One School System’s Journey (so far)

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

2. 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

3. The AACPS ApproachHistory & Framework

4. Anne Arundel County Public SchoolsAnnapolis, MD

5. 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

6. 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

7. District Level Action PlanCritical 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

8. District Level Action PlanCritical Components • 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

9. 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)

10. Targeted School OutreachRemediating Disproportionality one school … one student at a time

11. 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 monitoringby the Facilitator/CDM Consultant

12. 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?

13. Problem Identification & Analysis Intervention Design & Implementation SUCCESS Limited Success Intervention Evaluation

14. 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 Intervention Design & Implementation Intervention Evaluation

15. Problem Identification & Analysis Intervention Design & Implementation • Specific plan of action is developed • Accountability measures are incorporated to ensure fidelity • Progress monitoring Intervention Evaluation

16. Problem Identification & Analysis Intervention Design & Implementation Intervention Evaluation • Data is utilized to assess progress • Next steps are determined

18. 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

19. The ResultsFinding the Big Ideas and their Impact

20. 4 Original “Big Ideas” in AACPS Disproportionality Resources/ Interventions Identification Professional Development Community Partnerships

21. 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 Resources/ Interventions Identification Professional Development Community Partnerships

22. Big Idea #2: Resources/Intervention • 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 Resources/ Interventions Identification Professional Development Community Partnerships

23. Big Idea #3: Professional Development • 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?) Resources/ Interventions Identification Professional Development Community Partnerships

24. Big Idea #4: Community Partnerships • Mentoring opportunities • Business sponsorships • Outreach programs to specific communities • Involvement of faith-based groups • Parent education/PR on alternatives to special education Resources/ Interventions Identification Professional Development Community Partnerships

25. Big Idea #5: Disproportionality Awareness(recognized in Spring 2009) • 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 Resources/ Interventions Identification Disproportionality Awareness Professional Development Community Partnerships

26. Disproportionality Weighted Risk Ratios for Target Schools in 2007-08 *Average change in target schools from 2006 to 2007was -0.88

27. Disproportionality Weighted Risk Ratios in New Target Schools for 2008-09 *Average change in new target schools from 2007 to 2008 was -0.47

28. Disproportionality Weighted Risk Ratios in Returning Target Schools for 2008-09 *Average change in returning target schools from 2006 to 2008 was -1.24

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

30. The Journey MUST Continue! *Average 1-Year change for all schools is -20% from baseline 2-Year change is -24% from baseline 3-Year change is -10% (impacted by decreasing Special Ed enrollment numbers)

31. Identified Resources Recognized on the JourneySharing Strategies and Research

32. 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 Resource Guide

34. Questions? Mary Tillar – mtillar@aacps.org Eric Levine – ealconsulting@comcast.net Kristen Mayle – kristenmayle@yahoo.com