What makes schools work for ALL learners

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What makes schools work for ALL learners

• Pat Folland
• Betty Hendrickson
• Illinois State Board of Education
• and
• Ruth Henning
• Project CHOICES

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What makes schoolswork for students?

• Instruction that is aligned with and provides
  access to the age/grade appropriate general
  education curriculum.
• Intervention techniques used regularly to assist
  all students in the general education
  environment.
• The same high expectations for all students.
• Appropriate modifications/accommodations/
  supports in the classroom for all students.
• Tasks that are related to real world problems
  connected to purposes that students can explain.

3
What makes schools work for teachers?

• Specialized personnel supporting all students in
  the general education classroom with limited
  pull-out service.
• Shared responsibility/collaboration between
  general and special education staff, including
  administrative support for
• differentiating instruction
• assessment
• IEPs
• Adequate training for staff including follow-up

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Heres the challenge

• A child with a disability should not be removed
  from education in an age-appropriate general
  education classroom solely because of needed
  modifications in the general curriculum.
• Illinois rated 60th of 60 states and territories
  in a ranking on education of students with
  disabilities in general education classrooms.

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Improving our outcomes in Illinois is about
building capacity for students with disabilities
through changing/unifying our systems
www.projectchoices.org
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• Support for training and technical assistance
  from the ISBE collaborates within ISTAC
• The District is the entity of focus
• Identified district level and building level
  coaches are supported to build capacity within
  the district and schools

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A FRAMEWORK FOR UNIFIED SYSTEMS

• All students are members of the general education
  community.
• All students have access to and are supported by
  all of the school's resources.
• Schools address social and emotional skill
  development as a key part of academic outcomes.
• Schools develop and use data systems for decision
  making and problem solving.
• Schools make concentrated and ongoing efforts to
  involve family members and other community
  members.
• The school district is committed to system change
  and developing an effective educational system
  for all students.

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What do we know about change?

• It happens faster all the time
• Top down and bottom up can work
• Teachers are critical to the process
• Administrative support is critical if change is
  to sustain
• Efforts must be continuous
• It is a journey, not a destination.
• Change will not sustain, only continuous learning
  will

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School Improvement occurred when

• Teachers engaged in frequent, continuous, and
  increasingly concrete talk about teaching
  practice
• Teachers and administrators frequently observed
  and provided feedback to each other, developing a
  shared language for teaching strategies and
  needs
• Teachers and administrators planned, designed,
  and evaluated teaching materials and practices
  together.
• From Norms of collegiality and experimentation
  workplace conditions of school success (1982).
  American Educational Research journal

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• Initiative can come from different sources, but
  when it comes to implementation power sharing
  is crucial.
• Leaders in successful schools support and
  stimulate initiative taking by others, set up
  steering committees, and delegate authority to
  the committees.
• Louis and Miles (1990)

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Leadership matters, it correlates positively
with student achievement. The average effect
size/correlation between principal leadership
behavior and school achievement is .25 which
means.
a one standard deviation improvement in principal
leadership practices is associated with a 10
percentile increase in average student achievement
.
Marzano McNulty (2003) Balanced Leadership What
30 Years of Research Tells Us About the Effect of
Leadership on Student Achievement
http//www.mcrel.org/PDF/LeadershipOrganizationD
evelopment/5031RR_BalancedLeadership.pdf
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What does it look like in the classroom?
Classroom Instruction that works Identifying
similarities and differences Summarizing and note
taking Reinforcing effort and providing
recognition Homework and practice Nonlinguistic
Representations Cooperative Learning Setting
Objectives and Providing Feedback Generating and
Testing Hypotheses Cues, Questions, and Advance
Organizers
Marzano, R. (2004). Classroom instruction that
works Research based instructional strategies.
Baltimore ASCD.
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What does it look like in the classroom?

• Students with disabilities are using the same
  curriculum as their non-disabled peers.
• Students with disabilities are not clustered
  within the classroom a class within a class.
• Students with disabilities receive supplemental
  instruction in a resource room not supplanting
  general education instruction.
• Students with disabilities receive the
  appropriate modifications/ accommodations/supports
  necessary to achieve.

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What equitable access is not

• Students with disabilities are all in one row.
• Students with disabilities are taught in the same
  classroom but in the back by a special education
  teacher using an alternate curriculum.
• Students with disabilities are clustered within
  the classroom a class within a class.
• A student with an individual aide receives
  instruction primarily from the aide seldom the
  teacher.
• Students with disabilities receive
  accommodations/ modifications/supports only in
  the special education room.
• Students are placed in a classroom based on their
  eligibility category.

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Teaming Relationship Building
Effective Instructional Strategies
Accommodations Support Systems
Vision And Attitude
What Makes Schools Work for ALL Learners
Family Involvement
Professional Development
Administrative Support
Common Planning Time
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Defined Goals of the LRE Monitoring Process

• Systematic changes within each school that will
  result in consistent LRE practices which comply
  with federal and state LRE requirements
• Systemic changes will result in improved student
  outcomes

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Methods of Collecting LRE Data

• Examine practices being undertaken in the schools
  and probe the knowledge of the persons
  responsible for putting these practices into
  effect.
• Quantitative and Qualitative measures

OBSERVE
REVIEW
INTERVIEW
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Vision Attitude

• Begin with the end in mind What do you want
  your school to look like?
• Celebrate all types of diversity
• There's no SUCCESS without U!!!!

HmmmWhat do I want my school to look like???
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Professional Development

• Professional Development should support your
  school vision
• Whole building training
• and follow-through
• Needs Assessments
• Administrative observations
• and walk-through

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Administrative Support

• Principal philosophy and action must support LRE
• Principal understanding and follow-through on
  implementation
• Master schedule supports
• common planning time
• instruction in high school
• Staff assignments support co-teaching models
• Paraprofessional assignments support increased LRE

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Effective Instructional Strategies

• Functional Analysis/BIPs are in place
• Appropriate interventions are utilized
• Scientifically based instruction
• Materials are age appropriate
• Goals are aligned with
• the appropriate ILS

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Accommodations and Support Systems

• Accommodations and modifications are SUFFICIENT
  to access the general education curriculum
• Accommodations and modifications are age
  appropriate
• Access to all program options (curricular and
  extracurricular) with necessary supports
• Access to assistive technology

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Teaming and Relationship Building

• Attitudinal changes have been addressed
• General and special education teachers plan
  curriculum in collaborative teams
• School teams include special education staff
• Co-Teaching

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Common Planning Time

• Regularly scheduled time
• Maintain meeting minutes
• Addresses special education involvement for EACH
  grade level serviced

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Family Involvement

• Equal opportunity for participation
• Communication occurs regularly
• Procedural Safeguards