What makes schools work for ALL learners Pat Folland Betty Hendrickson Illinois State Board of...
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Transcript of What makes schools work for ALL learners Pat Folland Betty Hendrickson Illinois State Board of...
What makes schools work for ALL learners
Pat Folland Betty Hendrickson
Illinois State Board of Education and
Ruth HenningProject CHOICES
What makes schoolswork for students?
• Instruction that is aligned with and provides access to the age/grade appropriate general education curriculum.
• Intervention techniques used regularly to assist all students in the general education environment.
• The same high expectations for all students.
• Appropriate modifications/accommodations/ supports in the classroom for all students.
• Tasks that are related to real world problems connected to purposes that students can explain.
What makes schools work for teachers?
• Specialized personnel supporting all students in the general education classroom with limited pull-out service.
• Shared responsibility/collaboration between general and special education staff, including administrative support for; differentiating instruction assessment IEPs
• Adequate training for staff including follow-up
Here’s the challenge
• A child with a disability should not be removed from education in an age-appropriate general education classroom solely because of needed modifications in the general curriculum.
• Illinois rated 60th of 60 states and territories in a ranking on education of students with disabilities in general education classrooms.
Improving our outcomes in Improving our outcomes in Illinois is about building Illinois is about building capacity for students with capacity for students with disabilities through disabilities through changing/unifying changing/unifying our systemsour systems
www.projectchoices.org
• Support for training and technical Support for training and technical assistance from the ISBE collaborates assistance from the ISBE collaborates within ISTACwithin ISTAC
• The District is the entity of focusThe District is the entity of focus
• Identified district level and building level Identified district level and building level coaches are supported to build capacity coaches are supported to build capacity within the district and schoolswithin the district and schools
What do we know about change?
• It happens… faster all the time
• Top down and bottom up can workTeachers are critical to the processAdministrative support is critical if
change is to sustain
• Efforts must be continuous It is a journey, not a destination….Change will not sustain, only
continuous learning will…
School Improvement occurred when:
• Teachers engaged in frequent, continuous, and increasingly concrete talk about teaching practice
• Teachers and administrators frequently observed and provided feedback to each other, developing a “shared language” for teaching strategies and needs
• Teachers and administrators planned, designed, and evaluated teaching materials and practices together.
From: Norms of collegiality and experimentation: workplace conditions of school success (1982). American Educational Research journal
Initiative can come from different sources, but when it comes to implementation “power sharing” is crucial.
Leaders in successful schools support and stimulate initiative taking by others, set up steering committees, and delegate authority to the committees.
Louis and Miles (1990)
Leadership matters, it correlates positively with student achievement.
The average effect size/correlation betweenprincipal leadership behavior and
school achievement is.25
which means….
a one standard deviation improvement inprincipal leadership practices is associated with
a 10 percentile increase in average studentachievement.
Marzano& McNulty (2003) Balanced Leadership: What 30 Years of Research Tells Us About the Effect of Leadership on Student Achievement
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031RR_BalancedLeadership.pdf
Classroom Instruction that works
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance OrganizersMarzano, R. (2004). Classroom instruction that works: Research based instructional strategies.
Baltimore: ASCD.
What does it look like in the classroom?
Planning Pyramid/ Differentiation/ Layered Curriculum
Most Important Concepts to Lesson/Unit
Next Most Important Info.
Incidental to Concepts
More complex, abstract, & detailed
Additional facts, extensions of base concepts, more complex concepts and vocabulary
Broad concepts, relevant applications, key vocabulary
What some students will learn/ Layer A (Critically analyze a real world issue)
What most students will learn/ Layer B (Demonstrate application of knowledge and skills)
What ALL studentsshould learn/ Layer C (Basic facts, skills, vocabulary)Adapted from: Schumm, J . S., Vaughn, S. & Harris J .,
“Pyramid Power for Collaborative Planning”
What does it look like in the classroom?
• Students with disabilities are using the same curriculum as their non-disabled peers.
• Students with disabilities are not “clustered” within the classroom – a class within a class.
• Students with disabilities receive supplemental instruction in a resource room not supplanting general education instruction.
• Students with disabilities receive the appropriate modifications/ accommodations/supports necessary to achieve.
What equitable access is not…
• Students with disabilities are all in one row.
• Students with disabilities are taught in the same classroom but in the back by a special education teacher using an alternate curriculum.
• Students with disabilities are “clustered” within the classroom – a class within a class.
• A student with an individual aide receives instruction primarily from the aide – seldom the teacher.
• Students with disabilities receive accommodations/ modifications/supports only in the special education room.
• Students are placed in a classroom based on their eligibility category.
What MakesWhat MakesSchools Work for Schools Work for
ALL LearnersALL Learners
FamilyFamilyInvolvementInvolvement
Effective Effective InstructionalInstructional
StrategiesStrategies
Teaming &Teaming &RelationshipRelationship
Building Building
Vision Vision AndAnd
AttitudeAttitude
AdministrativeAdministrativeSupportSupport
AccommodationsAccommodations& Support & Support SystemsSystems
Common Common Planning TimePlanning Time
ProfessionalProfessionalDevelopmentDevelopment
Defined Goals of the LRE Monitoring Process
• Systematic changes within each school that will result in consistent LRE practices which comply with federal and state LRE requirements
• Systemic changes will result in improved student outcomes
Methods of Collecting LRE Data
• Examine practices being undertaken in the schools and probe the knowledge of the persons responsible for putting these practices into effect.
• Quantitative and Qualitative measures
OBSERVE
INTERVIEW
REVIEW
Vision & Attitude Begin with the end in mind – What do you want
your school to look like?
Celebrate all types of diversity
There's no SUCCESS without U!!!!
Hmmm…What do I want my school to look
like???
Professional Development
Professional Development should support your school vision
Whole building trainingand follow-through
Needs Assessments
Administrative observations
and walk-through
Administrative Support
Principal philosophy and action must support LRE
Principal understanding and follow-through on implementation
Master schedule supports: common planning time instruction in high school
Staff assignments support co-teaching models
Paraprofessional assignments support increased LRE
Effective Instructional Strategies
Functional Analysis/BIPs are in place
Appropriate interventions are utilized
Scientifically based instruction
Materials are age appropriate
Goals are aligned withthe appropriate ILS
Accommodations and Support Systems
Accommodations and modifications are SUFFICIENT to access the general education curriculum
Accommodations and modifications are age appropriate
Access to all program options (curricular and extracurricular) with necessary supports
Access to assistive technology
Teaming and Relationship Building
Attitudinal changes have been addressed
General and special education teachers plan curriculum in collaborative teams
School teams include special education staff
Co-Teaching
Common Planning Time
Regularly scheduled time
Maintain meeting minutes
Addresses special education involvement for EACH grade level serviced
Family Involvement
Equal opportunity for participation
Communication occurs regularly
Procedural Safeguards