Transcript Slide 1

2012 OSEP Leadership Conference
Leading Together to Achieve
Success from Cradle to Career
A Partnership for Change
Systemic Transformation of Special Education
Services and Outcomes for Children
Carol Quirk, Ed.D.
Carolyn Teigland, Ph.D.
Marcella Franczkowski
Session # B207
Maryland Coalition for Inclusive Education
Cecil County Public Schools
Maryland State Department of Education
Partners
The Problem
Cecil County Public Schools:
• Central office desire to increase % in general
education classes/neighborhood schools
• Co-Teaching as the primary model for students to be
included: $$$
• Attitude: If it’s not “broken” don’t fix it
• Limited educator knowledge/skills
• Low performance of students with disabilities
Cecil County
Located in northeast Maryland
Population: 99,500
30 Schools
Cecil County Public Schools
2001 Demographic data
• 16.8% students have IEPs
• 49% in separate classes or regional centers
• Parallel “special” curriculum
• “Inclusion” = Co-teaching at each grade
level/one “inclusion” class per grade
• 1-16 teaching ratio
Cecil County Public Schools
The Vision:
• Clearly defined vision for inclusive education
• Collaboration: leaders, staff, families,
community
• Data-based decision making
• Effective/timely early intervention
• Neighborhood school placements
• Effective, high quality, cost-effective staff
Cecil County Public Schools
The Barriers
• Perceptions
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Not enough staff
Current model is the only way
Students with disabilities will drag the class down
Ownership (special ed vs general ed)
• Teacher preparation
• Professional development gaps
• Collaboration skills, trust, time
Cecil County Public Schools
System Issues
• Transportation
• Current practice: behavior
management, academic interventions
• Teacher accountability
• Building and technology infrastructure
• Retention of special educators
The Opportunity: MSDE/MCIE
Maryland State Department of Education
Maryland Coalition for Inclusive Education
• OSEP Systems Change Grant (1992 – 1996)
• Partnership for whole school change (1996-1999)
• Inclusive Education Task Force (1999-2000)
– Quality Indicators of Inclusive Schools
• Local Systems Change Projects (2000-2003)
– Preschool: Allegany County
– Secondary: Queen Anne’s County
The Opportunity: MSDE/CCPS
Maryland State Department of Education
Cecil County Public Schools
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Create and market a shared vision
District Steering Committee
Assess Current practice and need
Launch neighborhood school systems change
Align professional development with vision
Strengthen interventions and accountability
Goals
1: Placement: 90% of the students with disabilities in general
education classes in their home schools.
2: Student Performance: Students with disabilities perform
as well as or better than they previously did.
3: Teacher Performance: Teachers use instructional
strategies and collaborative practices to deliver special
education services in general education classes.
4: County-wide Awareness: All faculty and staff will have
ownership of the education of all students, and knowledge of
evidence-based practices for including students with
disabilities.
Technical Assistance Partnership
Families
Community
Partners
MSDE
LEA
Target
Schools
MCIE
FACTORS IN MANAGING COMPLEX CHANGE
Vision
+
Skills
+
+
Incentives
Resources
Skills
Incentives
Resources
Action
Plan
= Confusion
Incentives
Resources
Action
Plan
= Anxiety
Resources
Action
Plan
= Resistance
Action
Plan
= Frustration
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives
Resources
+ Action
Plan
= CHANGE
= Treadmill
Systems Change Features
• Superintendent support and commitment
• General education leadership in collaboration with
special education leadership
• Technical assistance support (MCIE)
• Designation of LEA project staff
• Partnership between LEA & MCIE “project” staff
• ALL means ALL students
• Three-year building based change process
• Collaboration on every level
Systems Change Features
• District Level ACTION Planning
– Communicating the vision
– Professional development (UDL, PBS, Collaborative
teaching)
– Integration of resources/services
– Targeted strategies
• School-based Action Planning
– All students targeted for inclusion
– School-wide professional development
– Change in practices
• Student-Centered Planning Process
Building-Based Planning
Year 1 – Planning & Professional Development
Year 2 – Implementing target grades
Year 3 – Implementing school-wide
Year 4 – Planning for new students
Year 5 – Supporting ongoing needs
Building-Based Planning
• Leadership Team
• Needs Assessment
– Quality Indicators
– Group process
CCPS-MCIE staff
collaborative
technical
assistance
• Action Plan
– Student planning
– Practices to change
– Professional development/teacher coaching
Student Planning
• MAPs for moving students from separate
program to neighborhood school/general ed
– IEP/Curriculum matrix
– Planning supports within the classroom
– Individual student action plan
• Transition planning school-school
• Teacher to teacher within school
• Parent involvement
Cecil County Public Schools
CHANGE!
District Level Action Planning
• Leadership Team
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Executive Directors
General education supervisors
Special education director and project staff
MCIE director and project staff
Communicating the vision
Annual goals for issues over time
District-wide professional development
…
District Level Action Planning
Areas addressed:
• Nonpublic placements
• Community/Public perceptions
• Parent fears
• Administrator concerns
• Teacher skills
• Preschool placement practices
• Professional development
Goal 1: Placement: 90% of the students with disabilities who belong in the targeted grades of the targeted schools will
receive their special education services in general education classes in their home schools as defined by LRE
placement data.
Actions
WHEN
WHO
STATUS
1. Preschool

Plan to reduce number of 3 year old students at Gilpin Manor ES for
next year: consider Thomson Estates

Continue move of classes in Western part of county
Spring, 2006
Carolyn
and
Jodi F
Work through
budget
process
& report to
steering
comte in
spring
2. Middle School: Prepare Elkton Middle School this year to be a “year 1” school
next year

Prof. Dev’t planning with BC re: co-teaching, accommodations, etc.

Look at IEPs of students there and coming in from ES to plan well
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Increase understanding of CLS teachers about using the VSC and Cecil
Co. curriculum as a way to meet academic needs of students in general
ed.
Jan-Feb.
Feb. mtng
Linda,
Mario
n,
Pete,
Jodi
K.
Group
Ongoing Fall, 2005
through 2006
To be discussed
3. High Schools

Implement planning process for current 8th graders who have
significant disabilities going to HS next yr. Be explicit in transition
meetings, 8th  9th - this year
 MAPs 1 & 2
 Hand schedule students
 Plan with receiving teachers in August
 Visits for students to school in the summer and to meet
teachers in August
 Plan inservice/support for receiving teachers
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Present to Steering Committee
(about Assessments, prototypes – plus graduation requirements,
interventions and appropriate assistance)

Plan “Prep” of high schools for Year 1 implementation next year –
 meet with high school principal and staff (past, present,
future)
Winter/
Spring
Feb. 3, 2006
March 21, 24,
29 2006
Discuss in
April
mtng
Linda, Jodi
K.
MaryEtta
Ready
Martin
Georgia
Greg
Carol, Jodi,
Mary
Etta
Ongoing
DONE!
Thanks!
Visits made; Mary
Etta will
contact
principals
What about
Rising Sun
HS?
West Side Journey Toward Inclusive Schools
School-based Planning
2002-2003
2003-2004
2004-2005
YEAR 1:
planning and
training
Conowingo ES
Bainbridge ES
Rising Sun ES
Rising Sun MS
Bay View ES
North East ES
Calvert ES
Perryville ES
Charlestown ES
Elk Neck ES
North East MS
Perryville MS
Conowingo ES
Bainbridge ES
Rising Sun ES
Rising Sun MS
Bay View ES
North East ES
Calvert ES
Perryville ES
Charlestown ES
Elk Neck ES
North East MS
Perryville MS
Conowingo ES
Bainbridge ES
Rising Sun ES
Rising Sun MS
Bay View ES
North East ES
Calvert ES
Perryville ES
Charlestown ES
Elk Neck ES
North East MS
Perryville MS
2004-2005
2005-2006
2006-2007
Gilpin Manor ES
Ches. City ES
Thoms. Est. ES
Leeds ES
Cherry Hill MS
Holly Hall ES
Kenmore ES
Cecil Manor ES
Cecilton ES
Boh. Manor MS
Elkton MS
Boh. Manor HS
Elkton HS
Gilpin Manor ES
Ches. City ES
Thoms. Est. ES
Leeds ES
Cherry Hill MS
Holly Hall ES
Kenmore ES
Cecil Manor ES
Cecilton ES
Boh. Manor MS
Elkton MS
Boh. Manor HS
Elkton HS
Gilpin Manor ES
Ches. City ES
Thoms. Est. ES
Leeds ES
Cherry Hill MS
Holly Hall ES
Kenmore ES
Cecil Manor Es
Cecilton ES
YEAR 2:
implementation &
continued training
support
Year 3:
implementation
and follow-up
2005-2006
2006-2007
2007-2008
2008-2009
North East HS
Rising Sun HS
Perryville HS
North East HS
Rising Sun HS
Perryville HS
North East HS
Rising Sun HS
Perryville HS
East Side Journey Toward Inclusive Schools
School-based Planning
YEAR 1:
planning and
training
YEAR 2:
implementation &
continued training
support
Year 3:
implementation
and follow-up
2002-2003
2003-2004
2007-2008
2008-2009
Boh. Manor MS
Elkton MS
Boh. Manor HS
Elkton HS
District-wide Professional Development
• Positive behavior intervention & supports
• Collaborating to deliver special education
services
• Differentiation and curriculum modification
• Paraprofessional roles/responsibilities
• Individual student planning
• Developing IEP goals within the curriculum
Barriers
• Internal resistance
• Administrative resistance
• Parent fear
Opportunities
• Principal Assignments
– Retirement
– School leadership
• Focus on student success
• District-wide communications
• Preschool inclusion
Placement of students with disabilities
% Students age 6 - 21 served in LRE A
100%
90%
85%
80%
93%
90% 90%
76%
70%
65%
59%
57%
60%
50%
89%
52%
51%
54%
44% 45%
40%
30%
20%
10%
0%
Pre and Post MCIE Systems Change Efforts
MCIE System Change Partnership
Reading Scores over time
100%
80%
60%
40%
20%
0%
3rd Grade Reading All Students
3rd Grade Reading Special
Education
Increased achievement
Decreased gap
90% ALL students included
2004 2005 2006 2007 2008 2009 2010
100%
80%
60%
40%
20%
5th grade Reading All Students
0%
2004 2005 2006 2007 2008 2009 2010
100%
80%
60%
40%
8th grade Reading All Students
8th grade Reading Special Education
20%
0%
2004 2005 2006 2007 2008 2009 2010
Math Scores over time
100%
80%
60%
40%
20%
3rd Grade Math All
3rd Grade Math Special Ed.
Increased achievement
Decreased gap (except 8th grade)
90% ALL students included
0%
2004 2005 2006 2007 2008 2009 2010
100%
80%
60%
40%
20%
5th Grade Math All
5th Grade Math Special Ed.
0%
2004 2005 2006 2007 2008 2009 2010
100%
80%
60%
8th Grade Math All
40%
8th Grade Math Special Ed.
20%
0%
2004 2005 2006 2007 2008 2009 2010
Qualitative Changes
Lessons Learned
• Para-parofessional assignments
• District level ??
• Addressing student needs…?
Maryland State Department of
Education
Visionary Leadership
Collaborative Partnerships
Bold Strategies
Using a TA Partner
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Feet on the ground
Specific skills
Expectation for data-based change
Focus for priorities
Connection to national expertise
Where we’re going next:
Maryland’s Vision
Natural/Least Restrictive Environments
Trend Results, Birth Through 5
100%
Birth to 3 with IFSPs in
Natural Environments
Percentage of Children
90%
80%
70%
3 to K with IFSPs in
Natural Environments
60%
50%
5 Year Olds w/ IEPs in
Regular Early Childhood
Programs at least 80%
40%
30%
4 Year Olds w/ IEPs in
Regular Early Childhood
Programs at least 80%
20%
10%
0%
SFY07
SFY08
SFY09
SFY10
State Fiscal Year
SFY11
SFY 12
3 Year Olds w/ IEPs in
Regular Early Childhood
Programs at least 80%
Sources: MSDE Online IFSP Database and Maryland Special Education/Early Intervention Services
Census Data and Related Tables
Systems Change Early Childhood Focus
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Data-based needs analysis
Family engagement
Community partnerships
Creative service development
Engagement with neighborhood schools
Professional development
0%
LEAs with MSDE-MCIE partnership over the last 10 years
Prince George's
Baltimore City
Calvert
Baltimore County
Charles
Total State
Anne Arundel
Montgomery
Wicomico
Dorchester
Carroll
Talbot
Garrett
St. Mary's
100%
Howard
Frederick
Kent
Washington
Allegany
Caroline
Harford
Somerset
Worcester
Cecil
Queen Anne's
Students with IEP's placed in GE > 80% of their school day
2011-2012
90%
80%
70%
60%
50%
40%
30%
20%
10%
Systems Change District Features
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Superintendent commitment
General education involvement
Goal-oriented action planning
Data-based decisions
Family involvement
Community partners
Increase student readiness for school, reduce the
gap, increase participation in general education
Systems Change School Focus
LEVEL
ACADEMIC
BEHAVIORAL
INDIVIDUAL
STUDENT
Universal/System
Whole School
Instruction
School-wide
Supports
Placement,
scheduling,
membership
Secondary/Focused
Group Needs
Classroom
Management
Practices
Strategies for
students
removed
Tertiary/Individual
Individual
Teacher
Coaching
Individual
Teacher
Coaching
Individual
Student
Planning
Systems Change CCR Transition Focus
• High school transition planning
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Self-advocacy
Student-led IEPs
Community partners
Community work experiences
• Focus on school participation/learning
– Decrease drop out, increase attendance, decrease suspension
– Collaborative teaching and planning
– Alternative general education schedules for students taking
alternative assessments
• 18-21 services in colleges/work settings
Intended Outcomes
Locally Identified
Need Based on
Data
Aligns with State
Performance Plan
and Annual
Performance
Report
Improved
Results for
Students with
Disabilities
QUESTIONS?
Thank you!
Carol Quirk
[email protected]
Carolyn Teigland
[email protected]
Marcella Franczkowski
[email protected]