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TASK FORCE RECOMMENDATIONS
Department of Special Education
Task Force Recommendations Follow Up:From Ideas to Practice
1
GOAL #1 Great Schools in Every Neighborhood
Continuous Improvement Cycle
2Special Education Task Force Task Force Recommendations
Strategic and Management Plans
Task Force recommendations inform
the long term strategic and management plans
Stakeholder Feedback
Collection of data to establish baselines and accountability
Task Force / Special Education Advisory Council
Members representing various stakeholder groups make recommendations for
a plan to improve Special Education
Special Education Continuous
Improvement Cycle
GOAL #1 Great Schools in Every Neighborhood
SPED Task Force 5 Recommendation Areas
3Special Education Task Force
Inclusion
Resources
Staff Excellence
LIteracy
Evaluation and
Eligibility
Task Force Recommendations
GOAL #1 Great Schools in Every Neighborhood
Recommendation#1: Inclusionary Practices
To eradicate disparities through inclusive pra ctices, we recommend tha t▪ a ll DPS schools commit to a n ongoing
ca mpa ign highlighting the benefits of including students with disa bilities in a ll school a ctivities a nd
▪ commit to educa tiona l progra mming offe red firs t in the genera l educa tion se tting with a ppropria te supplementa ry a ids a nd se rvices.
4Inclusive Practices
GOAL #1 Great Schools in Every Neighborhood
Inclusive Practices: Background Information
5Inclusive Practices
Rationale
“There is clear and consistent evidence that inclusive educational settings can confer substantial short -and long-term benefits for students with and without disabilities .” (Hehir, et al 2012)
Current Initiatives
2014-2017 DPS Special Education Department pilot study on inclusion through the ”Inclusive Practices” cohort demonstrated gains in academic achievement for students with a disability (DPS Inc. Prac. Rpt. 2017)
GOAL #1 Great Schools in Every Neighborhood
Proposed Action Steps: Inclusion
6Inclusive Practices
Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend that:● all DPS schools commit to an ongoing campaign highlighting the benefits of including
students with disabilities in all school activities and ● commit to educational programming offered first in the general education setting
with appropriate supplementary aids and services.
General Action Steps● Policy/Resolution - Board
Commitment ● Campaign● Schools gather baseline data on
inclusion through a program review● Professional learning on inclusion
Special Education Action Steps● Shift moderate need programming to
schools of choice ● Increase inclusion opportunities for
students with severe needs● Ensure district is offering a full continuum
of services for students with profound needs
GOAL #1 Great Schools in Every Neighborhood
Recommendation #2: Evaluation and Eligibility
7
To eradicate disparities through inclusive pra ctices, we recommend▪ DPS ensure tha t a ll s tudents will
be eva lua ted in a comprehensive , cultura lly a ppropria te a nd bia s-free ma nner.
Evaluation and Eligibility
GOAL #1 Great Schools in Every Neighborhood
Evaluation and Eligibility: Background Information
8Evaluation and Eligibility
Rationale
Identification rates of various disabilities are inconsistent across different racial groups.
Current InitiativesSpecial education received an ESSA (Every Child Succeeds Act) grant to investigate possible root causes of racial disproportionality and develop prototypes to address the disproportionality.
GOAL #1 Great Schools in Every Neighborhood
Background Information
9Evaluation and Eligibility
Race SPED Gen Ed
Native American 1% 1%
Asian 2% 3%
Black 16% 14%
Hispanic 59% 56%
White 18% 23%
Other 4% 4%
Federal and state rules determine if there is significant disproportionality based on race.
Currently DPS falls within the acceptable ranges for identification rates by race.
GOAL #1 Great Schools in Every Neighborhood
Background Information
10Evaluation and Eligibility
Disability National State Denver White Hispanic African American
Autism 9% 7.2% 6.7% 12.2% 3.4% 3.9%
Specific Learning Disability 34% 46.3% 44% 32.7% 51.8% 48.2%
Speech Language Impairment 20% 14.1% 13.3% 16.7% 14.8% 8%
Other Health Impairment 14% 8.4% 10% 12.4% 5.3% 9.8%
Developmental Disability 6% 3% 11% 11% 10.6% 7.6%
Intellectual Disability 6% 3% 3% 1.7% 3.4% 3.9%
Serious Emotional Disability 5% 6.8% 5% 6.3% 3.3% 9.6%
Multiple Disability 2% 4.7% 3.6% 3.5% 3.8% 3.8%
Low Incidence (hearing, vision and TBI, Deaf/Blind, OI)
1% 1% 1% <1% <1% <1%
GOAL #1 Great Schools in Every Neighborhood
Proposed Action Steps: Evaluation & Eligibility
11Evaluation & Eligibility
Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend:● DPS ensure that all students will be evaluated in a comprehensive, culturally
appropriate and bias-free manner.
General Action Steps● Pre-referral guidelines and strong
multi-tiered systems of supports ● Bias training for general education
staff who make referrals● Continuous monitoring of referrals
Special Education Action Steps● Develop bias free eligibility criteria● Training for all evaluation teams on bias
involved in identification● Continuous monitoring of evaluations
GOAL #1 Great Schools in Every Neighborhood
Recommendation #3: Specially-Designed Instruction - Literacy
To eradicate disparities through inclusive pra ctices, we recommend:▪ Every DPS e lementa ry school a dopt a
multisensory, sequentia l, sc ientifica lly-ba sed, structured lite ra cy methodology (MSL) in rea ding a nd writing; a nd
▪ Screen a ll students who ente r DPS for predictors of future rea ding difficulties such a s dyslexia .
12Literacy
GOAL #1 Great Schools in Every Neighborhood
Literacy: Background Information
13Literacy
Rationale
Only 7% of special education students in DPS achieve at or above expectations in English Language Arts (DPS Data 2018)
Current Initiatives
By 2020, 80% of DPS third-graders will be at or above grade level in reading and writing. DPS currently has an early literacy initiative in place. (DPS Early Literacy 2020 plan, 2016)
GOAL #1 Great Schools in Every Neighborhood
The impact that MSL has on learning to read and write
14Literacy
GOAL #1 Great Schools in Every Neighborhood
Proposed Action Steps: Literacy
▪ Develop a screening tool for dyslexia and implement across district
▪ Roll out of training for elementary teachers on MSL methods
▪ Ongoing coaching
15Literacy
▪ MSL credential for all special education teachers (advanced MSL)
▪ Ongoing coaching
General Special Education
GOAL #1 Great Schools in Every Neighborhood
Recommendation #4: Resources
To eradicate disparities through inclusive pra ctices, we recommend:▪ DPS provide funding to a llow for
a ppropria te sta ffing ba sed on educa tor workloa d a nd professiona l deve lopment, for curriculum a nd ma teria ls, a nd for on-site hea lth se rvices.
16Resources
GOAL #1 Great Schools in Every Neighborhood 17Resources
Resources: Background Information
RationaleThere is a teacher and specialized service provider shortage in Special Education in Colorado. (TEACH 2019)
Current allocations of funds starts with caseloads. Additional allocations are provided to school based on risk factors. For example, schools receive additional supplemental funding per student if the caseload is over the recommended ratio. (DPS Budget, 2019)
GOAL #1 Great Schools in Every Neighborhood
Proposed Action Steps: Resources
18Resources
Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend:● Every DPS elementary school adopt a multisensory, sequential, scientifically-
based, structured literacy methodology (MSL) in reading and writing; and● Screen all students who enter DPS for predictors of future reading difficulties such
as dyslexia.
Allocation of Resources● Data collection on current
allocation of resources● Research and analysis of various
approaches to allocation of resources
● Finalize decision regarding methodology for resource allocation
● Develop methods to ensure financial transparency
Instructional Materials● Ensure all special education staff have
core materials ● Determine minimum specially designed
instructional materials● Develop a process to fund the materials
GOAL #1 Great Schools in Every Neighborhood
Recommendation #5: Staff Excellence
19
To eradicate disparities through inclusive pra ctices, we recommend▪ DPS recruit, deve lop, a nd re ta in a
high-qua lity, diverse sta ff.
Staff Excellence
GOAL #1 Great Schools in Every Neighborhood
Staff Excellence: Background Information
20Staff Excellence
Rationale
SPED has decreased its professional learning budget substantially over the past four years. (Ferrandino 2018)
In 2018, Special Education did not provide any summer training outside new hire professional learning.
Current Initiatives First Steps Strategic Plan includes major goals on school leader professional development and overall professional development concentrating on the use of non -student contact days and job embedded professional development utilizing the special education instructional specialists. (First Steps 2018)
GOAL #1 Great Schools in Every Neighborhood
Proposed Action Steps: Staff Excellence
21Staff Excellence
Task Force RecommendationTo eradicate disparities through inclusive practices, we recommend:● DPS provide funding to allow for appropriate staffing based on educator workload
and professional development, for curriculum and materials, and for on-site health services.
Professional Learning● Substantially increase professional
learning opportunities ● Provide professional learning for
school leaders
Retention and Recruitment● Data collection on current recruitment
and retention strategies ● Research and analysis of various
approaches to retention and recruitment
● Finalize strategies for recruitment and retention
GOAL #1 Great Schools in Every Neighborhood
Cross-Functional Collaboration and Accountability
22
Board of Education
Susana CordovaSuperintendent
Allen SmithSenior Deputy
Superintendent,Equity
Robert Frantum-AllenDirector, Special
Education
Special Education CommunicationsCulturally
Responsive Education
Curriculum and Instruction Finance Human Resources
Task Force
Special Education Advisory Council
● Annual report to the Board● Annua l Sta te of Specia l
Educa tion sha red with the Ta sk Force
● Meet with Specia l Educa tion Advisory Council (SEAC) 2x per yea r to sha re progress a nd ba rrie rs
● Bi-weekly meetings with cross-depa rtmenta l committee to pla n a nd progress monitor
Next Steps
Teacher Leadership & Collaboration
Family & Community Engagement
English Language AcquisitionSchools OfficePortfolio / Charter
/ Innovation