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Modules Aligned with the Handbook for Providing Technical Assistance to

Improving Performance of Students with Disabilities Module Three Improvement Process: Prepare. Modules Aligned with the Handbook for Providing Technical Assistance to Local Education Agencies. Handbook Contents.

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Modules Aligned with the Handbook for Providing Technical Assistance to

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  1. Improving Performance of Students with Disabilities Module Three Improvement Process: Prepare Modules Aligned with the Handbook for Providing Technical Assistance to Local Education Agencies

  2. Handbook Contents Includes resources and guidance for leadership teams supporting charter school staff to: Understand the California School Dashboard Use Dashboard data to make improvements to programs and services for students with disabilities Developed by El Dorado County Office of Education and Sacramento County Office of Education for publication by California County Superintendents Educational Services Association (CCSESA) Improving Performance of Students with Disabilities Handbook

  3. Handbook Contents Four handbook sections: Section One: California’s Accountability System Section Two: Support for Students with Disabilities Improving Performance of Students with Disabilities Handbook Section Three: Improvement Section Four: Toolkit

  4. Handbook Contents Six Guiding Principles derived from: Effective program elements necessary for students with disabilities, and Recommendations from the 2015 Statewide Task Force Report on Special Education “One System: Reforming Education to Serve ALL Students.” Improving Performance of Students with Disabilities Handbook: Guiding Principles

  5. Handbook Contents Six Guiding Principles: Improving Performance of Students with Disabilities Handbook: Guiding Principles • General Education and Special Education work together seamlessly as one coherent system. • Educational programs are organized within the context of a Multi-Tiered System of Supports (MTSS) framework to ensure academic and behavioral supports are provided for all students.

  6. Handbook Contents Six Guiding Principles: Improving Performance of Students with Disabilities Handbook: Guiding Principles • Instructional programs incorporate high quality, standards aligned, evidence-based practices and use of principles of Universal Design for Learning (UDL). • Data systems are integrated to combine relevant information from state and local assessments including: formative and summative data, universal screening measures, and anecdotal observations from parents & teachers.

  7. Handbook Contents Six Guiding Principles: Improving Performance of Students with Disabilities Handbook: Guiding Principles • Site based teams monitor progress, identify interventions, and adapt instructional practices and behavioral supports to promote success for all students using evidence-based systems of inquiry. • Programs are culturally and linguistically responsive.

  8. Handbook Contents Four modules for charter schools: Module Two: Support for Students with Disabilities Module Three: Improvement Process Part 1: Prepare Module One: California’s Accountability System Improving Performance of Students with Disabilities: Training Series Module Four: Improvement Process Part 2: Launch, Reflect and Adjust

  9. Handbook Contents Four modules for charter schools: Module Two: Support for Students with Disabilities Module Three: Improvement Process Part 1: Prepare Module One: California’s Accountability System Improving Performance of Students with Disabilities: Training Series Module Four: Improvement Process Part 2: Launch, Reflect and Adjust

  10. This module will include the following topics: ro Features of planning and improvement processes Improvement Process: Prepare Types of Local Education Agency (LEA) and school-level plans Guidance for improvement teams Use of data: analysis, planning, and improvement Overview of developing a problem statement Tools for completing a root cause analysis Questions for identifying evidence-based programs and practices

  11. Improvement Process: Prepare Provide ongoing review and assessment Focus on plans to improve overall performance Promote equity for all student groups Regarding improvement as a cycle ensures that charter school teams build and sustain coherent systems that: Implement actions and services that address targeted areas of need Evaluate improvement efforts to inform next steps

  12. Features of Planning Processes Input from stakeholders Measureable goals Established timelines for the improvement process In general, planning processes share several common elements including: Identified leads Allocation of fiscal resources Tools to monitor improvement and student performance

  13. Did all of the appropriate stakeholders provide input and feedback on the plan? Prepare Stage: Questions to Consider Are the goals aligned to the data? What is the intended result of the actions to be taken? (Tip – create an “if - then” statement). Are timelines reasonable?

  14. Will individuals assigned to tasks be able to implement the actions? (Do they have the necessary level of authority, knowledge, and skills for the task?) Prepare Stage: Questions to Consider Are sufficient resources allocated to support the full implementation of the plan? How will the plan be monitored for improvement and effectiveness?

  15. LEA, School, and Individualized Plans SPSA LCAP PIR STUDENTS WITH DISABILITIES (Individualized Education Program)

  16. LEA, School, and Individualized Plans SPSA LCAP PIR STUDENTS WITH DISABILITIES (Individualized Education Program)

  17. Improvement Team Improvement teams increase the likelihood that interventions have a lasting effect: IMPROVEMENT IN INTERVENTION OUTCOMES

  18. Improvement Team Improvement teams increase readiness by:

  19. Improvement Team General Education Teachers Special Education Teachers Other Certificated Staff (e.g. Counselors, Psychologists, Related Service Providers) Site Administrators Members may include the following: Special Education Administrators Classified Staff Parents Community Partners/ Representatives

  20. Improvement Team Members of the improvement team should be: Familiar with the data and identified problem that is driving the improvement process. Informed about improvement processes and improvement plans. Agents of change within the school and community. Aware of the role and responsibilities of the improvement team.

  21. Improvement Team Ultimately, the improvement team is responsible for ensuring that the improvement happens and that the innovations and implementation methods achieve the intended outcome at the student level.

  22. Improvement Teams • One Improvement Team is not enough. Rather, a thoughtful arrangement of teams may be required to ensure meaningfuloutcomes for all students.  • Each team is charged with doing its part to: • support the work of teams at various levels of the organization • engage in activities that ensure that the overall improvement infrastructure is developed • support staff in delivering innovations as intended and improving outcomes for students • sustain the innovation over time and across staff • scale-up the innovation over time and across units • ensure continuous improvement of fidelity and student outcomes

  23. Improvement Teams and Data Driven Decisions Identify appropriate levels of support Select evidence-based practices Provide timely interventions that result in increased success for students with disabilities Improvement teams make data driven decisions to:

  24. Using Data in the Preparation Process

  25. Using Data in the Preparation Process Tools: • California School Dashboard • Data Observation Tools • Overall Data Observations Sheet

  26. Using Data in the Preparation Process Tools: • MTSS Rubric • Fishbone Diagram • 5-Why Analysis Form .

  27. Develop a Problem Statement • During the observation phase of the inquiry process, a specific problem statement will emerge. • Problem statement is a factual claim about a problem that exists based on the data.

  28. Problem Statement: Tips Statements of quantity Example: 70 percent of our low-income students are not meeting standards in mathematics. Comparisons to prior years Example: graduation rates decreased for all student groups compared to the prior year. Comparisons to reference groups Example: the suspension rate for African American students is much higher than that of any other student group . FOCUS ON

  29. Problem Statement: Tips Making inferences about the observations Example: Low-income students cannot meet the standards in mathematics. Drawing conclusions Example: The increase in overall graduation rates means every student group is performing well. AVOID

  30. Sample Problem Statement Students with disabilities (SWDs) who are also long-term English learners (LTELs) in grades 7-8 performed on average 70 points below their non-SWDs and English-only SWDs peers in mathematics in 2017; their performance declined significantly from the prior year.

  31. From Problem Statement to Root Cause Once a specific problem statement is developed, the team transitions into the second stage of the inquiry process to identify the potential cause(s). Several cycles of data analysis, observation, and questioning may be necessary to uncover the root cause for the problem statement.

  32. Tools for Root Cause Analysis: MTSS Rubric The elements of the MTSS framework ensure that the problem is examined from the context of all systems necessary for the academic, behavioral, and social success of students with disabilities.

  33. Fishbone Diagram Tools for Root Cause Analysis: Fishbone Diagram Chart the MTSS categories on the spines of the fish Ask questions through the lens of each MTSS category using the 5-Why Analysis Form to find the root cause(s) of the problem

  34. Fishbone Diagram Tools for Root Cause Analysis: 5-Why Analysis

  35. Fishbone Diagram Additional Resources • US Department of Education’s What Works Clearinghouse: https://ies.ed.gov/ncee/wwc/ • Show Me the Research: https://www.keydatasys.com/common/downloads/Show_Me_Research.pdf • California Department of Education: http://www.cde.ca.gov/re/es/evidence.asp and http://www.cde.ca.gov/sp/sw/t1/sigassist.asp

  36. Next Steps

  37. Handbook Contents Four modules for charter schools: Module Two: Support for Students with Disabilities Module Three: Improvement Process Part 1: Prepare Module One: California’s Accountability System Improving Performance of Students with Disabilities: Training Series Module Four: Improvement Process Part 2: Launch, Reflect and Adjust

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