Data-driven Priorities for Improving Outcomes for Students with Disabilities - Glenna Gallo Assistant Superintendent, Special Education Office of ...
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Data-driven Priorities for Improving Outcomes for Students with Disabilities Glenna Gallo Assistant Superintendent, Special Education Office of Superintendent of Public Instruction
Vision: All students prepared for post-secondary pathways, careers, and civic engagement. Mission: Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities. Values: • Ensuring Equity • Collaboration and Service • Achieving Excellence through Continuous Improvement • Focus on the Whole Child
Equity Statement: Each student, family, and community possesses strengths and cultural knowledge that benefit their peers, educators, and schools. Ensuring educational equity: • Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations. • Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.
Today’s Topics
Systemic Framework: Golden Circle
Start with Why:
Mindset
Research & Data
How to foster change:
ESSA & IDEA
OSPI Priorities
What this means for practice:
Graduation Practices
IEP Supports
December 6, 2018 | 4
https://i.pinimg.com/originals/0d/b7/15/0db715b1b2a52cf229ed8bc9f59de056.png
Source: Sinek, S. (2009). Start with why: How
great leaders inspire everyone to take action.
New York: Portfolio.
TED Talk: Simon Sinek
How great leaders inspire action
December 6, 2018 | 5
Start
with WHY?
Why…
December 6, 2018 | 6
Data Drives Decisions and Change Efforts
• OSPI Special Education is collaborating with our ESD partners to
continue discussions around growth mindset and high expectations
for all students.
• These spring data dives will include updated 2017–18 special
education data, including Child Count and Least Restrictive
Environment, Assessment and Accountability, Graduation, and Post-
School Outcomes, as well as information showcased on the new OSPI
Report Card.
• Teams will also receive district- and building-level data, to support
high-leverage, strategic planning for improving access and outcomes
for students with disabilities.
December 6, 2018 | 7
Data Dive Schedule 2019
• ESD 105, Yakima – March 20
• ESD 112, Vancouver – April 22
• ESD 113, Tumwater – April 18
• ESD 114, Bremerton – March 21
• ESD 123, Pasco – April 19
• ESD 171, Wenatchee – April 17
• ESD 189, Anacortes – TBD (ESD will take lead)
December 6, 2018 | 8
The State of the State of Special Education:
• Less than 4% of students in WA are identified as having an
intellectual disability.
• Upwards of 90% of SWDs present with average to above-
average intellectual functioning.
• Yet only 56% are placed in general education for 80-100%
of the day (For students of color, that total falls to 47%).
Source: Annual Performance Report, Office of Superintendent of Public Instruction, FFY 2016.
December 6, 2018 | 9
2017 Percentage of Students with Disabilities by Eligibility, Age 3 – 21
45%
40%
35% 32.7%
30%
25%
20%
18.9%
15.0%
15% 12.3%
10.3%
10%
5% 3.6% 3.5% 2.1%
0.0% 0.2% 0.6% 0.3% 0.2% 0.3%
0%
Source: Special Education Federal Child Count, Office of Superintendent of Public Instruction, November 1, 2017.
December 6, 2018 | 10December 6, 2018 | 11
http://www.k12.wa.us/SpecialEd/ResourceLibrary/pubdocs/IEP-Team-Guidelines-Assess.pdf
December 6, 2018 | 12State Graduation Pathways Used by SWDs in 2016-17
60%
Math ELA 52.0%
48.9%
50%
40%
28.8%
30% 25.6%
20%
13.8% 14.0%
10% 8.5% 8.4%
0%
Reg Assmt & WA-AIM (CIA) Other CIA Options Not Yet Met
Other CAA Options
Source: Guidance for IEP Teams: Student Participation in Statewide Assessments for Accountability and Graduation, Office of Superintendent of Public Instruction, 2019.
December 6, 2018 | 1313Post-School Outcomes for All Students with IEPs
Source: Center for Change in Transition Services, Seattle University
December 6, 2018 | 14& Accountability
2017-18 English Language Arts 2017-18 Mathematics
80% 80%
69.5%
70% 70%
58.9% 57.5%
60%
55.5% 60%
47.5%
50% 50%
40.6%
40% 40%
25.2% 27.9%
30% 30%
21.0%
20% 14.0% 20%
8.6%
10% 10%
5.3%
0% 0%
3rd 8th 10th 3rd 8th 10th
All Students Students with Disabilities All Students Students with Disabilities
Source: Assessment Data 2018, Office of Superintendent of Public Instruction.
December 6, 2018 | 15Source: Batalden, P. & Davidoff, F. (2007). Teaching quality improvement: The devil is in the details. JAMA, 298(9), 1059–1061.
the conversations
December 6, 2018 | 16https://4.bp.blogspot.com/-1L3f5hS8i6E/VQMeyRD1pNI/AAAAAAAACqw/cgNSaCZTMFo/s1200/header.png
Stars and wishes
Finding your why…
What are the stars, or points of light, in these data?
Where are some leverage points for change?
What are your wishes for access and achievement for
students with disabilities?
December 6, 2018 | 17If the ____________ Is Our Why, How Does
that Change Our Actions?
December 6, 2018 | 18How do
we disrupt WHY?
these
patterns? HOW?
December 6, 2018 | 19OSPI Priorities:
OSPI Priorities Improving Outcomes for Students
with Disabilities
• Leadership
• Growth Mindset
• Evidence-based Practices
• Professional Development
Growth Professional Recruitment
• Resource Allocation Mindset Increased expectations of
Development
Joint training for general
& Retention
Preparation programs for
students with disabilities educators, special educators, administrators, general
• RecruitmentLeadership
& Retention Evidence- Resource
(e.g., standards, instruction, paraeducators, administrators, educators, special educators,
graduation, assessments, and parents/families (e.g., IEP related service providers, and
Support students with
disabilities (including
attendance, IEP-related
Decisions, and post-school
Based team members).
Allocation paraeducators focused around
instruction and support for
increased collaboration and
ownership of school
outcomes).
Practices Braided funding, consolidated
grant application, reducing
students with disabilities.
administrators and staff) and Instruction and interventions costs for administrative tasks,
coordinated efforts with within an MTSS framework increasing direct support to
community organizations to and inclusionary practices students, and data-based
improve results and reduce leading to increased access decision making.
disproportionality. and progress in Washington
grade-level learning
standards.
December 6, 2018 | 20What does the say?
Over 80 years of research has shown
that placement in the general education
setting positively impacts outcomes!
Carlberg & Kavale (1980) Wang & Baker (1985) Oh-Young & Filler (2015) Theobald, et al. (2018)
50 research studies Meta-analysis Research studies WA Study on
from 1932 – 1970 from 1975 – 1984 from 1980 – 2013 CTE & Outcomes
December 6, 2018 | 21Resources on Evidence-Based Practices
• Hattie's 2017 Updated List of Factors Influencing Student
Achievement
• Achieve the Core Coherence Map
• High Leverage Practices in Special Education
Image copyright Presenter Media. Used here under purchased license.
December 6, 2018 | 22WHY?
So… What
can we do? HOW?
WHAT?
December 6, 2018 | 23Use the IEP as the Vehicle for Alignment
An IEP is a written statement of an
educational program developed,
reviewed, and revised by an IEP team,
and includes…
specially designed instruction “to enable
the student to be involved in and
progress in the general education
curriculum…”
Image copyright Presenter Media. Used here under purchased license.
December 6,
242018 | 24We All Serve a Role
• Parent
• Student
• General Educator
• Special Educator
• LEA Representative
• Someone to interpret
instructional implications
of assessments
• Other individuals with
knowledge or special
expertise of the student
Who Else Should be at the Table?
December 6, 2018 | 25Capitalize on the General Educator’s Expertise
A general education teacher should not
only be in attendance at each IEP meeting,
but should be an active team member,
beyond the IDEA requirement to Content expert for K-12 Learning
participate in the review and revision of Standards:
the student's IEP and also in the • Determining progress toward
attaining annual goals
"determination of appropriate positive • Support the student’s involvement
behavioral interventions and supports and and progress in the general
other strategies, and the determination of education curriculum
supplementary aids and services, program • Assist in identifying ways that the
student can receive instruction and
modifications and support for school participate with nondisabled peers
personnel.” • Partner
December 6, 2018 | 26https://crosswalkchurch.com/wp-content/uploads/2013/10/Putting-it-all-Together-copy.jpg
Putting it All Together
December 6, 2018 | 27Using Compliance to Improve Outcomes
Image copyright Presenter Media. Used here under purchased license.We Don’t Have Time to Waste
Don’t lose sight of the The strength of decision
long term impact of making is in the team, with
everyone fulfilling their role
short term actions
Image copyright Presenter Media. Used here under purchased license.
December 6, 2018 | 29The animation
automatically begins.
Legislative Session 2019
Media and Public Perception
Perfect TimingIncreasing access and outcomes…
Foster collaboration between general & special education and community partners!
Build a Multi-Tiered System of Supports (MTSS)
• Framework of tiered interventions & supports
• Data-informed (culturally-responsive!) pre-referral interventions
Remember: mindset matters!
• Student need (academic, social/emotional, etc.) ≠ disability
• All students are capable of achieving with the right supports
• Addressing structural inequality must be part of the discussion
December11/2018
6, 2018 || 31
31Questions?
Comments?
December 6, 2018 | 32You can also read
