school leadership early childhood and special education richard barbacane professional outreach...
TRANSCRIPT
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School Leadership
Early Childhood and Special Education
School Leadership
Early Childhood and Special Education
Richard Barbacane
Professional Outreach Associate National Association of Elementary School Principals
Richard Barbacane
Professional Outreach Associate National Association of Elementary School Principals
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April 25, 2011
Normal, IL
April 25, 2011
Normal, IL
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Leadership and the Learning Continuum
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2010 Census Trends2010 Census Trends 2010 Census Trends2010 Census Trends
Considerations for Educators
Considerations for Educators
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SOCIETAL TRENDSSOCIETAL TRENDS
• Our age is catching up to us– Social Security
1950--16 workers for every recipient 1960--5 to 1 This year--approx. 3.2 to 1 2030--when “boomers” are 66-84: 2 to 1
• Our age is catching up to us– Social Security
1950--16 workers for every recipient 1960--5 to 1 This year--approx. 3.2 to 1 2030--when “boomers” are 66-84: 2 to 1
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LIFE TRENDSLIFE TRENDS
• People are living longer
• Life expectancy :– in 1789 :35 years– in 1935 : 59.7 years– in 2000 : 76+ years– in 2010 : 83+ years
• People are living longer
• Life expectancy :– in 1789 :35 years– in 1935 : 59.7 years– in 2000 : 76+ years– in 2010 : 83+ years
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BIRTH RATE IN THE UNITED STATES
BIRTH RATE IN THE UNITED STATES
• Birth rate is declining
– 1919 - 3.01 per 100 population– 2000 - 1.44 per 100– Replacement rate is 2.1 per 100 While schools grow
Medical AdvancementsImmigration
• Birth rate is declining
– 1919 - 3.01 per 100 population– 2000 - 1.44 per 100– Replacement rate is 2.1 per 100 While schools grow
Medical AdvancementsImmigration
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CHANGING FACE OF AMERICA
Early 20th century----Europe
End of the century Asia Spanish speaking
countries Considerations
Achievement gaps Teachers as role
models Education preparation
programs7
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MOVE OVER ATOM-HERE COME THE BITS
MOVE OVER ATOM-HERE COME THE BITS
• 80% of all scientists who ever lived--are alive today
• Change is rapid• Satellites girdle the
globe• Internet has brought
the world to our fingertips
• E-mail and smart-phones have made communication instantaneous
• 80% of all scientists who ever lived--are alive today
• Change is rapid• Satellites girdle the
globe• Internet has brought
the world to our fingertips
• E-mail and smart-phones have made communication instantaneous
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21st CENTURY TECHNOLOGY21st CENTURY TECHNOLOGY
• Profound effect on-
– Every person
– Every organization
– And every nation on the face of the earth - eg. Libya and Egypt
• Profound effect on-
– Every person
– Every organization
– And every nation on the face of the earth - eg. Libya and Egypt
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P-16: Envisioning a PipelineP-16: Envisioning a Pipeline
Our GoalOur Goal“If people begin to see the educational system as a single entity through which people move, they may begin to behave as if all of education were related.”
Harold Hodgkinson in “All One System’, 2000
“If people begin to see the educational system as a single entity through which people move, they may begin to behave as if all of education were related.”
Harold Hodgkinson in “All One System’, 2000
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What is the Logic behind P-16?
What is the Logic behind P-16?
Regardless of the type of system a state or local community chooses, it is important to note that the goal is the same: to create a system of education that links and coordinates each education level into a seamless system fundamentally guided by the principle that success in college begins in prekindergarten
Education Commission of the States
ECS reports that over 30 states now have P-16 initiatives
Regardless of the type of system a state or local community chooses, it is important to note that the goal is the same: to create a system of education that links and coordinates each education level into a seamless system fundamentally guided by the principle that success in college begins in prekindergarten
Education Commission of the States
ECS reports that over 30 states now have P-16 initiatives
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What Keeps Us from Seeing the
Pipeline? What Keeps Us from Seeing the
Pipeline? Focus on our own immediate issues and needs
Fragmentation across levels and content areas
Divisions across general, special and technical education
Ineffective articulation between secondary, post–secondary and employment
Lack of relationships that undergird communication
Insufficient opportunities to learn about levels that precede and follow our own
Infrequent opportunities to track a goal attainment throughout the entire pipeline
Focus on our own immediate issues and needs
Fragmentation across levels and content areas
Divisions across general, special and technical education
Ineffective articulation between secondary, post–secondary and employment
Lack of relationships that undergird communication
Insufficient opportunities to learn about levels that precede and follow our own
Infrequent opportunities to track a goal attainment throughout the entire pipeline
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Think/ Pair /ShareThink/ Pair /Share
To what extent is the ‘pipeline’ open for your students?
Y N Do you know how the elementary schools in your district are doing academically?Y N Do you know how the middle schools in your district are doing
academically?Y N Do you know what career education takes place in middle school?Y N Do you have opportunities to talk with elementary and middle school teachers about your connected work? Y N Can you describe your school’s approach to support in the ninth grade? Y N Do you know how your high school/tech center is doing academically? Y N Do you have a full picture of the career education and career assessment takes place in the HS years?Y N Do general education, special education and CTE teachers talk together about common goals and common responsibilities? Y N Do you know the drop out/non-completion rate for your school? Y N Do you know the drop out/non-completer rate for your program? Y N Do you know how your graduates are doing in post-secondary?Y N Do you know how your graduates are doing in employment?
How many ‘yes’ responses did you have?
10-12 8-10 6-8 Less than 6
To what extent is the ‘pipeline’ open for your students?
Y N Do you know how the elementary schools in your district are doing academically?Y N Do you know how the middle schools in your district are doing
academically?Y N Do you know what career education takes place in middle school?Y N Do you have opportunities to talk with elementary and middle school teachers about your connected work? Y N Can you describe your school’s approach to support in the ninth grade? Y N Do you know how your high school/tech center is doing academically? Y N Do you have a full picture of the career education and career assessment takes place in the HS years?Y N Do general education, special education and CTE teachers talk together about common goals and common responsibilities? Y N Do you know the drop out/non-completion rate for your school? Y N Do you know the drop out/non-completer rate for your program? Y N Do you know how your graduates are doing in post-secondary?Y N Do you know how your graduates are doing in employment?
How many ‘yes’ responses did you have?
10-12 8-10 6-8 Less than 6
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Do Some Current Strategies Work across the P-16 Pipeline?
Do Some Current Strategies Work across the P-16 Pipeline?
We believe that are at least 2 coherent practice strategies that work across the pipeline:
o Response to Intervention (RTI)
o Intentionality at Transitions
We believe that are at least 2 coherent practice strategies that work across the pipeline:
o Response to Intervention (RTI)
o Intentionality at Transitions
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What Does It Mean to be ‘Intentional at Transitions’?
What Does It Mean to be ‘Intentional at Transitions’?
Transitions are important; every transition!
o EC to School Ageo Elementary to MSo MS to HSo HS to post-secondary and employment
During the MS and HS years, transition is ongoing...not episodic!
The ninth grade year is critical!
Transitions are important; every transition!
o EC to School Ageo Elementary to MSo MS to HSo HS to post-secondary and employment
During the MS and HS years, transition is ongoing...not episodic!
The ninth grade year is critical!
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IMPROVING STUDENT
ACHIEVEMENT
What we can doWhat we can do
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LEADERSHIP
» Shared
» Inclusive
» Respectful
» Student outcome driven
» Shared
» Inclusive
» Respectful
» Student outcome driven
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Three Areas for Consideration
Early Childhood
English Language Learners
Special Education
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Leading
Early Childhood
Learning Communities
What
Principals Should Knowand Be able
To Do
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Contents
Standard
Overview of Standard
Elements and Explanation
Focus on Practice
Principal Voices
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Contents
Research
Questions for Further Reflection
Self Assessments
“ For More Information “ Section
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Rationale -- Expand the Continuum
of Learning
•Learning Begins Before Birth
•School Readiness
•Return on Investment
•Graduation Rates
•Special Education Services
•Incarceration
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Standard 1; Embrace Early Childhood Learning
Elements
Continuum from birth through grade 3Brain research, learning styles, training
Engage the school communityInformal settings, cross grade and level observations
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Balance leadership and managementSupplies, furniture, sinks, transportation
Articulate the value of early intervention
Standard 1-- continued
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Standard 2; Engage families and Communities
Elements
Support families as children’s first and most influential teachers
Visits, opportunities, communications
Provide experiences informed by young children’s cultural and community experiences
Build bridges between schools, CBO’s and care givers
Build coalitions to strengthen learning
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Standard 3; Promote Appropriate Learning Environments
Elements
Developmentally and age appropriate
Create relationships that provide the foundation for learning
Develop children’s social and emotional skills
Provide facilities that promote health and safety
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Standard 4; Ensure Quality Teaching
Elements
Foster young children’s eagerness to learn
Readiness, thoroughness, continuous and joy
Build their foundation around early literacy and numeracy
Provide ongoing professional development
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Standard 5; Use Multiple Assessments for Learning
Elements
Support teachers in guiding student growth
Use data from assessments
Share information within the system and with other providers
Educate parents and report progress to them regularly
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Standard 6; Advocate For High-Quality,
Universal Early Childhood Education
Elements
Advocate for the needs of young children in your community
Become familiar with early childhood funding streams and policy issues
Keep the public and policy makers focused
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English Language Learners
Need
Requirement
Priority
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IDEA Partnership 31
All educators want students to learn.
All parents want students to learn.
All students want to learn.
All educators want students to learn.
All parents want students to learn.
All students want to learn.
Belief Statements…Belief Statements…
February 2011
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Shifts in Teaching and Learning…
Shifts in Teaching and Learning…
IDEA Partnership 32February 2011
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IDEA Partnership 33
National focusNational focusClosing achievement gaps
Emphasizing high quality, scientifically-based instruction and interventions
Holding schools accountable for the progress of all students in meeting grade level standards
Closing achievement gaps
Emphasizing high quality, scientifically-based instruction and interventions
Holding schools accountable for the progress of all students in meeting grade level standards
February 2011
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Effective practices for ELLsEffective practices for ELLsAttend to language developmentBuild on background experiencesFocus on building understandingProvide multiple opportunities for
practice and applicationUse repetition and redundant informationAssess frequentlyReteach as necessary
Attend to language developmentBuild on background experiencesFocus on building understandingProvide multiple opportunities for
practice and applicationUse repetition and redundant informationAssess frequentlyReteach as necessary
February 2011 IDEA Partnership 34
Source: Center for Research on the Educational Achievement and Teaching of English Language
Learners
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IDEA Partnership 35
Essential Component: Problem-
Solving Method
Essential Component: Problem-
Solving MethodWhat is the problem?
Why is ithappening?
What should be done about it?
Did it work?
February 2011
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IDEA Partnership 36
MTSS Problem Solving Team
Student’s Classroom Teacher
Administrator/ Designee General Educators (2-3 recognized
by peers for their expertise)
Parent Student (when appropriate)
February 2011
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IDEA Partnership 37
Additional Resource Team Members to be
included as needed
Additional Resource Team Members to be
included as neededBehavior/Mental Health specialist (school
psychologist, social worker, nurse and/or counselor)
Special Education representative (learning specialist or speech pathologist)
Language Specialists (ELL, ESL, Bilingual, etc. )
Other Specialists (OT, PT, Adaptive P.E., Vision/Hearing Specialists, Assistive Technology, Transition Coordinator, etc.)
Behavior/Mental Health specialist (school psychologist, social worker, nurse and/or counselor)
Special Education representative (learning specialist or speech pathologist)
Language Specialists (ELL, ESL, Bilingual, etc. )
Other Specialists (OT, PT, Adaptive P.E., Vision/Hearing Specialists, Assistive Technology, Transition Coordinator, etc.)
February 2011
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Simultaneous, multi-level leadership
Simultaneous, multi-level leadership
Classroom TeachersRelated Service PersonnelBuilding AdministrationCorporation AdministrationSchool BoardParents/FamiliesCommunity-at-large
Classroom TeachersRelated Service PersonnelBuilding AdministrationCorporation AdministrationSchool BoardParents/FamiliesCommunity-at-largeDe
cisio
n-m
akin
g an
d Su
ppor
t
38IDEA PartnershipFebruary 2011
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Special Education
A Service
Not a Placement
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IDEA FAPE LRE IEP 504 AYP LS ES ASD LD EIS SBMH Due Process Data Pre-Hearing Hearing Transition Consent Advocates Student/Parental Rights ESEA
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School leadership and Special Education
What is an appropriate education
Who is eligible for special education services
Statutes/Polcies -- federal, state, local and building
Accommodations and assessments
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StaffingGeneral education, special education,itinerant,paraprofessionals
Collaboration
Communication
Shared responsibility
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Roles, rights and responsibilities
Records management
Reporting requirements
Discipline ---- suspension ---- expulsion
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FINAL THOUGHTS
Relationships
Think
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