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Intensive 1-7% (Specialized/Individual Support System). Individual Support. Intervention 5-15% (At-Risk System, Supplemental, Small Groups). Universal 80-90% (District, School-Wide, & Classroom Systems). School-Wide. Continuum of Support. EIP. Special Education/504.
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Intensive 1-7% (Specialized/Individual Support System) Individual Support Intervention 5-15% (At-Risk System, Supplemental, Small Groups) Universal 80-90% (District, School-Wide, & Classroom Systems) School-Wide Continuum of Support EIP Special Education/504 All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
Student Achievement Instructional Quality School Capacity Teachers Knowledge, Skills, & Dispositions Professional Community Program Coherence Technical Resources Principal Leadership Newmann, King, & Young (2000)
Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 SCHOOL-FAMILY-COMMUNITY PARTNERSHIPSEPSTEIN’S SIX TYPES OF INVOLVEMENT PARENTING:Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. COMMUNICATING:Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. VOLUNTEERING:Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs. LEARNING AT HOME:Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions DECISION MAKING:Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other parent organizations. COLLABORATING WITH COMMUNITY:Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
Figure 1.The Richness and Complexity of Student Assessment Data Nation/International Assessments Are students performing optimally? Large Scale Assessments Are students meeting the state standards? Diagnostic Assessments What are students’ cognitive strengths and needs? Student Report Cards How are students performing in general? Performance Assessment Can students apply and generalize what they’ve learned? Classroom Curriculum Unit Tests, Quizzes Did Students learn it? Formative Assessments Are students learning it? Annually to students in selected grades As needed/usually 1X/year Once/curriculum unit Weekly Daily Specificity of Information Rate of Feedback 2 North Central Regional Educational Laboratory 1. Using Student Assessment Data: What can We Learn from Schools? Allison Cromley Policy Issues Issue 6 Nov 2000
ACTION PLAN VISION CAPABILITIES INCENTIVES RESOURCES SUCCESS ACTION PLAN CAPABILITIES INCENTIVES RESOURCES CONFUSION ACTION PLAN VISION INCENTIVES RESOURCES ANXIETY ACTION PLAN RESTRANT; RESISTANCE VISION CAPABILITIES RESOURCES ACTION PLAN VISION CAPABILITIES INCENTIVES FRUSTRATION FALSE STARTS VISION CAPABILITIES INCENTIVES RESOURCES Leading Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
ACTION PLAN VISION CAPABILITIES INCENTIVES RESOURCES SUCCESS Confidence UNDERSTANDING Engagement Commitment Advocacy The Benefits of Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
