The Changing Face of Service Delivery and How to Avoid Being Rolled On by Your Administrator While Still Acknowledging the Need to Evolve Prepared by Dr

The Changing Face of Service Delivery and How to Avoid Being Rolled On by Your Administrator While Still Acknowledging the Need to Evolve

Prepared by Dr. Tom Green, Chief School Transformation OfficerAlum Rock Union Elementary School District

[email protected]; [email protected] Plus

February, 2015

mailto:[email protected]

mailto:[email protected]

Core Premises

• Research tells us that 95+% of the human population has the intellectual and neurological ability to meet or exceed grade level standards.

• If your program is not meeting this goal, changes in service delivery and practice are warranted.

• Change is complicated and requires a significant investment in resources to be successful.

Core Premises

• Base all change work on DATA• Be calm, respectful, and solution-oriented• Effective change must be collaborative• Any plan for effective change must account for

adequate resource allocation: money, people, expertise, time, and procedures.

• Change can be incremental (and usually is)

Core Premises

• Know the rules• In order to effect change, you may have to use

the rules to support the change, work around the rules, reinterpret the rules, bend the rules, or even break the rules.

Key IssuesFederal law pertaining to both general and special education requires that all students be supported to meet or exceed grade level standards.

Key Issues

• This Federal requirement can only be accomplished by the effective coordination of general education with remedial education, English Learner services, extended learning programs, and special education, with an emphasis on early intervention.

Key Issues

• This means that all Service Delivery Models, BY DESIGN, will address the needs of both special education and non-special education students.

Key Issues

• Legal responsibility for implementation rests with the local school district, with guidance from the state. California state guidance is extremely weak compared to other states, resulting in significant variance in interpretation, implementation, and practice at the local school district and school site levels, and places significant responsibility on local educational staff to lead necessary changes in practice.

Key Issues

• Federal and state education laws, California Education Code, federal implementing regulations, and CDE policy memos allow special education staff to serve both identified and non-identified students. However, much of the language is vague, even contradictory in practice, and interpretation and detail of implementation are critical.

Key Issues

• It is in the best interest of our profession to learn the rules and to actively participate in the development and implementation of service delivery models.

Workshop Goal #1

• To carefully examine the legal underpinnings of service delivery, with the hope that by enhancing understanding of what the laws, codes, and regulations actually say, special educators can be empowered to effect improvement in local service delivery models.

Workshop Goal #2

• To provide tools to analyze the strengths and opportunities for change of existing service delivery models. Participants will be guided through an interactive process in assessing not only the program in which they work, but in the interrelated systems that are critical to student success.

Workshop Goal #3

• To create an analysis of existing and proposed service delivery models. This analysis should include all resources: money, people, time, organizations, and expertise. The intent is to equip the participant with an increased understanding of the service delivery models to improve practice and outcomes for target students.

Workshop Goal #4

• To collaborate with colleagues on addressing service delivery concerns and proposed changes in practice.

Laws, Codes and Policies

• Federal Law• California State Law• California Education Code• Special Education Law• Contract Law/Collective Bargaining

Federal Law

• Elementary and Secondary Education Act of 2001 (No Child Left Behind):– “A local education agency may consolidate and

use funds under this part, together with other eligible Federal, State, and local funds, in order to upgrade the entire educational program of a school…”

Federal Law

• Individuals with Disabilities Education Act of 2004 (IDEA):– “The education of children with disabilities can be

made more effective by coordinating this title with other local, educational service agency, state, and federal school improvement efforts, including improvement efforts under the Elementary and Secondary Education Act of 1965, in order to ensure that such children benefit from such efforts…”

Federal Law

• IDEA 2004:– “In determining whether a child has a specific

learning disability, a local educational agency may use a process that determines if the child responds to a scientific, research-based intervention as a part of the evaluation process.”

Federal Law

• These provisions in federal law are brief and vague. They have, however, been used by the federal government as the basis for extensive development of guidelines to be used by state and local educational agencies to comply with the intent of the laws.

Federal Law

• The federal government has primarily used two agencies, in partnership with many universities and state education departments, for this development. Their websites are excellent resources:– The United States Department of Education– The National Association of State Directors of

Special Education

United States Department of Educationwww.rti4success.gov

• “(RtI) is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.”

United States Department of Educationwww.rti4success.gov

• “RtI should be applied to decisions in general, remedial, and special education, creating a well-integrated system of instruction/intervention guided by child outcome data.”

National Association of State Directors of Special Education (NASDSE)

www.nasdse.org

• There are critical components of RtI implementation that if not attended to can render otherwise acceptable implementations ineffective.

• The school building is the unit of change in RtI. Multiple buildings within a district can implement RtI, but their implementations will likely be somewhat different.

• District-level supports must be systematically built in to support building-level implementation.

• State-level supports must be systematically built to support district- and building-level implementation.

California State Policywww.cde.ca.gov/ci/

cr/ri/rtiresources.asp• The State of California has endorsed the federal

recommendations that RtI be used as the model for the coordination of general education with all support services to support below grade level students. All pertinent state documents can be retrieved from the url above. The CDE website in general is very difficult to use as a resource.


cr/ri/rtiresources.asp

• Two state documents in particular clearly delineate the state position:– Response to Instruction and Intervention

11/13/2008– Determining Specific Learning Disability Eligibility

Using Response to Instruction and Intervention RtI2 2009


cr/ri/rtiresources.asp

• “Analyzing how students respond to instruction and interventions is an organization principle for structures and programs that already exist in our schools. These existing programs utilize personnel in specialized ways; allocating these highly trained personnel into other areas maximizes resources effectively.”

California Education Code

• Response to Intervention is not specifically addressed in California Education Code (Ed Code). However, key components of an effective coordinated support program, such as teacher assignments, instructional groupings, and caseloads are defined by Ed Code.


• Ed Code Section 44258 states that “A teacher authorized as a specialist teacher may be assigned, with his consent, to teach in his area of specialization at any grade level…”,


• “The holder of a credential authorizing instruction in a self-contained classroom may provide instruction in a team teaching setting or may regroup pupils across classrooms in subjects authorized by the governing board of the school district.” Ed Code Section 44258.15


• Ed Code 44258.3 (a) states that “The governing board of a school district may assign the holder of a credential, other than an emergency permit, to teach any subjects in departmentalized classes in kindergarten or any of grades 1 to 12, inclusive, providing that the governing board verifies, prior to making the assignment, that the teacher has adequate knowledge of each subject to be taught and the teacher consents to that assignment.


• The governing board shall adopt policies and procedures for the purpose of verifying the adequacy of subject knowledge on the part of each of those teachers. The governing board shall involve subject matter specialists in the subjects commonly taught in the district in the development and implementation of the policies and procedures … “

California Education CodeThe Role of the Resource Specialist

• A key component of an effective coordinated support system such as Response to Intervention is the role of the Resource Specialist. Ed Code Section 56362 addresses this position. Although Ed Code Section 56362 9(c) states that “No resource specialist shall have a caseload which exceeds 28 pupils,” a close reading of the entire section, plus CDE bulletin “Service Delivery for Students with Disabilities 3/27/2009” clarifies that this caseload is 28 students who have IEP’s.


• It is permissible under Ed Code Section 44258 (previously cited) for a Resource Specialist, with his consent, to serve non-identified students as well. Ed Code Section 56362 (d) states that, “Resource specialists shall not simultaneously be assigned to serve as resource specialists and to teach regular classes.” This section has often been misinterpreted to mean that a resource specialist may not serve non-identified students or students in excess of a caseload of 28.


• Again, an accurate reading of all of Ed Code Section 56362 and Ed Code Section 44258 establishes that a resource specialist must first meet the legal obligation to provide services specified under IEP’s to his/her caseload, but may, with his consent, provide services to non-identified students consistent with his credential and “his area of specialization.”


• Both the resource specialist and the school system providing support under a coordinated model of service delivery must be able to demonstrate that all IEP-specified services are being provided as specified by the IEP. As long as this condition is met, the resource specialist may provide services for which he is qualified to teach to non-identified students, and may do so in excess of 28 identified students.


• Reason must prevail, however, and any such assignment must be with the consent of the specialist and to the educational benefit of the students served.

Special Education Legal Requirements

• Because an effective coordinated support model involves flexible instructional grouping supporting all students below grade level, the model includes by definition both general education and special education students and staff. It is critical to inform students, staff, and parents regarding the model.


• As established earlier, a special education teacher may provide services to a non-identified student. As long as the service is a general education service, it is not necessary to obtain informed, written consent as required by special education law. However, it must be very clear to all concerned parties that the service is a general education service and is part of a systemic coordinated support model.


• Federal and state law cited earlier clearly establish that the legal intent is to coordinate general education, remedial education, special education, English language development, and extended learning instruction. Under this model it is a given that instructional groupings will mix identified and non-identified students.


• Instruction provided to a non-identified student by special education staff must clearly and defensibly be specialized general education services provided to other general education students as well. The instructional groupings must be flexible and students must regularly move in and out of groupings based upon changes in instructional needs. Parents, students, and staff must be informed at all times of the rationale for the groupings and the progress of the students


• Students who do not respond adequately to the intervention must be referred for Student Study Team services and changes in duration, frequency, and intensity must be made in an attempt to accelerate the student’s progress towards meeting or exceeding grade level standards.

California Credential Requirements

• Conflicts with all other legal references in this document arise in credential requirement language. Prior to 1997 all applicable special education credentials required general education authorization. Consequently any credentials issued prior to 1997 clearly allow the holder to serve both special education and general education students.


• Subsequent to 1997 this requirement was removed, and “The Education Specialist Instruction Credential: Mild/Moderate Disabilities authorizes the holder to provide instruction, and Special Education Support to individuals with a primary disability of specific learning disabilities” (retrieved from CTC website 3/3/2011).


• Although I do not interpret this language as restricting service to general education students, CTC currently does. Further, CTC credential language pertaining to Resource Specialists states “Holders of a Resource Specialist Certificate or an Education Specialist Credential may NOT provide services to general education students unless the individual also holds an authorization for general education in the subject area and grade level of the assignment. (Administrator’s Assignment Manual, CCTC September 2007, p. F-11).


• I have had direct conversation with the CTC on this issue. They acknowledge that this language is in conflict with the other legal sources cited in this document, and defer to the CDE to address this conflict. In reality, districts across the state are reconciling this conflict by adhering to Ed Code, CDE policy, and federal law and policy, and addressing the credential limitations through mutual agreement between district administration and teaching staff. It has not been addressed at the state level. It also presents problems with Highly Qualified Teacher federal requirements.

Contract Law/Collective Bargaining

• The collective bargaining agreement will often need to be addressed in any implementation of a coordinated support system. Any contract language regarding assignments, credentials, caseloads or student contact limits often requires negotiated changes.


• Provisions in Ed Code such as Ed Code Section 44258.3 (a) stating “The governing board shall involve subject matter specialists in the subjects commonly taught in the district in the development and implementation of the policies and procedures …” suggest at a minimum that instructional staff be fully involved in the development and implementation of the Response to Intervention model and give consent to implementation and any resultant changes in teaching assignments, and that a decision be made regarding whether or not to include that involvement in the collective bargaining process.


• Realistically, it can be a significant challenge for staff concerned about the implementation of a coordinated support model to work with negotiation teams on both sides of the table to understand the issues and priorities involved.

Legal Issues-Conclusions

• Regardless of whether or not the district chooses to address service delivery models through collective bargaining, coordinated support for all below grade level students can be successfully and legally implemented under existing federal and state law.


• The key is the use of best educational practices that truly benefit accelerated achievement by low achieving students. If data can be produced demonstrating significant growth by students participating in a coordinated support program, most sound educational practices will be legally defensible under federal and state laws.


• Federal law is specifically designed to coordinate general education, special education, remedial education, English language development instruction, and extended learning instruction. This applies to instructional strategies, materials, staffing, resource allocation, assessment practices, and instructional groupings, and requires changes to traditional practice in all of these areas.

Service Delivery Analysis

• If 90+% of your students are not making progress towards meeting or exceeding grade level standards, then changes in your practice and/or the service delivery model are warranted.


• Changes in service delivery models are based on tremendous improvements in our knowledge of teaching and learning, are research-based, are proven to improve student achievement and warrant the considerable time and effort necessary to change our practices. What, then, are the implications for your local program?


• Most changes in practice are locally mandated without collaborative analysis or buy in, and without the allocation of the resources (time, people, training, materials) to support effective implementation.


• If a change in the model is being proposed, it is necessary to engage in an analysis of the current and proposed models.

• Do not accept the change without question.• Neither should the proposed change be

automatically rejected. Attitude is important to develop the essential collaborative analysis regardless of outcome.

Service Delivery Analysis: Current and Proposed

• Target Students: Reflecting on your school or program data, who exactly are the students who are currently not adequate progress toward meeting or exceeding grade level standards?

• Student Support Team: Who makes up the student support team? Think both programmatically and realistically. Think in terms of both formal or legal programs or staff and other, non-traditional supports.

• Existing Services (site): List what currently is available to you and your students. You may want to note what is missing as well!

• Existing Resources (site): We are using Resources in the broadest possible sense- people, expertise, money, materials, facilities, and time. (Programs, People/Expertise, Money, Curriculum/Materials/Training, Time/Schedule)

Service Delivery Analysis:Current and Proposed

• Strengths: What does your data tell you are the strengths of the programs? What aspects of the program are effective in supporting students to make sufficient progress to eventually actually meet or exceed grade level standards?

• Concerns: What are the ineffective aspects of the programs? Again- think of resources in the broadest sense.

• Existing Resources: People, money, skills, materials, organizational structures

• Strategies: What is a short list of concrete actions or next steps necessary to implement any changes to the service delivery model?

• Needed Resources: What would you need to implement those concrete actions? Who will provide those resources? (Again, don’t limit yourself to traditional practices or roles.)

Final Thoughts

• Research tells us that 95+% of the human population has the intellectual and neurological ability to meet or exceed grade level standards.

• Unless 90+% of the students are making appropriate progress to meet or exceed those standards, changes are needed to improve student achievement.

• It can be risky, but we did go into this business to save the world through its children.

Final Thoughts

• Do not wait for the State of California (or the feds, or the county office, or the SELPA)• The legally responsible agency is the local

school district.• We may be resource-poor, but we have

resources that can be moved.• If not now, when?

The Changing Face of Service Delivery and How to Avoid Being Rolled On by Your

Administrator While Still Acknowledging the Need to Evolve

• Assume best intentions• Focus on collaborative solutions• Remain open minded, listen actively• Take notes• Restate, reflect, review

The Changing Face of Service Delivery and How to Avoid Being Rolled On by

Your Administrator While Still Acknowledging the Need to Evolve

• Analyze both the current and proposed service delivery models in detail

• Identify needed changes and resources• Identify preliminary possible solutions,

remain open-minded

The Changing Face of Service Delivery and How to Avoid Being Rolled On by Your

Administrator While Still Acknowledging the Need to Evolve

• Stay focused on actionable outcomes• Review the agenda and outcomes• Summarize next steps, agree on timelines• Find a way to conclude on a positive note• Be diligent about follow up and

accountability for next steps

Documents

The Changing Face of Service Delivery and How to Avoid Being Rolled On by Your Administrator While Still Acknowledging the Need to Evolve Prepared by Dr