Training Outcomes

1. Training Outcomes The Role of Leaders in Building the Capacity to Raise Academic Achievement Levels for ALL Students • Understand Ohio’s Direction for Statewide Effective Instruction • Develop an awareness of Ohio’s Comprehensive Service Delivery System for ALL Students within District-wide Instructional Practices • Be able to identify and implement an effective Instructional Framework

2. The Direction Ohio is Going to Ensure Statewide Effective Instruction

3. Start Ready, Leave Ready http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/awards.html

4. Expected Student Outcomes

5. High Quality Instruction School and classroom practice MUST CHANGE

6. High Quality Instruction Focus on Problem-solving and Project-based Learning

7. Implications for Learning • Fewer standards = more depth for mastery • Classrooms will become more hands-on, activity based • Skills will be taught along with content • New assessments will better measure student learning progress aligned to instruction • Teachers can addressindividual student needs through data reports

8. 21st Century Model Instructional Strategies Technologically Enhanced Inquiry-based Problem-solving Performance Tasks

9. PARCC: Partnership for the Assessment of Readiness for College and Career • April 2012 – Contract awarded for writing test items • Florida Department of Education – Fiscal Agent for PARCC PARCC Site http://www.parcconline.org/ PARCC Resources http://web.me.com/acaciatc/UACC/PARCC_Resources.html

10. Instructional Strategies suggested by Ohio’s teachers Strategies for Diverse Learners Instructional Resources Include print and electronic Content Specific Sections-Unique to the Subject

11. Model Curriculum Template Content Elaborations Instructional Strategies and Resources Expectations for Learning Content Specific Sections

12. Science Standards and Model Curriculum Grade 7 -Earth and Space Science Content Elaborations Expectations for Learning

16. Comparative Analysis Documents Example: Social Studies, Grade 2

17. Formative Instruction Modules and Professional Development Web-based formative instruction modules • Foundations of formative instruction (5)(FIP) • Content-specific modules (49) • Module for instructional leaders (1) • Module for instructional supervisors (1) FIP Your School http://portal.battelleforkids.org/ohio/race_to_the_Top/FIPYourSchoolOhio.html?sflang=en

18. OLAC Work Provides Foundation for OIP OIP is mechanism for the enactment of the Ohio Leadership Development Framework 18

20. Students with Disabilities Achievement – not merely compliance

21. Why it Matters Ohio’s 15% SWD student population = 260,000 students

22. Disability Categories in Ohio 2010

23. Performance Has Improved Although there are slight dips in proficiency of all students in math, a long-term look shows improvement.

24. Instructional Settings Have Changed IEP teams continue to include more children in regular classrooms, while avoiding separate placements.

25. From Melody Musgrove, Director of Office of Special Education Programs, USDOE, 2011 Ohio Special Education Leadership Conference “Special Ed was never designed to be a place. It was meant to be specially designed instruction.”

26. Specially Designed Instruction Defined: “Adapting as appropriate to the needs of an eligible child, the content, methodology or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general education curriculum so the child can meet the educational standards that apply to all children within the jurisdiction of the school district.”

27. From Ohio’s Office for Exceptional Children (OEC) • If what you are doing is the same thing you are doing with the rest of the class, it is NOT specially designed instruction. • Specially designed instruction occurs ONLY when the child is receiving instruction different from other students.

28. “In high achieving, inclusive schools and districts, leaders believe in their core that students learn best when they are educated in heterogeneous educational settings, period. In addition, leaders must hold a core belief that increasing academic achievement for traditionally underserved students, in inclusive ways, and eliminating discrepancies in achievement are the fundamental goals of schooling.” - Capper, C.A. and Fraturra, E.; 2009)

29. PLAN for ALL from the BEGINNING

30. Before we work on creating a System for Implementing an Instructional Framework… We 1st, MUST Have a Structure In Place that Supports Learning for ALL Students

34. A Program Model Has Not Worked • Students are helped after they fail • Separated from core of teaching and learning • Overlooks individual needs – fits student to “program”. • Students may be separated from peers either from classroom or attending a different school • Fragments students day by moving locations • Require students to be labeled to get help Frattura 2011

35. How and Where Are Your Students Supported? • When a student struggles in your school (academically, socially, emotionally)… list all of the programs, practices, interventions that are in place to respond to that student. Frattura, 2011 pg21

36. School Council (By Interest) Literacy Coaches SWIS 9th & 10th Guidance Boys to Men (By Interest) General Education In School Suspension Tardy Room ESL Nurse AP(By Interest) Itinerant OT, PT After School Tutor Speech & Language Step Up Inclusion Clubs (By Interest) Special Education Psych Resource

37. List what is in place to prevent student struggle in the first place. • Is the Prevention List Shorter? • Why? • What is not working? • What are the challenges with this model?

38. Integrated Comprehensive Services An Integrated Comprehensive Service (ICS) Delivery Model is a model that organizes professional staff by the needs of each learner instead of clustering learners by label. (Capper and Frattura, in press).

39. Elise Frattura (2011) “Programs are when we send kids to the adults. Services are when the adults come to the kids. “

40. On Least Restrictive Environment:“They don’t have special rooms for (special ed) kids outside of school. Why should we put them in special rooms inside of school?” Stan Heffner, State Superintendent of Instruction, Ohio Special Education Leadership Conference 2011

42. If we continue to pullout for instruction and intensive intervention We will NEVER develop the Capacity of ALL Teachers Resulting in More and MORE Segregation As we have not shared our own EXPERTISE

43. What Does Integrated Comprehensive Services Mean? Integrated: are those settings that all students, regardless of label, access throughout their day in school and nonschool environments. Comprehensive Services: are the array of academic and behavioral services brought to a student in a comprehensive manner

44. Bottom Line: • Integrated Comprehensive services is not about moving special education back into the confines of general education. • It is not about keeping self-contained classrooms and resource rooms and allowing students with disabilities to go into a general education. It is about moving general education and special education (ELL, at-risk, etc) to create a proactive place around all learners

45. It is not about some students – and not others. .. i.e., students with severe disabilities, high behavior needs, learning disabilities, autism It is about developing flexible learning groups through out each day for each child – based on who they are and how they learn (whether it is 1:1, small group, or large group instruction) It is about reallocating staff to better meet the needs proactively of each and every learner.

46. It is not about diminishing teacher capacity and expertise. It is about building teacher capacity and expertise so that students may be part of the norm group of diverse learners Bottom line – it is about educating each and every learner and building the capacity so that each and every school may honor any child who “belongs”

47. Consider This…… Programs are When Children are Sent to the Adults Services are When Adults Come to the Children Frattura 2011

48. What we know Varied achievement Within student groupings Positively impacts Student achievement – Or the students who Are isolated the most Often are the furthest behind Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003) Does Peer Ability affect student achievement? Journal of Applied Econometrics

49. Setting the Stage for District Vision • Source of student failure is the system; hence, the system needs to accommodate the student. • Primary goal of education is to prevent student failure through a service delivery model versus a deficit based program model.

50. IMAGINE THE POSSIBILITIES…. • All staff are expected to teach all students. • All staff are considered to be experts in the knowledge and skills to teach a range of student needs. • All staff should be experts in teaching reading. • All staff support all students with and without labels in flexible learning communities.