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Louisiana State Improvement Grant Project Directors Meeting 2006

Louisiana State Improvement Grant Project Directors Meeting 2006

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Louisiana State Improvement Grant Project Directors Meeting 2006

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  1. Louisiana State Improvement GrantProject Directors Meeting 2006 Evelyn Johnson, LDE evelyn.johnson@la.gov Margaret Lang, LSU mlang@lsu.edu Melanie Lemoine, UNO mforstal@uno.edu Bill Sharpton, UNO wsharpto@uno.edu Kay Marcel, Family Coordinator kamarcel@bellsouth.net

  2. Louisiana State Improvement Grant • To increase the number and quality of general and special education teachers, related service personnel, administrators and other staff. (Professional Development) • To increase the access to, and participation of, children and youth with disabilities and their families in appropriate and effective special education services and supports. • To increase and improve the learning results of children and youth with disabilities.

  3. LaSIG Districts 2005-06 Union Morehouse Claiborne East (3) Carroll West Bossier Carroll Lincoln Webster Caddo Ouachita Richland Madison Jackson Bienville Participating Districts 11 DeSoto (6) City of Monroe Red River Caldwell Franklin Tensas Winn Participating Schools 54 Natchitoches Catahoula (5) LaSalle Grant Sabine Concordia Livingston (6) Rapides (3) Vernon Avoyelles City of Bogalusa St. East Washington West Helena Feliciana Evangeline Pt. Allen Coupee Tangipahoa Beauregard EBR (2) St. Landry W. St. Tammany Jefferson Acadia Orleans (16) St. Calcasieu Davis Martin Iberville Lafayette Ascension St. John St. James St. Charles Iberia Assumption s Cameron Vermilion (6) Lafourche St. Bernard St. Mary Jefferson (8) Terrebonne Plaquemines (9) 3 Assumption (4) St. Charles (8)

  4. Coordinated Reform Efforts State District School Individual

  5. Key Issues • District and School Improvement • Research Based Practices • Family Partnership • Professional Development • Teacher Preparation • Evaluation

  6. District and School ImprovementBeginning of Project • New mandate required school improvement teams • In place “on paper” only • Lack of stakeholder representation • Lack of data to make decisions • “buck shot approach”

  7. District and School ImprovementAccomplishments • SIT and DIT teams functioning in all LaSIG sites • Key focus was on campus improvement • Coaching provided to adopt data based decision making • Several campuses demonstrated gains in LRE, student performance, school improvement

  8. Outperforming Districts (Standard & Poors) • Outperform demographically similar peers (economically disadvantaged) • Achieve higher levels of proficiency rates • Must outperform at levels that significantly exceed statistical expectation • Must outperform consistently – for at least 2 consecutive years (2003-04 & 2004-05)

  9. Congratulations!!! • Catahoula • East Carroll • Plaquemines

  10. AYP for students with Disabilities 2004-05 • 54 of 57 (95%) LaSIG schools met AYP! • State – 74.6% • LaSIG districts – 58%

  11. Family – Beginning of Project • School improvement teams did not include family members • Family resource centers focused more on individual advocacy than relationship building with schools/districts • Family members did not know about school improvement • Family members were not engaged in delivery of PD

  12. Family Accomplishments • Family leadership academies implemented • Over 300 family graduates available to assume leadership roles in professional development and school improvement • All school improvement teams include at least one family member • Partnership developed between schools and family resource centers (PD opportunities)

  13. Research-Based PracticesBeginning of Project • State developed tools to assist districts/campuses in identifying research based practices to implement • No PD provided to practitioners to use the tools

  14. Research Based PracticesAccomplishments • PD provided to site personnel on data-based decision making and selection of strategies to meet needs • PD provided on targeted research based practices • Job embedded PD model designed to assist practitioners in developing effective strategies (governance, SWPBS) • Practices linked to SPP

  15. Professional DevelopmentBeginning of Project • At the state level, multiple separate initiatives • SIM • PBS • General Education initiatives • At the district level, incoherent and non-targeted PD • Primarily a workshop model

  16. Professional DevelopmentAccomplishments • SWPBS now stewarded by general and special education jointly • SIM now a joint effort between general and special education • Both strategies included in SPP and revised school improvement “tools and templates”

  17. Teacher PreparationBeginning • State promulgated redesign mandate for all teacher education programs • General and special education given separate timelines

  18. Teacher PreparationAccomplishments • Guidelines for “blended” general education and special education – mild moderate disabilities developed with project support

  19. EvaluationBeginning of Project • Project collected and summarized data • “Monitoring” relationship • Data tools developed and used by project staff

  20. EvaluationAccomplishments • Sites utilized tools to collect and summarize data • Technical assistance to use collected data to design and implement school improvement plans

  21. District and School Improvement Next Steps • Shift emphasis to district improvement • Identify requirements to participate in capacity building activities • Align districts with professional development initiatives

  22. Develop 5 Year Plan District team of stakeholders Present data re: needs Identify areas needing change (systems change framework) Identify data that team will regularly analyze to assess change Identify scientific/evidence based instructional & behavioral practices to be implemented

  23. 5 Year Plan - Non-Negotiables • District and school improvement teams with regular analysis of pertinent data • Authentic participation of family/community stakeholders • Create culturally responsive educational and instructional environments to address issues of disproportionality and achievement gaps

  24. Non-Negotiables cont. • Embed and integrate Universal Design for Learning (UDL) strategies • Response to Intervention (RtI) – use of student progress monitoring and interventions for struggling learners • Job-embedded, sustained, professional development and regular evaluation of data to determine impact

  25. Family – Next Steps • Assist regional family centers in developing database to organize intake, outreach, and outcome data • Shift operation of leadership academies to districts • All district/school improvement plans include family partnership goal • Partner with People First of Louisiana to create leadership roles for consumers

  26. Research Based PracticesNext Steps • Additional focus on supporting strategist groups • PD to be provided on additional research based practices • Practitioners supported to document impact of using research based practices

  27. Professional DevelopmentNext Steps • SPDG will convene all PD initiatives for annual planning and quarterly collaboration meetings • Low incidence RFP issued to develop statewide consortium • Accessibility task force

  28. Early Childhood DHH/Off.of Public Health Part C Lead/Early Steps & LDE Preschool Off. For Citizens w/ Developmental Dis.Education Work Group LA Literacy Plan Response to Intervention (RtI) Disproportionality/ Culturally Responsive Education Systems SPDG Campus and District PD/Continuous Improvement Activities Regional Education Service Centers (RESCs) Family Leadership Training – FHF/PTI & SPDG LDE Family Personnel SPDG Management Team LA Dept. of Education (LDE) Positive Behavior Support PD Leveraging and Coordination Professional Development Schools/Classrooms Autism Initiative – LSU HSC Transition/Secondary (High School Redesign) Accessibility Task Force Reg’l Assis. Tech. Centers Strategic Instruction Model (SIM) People First of LA – LA ARC Low Incidence Consortium Signficant Dis. Leadership Group

  29. Teacher PreparationNext Steps • Technical assistance for universities to redesign and implement blended programs • Development of positive practice sites to support inclusive internships/student teaching • Development of technology infrastructure to support statewide preparation/PD

  30. EvaluationNext Steps • Identify additional data to assist school improvement efforts • Revise state data system to include additional data elements • Transfer of tools developed by project to state department