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This report discusses the state's report cards, including AYP, Accreditation, SINA/DINA, and Special Education Compliance. It highlights the changing world of education and the promises yet to be delivered. It also addresses the question of what students want and who they are. The report emphasizes the need to address the challenges faced by students from different backgrounds and provides actionable steps for improvement.
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Taking Steps to Improve Achievement:AEA/DE Collaborative for Kids!
The State’s Report Cards… (AYP, Accreditation, SINA/DINA, Special Education Compliance)
A Changing World • Promises Yet Delivered • “What Do I Want?” • “Who Am I?”
1975 $10,000-$20,000 2010 $500
1975 2010
A Changing world Promises Yet Delivered “What Do I Want?” “Who Am I?”
Things we cannot say …of course he’s performing low, he’s from that part of town! …you know his father was just as bad …”those” kids just can’t learn like the rest of them! …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
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?
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.
Outcomes by 2020 Equitable regardless of race, language, disability
Do 100% of the schools you support have universal screening in reading, math, and behavior?
Do 100% of the schools you support have tiered interventions in reading, math, and behavior, done with integrity, as part of general education?
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?
A Healthy Education System • Every school should be engaged in alignment work to promote deeper levels of learning • 80% of children coming to school at or above benchmark on valid literacy measure • 80% of students proficient in general education • 10% identification rate in special education • 100% of schools implementing PBIS • 100% of schools reporting on targeted interventions in general education • 100% of IEPs are grade-referenced and progress monitored • 100% of students making at least one-year’s growth
Districts in AEA 10 who have used I-CAT Alignment tool • 28 (17 public, 11 nonpublic)
What percentage of students come to school ready to learn? Percent of Kindergartners assessed using DIBELS: AEA 10: 31% State: 50% Percent of those assessed at low risk: AEA 10: 70% State: 69%
Are students going through school in safe and caring environments? Percent of building implementing Positive Behavioral Interventions and Supports AEA 10: 32% State: 23%
Where Do Schools Need Support? Percent of buildings with valid universal screening measures (elementary): AEA 10: 68.1% State: 62.6% Percent of buildings with 80% Proficiency in Reading AEA 10: 39.9% State: 38.9% Percent of buildings with 10% Identification Rate AEA 10: 25.4% State: 27.2% Percent of buildings with 80% Proficiency in Reading and 10% Identification Rate: AEA 10: 16.0% State: 15.6% Percent of districts reporting on Targeted Interventions: AEA 10: 8.9% State: 19% Percent of Grades 3/4 Reading IEP goals that are grade referenced: AEA 10: 69% State: being analyzed Percent of Grades 3/4 Reading IEP goals progress monitored and decision rule applied: AEA 10: 68% State: being analyzed
Discussion • What ways can AEA staff support schools? • What policies and resources can the AEA 10 provide to our schools to support improving performance on the “healthy schools” indicators? • What conversations need to happen to coordinate the effort agency-wide?
Actions • Support early intervention and more uniform measurement • Implement Positive Behavioral Interventions and Supports • Help teachers unpack the standards for the Iowa Core • Get buildings ready to engage in Response to Intervention
Help teachers write goals aligned to grade level performance • Help teachers interpret progress data • Support instruction: what do teachers do when students are not making progress?
EXPECT SUCCESS
