Band Extensions

Assets of the District

• District administration is fully committed to streamlining processes and procedures to support inclusive education.

• School administrators are fully committed to supporting teachers as they refine their instructional practices.

• Teaching teams are engaged in the collaborative process and are fully committed to student achievement.

National Attention to Inclusive Education

• This is not a state specific concern

• It is a national concern and federal monitoring of this indicator is mandated

• There is strong pedagogical basis and a strong legal basis for more inclusive practices

• The requirement for inclusive education, or least restrictive environment, is 34 years old

• The debate is NOT “WHY” but “HOW” responsible inclusion should be implemented

All Students Must Meet 100% Proficiency!

Recommendations

• Continue to strengthen instructional practice within the ©Learning Focused model.

• Expand collaborative teaching repertoire (exploring lesson delivery options beyond 1lead:1 support)

• Embed cooperative learning opportunities that promote critical thinking and managed student independence

• Provide appropriate accommodations and monitor student progress to determine their effectiveness

• Design specific activities that promote vocabulary development

• Integrate specific strategies to activate learning • Use pre-assessments to inform lesson design (i.e. flexible

grouping, targeted instruction, acceleration, extension, etc.)

With the right tools, supports, and instructional and activation strategies...

Collaborative Teaching

E=Essential Question A=Activating Strategy T=Teaching Strategy S=Summarizing StrategyS=Supports and ServicesGeneral Description of Activity:

1 Teach-1 Observe*

1 Teach – 1 Assist*

Parallel Teaching*

Station Teaching*

Alternative Teaching*

Team Teaching*

Other

EVERY student can learn

• Decisions are made on the basis of the student needs and not labels and places

• Every student is a general education students

• Inclusive education is about ALL students, not just those with a label

• Schools can no longer meet accountability standards without inclusive practices

Inclusion

Common Vocabulary

• From labels and places to INDIVIDUALIZED supports

• EVERY Student is a general education Student

Benefits to Inclusion“Equity and Excellence”

• Improved student achievement

• Enhanced support in the general education classroom

• Better use of district resources

Starting with the Students FIRST

Class Support Comments

External Support(adapt materials)

In-Class Support (Support provided inside the general education classroom)

Specialized Support(outside the gen ed classroom)

Peer

Paraprofessional

Special Education Teacher

CT SF

Related Services Staff

Co-teacher (CT): A Year Long or semester long commitment between a general education and special education teacher to jointly plan, deliver, and assess instruction in a general education classroom. (Who? Certified and/or licensed personnel with the general education teachers.)Support Facilitator (SF): An individual who provides a variety of supports either to students and/or to the general education teacher, which meets the needs through collaborate planning. (Who? Certified special populations teachers; licensed personnel such as OT, PT, Speech, etc, paraprofessional)

English

Math

Science

Social StudiesWorld Language

Electives

Student Name: ________________________ Grade: ____________ School: ____________________________________Student ID: ______________________ Date: _________________ Teachers: _____________________________________

Connecting the IEP

PARTS OF THE IEP QUESTIONS TO CONSIDER

Accommodations Which supports are part of an effective classroom?Which supports are uniquely effective, thus “required” for this student? How do we know this?

Services Which would be the student’s least restrictive environment to achieve this goal?

External support In-class support Specialized support

Annual goal Benchmarks Present levels

Do these statements align with core standards for the grade in which the student is enrolled?

Connecting the IEP to the Classroom

timeframe

behavior

condition

criteria

Who is this Child?

My wish for you Is that this life becomes all

that you want it to.

Your dreams stay big, your worries stay small

You never need to carry more than you

can hold

Show the world the warmth of your smile!