Transcript Wisconsin Professional Development Model - RSN

A Professional
Development Model with
a Focus on
Disproportionality
Creating Culturally Responsive
Educational Systems: A Focus on
People, Policies and Practices
NCCRESt
A Professional Development
Model with a Focus on
Disproportionality:
The Journey Starts with Data
By the Wisconsin Regional Service Network (RSN)
The State of Wisconsin
Population-5,581,000 million
 School Districts-426
 Student Population-864,760
 Special Education Population-129,180
 Percent of Special Education-13.1
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Wisconsin’s Twelve Cooperative
Educational Service Agencies
Number of Districts
CESA
CESA
CESA
CESA
CESA
CESA
CESA
CESA
CESA
CESA
CESA
CESA
1
2
3
4
5
6
7
8
9
10
11
12
45
75
31
26
35
42
38
26
22
30
39
18
Wisconsin
Regional Service Network-RSN
A Network of Special Education Directors
and Coordinators for 20+ years
 Activities center around:
-- Leadership – Share with group & districts
-- Professional Development - activities
-- Information Dissemination/Communication
 Meet 10 times a year with WDPI
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Professional Development :
It’s All About The Children
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Given the overwhelming
evidence that well-designed
staff development, fully
integrated with effective
improvement practices, can
increase student learning (Cohen
and Hill, 2001; Consortium for Policy Research in
Education, 2000; Elsmore and Burney, 1999;
Joyne and Calhoun, 1996; Joyce and Showers,
2002; Loucks-Horsely, et. Al., 1998; Schmoker,
1996; Supovitz, Mayer and Kahle, 2000),
the NSDC now states that the
purpose of staff development is
increased student achievement
(NSDC, 2001)
The most effective ways to improve student
achievement – A cluster of variables
(Based on the NSDC standards & Iowa Professional Development Model)
--
The importance of data for
driving school improvement
and student achievement
goals
-- alignment of assessment
with curriculum and
instruction
-- The provision of quality staff
development with researchbased content
-- The necessity for learning
communities that study
what is effective and work
collaboratively to learn and
implement new knowledge
--
The study of
implementation of
planned change
-- The evaluation, both of
formative and summative,
of planned change for its
impact on student
learning; and
-- The guidance of strong
leaders—teachers,
principals, central office staff,
superintendents, and school
boards—operating
collaboratively to govern
the staff development/school
improvement systems
Soapbox Time
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If a school district
is going to spend
the money for
professional
development, why
should they not
follow the research
based guidelines
to get what the
district needs?
Wisconsin Professional
Development Model - RSN
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Based on the Iowa Professional
Development Model
Developed by Bev Showers, author and
Deb Hanson, Iowa Department of
Education
Follows the National Staff Development
Standards
Adopted and studied by the Regional
Service Network in ’04-’05
The Iowa professional
Development Model
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Based on NSDC
Standards
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Passed by the state of
Iowa Legislature
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Data based school
plans due to the Iowa
Ed. Dept. Sept. 2004
Operating Principles
 Focus
on Curriculum
 Participative Decision Making
(Schools & District)
 Leadership
 Simultaneity
What’s in an Educational
System?
NCCRESt
People
Practices
Policies
Wisconsin Professional
Development Model - RSN
National Staff Development
Standards
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Three areas – Content, Context, Process
RSNs took the National Staff
Development Survey for their CESAs
Set aside an hour of each RSN agenda to
look at assessed standards
Looked at the Iowa Professional
Development Model as a guideline for its
use in Wisconsin
The Planned Change
Process NCCRESt
7. Growing
6. Assessing Progress
5. Integrating
Change
1. Exploring
2. Assessment & Planning
3. Commitment Building
4. Implementing Change
A Problem Solving Model
Early and Ongoing
Collaboration and Assistance
(EOCA)
Eileen Dagen, Director
Early and Ongoing Collaboration and Assistance Data
Universal – Selected – Targeted Options for Students
T h e su sp en sio n ra te a m o n g n o n -w h ite stu d en ts w a s
red u ced b y m o r e th a n 6 0 % b etw e en 1 9 9 9 a n d
2 0 0 3 . T h e g a p b etw een su sp en sio n ra tes o f w h ite
a n d n o n w h ite stu d en ts w a s elim in a ted .
S u s p e n s io n R a t e s
4
3 .6
3 .2
3
2
2 .7
1 .8
1 .9
2 .2
2 .6
2 .2
W h it e
1 .5
1 .2
1
N o n - w h it e
0
1 9 9 8 -9 9 1 9 9 9 -0 0
2 0 0 0 -0 1
2 0 0 1 -0 2 2 0 0 2 -0 3
S o u r c e : U W - O s h k o s h 2 0 0 3 E v a lu a t io n R e p o r t
Native American Focus
Tom Potterton –
CESA 12 Special Education and
RSN Director
CESA # 12 Disproportionality Grant
2005-06 funds provided by WI
Department of Public Instruction
Wisconsin Professional
Development Model - RSN
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Sp. Ed. Data
Retreats@
Based on Data from
the Wisconsin
Disproportionality
Summer Institute
2005
Dan Losen State Data
Each CESA given own
data – RSN looked for
state/individual need
State RSN grant
based on PD cycle
Wisconsin Position Statement
Disproportionality Workgroup Position Statement
January 2006
Disproportionate representation of minority children in special education is a long
recognized and well-documented problem. Not only do children of color have a higher risk
of being identified as needing special education but they also have a higher risk of being
placed in more restrictive settings. Published research reveals an extensive and impressive
body of literature covering a myriad of intertwined social and educational issues. In our
country, poverty and race are interwoven and, together, have complex and far-reaching
effects. As one option for addressing issues of disproportionality, the Department of Public
Instruction supports district use of Ruby Payne's *Framework for Understanding Poverty* in part, because no comparable framework exists to discuss race; in part, because the
training instills participants with a real feeling of systems change and ownership in
classrooms. The Department expects districts that choose to use the Ruby Payne Framework
to build upon it by explicitly looking at issues of race, ethnicity, and culture. The
Department further expects districts to rigorously evaluate the *Framework*, as developed
by Payne and utilized in districts, to assess educational benefits of the model and to
determine the impact it has on identification and placement of minority children in special
education.
Several Mini-Grants
Offered in the State
CESA Consortium
A consortium of Wisconsin’s Cooperative Educational Service Agencies (CESAs)
received a grant to position the CESAs as the lead agencies to provide professional
development regarding disproportionality in special education. The CESA consortium
is developing the following resources: statewide task force recommendations regarding
nondiscriminatory assessment; comprehensive and interactive resource kits on
disproportionality issues; and web-based professional development regarding
disproportionality. In addition, the consortium is using mini grant funds to train CESA
representatives to become leaders and trainers regarding:
(1)
(2)
Framework for Understanding Poverty Model
Disproportionality in Special Education.
COMPARISON OF HOW CYCLE OF PROFESSIONAL DEVELOPMENT PARALLELS with RSN Disproportionality Focus
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CESA data
analyzed at
Collecting/Analyzing
Summer Institute
Student Data
Program Evaluation
(Summative)
-Agendas
-Book Study
forms/ online
transcript
- TOT
verification
-Statewide
disproportionality
number
Goal Setting & Student
Learning
Through a threeyear PD planReduce
Disproportionality
to 1:1 risk ratio
Disproportionality
Ongoing Data Collection
(Formative Evaluation)
Focus for RSN PD
Cycle
Selecting Content
Ongoing
Components &
Mentor Visits
-Kits
-aha! TOT
-Book Study group
-Panel Presentation via
Webcast
- Non-discriminatory
testing workshops
Designing Process for
Professional
Development
Collaboration
Implementation
Training/Learning
Opportunities
-Dan Losen
research
-aha! Process
-NCCREST
-Non-disc rim.
Assessment
PD Model RSN Model
Components of the Cycle
Big picture in working with the state agency
and the state workgroup
Our RSN meeting
The book study
The Tool Kit
Webcast
Non-biased assessment group
Sectionals at conferences
Collecting and Analyzing
Student Data
Wisconsin RSN Concerns
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Collectively, as RSNs, data reported:
- high incidence rates in cognitive
disabilities (CD/MR) African-American
populations
- high incidence rates in emotional
behavioral disorders in African-American
& American Indian populations
- low graduation rates for AfricanAmericans who have disabilities
Other concerns
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OHI – African American populations
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CESA 12 – Native American
populations
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Each CESA RSN took charge of their
individual CESA districts’ data
Goal Setting and
Student Learning
Goal Setting and Student Learning
RSNs wrote grant around
collaboration and implementation
 Impact the whole state
 Work towards ulitmate goal of 1:1
risk ratio
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Selecting Content
Dan Losen Research/Books for Book
Study
 Selection of aha Process/Trainers
 Disproportionality Tool Kits
 Non-Discriminatory Assessment
Workgroup
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Designing Process for
Professional Development
What is Quality Professional
Development?
The new IDEA 2004 tell us to use the definition of staff
development used in NCLB-from NCLB The term
‘Professional Development’
Activities that:
 increase knowledge and skills
 part of a broad school/district wide educational
improvement plan
 are high quality,sustained, intensive and classroomfocused in order to have a positive and lasting
impact on classroom instruction and the teacher’s
performance in the classroom
 PI 34 – standards based licensure
What is quality Professional
Development
(continued)
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based on scientifically based research strategies
(READS, WSTI) for improving student academic
achievement or substantially increasing the
knowledge and teaching skills of teachers
aligned to state standards and your schools
curriculum,
collaboratively developed with parents, school board,
etc. and for all, including paras, special
education/ELL teachers
using appropriate technology
regularly evaluated for impact on school/students
using data and assessments (WINSS)
Professional Development
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Powerful Design (from NSDC – Critical
Friends – Book Study
Tool Kits – RSN Network
Dissemination
 Non-Discriminatory Assessments –
RSN and School Psychologists
 Aha! Process Training
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Ongoing Cycle- Formative
Assessments
RSN Network meets 10+ times
per year
 RSN Director/Coordinator is
responsible for carrying out each
component of the grant
 Reports are heard each
month(problem solving and sharing)
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Program Evaluation
Grant Report
The Grant
It’s not time or money! We have to be creative.
- Ongoing Book Study Group entitled Racial Inequity in
Special Education, edited by Dan Losen and Gary Orfield –
CESA 1 facilitator
- Disproportionality Tool Kits available at each CESA for
district use – WDPI and CESAs 2,7 & 11 compiling and
coordinating the kits for the state.
- Disproportionality Testing – Instruments to be reviewed
and included in the kits by WDPI and CESA 12.
- Poverty Training mini-grants available for each CESA –
some purchased materials, some used to become aha!
Trainers, some had aha! Trainers come for presentations.
WebCast on Disproportionality
– Spring 2006
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Wisconsin
Department of Public
Instruction Disproportionality
issues and concerns
Panel discussionparticipants receiving
grants – What’s
working?
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Principal discussion
on High Expectations
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Special Education
Data Point Indicators
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Follow-up from the
grants – What are the
next steps in 20062007?
Doing Staff Development?
What does the Data Say?
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New Wisconsin Promise: Quality Data = Quality
Schools
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POWERFUL DESIGN – PD research based model and
NSDC materials
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Innovative Configurations – Vision – Through Data
Collection (Sp. Ed. Data Retreats@, EOCA, etc. the
disproportionality numbers will decrease to the
OSEP ratio of 1:1
RSN web page-24/7 Assistance
http://www.wi-rsn.org/pd/index.htm
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What is Systemic Change?
NCCRESt
 Simultaneous
Renewal in
Multiple
Levels of the
System
People
Practices
Policies
Thank you !
Eileen Dagen – Early and Ongoing
Collaboration and Assistance
Initiative (EOCA)
[email protected]
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Tom Potterton- Native American
Disproportionality Grant
[email protected]
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Thank You !
Sue Wellnitz
RSN Coordinator, CESA 5
[email protected]
Barb Behlen
RSN Coordinator, CESA 6
[email protected]