one system for all: redefining support to students through a leveled system of intervention
TRANSCRIPT
One System for All: Redefining support to
students through a leveled system of intervention.
Alice Hoekstra - Woodrow, Ed.DDirector of Special Education
Agenda1.Starting with the Why2.If we know what works why don’t we do it? Asking
the right questions3.The Level System4.RtI/MTSS Philosophy & Framework5.Re-defining the Role of Special Education6.Leveraging Staff7.Achievement Data8.Reducing Special Education Numbers9.Questions
Starting with the WHY
1. Special Education/Poverty Statistics
2. Need for access to and achievement in the Common Core
3. Urgency for kids - why do you do what you do?
Statistics❖ Dropouts earn $20,241 per year on average - $10,386 less than a high school grad and
$36,424 less than a bachelors❖ Russia and the US lead the world in incarceration rates. 6 to 10 times that of most
industrialized nations❖ 70 to 95% of juvenile offenders have a learning disability (just google link between
juvenile delinquency and reading problems)❖ 11-12 graduation/drop out data for students with disabilities 6-21: 64.6% graduated and
19.7% dropped out.❖ 2013 poverty data for people ages 18-64:
- with disabilities 28.7% poverty rate
- without disabilities 13.6%❖ 2013 employment rate data:
- 34.0% employment for people with disabilities
- 74.2% employment rate for people without disabilities.❖ http://www.disabilitycompendium.org/compendium-statistics/poverty
What Doesn’t Work?1. Pulling kids out of core to “catch them up”
2. separate and conquer - silo systems
3. drill and kill…..more of the same of what didn’t work in the first place
4. homogeneous grouping** Special education time = learning and support
** Special Education support is for students with an IEP
“Change is the space between who we are and what we hope to become. Unless we are willing to enter this space, we can not
improve.” ~ Mike Mattos
What Works?1. John Hattie Research(self reporting grades, formative assessment, reciprocal
teaching, teacher clarity, feedback)
2. History of what had worked in the past (math lab, systematic review)
3. DuFour - PLCs: Raising the bar and closing the gap
4. MTSS/RtI: timely, targeted, systematic interventions to all students who demonstrate the need
5. timely, targeted, systematic interventions to all students who demonstrate the need
6. Targeted instruction + Time = LEARNING (Mattos)“There are simple, proven, affordable structures that exist right now and could have a dramatic, widespread impact on schools and achievement—in virtually any school. An astonishing level of
agreement has emerged on this point” --Mike Schmoker, 2004
Asking the Right Questions
❖ https://youtu.be/W26g073Tu2U❖ What do you believe about all kids?❖ What do you want for all of your kids?❖ Where are your expectations?❖ Does your student support system match your
believe system?❖ Talk at your tables/with your team ….. report out
The Tiered/Level SystemBringing services/support to kids
Tier 1 Tier 3Tier 2 Level 3Level 2- Students who are not on diploma track
-Self contained - Services more specific to disability
Level 1504
• All students in the common core - gen ed classroom
• Tier 1 implemented in gen ed classroom
• Tier 2/tier 3 implemented during common intervention time
• 504 and Level 1 services implemented simultaneously
• All staff work together to provide support to all
• All students are on diploma track
The Level System• Core and Tier 1 - ALL students includes formative assessments,
accommodations and modifications to core instruction
• Tier 2 and 3 - students in need of targeted intensive support above and beyond in specific components of either basic skills or subject content
• 504 - students with documented accommodations and modifications including academic support class
• Level 1 - students with an IEP in the general education curriculum and environment on diploma track.
• Level 2 - students on an alternative/functional track
• Level 3 - students receiving services in a center based program
Level System / “All Kid”Philosophy
1. What do we want our students to learn?2. How will we know if each student has learned
it? 3. How will we respond if they don’t?4. How will we respond if they do? - How can we extend
and enrich for students who have demonstrated proficiency? (Dufour)
Our “Big Ideas” Ensuring that students learn A culture of collaboration A focus on results
Team Time
Changing the mindset❖ What are the barriers?❖ What are the challenges?❖ What do we have in place?❖ Where could we start?
RtI/MTSS ModelsFrom Philosophy to Practice - What does it look like?
Our Models - Everything Runs through thisPre-test - Focused Instruction - Formative
Assessment - Intervention = High Achievement
Benchmark testing - Intervention - Progress Monitoring = Closing the gap
What that looks like in buildings
❖ Elementary:- Common Intervention times for basic skills (Reading & Math). Grades 1-2 and Upper El go together
- Tier 3 kids get an extra 20-30 minutes
- Establishing grade level essential learning targets in each subject
- bldg grade level meetings and district grade level meetings
- looking at data on a monthly basis if not more often
- classroom intervention time on ELTs
❖ Secondary:- Common Intervention time every day - ELTs in Core subjects. Kids are assigned - can “graduate”
- tier 3 intervention becomes a class period taking the place of an elective/ before or after school
- formative assessment allows students to demonstrate mastery of ELTs
- academic support class open to anyone
Re-Defining Special Education
1. What is special education “time” or FTE?
2. What is specialized instruction?
3. When is it time to initiate an evaluation under IDEA?
4. What is the difference between a 504 and IEP?
5. What are the roles and responsibilities of a special education teacher now?
Leveraging Staff:Providing More Support to More Students
• ISD Plan - Alternative Rule 1832• All hands on deck service delivery (philosophy and
service delivery match!)
• Leading By Example - Education for All
Achievement Data - Reading
• Focus on Comprehension• Common Tiered Intervention time at
Elementary• Fill the Gap Fall Grades 3-8• Review of SLAMS at MS
Achievement Data - Math
Elementary & Middle School• Pre-test/Post-test given at every grade
level• Scan trons used• Fill the Gaps Fall Guide - focus on
fractions
Fall of 2012-Vertical Math decides that all students should screen with Delta Math in grades 3-8 by the 2nd week of school.
Achievement Data - SS
Fill the gaps fall:• Pre-test/Post-test given at every grade level online at socrative.com• 5th grade and middle school teachers made the 6th and 9th grade tests• 6th grade and 9th grade teachers worked to fill gaps• Fill the Gaps Fall Guide Given
Achievement Data - Science
Fill the Gaps Fall:Elementary & Middle School• Pre-test/Post-test given at every grade level online at socrative.com• Elementary and middle school teachers made the 5th & 8th grade test • 6th grade and 9th grade teachers worked to fill gaps• Fill the Gaps Fall guide given• Focused on Assessable vocabulary
Achievement Data - Writing
Elementary:• 4th grade gives prompts and makes a focus through the fall Vertical Writing Team- puts a focus on:
Argumentative/opinion writing District Writing Prompt WriteSteps Implementation
Middle School:• Middle School gives District Prompt• Revamped 6th gr. Writing rotation• Fill the Gaps Fall Guide Given
MEAP Reading Data - Subgroups
(% Proficient by Year)11-12 School Year 12-13 School Year 13-14 School Year
Grade 333% - Students with Disabilities
57% - Economically Disadvantaged
46%
66%
38%
73%
Grade 420% - Students with Disabilities
61% - Economically Disadvantaged
30%
62%
33%
70%
Grade 58% - Students with Disabilities
70% - Economically Disadvantaged
29%
70%
29%
73%
Grade 733% - Students with Disabilities
53% - Economically Disadvantaged
33%
44%
18%
56%
MEAP Math Data - Subgroups(% Proficient by Year)
11-12 School Year 12-13 School Year 13-14 School Year
Grade 317% - Students with Disabilities
37% - Economically Disadvantaged
8%
34%
63%
66%
Grade 40% - Students with Disabilities
27% - Economically Disadvantaged
20%
25%
42%
67%
Grade 58% - Students with Disabilities
21% - Economically Disadvantaged
36%
34%
36%
58%
Grade 60% - Students with Disabilities
16% - Economically Disadvantaged
6%
25%
17%
48%
Grade 711% - Students with Disabilities
44% - Economically Disadvantaged
20%
27%
24%
42%
MEAP Data - Social Studies(% Proficiency by Year)
11-12 School Year 12-13 School Year 13-14 School Year
Grade 610% - Students with Disabilities
13% - Economically Disadvantaged
0%
17%
14%
23%
Grade 90% - Students with Disabilities
24% - Economically Disadvantaged
13%
24%
0%
39%
Reducing Special Education Numbers
School Year Total Number Percentage of Total Population SLD
12-13 232 9.6% 73
13-14 194 8.3% 62
14-15 171 7.4% 51
Difference -61 -2.2% -22
