General and Special Education: We’re Better Together! July 20, 2010

1. General and Special Education: We’re Better Together!July 20, 2010 Bill East, NASDSE Judi Miller, Title I, KSDOE Colleen Riley, Special Education, KSDOE Heath Hogan, Victor Ornelas Elementary School Jane Groff, KS PIRC

2. General and Special Education:We’re Better Together Bill East, Ed.D., Executive Director National Association of State Directors of Special Education, Inc. (NASDSE)

3. It is imperative that we work across general, compensatory and special education.

4. Education Leaders Need to Collaborate Common issues & opportunities ESEA reauthorization IDEA reauthorization American Recovery and Reinvestment Act (ARRA) Common core standards and assessment Other

5. Focus for Education Leaders (Too Often) That’s my law Those are my regulations That’s my process That’s my kids That’s my money

6. Focus for Parents (Often) That’s my child That’s my school My child needs help What’s my school going to do?

7. Collaboration means… These are our laws These are our regulations These are our processes for working together These are our resources This is our stakeholder team These are our kids

8. Helping Children/Families Together Raise achievement levels and close those gaps Consider individual needs in addition to school performance Focus on students in poverty, ELLs, and students with disabilities

9. Making Your Idea Work Develop strategy Implement strategy with fidelity Build cultural connections

10. Simple Truth: We cannot regulate our way to success! We must… Make connections Establish relationships Build trust Do shared work to solve common problems and advance policy and practice

11. Collaborative Leadership: Three Levels Being seen together Doing work together Leading our programs to work together at the national, state and local levels of scale

12. Title I/IDEA Workgroup CCSSO/NASTID/NASDSE (1999) NASTID/NASDSE Workgroup of 10 state leaders Common issues: start work on top five White paper Hill briefing

13. General Education and Special Education: We’re Better Together! Judi Miller President, National Title I Association Assistant Director, Kansas State Department of Education, Title Programs & Services

14. Collaboration efforts NASDSE & NASTID Committee ED—RTI (Title I, Title III and CEIS) National Title I Conference Several Title I Directors & SpEd Directors same Reauthorization of ESEA Issues and strengths Commonalities and differences with IDEA

15. State Perspective—Kansas Judi Miller, Assistant Director, Title Programs & Services jmiller@ksde.org

16. Challenges and Opportunities Ensuring students are not excluded—students with disabilities are eligible for Title I Designing programs that make a difference—TAS or Schoolwide Encouraging Multi-Tier System of Supports (MTSS) Avoiding supplanting Understanding accountability Enhancing teacher learning

17. How to Support Collaboration MTSS • Be open and inviting! • Staff on MTSS committees/workgroups • Staff attend MTSS training • Design Title I schoolwide application with tiers • Include MTSS in other trainings • Provide guidelines • Financial support of MTSS trainings

18. How to Support Collaboration Accountability and data systems Cross-team committees Leadership Kansas Parent Information Resource Center

19. We’re Better Together!

20. Systems Change Using Multi-Tier System of Supports Colleen Riley, Team Director Kansas State Department of Education Special Education Services, General Supervision, Integrated Accountability, MTSS

21. What happens in our school when, despite our very best efforts in the classroom, a student does not learn? DuFour, DuFour, Eaker, Karhanek (2004) Whatever It Takes pp. 6-8

22. A Multi-Tiered System of Support: Why Consider Changing? Many educators recognize that in order to expect different outcomes, something has to change….. With the best of intentions, our system has not been as cohesive as we would desire. Access to resources has often been a source of frustration.

23. Commissioner Posny’s Priority Helping all students meet or exceed academic standards Intervening early Providing visionary leaders Ensuring caring and effective teachers Designing a system to meet the needs of the 21st century

24. Stakeholder Engagement

25. In Kansas, MTSS is: A coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs with frequent data-based monitoring for instructional decision making to empower each Kansas student to achieve high standards.

26. Not Just Another Initiative INTERVENTION Adapted from Dan Reschly, 2002

27. MTSS Framework

28. MTSS Framework

29. MTSS Framework

30. Self-Correcting Feedback Loop

31. State MTSS Leadership Structure

32. Reaching the Schools

33. Locations of Recognized MTSS Facilitators

34. MTSS Growth

35. Kansas MTSS Documents • Kansas MTSS: Innovation Configuration Matrix (ICM) • Kansas MTSS: Research Base • Kansas MTSS Structuring Guides • Reading, Behavior and Math Supplements • Kansas MTSS Implementation Guides

36. Kansas MTSS Documents • Kansas MTSS: Innovation Configuration Matrix (ICM) • Kansas MTSS: Research Base • Kansas MTSS Structuring Guides • Reading, Behavior and Math Supplements • Kansas MTSS Implementation Guides

37. www.kansasmtss.org

38. Contact Information Colleen Riley: criley@ksde.org

39. Heath L. HoganPrincipal Victor Ornelas Elementary School

40. USD 457Garden City, KS • 11 Elementary Buildings (pre-K to 4th) • 2 Intermediate Centers (5th and 6th) • 2 Middle Schools (7th and 8th ) • 1 High School (9th – 12th)

41. Caucasian African American Hispanics American Indian 7.7% Asian 2.2% Multi-Ethnic 26.4% 0.1% 1.1% 62.0% Our Students

42. Victor Ornelas Students • 95% Minority • 86% Hispanic • Other minority groups are mostly made up of Pacific Islanders • 87% Free/Reduced • 78% ELL • 9% SPED

43. Victor Ornelas Kansas Reading AssessmentsReading 2006 - 2009

44. Victor Ornelas Kansas Math AssessmentsMath 2006 - 2009

45. % of students at proficiency or above for 05-06 3rd and 06-07 4th 46 - 67 Reading 49 -72 Math % of students at proficiency or above for 06-07 3rd and 07-08 4th 60 - 71 Reading 78 - 89 Math % of students at proficiency or above for 07-08 3rd and 08-09 4th 66 - 87 Reading 94 - 89 Math Increase on PPVT Beginning of the year 08-09 43% of our Kindergarten students entered with less than a 3 yr. vocabulary. Class average 3 yr – 5 yr. Those same students as first graders in 09-10 60% are 5yrs or above Highlights

47. MTSS Model • Tier 1— All students; Interventionists push-in to the classroom to work on skills-based instruction • Tier 2— Small groups of 3-5 students; Interventionists pull-out of the classroom during Independent Reading (outside of the block) for an additional 30 minutes of instruction • Tier 3— One-on-one intervention; Special Education Teacher, At-risk Tutor, or Interventionists pull-out of the classroom (outside of the block) for an additional 30-60 minutes of instruction

48. Tier I • All students in the classroom. 90 minute reading block. At least 3 adults in the classroom. • Whole group for 20 minutes, Literacy Centers for 60 minutes, closing for 10 minutes. • Literacy centers • Focuses on 5 components and includes guided reading. • Flexible groups • Progress monitoring

49. Reading Block Framework • Small Group • Literacy Centers • Whole Group • Skills-based Instruction

50. Small Group (teacher led) • Small group (5-6 students) • Flexible grouping • Explicit instruction of comprehension and fluency strategies • Scaffolding of students with leveled text at students’ instructional level • Leveled texts and strategies are based upon data