Transcript What is your responsibility?

FOCUSED MONITORING:
FINDINGS, ISSUES AND BEST
PRACTICES
FOCUSED MONITORING OVERVIEW
IDEA 2004 states
The primary focus of Federal and State
monitoring activities shall be on
improving educational results and
functional outcomes for all children with
disabilities……
What is Focused Monitoring?
A process that purposefully selects priority areas to
examine for compliance/results while not
specifically examining other areas to maximize
resources, emphasize important variables, and
increase the probability of improved results.
What is the difference?
“Past” Compliance

Cyclical

Citation Focused

Corrective Action
(effort focused)

Special Education
Cooperatives
“Present” Compliance

Targeted data

Solution Focused

Improvement Planning
(results focused)

School Districts
Focused Monitoring in Illinois
Centers around critical performance indicators from State
Performance Plan (SPP)
2006-2007


EE (Indicator 5)
Statewide Reading assessment gap and performance
District selection based on analysis of the
following data:

Student Assessment Data Files

School Report Card

FACTS Report

Special Education Profile
Grouping of School Districts
Like Group
(Size/Type)
District
Enrollment Range
Fewer than 275
Number
of Districts
Group 1
Small Elementary Districts
276 – 1757
Group 2
Medium Elementary
Districts
More than 1757
Group 3
Large Elementary
Districts
Group 4
Small Unit Districts
Fewer than 526
98
Group 5
Medium Unit Districts
527 – 1763
198
Group 6
Large Unit Districts
More than 1763
99
Group 7
High School Districts
All districts included
100
TOTAL
94
188
95
872
Number of Districts Selected (2007-2008)
Group
Number of Districts
Small Elementary
2
Medium Elementary
4
Large Elementary
7
Small Unit
2
Medium Unit
4
Large Unit
6
High School
4
Total
29
Number of Districts per Group and
Indicator (2007-2008)
Group
Reading Achievement Reading Gap
Small Elementary
1
1
Medium Elementary
2
2
Large Elementary
3
4
Small Unit
1
1
Medium Unit
2
2
Large Unit
3
3
High School
2
2
14
15
Total
Focused Monitoring
Focused Monitoring includes a review of:

Quantitative Data – Statistical Results

Qualitative Data – District Documentation
Pre-Visit Data Analysis Includes:
Any data pertaining to goal/priority area such as:







Performance data
Parent/family participation and involvement
Complaints/previous monitoring information
Policies and Procedures
Part B application
District/School Improvement Plan
Professional Development Plan
Triangulation of Pre-Visit Data
Performance data
Possible Root
Policies and
Procedures
District
Improvement
Plan
Causes
Complaints
Previous
monitoring
information
Part B Application
Illinois Focused Monitoring Teams
Include:
 Two ISBE consultants; one serving as team
leader
 LEA peer (from another district)
 Parent
On-site activities
Gathering information:
 Public Forum
 Teacher, administrator, service provider interviews
 Classroom observations
 Student file reviews
And then…
Triangulation . . . . . . . .
Public Forum
Findings
Interviews
Observations and
File Reviews
Post Visit Activities



District/ISBE collaboration on improvement
plan
District completion of corrective actions
within 12 months of final report issue date
Improved performance on critical
performance indicator within 24 months of of
final report issue date
All leading to

EVIDENCE OF CORRECTION AND
CHANGE

IMPROVED RESULTS FOR CHILDREN
Focused Monitoring Historical Overview
2005-2006 Focused Monitoring Findings
2005-2006 Focused Monitoring Findings
30
28
25
20
20
15
10
6
5
2
0
Number
Access
Equity
ANFA
Total Findings
2005-2006 Focused Monitoring Indicators
90
89
80
70
60
50
40
44
30
34
20
11
10
0
1
Access
Equity
ANFA
Total Findings
2005-2006 Focused Monitoring Issue
Mapping
2005-2006 Focused Monitoring Areas of Non Compliance
7
6
6
5
4
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
1
0
Class size
Reading Curriculum
Continuum
FAPE
Sp. Designed Instruction
Collaboration
IEP Measurable Goals
Definition IEP
IEP
Support During Inclusion
Number
Common Planning
IEP Related Services
Eligibility Criteria
Placement Deterimination
2006-2007 Focused Monitoring Indicators
25
22
20
15
11
11
10
5
0
EE
Number
GAP
Total
2006-2007 Focused Monitoring Findings
90
80
70
60
50
44
40
34
89
30
22
20
11
10
0
Districts
Access
Number
Equity
ANFA
Total Findings
2006-2007 Focused Monitoring Issue
Mapping
12
10
8
6
4
4
5
6
6
7
12
2
LRE0
Measureable
Annual Goals
Number
Class Size/Caseload
Continuum
Definition of IEP
Placement
BEST PRACTICES
ACCESS
Access is the right for all individuals to be a member of
an accessible educational community. Access in
education provides academic accommodations and
promotes universal design principles enabling
students with disabilities the opportunity to fully
participate in all aspects of the educational
environment as successful and independent learners.
ACCESS EXAMPLES
Educational access
Extracurricular access
ACCOMMODATIONS
Accommodations could allow for the provision of
equitable instructional and assessment access for
students with disabilities. Accommodations reduce
or eliminate the effects of a student’s disability and
do not reduce learning expectations.
Accommodations are practices and procedures in the
areas of:
 Presentation
 Response
 Setting
 Timing/Scheduling
ACCOMMODATIONS EXAMPLES
Accommodations in Presentations
Accommodations in Response
Accommodations in Setting
Accommodations in Timing/Scheduling
COLLABORATION
Friend and Cook's (2002) definition of collaboration states that it is a "style of
direct interaction between at least two co-equal parties voluntarily
engaged in shared decision making as they work toward a common goal".
Through collaboration, ideas can be shared, new and better strategies can be
developed, problems can be solved, student’s progress can be better
monitored, and their outcomes evaluated more effectively. True
collaboration will enhance effective inclusion and will be beneficial for all
the individuals involved in the child’s education including parents.
Establishing a strong collaborative ethic in a school has the additional benefit
of enhancing teacher morale and providing teachers with a support
network.
CO TEACHING
Co teaching is a process that involves two or more
professionals who jointly deliver instruction to a
diverse group of students in a shared classroom
space.
Types of co-teaching:
 One teaching, one drifting
 Station teaching
 Alternative teaching:
 Team teaching:
 Parallel teaching:
CURRICULUM MAPPING
A plan where the curriculum is aligned throughout the
entire district for use by all students. A curriculum
map should be a document developed by all
instructional staff working together to clearly map
out, month-by-month, what instructional objectives
will be taught by whom, through what activities and
measured by what assessments. This map should
ensure that all students in the district, horizontally
and vertically, regardless of age or disability, have
access to all aspects of the Illinois Learning
Standards for that subject matter area.
CURRICULUM MAPPING
CONSIDERATIONS
1. Aligned text
2. Supplemental materials
3. Assessments
4. Data
DATA DRIVEN DECISION MAKING
STRATEGIES
Data driven decision making strategy
 provides easy access to quality data
 provides teachers tools to monitor and shape student
progress
 helps administrators identify what’s working and
where more resources are needed
 allows the district to demonstrate compliance with
NCLB requirements.
DIFFERENTIATED INSTRUCTION
Differentiated instruction is a teaching philosophy based
on the premise that teachers should adapt instruction
to accommodate the full diversity of academic needs.
Differentiation can occur in various forms including
 Content
 Process
 Product
 Environment
DIFFERENTIATED INSTRUCTION
EXAMPLES
Differentiation of Content
Differentiation of Process
Differentiation of Product
Differentiation of Environment
Selected differentiation strategies should always be based on the
curriculum taught and the needs of the students.
DIVERSITY
The concept of diversity encompasses acceptance and respect. It
means understanding that each individual is unique and
recognizes individual differences. Diversity can occur in
race, ethnicity, gender, sexual orientation, socio-economic
status, age, physical abilities, religious beliefs, political
beliefs, or other ideologies.
For example, one educator, Dr. Ruby K. Payne is well known for
her work in how to interact effectively with individuals living
in poverty by understanding their social cues or "hidden
rules" that govern how they think and interact in society -and the significance of those rules in a classroom.
EQUITY
Equity in education is the fair and equal treatment of all
members of society. All individuals are entitled to
participate in and enjoy the benefits of an education.
All students have the opportunity to participate fully
and to experience success and human dignity while
developing the skills, knowledge and attitudes
necessary to contribute meaningfully to society.
A commitment to the principle of equity means working
to ensure that each person is able to reach his or her
full potential and make a positive contribution to the
community.
MODIFICATIONS
Modifications change, lower or reduce learning or
assessment expectations.
Modifications are more instructional or programcentered. They ask the questions: "What is the array
of interventions necessary for the student to master a
topic or subject?" Is this all that can be employed to
ensure the best learning environment?" The
modifications are thus instruction or programcentered interventions that best provide optimal
opportunity for learning.
MODIFICATION TYPES
Adaptation
Parallel Curricular Outcomes
Overlapping curricula
RTI
Response to intervention encompasses three
essential components:
1. Provides high quality, research based
instruction/intervention matched to student
needs
2. Uses learning rate over time and level of
performance
3. Results in important educational decisions
STANDARDS ALIGNED CLASSROOM
(SAC)
SAC is a rigorously tested research-based program
featuring proven strategies for aligning classroom
instruction and assessment with the Illinois Learning
Standards.
SAC involves both teachers and students in the
standards process by empowering them to create
high quality classroom assessment together.
Research has shown that when teachers involve students
in the assessment process, students are more
engaged, perform better, and gain greater
confidence.
SURVEY OF ENACTED CURRICULUM
(SEC)
The SEC is a practical, reliable set of data collection
tools being used with teachers of Mathematics,
Science and English Language Arts (K-12) to collect
and report consistent data on current instructional
practices and content being taught in classrooms.
Teachers complete the survey questions though an
online, web-based system. Upon completion, the
group data are reported in user-friendly charts and
graphs to facilitate analysis of differences across
classrooms, schools, or districts.
EXAMPLES OF DISTRICT BEST
PRACTICES
Access
Accommodations
Collaboration
Co teaching
EXAMPLES OF DISTRICT BEST
PRACTICES
Curriculum Mapping
Data Driven Decision Making
Differentiated Instruction
Diversity
EXAMPLES OF DISTRICT BEST
PRACTICES
Equity
Modifications
RTI
Standards Aligned Classroom (SAC)
EXAMPLES OF DISTRICT BEST
PRACTICES
Survey of Enacted Curriculum
Contact Information
Sally Tudor [email protected]
Betty Hendrickson [email protected]
Melanie Fleenor [email protected]
Illinois State Board of Education
Division of Special Education
100 North First Street
Springfield, Illinois 62777
217/782-5589