Transcript This Will Be The Main Title

School Leadership
Early Childhood and Special Education
Richard Barbacane
Professional Outreach
Associate National Association
of Elementary School Principals
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Leadership and the Learning
Continuum
April 25, 2011
Normal, IL
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2010 Census Trends
Considerations for Educators
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SOCIETAL TRENDS
• Our age is catching up to us
– Social Security
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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
LIFE TRENDS
• 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 is declining
– 1919 - 3.01 per 100 population
– 2000 - 1.44 per 100
– Replacement rate is 2.1 per 100
While schools grow
Medical Advancements
Immigration
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CHANGING FACE OF AMERICA
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
Early 20th century---Europe
End of the century
-
-
Asia
Spanish speaking
countries
Considerations
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Achievement gaps
Teachers as role
models
Education preparation
programs
MOVE OVER ATOMHERE COME THE BITS
• 80% of all scientists
•
•
•
•
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who ever lived--are
alive today
Change is rapid
Satellites girdle the
globe
Internet has brought
the world to our
fingertips
E-mail and smartphones have made
communication
instantaneous
21st CENTURY TECHNOLOGY
• 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 Pipeline
Our 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
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
What
Keeps
Us from
 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
Seeing the Pipeline?
Think/ 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
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
What Does It Mean to be
‘Intentional at Transitions’?
Transitions are important; every transition!
o
o
o
o
EC to School Age
Elementary to MS
MS to HS
HS to post-secondary and employment
During the MS and HS years, transition is
ongoing...not episodic!
The ninth grade year is critical!
IMPROVING
STUDENT
ACHIEVEMENT
What we can do
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LEADERSHIP
» Shared
» Inclusive
» Respectful
» Student outcome driven
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Three Areas for Consideration
Early Childhood
English Language Learners
Special Education
Leading
Early Childhood
Learning Communities
What
Principals Should Know
and Be able
To Do
Contents
Standard
Overview of Standard
Elements and Explanation
Focus on Practice
Principal Voices
Contents
Research
Questions for Further Reflection
Self Assessments
“ For More Information “
Section
Rationale -- Expand the Continuum
of Learning
•Learning Begins Before Birth
•School Readiness
•Return on Investment
•Graduation Rates
•Special Education Services
•Incarceration
Standard 1; Embrace Early Childhood Learning
Elements
Continuum from birth through grade 3
Brain research, learning styles, training
Engage the school community
Informal settings, cross grade and level
observations
Standard 1-- continued
Balance leadership and management
Supplies, furniture, sinks,
transportation
Articulate the value of early intervention
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
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
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
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
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
English Language Learners
Need
Requirement
Priority
Belief Statements…
All educators want students to learn.
All parents want students to learn.
All students want to learn.
February 2011
IDEA Partnership
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Shifts in Teaching and
Learning…
February 2011
IDEA Partnership
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National focus
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
IDEA Partnership
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Effective practices for ELLs
Attend to language development
Build on background experiences
Focus on building understanding
Provide multiple opportunities for practice
and application
Use repetition and redundant information
Assess frequently
Reteach as necessary
Source: Center for Research on the Educational
Achievement and Teaching of English Language Learners
February 2011
IDEA Partnership
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Essential Component:
Problem-Solving
What is the problem?
Method
Why is it
happening?
Did it
work?
What should be done about it?
February 2011
IDEA Partnership
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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
IDEA Partnership
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Additional Resource Team
Members
to be included
as needed
 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
IDEA Partnership
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Decision-making and Support
February 2011
Simultaneous, multi-level
leadership
Classroom Teachers
Related Service Personnel
Building Administration
Corporation Administration
School Board
Parents/Families
Community-at-large
IDEA Partnership
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Special Education
A Service
Not a Placement
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
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
Staffing
General education, special education,itinerant,paraprofessionals
Collaboration
Communication
Shared responsibility
Roles, rights and responsibilities
Records management
Reporting requirements
Discipline ---- suspension ---- expulsion
FINAL THOUGHTS
Relationships
Think
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