Transcript Proposed Technology Levy 2015-2018

Urban Collaborative
Recommendations
Quarterly Report 2
September 26, 2013
Jennifer Traufler,
Executive Director, Student Services
Betsy Minor Reid
Director, Student Services
Urban Collaborative Report
• Who: Urban Collaborative Team– External
experts
Study Session February 21, 2013
• Why: Poor outcomes for students with
disabilities
• What: 18 recommendations with emphasis on
implementing multi-tier system of supports
and inclusive education
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Key Data Findings
• 65% graduation rate for students with
disabilities
• 43% of students with disabilities are not
attending their neighborhood schools
(Spring 2012)
• 44% of students spend 80% or more of their
day in general education classes
RecommendationsQuick Reference
1. Developmental Delay Data
2. Embed Common Core State Standards (CCSS) in Multitier System of Supports (MTSS) Framework
3. Multi-tier System of Supports (MTSS)
4. Inclusive education
5. Time out logs
6. Postsecondary transition
7. Student Services reporting
8. Student Services organization
9. Staffing ratios
RecommendationsQuick Reference
10. English Language Learners (ELLs)
11. Materials and Assistive Technology (AT)
12. Professional Learning
13. Electronic IEP system
14. Special Education Manual
15. Fiscal Considerations
16. Parent Involvement
17. Accountability
18. Student Data
Action to Date
• Student Services Organization (Rec 8)
• Hired Director position
• Hired five instructional coaches
• Idenified 12 buildings to receive ongoing,
focused coaching support
• Inclusive practices
• Multi-tiered support systems
• Differentiation
Action to Date
•Arlington
•Blix
•Delong
•Downing
•Fawcett
•Manitou Park
•Mann
•Reed
•Sherman
•Whitman
•First Creek
•Stadium
Action to Date
•Student Services Organization
(continued)
•Support offered to other buildings
as targeted assistance
•Participating in instructional coach
professional development
Action to Date
• Conducted professional development event
• August 22 (Rec 12, Professional Learning)
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Over 450 participants
52% general educators
48% special educators
48 buildings
• 32/35 Elementary
• 9/9 Middle
• 7/8 High
What will you do as a result of
today’s (Aug. 22) learning?
“Take information back to my school to develop
modifications for curriculum to meet individual needs”
“Now know how to explain MTSS, Inclusion and
differentiation to parents and other staff”
“Have discussion with team about how to develop MTSS in
our building so that we differentiate to serve all kids”
“Have more dialog with staff on how to apply universal
screeningto identify targets for intervention”
Action to Date
• Conducted Stakeholder meeting, May 30
(Rec 16)
• 30 participants (general and special
educators, parents, administrators,
university representatives, Board of
Directors representative)
• District operational definitions:
Inclusion, Multitiered Support Systems;
Differentiation
Action to Date
• Review of Itinerant Services (Rec 9)
• Reviewed schedules in comparison
to IEP recommended service hours
• Adjusted staff allocations
• Shifted resources into teaching
positions
Action to Date
• Created and implemented time-out log system
(Rec 5)
• New state requirement, effective first day of
school (9/4/2013)
• Applies to isolation or restraint
• Must review with student/parent within 24
hours; written within two business days
• Logs maintained in district office
• Information is tracked by school and student
Recommend Next Steps
• Conduct future stakeholder meetings on monthly
basis, two hour, after school event, engagement
with community partners
• Completion of department manual revisions for
Fall 2013, on-going revisions will be completed
as documents are created (14)
• Review resources to support implementation, i.e.
electronic data collection systems (8)
Feedback
“I need some help with services in our building. Thanks for
having the coaches who understand Special Education.”
(Building Instructional Coach)
“Helpful to have the special education instructional coach
perspective. Need help with differentiation.” (Principal)
“It is so great to have this partnership. We need to break
down our silos so that we are offering reading instruction to
all kids, not doing different things based on students being
in general education versus special education.”
Future Reporting
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December 2013
March 2014
June 2014
September 2014
✴Quarterly reports will be posted on district
website and social media, communicated with all
staff, and provided to future parent advisory
committee members.