systems research: the scale question
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Let’s Increase What We Know about ACCESS to General Education Put Effort into Research for Students with Severe Disabilities Elizabeth B. Kozleski The Equity Alliance at ASU December 10, 2010. Systems Research: The Scale Question. What does it take to - PowerPoint PPT PresentationTRANSCRIPT
LET’S INCREASE WHAT WE KNOW ABOUT ACCESS TO GENERAL EDUCATIONPUT EFFORT INTO RESEARCH FOR STUDENTS WITH SEVERE DISABILITIES
Elizabeth B. KozleskiThe Equity Alliance at ASUDecember 10, 2010
Systems Research: The Scale Question
• What does it take to– Move effective practices from classrooms to
school-wide implementation?– Move from school-wide to district-wide
implementation?– To move from district-wide to statewide
implementation?
Systems Research: Sustainability
• What does it take to sustain change– when leadership changes?
– when professional socialization changes?
– across generations of families and children?
– across seismic demographic diasporas and changes?
Systems Change: Policy Issues
• What does it take– To move from compliance to embedded practice?
– To develop liberatory, emancipatory policies?
– To educate so that we don’t have to keep doing the same work?
Systemic
Change Framework
Practitioner
School Level
District Level
Equitable Resource Development & Distribution
How do new teachers get assigned to schools, grade levels or content areas?
How are buildings and grounds renewed across the district?
How are class sizes distributed?
Are all schools equipped with the materials, physical space, and digital technologies that their students need?
Educational Equity: District Level
Local school councils
Team and committee structures
Building Leadership Teams
Decision making procedures and structures
Shared Vision
Continuous Improvement Cycles
Voice, representation, and action?
Shared Governance and Leadership for Equity: Fidelity and OUTCOME measures
Educational Equity: District Level
Culture of Renewal & Improvement
How are reform initiatives selected and what impact have they had?
What are district processes for choosing professional learning topics and activities and how do they change teacher practice?
How have districts provided opportunities for mentoring or coaching situations AND what benefits are achieved?
Educational Equity: District Level
District/Community Participation and Partnerships
Educational Equity: District Level
How have districts connected with families and what outcomes have resulted?
What community centers and houses of worship do districts engage and collaborate with for what intentions and outcomes?
In what ways do family/community events facilitate and support families and for what outcomes?
Design and Use of Time and Space
How do schools’ appearances differ?
How do school schedules and calendars maximize learning time?
Are all students’ classrooms in the same area?
What students are well served through current configurations?
What structures are supported for professional learning?
Educational Equity: District Level
Systemic
Change Framework
Complexity Theory
Multiple Regression
Hierarchical Linear Modeling
Structural Equation Modeling
Robust Methods to Study Socio-
Cultural Nature of School
Communities
Ethnographies
Other Qualitative Approaches
Intervention Research
Policy Analysis
Cross State implementation
Extant Data
Fiscal Analysis
Focus on Outcome Analysis
Kozleski, E. B. & Huber, J. J., (2010). Systemic Change for RTI: Embedding Change within a Critical Framework. Theory into Practice, 49, 258 — 264
Artiles, A. J. & Kozleski, E. B. (2010). What counts as response and intervention in RTI? A sociocultural analysis. Psicothema.Kozleski, E. B. & Waitoller, F. R., (2010). Teacher Learning for Inclusive Education: Understanding Teaching as a Cultural and Political Practice. International Journal for Inclusive Education.Artiles, A., Kozleski, E. B., Trent, S. Osher, D., & Ortiz, A. (2010). Justifying and Explaining Disproportionality, 1968-2008: A Critique of Underlying Views of Culture. Exceptional Children, 76, 279-299.Kozleski, E. B., & Smith, A. (2009). The role of policy and systems change in creating equity for students with disabilities in urban schools. Urban Education, 44, 427-451.
What Audiences do we need to Engage?
