Transcript No Slide Title

Getting from
Community
Of
Whiners-town
to
Collaborative
Academic
Support
Team-opia
Elk Grove Unified School
District
Doing our community’s most important work

We teach . . . . 60,000
students

We operate . . . 59 schools

We serve 320 sq. miles —
1/3 of Sacramento County
Serving a community proud of its schools
www.egusd.net
Flowchart For Problem Resolution
NO
YES
Is It Working?
Don’t Mess With It!
YES
Did You Mess
With It?
YOU IDIOT!
NO
Anyone Else
Knows?
NO
Hide It
YES
You’re S*@~#D!
NO
Can You Blame
Someone Else?
Yes
NO PROBLEM!
YES
Will it Blow Up
In Your Hands?
NO
Look The Other Way
The “Catch 22” of Special Education
•Students must be 2 years
behind “ability” to be eligible
•No services until criteria are
met
•2 years behind can be
TOO FAR BEHIND!
•“Catching up” can take a
lifetime
IDEA 97 requires that every effort be made to
provide for student needs in general education.
Elk Grove Unified School District
Research Regarding Learning Disabilities
and Reading Disabled Individuals
•Reading disabilities affect at least 10 million children in the
United States
•Reading disabilities reflect a persistent deficit rather than a
developmental lag
•80% of students who fall behind in reading by the end of first
grade are still significantly behind in fourth grade, despite
conventional intervention practices
•Longitudinal studies show that of those children who are
reading disabled in the third grade, approximately 74% remain
disabled in the ninth grade
•Distinguishing between disabled readers with and without an IQachievement discrepancy appears invalid
•Children with and without discrepancies show similar
information processing, genetic, and neurophysiologic profiles.
Elk Grove Unified School District
Statistics about students with reading, spelling, and
writing delays:
•In the U.S., 44% of fourth grade students read at “below
basic” levels. Only 5-6% of these students should
legitimately be classified as having severe, intrinsicallybased learning disorders. The others are likely to be
suffering from consequences of inappropriate teaching,
low standards, and/or disadvantageous environmental
consequences.
• Of the population of identified learning disabled
students, 80% have primary weakness in reading, with
related deficits in spelling and writing.
Based on research published in multiple sources, conducted by the
N.I.C.H.D., the U.S. Dept. of Educ., the U.S. Dept. of Spec. Ed.
DATA Points from the REAL World
Only 58.5 % of students identified as Learning Disabled in
California graduate (a 31% INCREASE since IDEA); LD
students drop out at twice the rate of non-disabled.
The CA High School Exit Exam failure rate for Special
Education students is over 70%
Poverty is the single greatest predictor of academic failure in
the United States. The average income for an adult identified as
Learning Disabled is $12,000/year.
The State of California uses 3rd Grade reading scores as part of
the formula to predict the number of prison cells needed. The
arrest rate for students with disabilities who dropped out of
school is 56 percent as compared to 16 percent of those who
graduated.)
EGUSD Academic Progress
80
1992 - 2004
Reading 92/93
Reading 03/04
Lang. 92/93
Lang. 03/04
Math 92/93
Math 03/04
60
40
20
0
Reading 92/93
Reading 03/04
Lang. 92/93
Lang. 03/04
Math 92/93
Math 03/04
2nd
3rd
4th
5th
6th
18
53
25
58
53
67
30
48
17
48
51
65
31
48
38
53
56
61
15
48
24
52
22
57
26
52
39
53
42
63
92/93 Pre-Neverstreaming
Serving At Risk Students: Striking a Balance
Early success in
the classroom
Intervention
Prevention
Special help
based on entry &
exit criteria
Providing students instruction that serves
them best
Elk Grove Unified School District
A New ERA
NCLB
President’s Commission on IDEA
Major Recommendation 1: Focus on Result – not on process.
Major Recommendation 2: Embrace a model of prevention not
a model of failure.
Major Recommendation 3: Consider children with disabilities
as general education children first.
Adequate Yearly Progress (AYP)
Eligibility Criteria
Response To Intervention (RTI)
Eligibility must be interdependent upon instructional supports and
other interventions provided through general education. In the
primary grades, students who are achieving at a low level and who
demonstrate deficits on periodically-administered assessments should
be provided with intensive, supportive instruction…there is no reason
to differentiate between low achieving students and students with
“real” learning disabilities. An instructional support team, or early
intervention model, using a systematic individualized data based
problem-solving process would be a required component under
IDEA.
A New Era
Identification Process
AYP/RTI
Multidisciplinary teams need to use multiple methods of
assessment, selected on an individualized basis, that relate to
referral concerns and that are linked to potential intervention
strategies, both instructional and non-instructional (behavioral,
motivational, social-emotional). Curriculum-based assessment
and other functional and authentic assessment methods should be
routinely included. There is a growing body of research
indicating positive outcomes for such models when they
incorporate problem solving or Instructional Support Teams. In
its reauthorization, IDEA should encourage states and districts to
expand the use of these types of noncategorical models.
What is C.A.S.T.?
NCL
CAST is an intervention/prevention service delivery B
model which incorporates all educational resources
available to serve at risk students and their families. It
is not a Special Education Program.
AYP/RTI
CAST
•enhances a student’s school experiences
•intensifies support services
•surrounds students with accelerated learning
opportunities within the mainstream of general
education
Elk Grove Unified School District
The following short quiz consists of 4 questions and tells
whether you are qualified to be a “professional”...
1. How do you put a giraffe into a refrigerator?
Open the refrigerator, put in the giraffe, and close the door.
This question tests whether you tend to do simple things in
an overly complicated way.
2. How do you put an elephant into a refrigerator?
WRONG ANSWER: Open the refrigerator, put in the
elephant, and close the door.
Open the door, take out the giraffe, put in the
elephant, and close the door.
This tests your ability to think through the repercussions of
your actions.
3. The Lion King is hosting an animal conference; all the
animals attend except one. Which animal does not
attend?
The elephant - the elephant is in the refrigerator.
This tests your memory.
Even if you did not answer the first three questions
correctly, you still have one more chance to show your
abilities.
4. There is a river you must cross, but it is inhabited by
crocodiles. How do you manage it?
You swim across. All the crocodiles are attending the
animal meeting.
This tests whether you learn quickly from your mistakes.
According to Andersen
Consulting Worldwide, around
90% of the professionals they
tested got all questions wrong.
Many preschoolers got several
correct answers. Andersen
Consulting says this conclusively
disproves the theory that most
professionals have the brains of a
four year old…
Can We Do Something
Completely Different?
•Special education enrollment has
dropped from over 16% of
enrollment to just under 9% in 7
We called it
years
•Number of new pupils assessed
were only 0.6% of total enrollment
•Plus, we’ve had Two
process hearings
over this time
“Neverstreaming”
due
Elk Grove Unified School
District
CAST Is...
An intervention/prevention
service delivery model
which incorporates all
educational resources
available to serve at risk
students and their families
CAST Is NOT...
A special education
service delivery model
Elk Grove Unified School District
The Two Components of Special Education
as it relates to CAST...
Intensive Service
Learning Center
Regional Teams
Provides students at
risk of school failure
immediate access to
intervention and
prevention services
Addresses the needs
of at risk families and
students through
proactive services
Elk Grove Unified School District
•Provides a comprehensive,
seamless educational model to
prevent school failure.
•Provides supportive and
preventative services available
to students and families
exhibiting academic and/or
social-emotional needs
Elk Grove Unified School District
Structure
Pattern
Process
Information
Relationship
Identity
The System
An Intervention/Prevention Model
That Maximizes Resources
•General Education
•Parents
•Community Resources
•Administrators
•Counselors
•Psychologists
•Opportunity
•Preventative Health
•GATE
Care Services
•Speech and Language
Specialists
•Title 1
•Curriculum Coach
•Regional Teams
(RTPTs)*
•Cooperative
Conference Teams
•Program Specialists
•Full Inclusion
Specialists
*RTPT = Regional Team Program Technician
Elk Grove Unified School District•Special Educators
The CAST Conference
Goal: A seamless support process that delivers
services to students based on data and a plan for
student success.
CAST Conference Team Members
Classroom teacher, Specialists, Administrator,
RTPT, Categorical Staff
Teacher reviews progress of individual
students on his/her caseload
Team designs immediate interventions for
identified students
Elk Grove Unified School District
Response To Intervention
Three Tiered Intervention Model
 Assessment by response to intervention
 Tier 1
 Provide classroom support
 Instructional Coach, Categorical Supports, etc.
 Tier 2
 Provide more intensive support
 Reading Lab, Extended Day, Learning Center, etc.
 Tier 3
 Consider special education
 Progress Monitoring at all levels
CAST Conference Interventions
Need
Students slightly below
grade level standards
and benchmarks
(Basic, Below Basic)
Students requiring
intense academic
interventions (Far Below)
Students requiring
social/emotional and
behavioral interventions
Intervention
Tier 1
Classroom Collaboration
Tier 2
Intensive level of
service in small
group instruction
Tier 1 & 2
Regional Services
Elk Grove Unified School District
Levels of Intervention
Level
Time Per Day
Curriculum
Target Population
Tier 1
Benchmark
Regular
CORE
Students Slightly
Below Standards
Tier 1
Strategic
Regular
CORE With
Embedded
Intervention
Students 1–2 Years
Below Standards
Tier 2
Intensive
2 – 3 hours per
day
Intensive
Intervention
Program
Struggling Readers,
Special Education,
ELL
*The reading intervention programs are to sufficiently cover content
standards from earlier grade levels to allow students in grades 4-8,
whose reading achievement is significantly below grade level (i.e., in
excess of two grade levels below), to catch up with their peers within
a reasonable amount of time.
*2002 Reading/Language Arts/English Language Development Adoption
GENERAL
EDUCATION
Response To Intervention
Evidence
Collection
Tier
1
In-class
support
C.A.S.T./
Coop Meeting
NO
YES
Intervention?
Eligible?
Yes
IEP
Moderatemodify
Tier
2
E.L.L., Twilight,
Intersession, L.C.
Extended Day,
Other site support
Request assessment
SST
Highexit
Evidence collectiondegree of success?
Tier
3
Continued
concern
AYP/RTI
NCLB
Secondary CAST
 Houses (Core Teachers & Support Staff)
 Expanded ELA & Math Departments
 Reading Specialists, Coaches, Special Education, ELL,
and all other categorical supports
 Grade Level Teams
Diagnostic Plan for Upper Grades
START
Assessment of
Reading
Comprehension
Tier 1, 2 & 3
IF AT GRADE LEVEL
No further assessment indicated
Work on grade-level curriculum
If Low
Oral Reading
(Naming Speed)
Word Recognition
IF AT GRADE LEVEL
Work on vocabulary and
Comprehension strategies
If Low
Phonics Assessment
IF AT GRADE LEVEL
If Low
Phoneme Segmentation
If Low
Phonemic Awareness
IF AT GRADE LEVEL
Work on spelling, sight word
recognition, fluency, vocabulary, and
comprehension strategies
Work on phonics, spelling, sight word recognition, fluen
vocabulary, and comprehension strategies
CST Baseline
Data
Evidence of
Intervention
Secondary CAST
Core with
Differentiated
Instruction
Tier
1
(Progress Monitoring)
Diagnostic
Screening
Tier
1
Intervention
Indicated
Core with Small Group
Instruction in deficit area
Benchmark
Strategic
Intense
Tier
2&
3
(progress monitoring)
Intense Intervention
Curriculum
(minimum 90 minutes)
(intense progress monitoring)
Q. How are interventions determined
by the CAST team?
A. The CAST Conference Team
identifies appropriate strategies and
interventions by using the evidence
collected through screening and
assessment. The procedures of
diagnostic and prescriptive teaching
are followed to best meet student
needs.
Elk Grove Unified School District
Individual Curriculum Adaptation Plan
Nine Types of Curriculum Adaptations
Quantity
Adapt the number of
items that the learner is
expected to learn or
complete.
Time
Adapt the time allotted
for learning, task
completion, or testing.
Input
Difficulty
Adapt the way instruction Adapt the skill level,
is delivered to the learner. problem type, or the rules on
how the learner may
approach the work.
Participation
Adapt the extent to which
the learner is actively
involved in the task.
Alternate Goals
Adapt the goals or
outcome expectations
while using the same
materials.
Used with permission of Diana Browning Wright
Level of Support
Increase the amount of
personal assistance with a
specific learner(s).
Output
Adapt how the student
can respond to
instruction.
Substitute Curriculum
Provide different
instruction and materials
to meet the learner’s
individual goals.
The Reading
Lab/Learning Center
provides
prescriptive
teaching for the
disabled reader
The Intensive
component serves
students at risk
through a Learning
Center or Reading
Lab model
•The curriculum is
designed to meet the
individual needs of each
student and may
include: small group
instruction, one-on-one,
or direct instruction,
based on diagnostic and
prescriptive teaching
Elk Grove Unified School District
•Reading Labs and
Learning Centers are
staffed by general
education, Title 1
and/or special
education
instructional staff
Service Model for Success
Regional Teams
•Regional Teams will work together
•Address early warning signs
•Serve FAMILIES not just individuals
•Coordinate NOT ISOLATE - service
disciplines
•Utilize support professionals more
effectively
•Community Agency partnerships
Elk Grove Unified School District
One Year of Intervention
Over 30,000 Students
received Prevention &
Intervention Services
through C.A.S.T. since ’95
8-12 Weeks of
Prevention
Intensive Intervention
Students
Stanford 9 *NCE Grades 2-6
Total Reading Gain/Loss
11.6
11.39
11.4
11.2
11.17
Total Reading
Average Gain
NCE
+10.92
11
10.8
10.58
10.6
10.54
10.4
10.2
10
2-3rd
3-4th
*Normal Curve Equivalents
4-5th
5-6th
CAST is Improving Student
Achievement!
Roll Call for a Group of Superstars!
Name
Eyad
Devin
Juliana
Abigail
Sarah
Drew
Margarita
Grade
4-5th
2-3rd
5-6th
2-3rd
4-5th
2-3rd
3-4th
NCE Total Reading
+21.3
+21.5
+20.6
+21.2 Aiming toward
Academic
+24.6 Excellence
+21.5
+20.4
Intensive Intervention Students
Stanford *NCE Grades 2-6
Total Math Gain/Loss
Total Math
Average Gain
NCE
+10.80
16
14
13.59
11.96
12
10
8.79
8.86
3-4th
4-5th
8
6
4
2
0
2-3rd
5-6th
*Normal Curve Equivalents
Neverstreaming’s Language! Secondary Results
A Student Services and Curriculum
and Instruction Partnership
Gray Ora l Re adi ng Test III Percenti le Gain/Loss
Comprehe nsi on
4 2.8
50
40
29 .9 8
30
1 5.6
20
11 .9 8
Pre
Pos t
10
0
Pre
Post
Middle School
High School
1 5.6
4 2.8
11 .9 8
29 .9 8
Improving
Student
Learning
Secondary Language! Results
Stanford 9 NCE Gains by Ethnicity
18
16
14
12
10
8
6
4
2
0
Am. Indian
Asian
Filipino
Hispanic
Afr.Am
White
Pac. Isl.
16.9
15.3
13.3
12.6
10.3
10.1
8.4 7.9 9
11.1
9.8
10.6
9.2
8.1
Reading
Language
12.6
8.4
10.3
7.9
9
10.1
15.3
11.1
9.8
16.9
9.2
8.1
10.6
13.3
Am. Indian
Asian
Filipino
Hispanic
Afr.Am
White
Pac. Isl.
2-3 years growth
in one year
District-Wide
Psychological Assessments
and Attendance
• Average Daily
• Initial Assessments
Attendance is up an
for Special Education
average of 3 days per
Services have
year over the last 5
declined over the
years.
past 5 years.
Year 96-97
1,329
Year 04-05
1089
1996 ADA 37,000
2005 ADA 60,000
EGUSD Enrollment
GenEd & SpEd 2000-2005
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
47,423
49,740
52,232
4,292
4,421
4,760
55,613
58,670
4,970
5,466
60,049
5,626
2000
2001
2002
2003
2004
2005
District CBEDS 47,423 49,740 52,232 55,613 58,670 60,049
SPED CBEDS 4,292 4,421 4,760 4,970 5,466 5,626
9.1% 8.8% 9.1% 8.9% 9.3% 9.3%
% SPED
Learning Disabled (LD) Trends…
10
9.1
9
9
9.1 8.9
9.3 9.3
8
7
6
5.3
5.6
5.4 5.2
5.2
5
4
4.8
3
% of District
in SpEd
% of SpEd
that are LD
2
1
0
2000 2001 2002 2003 2004 2005
% of District 9.1
in SpEd
5.3
% of SpEd
that are LD
9
9.1
8.9
9.3
9.3
5.6
5.4
5.2
5.2
4.8
5
Learning Disabilities
vs.
District ADA ’90-91 thru ’04-’05
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
ADA
LD
% of GenEd
59,000
ADA
LD
% of GenEd
Linear (LD )
27,000
2855
1545
'90-'91
'04-'05
27,000
1545
5.7
59,000
2855
4.8
Effects of Neverstreaming on Special Education
Population and Growth
• The Special Edge,
January reported:
– “Neverstreaming:
Signs That
Prevention Can
Work”
• California
Department of
Education review
found
Neverstreaming
“a fiscal
success”.
8.00 Special Education Growth & Budget
7.00
6.00
5.00
4.00
93-94
94-95
95-96
3.00
2.00
1.00
0.00
-1.00
Growth
Budget
How To Get a CAST Process Started?
•Pick the schools that are ready to go! Establish a coreleadership
•Establish a Multi-Year Phase In - Have a couple of pilot
schools to begin, add new schools after first year •Account for Instructional Staff - Older Staff? Young
Teachers? Population to change?
•Establish an agenda for staff development opportunities
- provide site tours once a month
•Be flexible - evolve as you grow
•Involve the entire multi-disciplinary team
Elk Grove Unified School District
Elements of Success
• System Approach
• Focus on Student
Learning
Diagnostic
Progress
Monitoring
Summative
• Staff Dissatisfaction
with student
performance
• Selection of a
Research-Based &
Proven Intervention
• District Coordinator &
Leadership
• Professional
Development Linked to
Curricular intervention
• Development of Staff
Curricular Knowledge
& Pedagogical Skill
• Principal Leadership
• School Coordinator
• In-Class Coaching
How do you plan to start?
What resources do you have NOW?
•Title 1?
•Reading Specialists?
•Special Ed staff
•paraprofessionals, LEP aides, other
instructional assistants, parents?
What existing programs do you have
at your site?
•Results project?
•Success for All?
•Existing programs for at-risk learners?
•Programs for social/emotional or
behavior?
What is “etched in stone”?
• Schedules; recess, preps,
grade
level commitments, and
transportation
• Road blocks and hurdles - can
you go “around”? Is there a
“back door”?
• Who on your staff is willing to
try new things?
• Can YOU think outside the
box???
Yes … but
will it make
the boat
go faster?
Contact information
Elk Grove Unified School District
9510 Elk Grove-Florin Rd.
Elk Grove, Ca. 95624
(916)686-7780
Bill Tollestrup, Director of Special
Education and Neverstreaming
[email protected]
Terry deBoer, Program Specialist
[email protected]