School Leadership Early Childhood and Special Education

1. School LeadershipEarly Childhood and Special Education Richard Barbacane Professional Outreach Associate National Association of Elementary School Principals

2. Leadership and the Learning Continuum April 25, 2011 Normal, IL

3. 2010 Census Trends Considerations for Educators

4. SOCIETAL TRENDS • Our age is catching up to us • Social Security • 1950--16 workers for every recipient • 1960--5 to 1 • This year--approx. 3.2 to 1 • 2030--when “boomers” are 66-84: 2 to 1

5. LIFE TRENDS • People are living longer • Life expectancy : • in 1789 :35 years • in 1935 : 59.7 years • in 2000 : 76+ years • in 2010 : 83+ years

6. BIRTH RATE IN THE UNITED STATES • Birth rate is declining • 1919 - 3.01 per 100 population • 2000 - 1.44 per 100 • Replacement rate is 2.1 per 100 While schools grow Medical Advancements Immigration

7. CHANGING FACE OF AMERICA • Early 20th century----Europe • End of the century • Asia • Spanish speaking countries • Considerations • Achievement gaps • Teachers as role models • Education preparation programs

8. MOVE OVER ATOM-HERE COME THE BITS • 80% of all scientists who ever lived--are alive today • Change is rapid • Satellites girdle the globe • Internet has brought the world to our fingertips • E-mail and smart-phones have made communication instantaneous

9. 21st CENTURY TECHNOLOGY • Profound effect on- • Every person • Every organization • And every nation on the face of the earth - eg. Libya and Egypt

10. P-16: Envisioning a Pipeline Our Goal “If people begin to see the educational system as a single entity through which people move, they may begin to behave as if all of education were related.” Harold Hodgkinson in “All One System’, 2000

11. What is the Logic behind P-16? Regardless of the type of system a state or local community chooses, it is important to note that the goal is the same: to create a system of education that links and coordinates each education level into a seamless system fundamentally guided by the principle that success in college begins in prekindergarten Education Commission of the States ECS reports that over 30 states now have P-16 initiatives

12. What Keeps Us from Seeing the Pipeline? Focus on our own immediate issues and needs Fragmentation across levels and content areas Divisions across general, special and technical education Ineffective articulation between secondary, post–secondary and employment Lack of relationships that undergird communication Insufficient opportunities to learn about levels that precede and follow our own Infrequent opportunities to track a goal attainment throughout the entire pipeline

13. Think/ Pair /Share To what extent is the ‘pipeline’ open for your students? Y N Do you know how the elementary schools in your district are doing academically? Y N Do you know how the middle schools in your district are doing academically? Y N Do you know what career education takes place in middle school? Y N Do you have opportunities to talk with elementary and middle school teachers about your connected work? Y N Can you describeyour school’s approach to support in the ninth grade? Y N Do you know how your high school/tech center is doing academically? Y N Do you have a full picture of the career education and career assessment takes place in the HS years? Y N Do general education, special education and CTE teachers talk together about common goals and common responsibilities? Y N Do you know the drop out/non-completion rate for your school? Y N Do you know the drop out/non-completer rate for your program? Y N Do you know how your graduates are doing in post-secondary? Y N Do you know how your graduates are doing in employment? How many ‘yes’ responses did you have? 10-12 8-10 6-8 Less than 6

14. Do Some Current Strategies Work across the P-16 Pipeline? We believe that are at least 2 coherent practice strategies that work across the pipeline: Response to Intervention (RTI) Intentionality at Transitions

15. What Does It Mean to be ‘Intentional at Transitions’? Transitions are important; every transition! EC to School Age Elementary to MS MS to HS HS to post-secondary and employment During the MS and HS years, transition is ongoing...not episodic! The ninth grade year is critical!

16. IMPROVING STUDENTACHIEVEMENT What we can do

17. LEADERSHIP • Shared • Inclusive • Respectful • Student outcome driven

18. Three Areas for Consideration • Early Childhood • English Language Learners • Special Education

19. Leading Early Childhood Learning Communities What Principals Should Know and Be able To Do

20. Contents • Standard • Overview of Standard • Elements and Explanation • Focus on Practice • Principal Voices

21. Contents • Research • Questions for Further Reflection • Self Assessments • “ For More Information “ Section

22. Rationale -- Expand the Continuum • of Learning • Learning Begins Before Birth • School Readiness • Return on Investment • Graduation Rates • Special Education Services • Incarceration

23. Standard 1; Embrace Early Childhood Learning • Elements • Continuum from birth through grade 3 • Brain research, learning styles, training • Engage the school community • Informal settings, cross grade and level observations

24. Standard 1-- continued • Balance leadership and management • Supplies, furniture, sinks, transportation • Articulate the value of early intervention

25. Standard 2; Engage families and Communities • Elements • Support families as children’s first and most influential teachers • Visits, opportunities, communications • Provide experiences informed by young children’s cultural and community experiences • Build bridges between schools, CBO’s and care givers • Build coalitions to strengthen learning

26. Standard 3; Promote Appropriate Learning Environments Elements • Developmentally and age appropriate • Create relationships that provide the foundation for learning • Develop children’s social and emotional skills • Provide facilities that promote health and safety

27. Standard 4; Ensure Quality Teaching Elements • Foster young children’s eagerness to learn • Readiness, thoroughness, continuous and joy • Build their foundation around early literacy and numeracy • Provide ongoing professional development

28. Standard 5; Use Multiple Assessments for Learning • Elements • Support teachers in guiding student growth • Use data from assessments • Share information within the system and with other providers • Educate parents and report progress to them regularly

29. Standard 6; Advocate For High-Quality, Universal Early Childhood Education • Elements • Advocate for the needs of young children in your community • Become familiar with early childhood funding streams and policy issues • Keep the public and policy makers focused

30. English Language Learners Need Requirement Priority

31. All educators want students to learn. All parents want students to learn. All students want to learn. Belief Statements… February 2011 31 IDEA Partnership

32. Shifts in Teaching and Learning… February 2011 32 IDEA Partnership

33. National focus Closing achievement gaps Emphasizing high quality, scientifically-based instruction and interventions Holding schools accountable for the progress ofallstudents in meeting grade level standards February 2011 33 IDEA Partnership

34. Effective practices for ELLs Source: Center for Research on the Educational Achievement and Teaching of English Language Learners February 2011 34 • Attend to language development • Build on background experiences • Focus on building understanding • Provide multiple opportunities for practice and application • Use repetition and redundant information • Assess frequently • Reteach as necessary IDEA Partnership

35. Essential Component: Problem-Solving Method What is the problem? Why is it happening? Did it work? What should be done about it? February 2011 35 IDEA Partnership

36. MTSS Problem Solving Team • Student’s Classroom Teacher • Administrator/ Designee • General Educators (2-3 recognized by peers for their expertise) • Parent • Student (when appropriate) February 2011 36 IDEA Partnership

37. Additional Resource Team Members to be included as needed Behavior/Mental Health specialist (school psychologist, social worker, nurse and/or counselor) Special Education representative (learning specialist or speech pathologist) Language Specialists (ELL, ESL, Bilingual, etc. ) Other Specialists (OT, PT, Adaptive P.E., Vision/Hearing Specialists, Assistive Technology, Transition Coordinator, etc.) February 2011 37 IDEA Partnership

38. Simultaneous, multi-level leadership Classroom Teachers Related Service Personnel Building Administration Corporation Administration School Board Parents/Families Community-at-large Decision-making and Support February 2011 38 IDEA Partnership

39. Special Education A Service Not a Placement

40. IDEA FAPE LRE IEP 504 AYP LS ES ASD LD EIS SBMH Due Process Data Pre-Hearing Hearing Transition Consent Advocates Student/Parental Rights ESEA

41. School leadership and Special Education • What is an appropriate education • Who is eligible for special education services • Statutes/Polcies -- federal, state, local and building • Accommodations and assessments

42. Staffing General education, special education,itinerant,paraprofessionals Collaboration Communication Shared responsibility

43. Roles, rights and responsibilities Records management Reporting requirements Discipline ---- suspension ---- expulsion

44. FINAL THOUGHTS • Relationships • Think