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IDEA Partnership Transition

IDEA Partnership Transition . February 6, 2006. Lawrence Gloeckler, Executive Director Special Education Institute International Center for Leadership in Education . Three Trends. Trends Impacting Education. Accountability and the Achievement Gap Changing Perceptions about Outcomes

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IDEA Partnership Transition

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  1. IDEA Partnership Transition February 6, 2006 Lawrence Gloeckler, Executive Director Special Education Institute International Center for Leadership in Education

  2. Three Trends

  3. Trends Impacting Education • Accountability and the Achievement Gap • Changing Perceptions about Outcomes • Increased Expectations

  4. Accountability and the Achievement Gap • Pressure for accountability in education and closing the achievement gaps among students will continue to increase.

  5. Culture Create a culture that embraces the belief that all students need a rigorous and relevant curriculum and all children can learn.

  6. This is not about improved communication • This is not about getting together more often • This is not about having written agreements • Those are merely vehicles/ strategies • To accomplish improved results

  7. A Vision People with Disabilities Will: • Live Independently • Enjoy Self Determination • Make Choices • Pursue Meaningful Careers • Enjoy Full Inclusion and Integration in the Economic, Political, Social, Cultural and Educational Mainstream of American Society New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, June 2003

  8. When I grow up I want to... Do without health insurance for my family. Work only part-time. Live in poverty Be unable to go to college.

  9. Long-Term Results • What is the percentage of people in the United States that own their own home? The Washington, DC-based "Homeownership Alliance" states that 68% of typical Americans own their own homes (2002). • What is the percentage of people with disabilities that own their own home?

  10. A study released jointly by the Technical Assistance Center, Inc. & the Consortium for Citizens with Disabilities Task Force (2000). Sidney’s House Less than 5% of people with disabilities own their own home.

  11. For each 100 students with disabilities leaving school…..

  12. 28 former special education students will get a paid permanent job right away

  13. A year after leaving school, 38 former special education students will have a paid permanent job

  14. Throughout adulthood, 30 adults with disabilities will continue to work in a permanent paid job

  15. 2001 Seniors Planning Postsecondary Education – When did you decide to continue your education after high school? Percent of Students NYSED PSI Data, Senior Exit Survey 2001, 7/20/01

  16. Specifically, what does I.D.E.A. require? “There are 755 specifically required compliance items” Chris Drouin, CDE, count of items on the OSEP Checklist. Ex: 755+ items x 6,500,000+ students with disabilities x 180+ days = compliance with federal law.

  17. IDEA ’97 Key Provisions: • Challenging Standards • Access to the General Curriculum • Participation in Assessment Systems • Personnel Prep as an Instrumental Strategy Core Messages: • All Special Education students are General Education students first • There is a shared responsibility for implementation of IDEA

  18. IDEA ‘97 (senate report) “This <senate> committee believes that the critical issue now is to place greater emphasis on improving student performance and ensuring that children with disabilities receive a quality public education. Educational achievement for children with disabilities, while improving, is still less than satisfactory.” “This review and authorization of the IDEA is needed to move to the next step of providing special education and related services to children with disabilities: to improve and increase their educational achievement.”

  19. NCLB Key Provisions: • Adequate Yearly Progress (AYP) • School • LEA • SEA • Disaggregated Subgroup Progress • Economically Disadvantaged • Racial and Culturally Diverse • English Language Learners • Disability • Accountability • Highly Qualified Personnel Core Messages: • All students must progress • Special Education and General Education are interrelated and interdependent • Personnel preparation is instrumental in improving the performance of all students, including students with disabilities. • Subject matter preparation of teachers is a critical element in achieving outcomes.

  20. IDEA 2004 Key Provisions: • Aligns with NCLB • Content Preparation for Special Education Teachers • Early Intervening Strategies in General Education Core Messages: • All students must progress • Special Education and General Education are interrelated and interdependent • Personnel preparation is instrumental in improving the performance of all students, including students with disabilities. • Highly qualified definition in special education must focus on subject matter preparation • HOUSSE (High Objective Uniform State Standard of Evaluation) • Multi-Subject HOUSSE

  21. Findings • Positive results for children with disabilities • Systemic change benefiting all students • High academic standards and clear performance goals • Transition services • Availability of qualified personnel • Teacher skills and knowledge • Scientifically based and successful practices • Technical assistance and information in timely, coordinated and accessible manner • Parent training and information activities • Improved technological resources • Source: New York State Education Department

  22. I Believe • All Children Can Learn • Not all can meet general education standards However . . . • Many more than we expect • Many more can meet standards than have so far • We still as a rule, have low expectations

  23. Traditional Labor Market Experiences of Persons with Disabilities lower rates of labor force activity more restricted choice of occupations less likely to work full-time less likely to work in higher paid jobs Monthly Labor Review, September 1998, US DOL, BLS NYS Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, August 2001

  24. Labor Market Projections to 2008 Occupations requiring an associate degree or more education ...will account for 40% of total job growth Monthly Labor Review, November 1999, US DOL, BLS NYS Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, August 2001

  25. Employment 1970’s High Skill Low Skill

  26. Employment 1990’s High Skill Low Skill Semi Skill

  27. Employment 2010 High Skill Low Skill Semi Skill

  28. 1970’s1990’s2010

  29. 16 Career ClustersDepartment of Education

  30. Reading RequirementsFindings • Entry-level • Highest in 6/16 • Second Highest in 7/16 • Consistent Across Country

  31. New testing requirements are unfair • Special Education students will never be able to pass the tests • Special Education students won’t be able to get a diploma and graduate • It will increase dropouts Late 1970s New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, June 2003

  32. Disability Gap Source: National Center on Educational Outcomes

  33. Disability Gap Source: National Center on Educational Outcomes

  34. Fundamental ChallengeChanging the expectations of educators, parents, community members and students regarding what is possible

  35. “ most vulnerable feature of modern special education for high incidence disabilities is insufficient documentation of positive benefits . . . And the persistence of practices unrelated to effective intervention.” -- Reschly

  36. In North Carolina in 2002-03 on the multiple choice assessment, students with disabilities scored at grade level or above in Grade 10 Reading less than 1/3 as often as students without disabilities. Source: NC Reports of Supplemental disaggregated State, School System (LEA) and School Performance Data for 2002-03

  37. How well do Illinois Students Read? The GAP is increasing Students w/disabilities taking tests 84.7% 2001 ISAT Percent of students who meet/exceed the standard.

  38. Grade 8 – Reading State Target

  39. Office of Special Education and Early Intervention Services August 3, 2005 - MAASE 2003/2004 MEAP Mathematics: Percent Proficient (IEP and Non IEP) Source: 2003/2004 MEAP Reports

  40. 10 Key Research Components of School Improvement Create a Culture Use Data Set High Expectations Create a Framework Real-world Applications Multiple Pathways Professional Development Parent and Community Involvement Safe and Orderly School Leadership Development

  41. Nevada Principles • The work begins with improving general education classroom instruction for all • Establishing a system for general education interventions that support teachers to address needs of struggling learners • School-wide systems for positive behavior supports • Reduce special education referrals • Limit suspensions and expulsions • Eliminate violence • Commitment of building relationships and faculty collaborations to solving problems rather than referring students

  42. Principles - Continued • Increase extent that diverse learners are educated in general education classrooms • Invest in professional development and ongoing support • Connecting oversight with performance and program improvement • Sharing success

  43. Grade 10 – Reading

  44. IowaInstructional Decision Making (IDM)

  45. Basic Premise • All students are part of the general education system

  46. Guiding Principles • All students require INSTRUCTION that is guaranteed, viable, rigorous, and relevant. Some may require additional support and instruction based on their abilities.

  47. Core Instruction • The district adopted comprehensive curriculum • Provided for all students • Screening and formative evaluations occur Core Instruction

  48. Supplemental Instruction Supplemental Instruction • Not making expected progress OR require instruction beyond that provided within Core Instruction • Provided to smaller groups of students with similar needs • Targeted instruction in identified area • IN ADDITION TO CORE

  49. Intensive Instruction • Not making expected progress OR greatly exceeding expectations. • Provided to individuals or small groups of students with similar needs • Research based / evidence based strategies selected • IN ADDITION TO CORE Supplemental Instruction Intensive Instruction Intensive Instruction

  50. Elementary reading 3rd Grade Ankeny School District

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