Transcript Slide 1

Sailing the 7 C’s
‘Putting in all Together’
Convening Community
Collaborating
Coalescing
Communications
Commitment
Capacity
Learning Targets
Answer 3 critical questions
Where have we been?
Where are we now?
Where are we going?
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Where have we been?
1975-2014
40 years
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Popular Culture- 1975
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Gerald Ford- President
Super Bowl- San Francisco 49ers
Gourmet Jelly Beans introduced
One Flew Over the Cuckoo’s Nest –Best
picture
• Betamax video tape released
• Pet Rocks and Mood Rings
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1975
Public Law 94-142, The Education for All
Handicapped Children Act (EHA).
This law introduced the concepts of:
• Free Appropriate Public Education for children 3 to
21 years
• Protecting rights of children through due process
• Individualized Education Program
• Least Restrictive Environment (really meant access)
• Federal funding
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Popular Culture- 1986
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Ronald Reagan- President
Super Bowl- Chicago Bears
Platoon- Best Picture
Camcorders became popular
Cosby Show
Walk Like an Egyptian –the Bangles
Big surprises on Dallas- (last year’s whole
season was a dream)
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1986
Public Law 99-457 was enacted, The Education
of the Handicapped Act Amendments
This law introduced the concepts of:
• Early intervention and mandated services
from birth
• The amendments required the development
of a comprehensive system of early
intervention for infants.
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Popular Culture- 1990
• George H. W. Bush- President
• Super bowl – San Francisco 49ers
• Worldwide web/internet protocol http
created
• Twin Peaks and Home Alone
• New Kids on the Block and Whitney Houston
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1990
Public Law 101-476 was enacted which renamed
EHA to the Individuals with Disabilities
Education Act.
This law expanded the current law to include:
• Eligibility categories to include autism and
traumatic brain injuries.
• Defined assistive technology devices and
services.
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Popular Culture - 1997
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Bill Clinton- President
Super Bowl- Green Bay Packers
Titanic
Beanie Babies
Seinfeld
Rap music
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1997
Public Law 105-17 was enacted, The Individuals
with Disabilities Education Act Amendments
This law expanded the current law to include:
• Initiative for transition services
• Required present levels of performance, measurable
goals, statement of services, and statement of
accommodations or modifications;
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1997 continued
• General education teacher must participate in the
IEP development
• All students with IEP’s will participate in State
assessment tests
• Discipline rules requiring manifestation
determination; removals >10days change of
placement
• Eligibility for ADHD under Other Health Impairments
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NCLB - 2002
PUBLIC LAW 107–110- No Child Left Behind
• Highly qualified provisions for all teachers
• Core Academic Subjects defined
• Inclusion of all students in determining
Adequate Yearly Progress ( AYP )
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2004- Current Regulations
Public Law 108-446 , the Individuals with
Disabilities Education Improvement Act of 2004
This law expanded the current law to align with
NCLB:
• FAPE that emphasizes special education and related
services designed to meet their unique needs and
prepare them for further education, employment
and independent living.
• Definition of transition services expanded
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• Disproportionality addressed requiring
Coordinated Early Intervening Services
• Response to Intervention required for SLD
determination
• Alternate Assessments required
• Initial placement requires parental consent
• Added required Early Resolution Meeting
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SPP/ APR Created
• Established the State Performance Plan
around 20 indicators that are reported on
annually in the Annual Performance Report to
Office of Special Education Programs.
• Required Annual SEA and LEA determinations
based on compliance
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http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/State-Performance-Plan-%28SPP%29%2c-Annual-Performance-Reports%28APR%29-and-Annual-Determinations.aspx
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Where are we now?
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Results Driven Accountability
(RDA)
• Major shift in the national agenda for special
education
• State determinations based on compliance
and results
• Historic first focus on collaborative efforts
across federal programs
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Core Principles of RDA
• Develop in partnership with our stakeholders.
• Transparent and understandable to States and the general
public, especially individuals with disabilities and families.
• Drives improved outcomes for all children and youth with
disabilities regardless of their age, disability, race/ethnicity,
language, gender, socioeconomic status, or location.
• Ensures the protection of the individual rights of each child
or youth with a disability and their families.
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• Provides differentiated incentives, supports, and
interventions based on each State’s strengths and needs.
• Encourages States to direct their resources to where they
can have the greatest positive impact on outcomes.
• Responsive to the needs and expectations of the ultimate
consumers (i.e., children and youth with disabilities and their
families) as they identify them.
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2014
State Determinations based on
Compliance and Results
Georgia scored 100% on Compliance
60% on Results
80% total score = Meets Requirements
Georgia Stakeholders will participate in constructing
the district compliance rubric in 2014-1015.
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NEW - State Systemic Improvement Plan
• Basis for this plan is a detailed data and
infrastructure analysis that will guide the
development of the strategies to increase the
State’s capacity to structure and lead
meaningful change in Local Educational
Agencies (LEA's) and Early Intervention
Services (EIS) programs
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State-identified Measurable Result(s)
for Children with Disabilities
– The State may select a single result (e.g., increasing
the graduation rate for students with disabilities) or a
cluster of related results (e.g., increasing the
graduation rate and decreasing the dropout rate for
students with disabilities).
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What about Georgia?
– ESEA Flexibility Waiver
– Georgia College and Career Standards
– CCRPI
– TKES/ LKES
– Georgia Milestones
– SGPs
– SLDS/ GOIEP
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Working to Connect Initiatives
Specialized
instruction
TKES/
LKES
Co-teaching
CCRPI
Parents
Student
outcomes
ESEA Waiver
School
Improvement
College /Career
Standards
GOIEP
Title I
SLDS
Curriculum
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To Review Georgia’s ESEA Flexibility Waiver:
• http://www.gadoe.org/Curriculum-Instruction-andAssessment/Accountability/Pages/default.aspx
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College and Career Readiness
Performance Index (CCRPI)
What will it look like?
The Index includes scores that easily communicate to
the public how a school is doing. Each school will
receive a score out of 100 points, just like what
students receive in their classes.
Some changes in 2013:
http://www.gadoe.org/External-Affairs-andPolicy/communications/Documents/CCRPI%20Changes%20Expla
nation%20and%20Rationale.pdf
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Performance Flags
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TKES and LKES
CLASS Keys is both a formative and summative tool :
• Identifies a teacher's level of performance across five strands
of teacher quality.
• Curriculum and Planning, Standards-Based Instruction,
Assessment of Student Learning, Professionalism, and Student
Achievement.
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Georgia Milestones
Comprehensive
– single program, not series of tests (e.g., CRCT; EOCT; WA)
Coherent
– consistent expectations and rigor to position Georgia students to
compete with peers nationally and internationally
– consistent signal about student preparedness for the next level, be it
the next grade, course, or college/career
– consistent signal about student achievement both within system
(across grades and courses) and with external measures (NAEP; PSAT;
SAT; ACT)
Consolidate
– combine reading, language arts, and writing into a single measure to
align to the standards
Student Growth Percentiles - Georgia's
Student Growth Model (GSGM)
• Courses that have state assessments ( 4th-8th and EOCT)
• SGP will be used to calculate the student growth component
of the Teacher Effectiveness Measure (TEM) or Leader
Effectiveness Measure (LEM)
• SGP describes a student's growth relative to his/her academic
peers - A growth percentile is generated for each student
which describes his or her "rank" on current achievement
relative to other students with similar score histories.
http://gastudentgrowth.gadoe.org/
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Statewide Longitudinal Data
System (SLDS)
Provides districts, schools, and teachers with
access to historical data, including Assessments,
Attendance, Enrollment, Courses, and Grades
beginning with the 2006-2007 school year.
GOIEP accessed through the SLDS- allows all
teachers of a student to view IEP.
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Special Education
Statewide Projects
• Special Education Leadership Development Academy
(SELDA)
• Georgia Instructional Materials Center
• Georgia Project for Assistive Technology
• State Personnel Development Grant
• Positive Behavior Interventions and Supports
• Georgia Network for Education and Therapeutic Supports
• Parent Mentor Partnership
• Georgia Learning Resource System
• Dispute Resolution Processes
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Where are we going?
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In July 2014 for the first time USED hosted a
joint meeting of federal programs
• Establish a shared vision
• Discuss collective responsibility
• Examine systemic inequities
Promising Practices
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For Each and Every Child
• Office of Civil Rights published data for all schools
and districts nation wide to shine a light on
OPPORTUNITY GAPS
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Equity in teacher training
Equity in Course Offerings
Equity in Resources
Equity in Discipline Practices
We must look at opportunity gaps as well as
achievement gaps.
http://ocrdata.ed.gov
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Universal Design for Learning
(UDL)
A set of principles for curriculum development
that give all individuals equal opportunities to
learn.
• UDL provides a blueprint for creating instructional goals,
methods, materials, and assessments that work for everyone-not a single, one-size-fits-all solution but rather flexible
approaches that can be customized and adjusted for
individual needs.
• http://www.udlcenter.org/aboutudl/whatisudl
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Multi Tiered Systems of Support
A Multi-Tiered System of Supports is a whole-school, prevention-based
framework for improving learning outcomes for every student through a
layered continuum of evidence-based practices and systems.
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Technology
Brings the World to the Classroom
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Blended Learning
Flipped Classroom
Bring your own technology
Virtual learning
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Leading by Convening
Blueprint for creating Authentic Engagement
with critical stakeholders
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Access to Equity
“To be the America we want to be; all children
must have the same opportunities. Our fellow
educators and communities must help advance
the great spirit of our country and the
education system that embraces the concept of
equal education and opportunity for all.”
Michael Yudin, Assistant Secretary OSERS
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Debbie Gay
[email protected]
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