Transcript Document

SWPBS Conference
Joey Hassell, Assistant Commissioner of Special Populations
November 14, 2013
Table of Contents
I.
Tennessee Results and National Comparisons
II. 2012-13 Key Priorities and Initiatives
III. 2013-14 Key Priorities and Initiatives
IV. Linking Key Initiatives
V. TN Special Education Update
2
EXPLORE and PLAN results show Tennessee making
substantial growth over the last three years
PLAN (10th grade)
16
15.8
15.6
15.4
15.2
15
14.8
14.6
14.4
14.2
14
Average Composite Score (0-32)
Average Composite Score (0-25)
EXPLORE (8th grade)
2010
2011
2012
18.0
17.8
17.6
17.4
17.2
17.0
16.8
16.6
16.4
16.2
16.0
2013
2010
2011
2012
2013
Tennessee Results
National Norm
3
African American and Hispanic students made
even greater progress than their peers
EXPLORE (8th grade)
PLAN (10th grade)
2010
2011
2012
2013
Gain
2010
2011
2012
2013
Gain
White
16.0
16.0
16.2
16.4
+ 0.4
White
17.7
17.7
17.9
18.1
+ 0.4
Hispanic
14.0
14.5
14.6
14.8
+ 0.8
Hispanic
15.5
15.8
16.0
16.2
+ 0.7
African
American
13.3
13.4
13.7
14.1
+ 0.8
African
American
14.8
14.8
15.0
15.3
+ 0.5
All
Students
15.2
15.3
15.4
15.8
+ 0.6
All Students
17.0
16.9
17.1
17.4
+ 0.4
4
On TCAP, we have made progress each year
since moving to new assessments in 2010
Percent Proficient and Advanced
80%
Grades 3-8
Grades 9-12
70%
60%
50%
40%
30%
20%
10%
0%
Reading
Math
Science
2010
English I
2011
2012
Algebra I Algebra II
Biology
2013
5
These gains mean thousands of additional
students are performing on grade level
 Nearly 91,000 additional students are at or above grade level in all math
subjects now, as compared to 2010.
 Nearly 52,000 additional students are at or above grade level in all science
subjects, as compared to 2010.
Grades 9-12
Grades 3-8
278,178
49,679
43,887
225,782
223,947
41,185 42,832
40,862
227,997
33,056
197,035
27,035
152,278
17,228
Reading
Math
2010
Science
2013
*2011 was the baseline year for the Algebra II EOC.
English I
Algebra I
2010
Algebra II
2011
Biology I
2013
6
Tennessee’s gains on TCAP are substantial when
compared with other states
Top states in percentage point gains, 2010-11 to 2011-12
3-8 Math
1
2
3
4
5
6
7
8
9
10
DE*
TN
NE
WV
HI
NV
MS
WA
ME
AL
10.6%
6.3%
4.9%
4.3%
3.7%
3.0%
2.8%
2.7%
2.6%
2.3%
3-8 ELA
1
2
3
4
5
6
7
8
9
10
DE*
AR
HI
NV
MS
MI
CA
NE
WA
TN
12.9%
6.1%
4.3%
3.7%
3.5%
3.3%
3.3%
3.2%
2.8%
2.4%
* In 2011-12, Delaware began providing students with a second opportunity to retake its state assessment, and
included in its accountability data only the higher score for any student who took the test twice.
http://www.doe.k12.de.us/dcas/files/StateSumOverviewReport2012.pdf;
http://news.delaware.gov/2012/06/13/state-tests-show-student-gains/
3-8 Math + ELA
1
2
3
4
5
6
7
8
9
10
DE*
TN
NE
HI
AR
NV
MS
WA
ME
CA
23.5%
8.7%
8.1%
8.0%
7.1%
6.7%
6.3%
5.5%
4.8%
4.7%
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Educators have grown more positive over time about
their work, as measured by the TELL survey
Tennessee Results
Percent Agree
Change
2013
2011
Efforts are made to minimize the amount of routine
administrative paperwork teachers are required to do.
67.7
57.4
+10.3
Teachers have sufficient instructional time to meet the
needs of all students.
68.5
61.8
+6.7
Teachers work in professional learning communities to
develop and align instructional practices.
85.9
79.7
+6.2
Professional development provides ongoing opportunities
for teachers to work with colleagues to refine teaching
practices.
80.0
74.5
+5.5
Teachers are recognized as educational experts.
84.5
80.6
+3.9
Teachers are trusted to make sound professional
decisions about instruction.
85.7
82.8
+2.9
8
Tennessee educators were more positive overall
than any other state that administered TELL
2013 TELL Survey Overall Results
3.10
3.05
3.00
2.95
2.90
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2.85
2.80
2.75
2.70
2.65
CO
DE
KY
MA
MD
NC
OH
TN
VT
9
We look forward to additional results and
benchmarks to come
NAEP
ACT
2013 results for
4th and 8th grade
to be released in
late October/early
November
Slight progress
over last two years
PARCC
Begins in 2014-15
More growth
expected by 2015
10
We will measure our success by
our progress on NAEP, ACT, and
PARCC
Tennessee
We aim to be the fastest improving state in the
nation by 2015
11
And we will continue to close achievement
gaps as we grow overall achievement
Growth for all students, every year
and
Faster growth for those students who
are furthest behind
12
We have defined four strategic priorities to
support districts in meeting their ambitious goals
Effective state
agency that serves
as a delivery system
to districts
Expand kids’
access to
effective
teachers and
leaders
Expand
families’
access to
good schools
Expand
educators’
access to
resources and
best practices
Expand public
access to
information
and data
Policies that remove
bureaucracy and
unleash innovation
Ethos of continuous
improvement through
measurement at every
level
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Last fall, we shared six key department
priorities for 2012-13
Implementation
of Common Core
State Standards
Improved
implementation
of evaluation
CORE shift to
academic support
Focus on
students with
disabilities
Reconstructed
licensure
standards
Performance of
TDOE staff
14
We made significant progress in the implementation
of the Common Core State Standards
 Common Core Leadership Council expanded to 22 members
 Summer 2013: 700 Core Coaches and 30,000 teachers participated in training for
K-12 reading and math
 2012-13: 90 Leadership Coaches and 2,800 administrators participated in
Common Core Leadership Course 101
 Free resources shared with educators, schools and districts:
•
•
•
•
•
Task arcs in math and reading
Model units in ELA, science, social studies, and CTE
All summer training materials for all grades/subjects available on TNCore.org
CTE literacy resources
PBS K-3 reading tools available at www.PBSLearningMedia.org
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Teacher perceptions of the new evaluation system
became significantly more positive in year two
 12 point increase in teachers believing the evaluation process helps them
as a professional (55% favorable responses)
 18 point increase in teachers believing evaluation will improve their
instruction (56% favorable responses)
 32 point increase in teachers believing the evaluation process is fair (66%
favorable responses)
 5 point increase in teachers believing their evaluator is qualified to
observe them (76% favorable responses)
The Tennessee Consortium’s 2013 Survey solicited responses from almost 76,000 Tennessee
educators; more than 27,000 responded. A report detailing preliminary findings will be
released in September 2013.
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We have also made progress and established
foundations in other key 2012-13 priorities
Focus on students with disabilities
• Legislation to include students with disabilities in teacher effect scores
• Significantly reduced number of students taking MAAS
• State Board of Education passed policy on RTI2
Reconstructed licensure system
• Passed by State Board of Education, with implementation delayed until 2015
Performance of TDOE staff
• Performance evaluations for all staff members with 1-5 ratings based on
performance, feedback from peers, and connection to student
achievement results
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We have identified key department priorities
for 2013-14 intended to further our work
Common Core
State Standards
and PARCC
Focus on
reading and
literacy
RTI2 and
students with
disabilities
Increased
support
through CORE
offices
Turning around
the bottom five
percent of
schools
Accountability
system for
2014-15
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Increasing Rigor & Improving Outcomes for ALL
Students
Curriculum
and
Instruction
Career and
Technical
Education
College &
Career
Readiness
Instructional
Consolidated
Priorities
Planning & Monitoring
Special
Populations
CORE Support
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Common Core: Instructional Priorities
Math
ELA
Reading
1) Spend 60-75%
of time on the
focus standards
1) Select
appropriately
complex texts
1) Provide
explicit
instruction in the
foundational
skills
2) Make regular
use of rigorous
instructional
tasks
2) Ask strong textbased questions
requiring students
to cite evidence
2) Intervene in
the specific area
of need
3) Ask questions
to assess and
advance students
understanding
3) Require regular
practice with textbased writing (on
computers, where
possible)
3) Embed
comprehension
throughout oral
language and
reading instruction
4) Build student
fluency without
calculators
4) Provide
feedback to
students on
writing based on
the writing rubric
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C&I Resources for 2013-2014 School Year
1.
2.
3.
4.
5.
Foundational Reading Courses
Common Core Leadership Course 101 and 202
Common Core Aligned Curricular Materials (units & task arcs)
Support use of Formative Assessments (CRA & Writing)
Provide other learning supports for teachers and leaders:
– Online modules on key topics
– Videos of teachers teaching from units & arcs
– Sharing free resources for teacher use and teacher PD
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Beliefs
 Every student can learn, demonstrate growth, and has the right to actively
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participate in high quality, research-based education that maximizes their
potential in the least restrictive environment.
Specialized education is a continuum of services, not a place.
Relationships with all stakeholders, based on respect and understanding
will result in making decisions in the best interest of ALL students.
Every staff member has the responsibility to teach, support and encourage
ALL students.
Strong leadership at every level is the foundation of a collaborative and
inclusive environment that supports ALL students.
High quality professional learning in conjunction with family and
community support, empowers all stakeholders to collaboratively build
capacity for the success of ALL students.
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Key Goals of Special Populations
Improving Student Outcomes
 Prevention
 Intervention
 Achievement
 Outcomes
Manage Performance
 Effective employees at every level of the organization with a focus on
improving student outcomes.
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Strategic Focus
 High Quality Instruction and Services for Students
• Objective 1: Strengthen efficiency and effectiveness of educators to prevent
inappropriate identification of students.
– Support students in general education by improving first teaching, implementing
effective interventions using tiered model, and performing on-going progress
monitoring.
– Prevent inappropriate identification of students by improving identification process
and maintain/strengthen the search and serve, assessment for eligibility, IEP
development and implementation process.
– Reduce disproportionate representation of sub-groups in special education by
developing interventions for the specific areas with possible disproportionate
representation issues within general education before assessments for eligibility.
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Strategic Focus
• Objective 2 : Create a collaborative and integrated system of student support
in the Least Restrictive Environment to attain high levels of academic,
behavioral, and social achievement.
– Effectively deliver instruction and services described in the IEP in alignment with
CCSS, ensure consistency of services throughout the state, and implement and
expand innovative programs.
– Provide targeted support to specific LEAs and institutionalize tiered models of
service delivery to improve student outcomes.
– Expand opportunities for students with disabilities to participate in general
education curriculum.
– Engage parents, families, and communities in partnerships.
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Strategic Focus
• Objective 3: Exit students from special education that have mastered the
measurable annual goals tied to the area of deficit and can perform successfully in
the general education environment and whose needs can be met by general
education interventions.
– Prepare students with disabilities for independent living, meaningful work, or post-
secondary education through improved and expanded transition programs to be life
ready, college-prepared, and/or career ready.
– Exit students from special education support.
» Redesign and/or create early education services that increase the percent of preschool children
with IEPs receiving services with typically developing peers.
» Develop guidelines/criteria for IEP team to determine when a student is no longer in need of
special education support.
» Develop guidelines/criteria for IEP team to transition students from special education to
general education programs.
» Ensure that general education is the base program for all students and special education is a
supplemental support.
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Strategic Focus
 Promote developmental outcomes and family involvement for children birth
to 5 years with developmental delays and/or disabilities
• Objective 4: Create family focused supports in natural environments to optimize
young children’s learning to close the achievement gap.
– Implement public awareness and child find activities for early identification of
children with disabilities.
– IFSP / IEP development in accordance within federal timelines.
– Provide intervention strategies in the child’s natural/least restrictive environment.
– Achieve state targets for Early Childhood Outcomes (ECO).
– Facilitate seamless transition from Part C (TEAIS) to Part B, 619 (Preschool).
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Strategic Focus
 System of Accountability
• Objective 5: Mitigate and manage high risk areas within the organization.
– Integrate accountability systems that promote performance while adhering to all
federal and state regulations.
– Establish external and internal communication systems and data sharing around
instructional, operational, and legal areas.
– Use data strategically to influence legislation and policies that address the needs of
all students, families, and staff.
– Use formative (i.e. quarterly data pulls) in addition to summative data (i.e. local LEA
determinations) to drive the technical assistance afforded to districts in need.
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Strategic Focus
 Effective Employees at Every Level
• Objective 6: Use data to evaluate and improve instruction, services, and support.
– Integrate TEAM in SPED focus areas.
– Target training.
– Collect and use assessment and evaluation data to evaluate and improve instruction,
services, and operational support.
– Recruit, grow, retain and reward high quality educators
 Optimize Our Financial Asset
• Objective 7: Align funding allocation appropriately to strategy.
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Policy Changes
 RTI²
• As of July 1, 2014, RTI² will be the only way to identify a student with a Specific Learning
Disability
 Evaluation timeline changes
• As of January 29, 2014 TN is changing to a 60 calendar day evaluation timeline which
aligns with federal guidelines. A program will be implemented within 30 calendar days
from eligibility determination.
 Short term objectives
• IDEA 2004 reauthorization eliminated the requirement that for benchmarks or short
term objectives in IEPs other than the 1% of students
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Setting the Stage
Continuum of Services
Special Education is the
Most Intensive Intervention
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Remediation vs. Intervention
Remediation
Intervention
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Tier I CCSS
Benchmark Data
Summative Assessment
Formative Assessment
Tier II/III
Specific Areas of Deficit
Universal Screener
Progress Monitoring
IEP Goals Written to Address
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Tier 1 CCSS
Application to Students with Disabilities
 Students with disabilities are a heterogeneous group with one common
characteristic: the presence of disabling conditions that significantly
hinder their abilities to benefit from general education (IDEA 34 § 300.39,
2004).
 How these high standards are taught and assessed is of the utmost
importance in reaching this diverse group of students.
 Students with disabilities…must be challenged to excel within the general
curriculum and be prepared for success in their post-school lives, including
college and/or careers.
Application to Students with Disabilities
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Common Across the Continuum of Service
RTI² through Special Education
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District and School Teams
Skills Based Universal Screener
Assessments (ongoing and progress monitoring)
Recommended Instructional Time
Fidelity Monitoring
Parent Involvement
Professional Development
Tier II Interventions
 A change in intervention will be considered within each tier before moving to
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the next tier of intervention.
8-10 data points (if progress monitoring every other week) OR 10-15 data
points (if progress monitoring weekly) are needed to make a sound data based
decision.
Number of data points reflects empirical research required to make an
informed data based decision.
The intervention must have empirical evidence supporting its use in remediating
the area of suspected disability (i.e., Basic Reading Skills).
A skills based progress monitoring tool must be able to provide evidence that
the student did not make a sufficient amount of progress in the area of deficit.
What does Tier III
Intervention tell us?
 High quality research based intervention in specific area of deficit (more
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intensive than Tier II intervention)
Research shows 3-5% will need Tier III
45-60 minutes of explicit instruction daily, small groups
Universal Screener (K-8, recommended 9-12)(Based on national norms)
Survey/Specific-Level assessment (process to determine the basic skill area of
deficit)
Then….what should special education intervention look like?
Considerations of Continuum of Services
 Have we determined students need the most intensive interventions?
• Can their needs be met with a less intensive intervention?
• Do we have evidence that the less intensive intervention is not working?
 Do we have data to support our decisions?
• Have we determined interventions provided were not successful?
• What else do we need to determine level of intervention required to meet student
need?
• Does the students disability negatively impact them within the general education
curriculum?
41
So lets look at the continuum of services!
ALL Areas of deficit
 Do we have what is needed to determine the level of intervention
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required to make the student successful?
What have we determined are the needs?
Have we considered all the data?
What are the deficit area(s)?
Have we determined the student requires special education intervention
(the most intensive intervention within a school).
Do we have what is needed to develop an IEP that will assist in driving
intervention for students that may be eligible.
42
Students learn
what we expect them to learn
We have to
teach them ALL
well!
43