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Ensuring Success for Iowa Students through Leadership and Service

This agency aims to champion excellence for all Iowa students, ensuring they become productive citizens in a democratic society and successful participants in a global community. Their goals include preparing students for school, achieving high academic performance, and driving economic success through postsecondary education. The agency's State Performance Plan focuses on improving proficiency levels and academic performance, as well as enhancing 21st-century skills and knowledge acquisition. Progress is monitored through various assessments, surveys, and outcome indicators. The agency also promotes universal screening, tiered interventions, and effective instruction for students with disabilities. Their mission is to support learners and facilitate their post-school success through family involvement, high expectations, rigorous coursework, and connections to postsecondary education and job opportunities.

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Ensuring Success for Iowa Students through Leadership and Service

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  1. Vision: Iowa students will become productive citizens in a democratic society, and successful participants in a global community.

  2. Mission: Champion excellence for all Iowa students through leadership and service.

  3. Goals • All children will enter school ready to learn. • All PK-12 students will achieve at a high level. • Individuals will pursue postsecondary education in order to drive economic success.

  4. Agency Mission To ensure success for all Learners.

  5. Agency Goals • Increase the percent of students who perform at the proficient level. • Increase the academic performance of all students. • Increase student acquisition & application of 21st century skills & knowledge.

  6. The State’s Six Year Performance Plan, Actions and Results or Making Special Education More Effective Martin J. Ikeda, Ph. D.

  7. State Performance Plan • Provides the measurement stick for district success for both performance and implementation requirements • Meets requirements • Needs assistance • Needs intervention • Needs substantial intervention

  8. State Performance Plan • Proficiency in Reading & Math are areas of concern. • All regions have identified special education proficiency as a goal area. • We continue to monitor transition (B13) • We continue to monitor B12 (IEPs by 3rd birthday).

  9. 9

  10. Areas to Address • A Changing World • Promises Yet Delivered • “What Do I Want?” • “Who Am I?”

  11. A Changing World • Promises Yet Delivered • “What Do I Want?” • “Who Am I?”

  12. 1975 Boeing 747-400 524 Passengers 2010 Canadair Regional Jet 30-50 Passengers

  13. 1975 13-17 mpg 2010 28-35 mpg

  14. 1975 $10,000-$20,000 2010 $500

  15. 1975 2010

  16. 1975…. Or 2010???

  17. A Changing world • Promises Yet Delivered • “What Do I Want?” • “Who Am I?”

  18. Promises Made…. • 1968… provide equal opportunity regardless of race, religion, & gender. • 1975… provide appropriate education at no cost to those with disabilities & need. • 1997…to assess performance in general education curriculum. • 2004…hold schools, AEAs, & State accountable to a variety of performance & compliance measure.

  19. So How are We Doing?

  20. What data are we reviewing? • State Performance Plan (Agency/district) • District ITBS/ITEDS • NAEP • Iowa Youth Survey • Kindergarten readiness indicators • District assessment • SINA/DINA • IEP Progress • Post Secondary Outcomes

  21. Outcomes, not Process • How many children enter school ready to learn? • How many children go through schools in safe and caring environments? • How many youth leave school ready for life?

  22. Percent of Children Entering Kindergarten Proficient in Beginning Sounds Using DIBELS

  23. Safe Schools: National and Iowa Data National Data based on 2007 reporting- U.S. Department of Education. National Center for Education Statistics. Indicators of School Crime and Safety: 2009. National Iowa Suicide data based on 2007 reporting- Centers for Disease Control and Prevention, WISQARS data at http://www.cdc.gov/injury/wisqars/fatal.html Iowa Data based on 2008 reporting- Iowa Youth Survey Trend Report, 1999-2008 And 2007 reporting- Centers for Disease Control and Prevention, WISQARS data at http://www.cdc.gov/injury/wisqars/fatal.html

  24. Iowa’s Current Status

  25. Participation in Life Activities 1 Year After High School (2008 exiters)

  26. Promises Unfulfilled

  27. Do 100% of the schools you support have universal screening in reading, math, and behavior?

  28. Do 100% of the schools you support have tiered interventions in reading, math, and behavior, done with integrity, as part of general education?

  29. Do 100% of the schools you support have teachers of students with IEPs who monitor progress frequently against grade level expectations AND who change instruction based on response to instruction?

  30. Do 100% of the schools you support have… Do 100% of the schools you support have… • Universal screening • Tiered interventions in reading, math, and behavior, done with integrity, as part of general education Do 100% of the schools you support have

  31. Do a 100% of the schools you support have….. • Universal screening? • Tiered interventions in reading, math, and behavior, done with integrity, as part of general education? • Teachers of students with IEPs who monitor progress frequently against grade level expectations AND who change instruction based on response to instruction?

  32. Supporting Post-School Success • For students and families: • Be involved • Have high expectations • For Schools: • Provide opportunities and supports for youth to be engaged, learn through rigorous/relevant coursework and be self-determined • Ensure students graduate • Link students with postsecondary schools, services and jobs

  33. Smaller Picture Smaller Picture • Are you part of a team? • Do you feel supported in your work? • What is your work? • Are you part of a team? • Do you feel supported in your work? • What is your work?

  34. Drilling UP 100% of educators will • know and understand their job • feel supported in their work • be part of a team 100% of IEP goals will be grade referenced and frequently monitored • Instruction will be evidence-based and changed based on response-to-instruction 100% of schools will • have a culture of accommodation and inclusion • use data to target resources 100% of students will • be taught content they were not exposed to at home but need to know • feel connected at school • have the choice of post-secondary or career

  35. A Changing world Promises Yet Delivered “What do I want?” “Who Am I?”

  36. 1.      What barriers have you experienced from society when you have a child with a disability? 2.      What do you want from the system, as a parent of a child with a disability? 3.      What does your child want from school, being a child of a disability?

  37. Things we cannot say • …of course he’s performing low, he’s disabled! • …how can _____ (AEA, state, federal government) expect us to meet the needs of these kids when they don’t come to school ready to learn? • …she cannot achieve at grade level so we’re lowering our expectations of her • …she cannot be in the general class with the rest of the kids • If I have to drive all the way over here and provide services to your child then that takes away time from the other students I serve • Our kids just can’t handle the general curriculum

  38. What’s the meaning behind the message? • What is the feeling behind the statement? • What might be happening to cause them feel this way? • What can you do to help them move their thinking forward and still maintain the relationship?

  39. Things we cannot say …of course he’s performing low, he’s disabled! …how can _____ (AEA, state, federal government) expect us to meet the needs of these kids when they don’t come to school ready to learn? …she cannot achieve at grade level so we’re lowering our expectations of her …she cannot be in the general class with the rest of the kids If I have to drive all the way over here and provide services to your child then that takes away time from the other students I serve Our kids just can’t handle the general curriculum

  40. Your turn… • Take an index card • Write down a statement you have heard someone (LEA or AEA) make that builds a barrier to moving forward. • Identify a “Card Collector” at your table

  41. Things to Say • Why can’t we… • How can we… • Why shouldn’t we… • Who will help? • What do we need to… • What will it take to give this child the opportunities he/she needs to access the general curriculum?

  42. Your turn… • Take your new card and read the statement • Flip it over and identify: • Feeling behind the message • Possible causes for the feelings and statement • With a partner: • Use the conversation stems and discuss how you would start the conversation to help move the thinking forward

  43. What is your script? • What is your response when…? • What is your role in the conversation? • Do you agree? • Do you reinforce the thinking? • Do you push the thinking ahead? • What if…? • How might…? • What can you do to change the conversation?

  44. …when kids enter that school building, every child is part of the general school culture and every child is part of that school’s general education program

  45. Where have we been? • Where are we going? • Why are our plans important? • How will we know we have arrived?

  46. A Changing World • Promises Yet Delivered • “What do I want?” • “Who Am I?”

  47. …In order to help kids, you have to know about them…

  48. Eliminate the achievement gap for students with disabilities by 2020

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