Aligning and Improving Systems for Special Education Services in St Paul Public Schools. Dr. Elizabeth Keenan Assistant Superintendent

Transcription

1 Aligning and Improving Systems for Special Education Services in St Paul Public Schools Dr. Elizabeth Keenan Assistant Superintendent 1

2 Aligning and Improving Systems for Special Education Student Purpose: Overview and Grounding Highlights and Findings in CGCS Report Process and lessons learned Changing systems to align support systems for students, families, and staff 2

3 Overview of SPPS Enrollment: 38,000 Demographics: Asian American Students 31% African American Students 30% Caucasian Students 24% Hispanic Students 13% American Indian Students 2% Special Education Population 18.9% (State 13.3%, National 12.8%) 3

4 Highlights: Findings and Recommendations Council Great Cities Schools Report Winter

5 Highlights: Findings and Recommendations So, how do you start to build a system that supports special needs students? Alignment and Improving Systems 5

6 Alignment and Improvement of Systems Educators often assume simplistic explanations for adaptive issues... Most often technical solutions are the answer AND it is most often left up to special education to resolve the problems... Systemic change requires a substantive transformation of the entire system Fullan,

7 Alignment and Improvement of Systems Alignment with Superintendent, Cabinet and School Board: Brought an understanding of current state of special education and what it should look like (expectations) Used data as a guide to better understand the patterns within SPPS to identify beliefs Highlighted the ramifications of years of neglect with special education and lack of support for instruction Established a plan going forward to better support special needs students instructionally 7

8 Alignment and Improvement of Systems Alignment with Principals: Met with principals and reviewed their data on SWD Created protocols for walk-throughs (used 1 pagers) Created protocols for expectations for instruction Included SWD in school improvement plans Included SPED teachers in master schedules Focused on building co-teaching schedules Ensured all sped had seats/desks in gen ed Empowered Principals to lead the SPED department to better support SWD needs 8

9 Alignment and Improvement of Systems Alignment with Professional Development: Collaborated with office of teaching and learning Developed protocol for teachers and special education teachers and professional development Collaborated on observation and evaluation protocols for SPED teachers Created professional development formatting and expectations for content teachers and co-teachers Established common presentations and messages on scheduling SPED teachers 9

10 Alignment and Improvement of Systems Alignment with Special Education Supervisors: Clarified leadership role: focus on instruction and 80% of their time in schools Unified the focus for ALL supervisors within the OSS by data retreats and 2 x leadership meetings and running coaching meetings Focused on all students within the school not just specific disabilities Worked with the principals on instruction and expectations of staff Used data and reflection on progress being made in each school Instructional walk-throughs with principals using 1 pager data sheets and observation checklist Included ALL programs under principals (ECSE, SW) 10

11 Alignment and Improvement of Systems Alignment with Special Education Coaches Clarified role: focus on instruction instead of compliance Aligned with school Areas and Supervisor Focused on all School not just specific disabilities Created heavy and light coaching cycles Use data on walk-throughs and have monthly instructional walk-throughs Supervisors work with coaches at monthly meetings for consistent focus on mission and vision Use of data and trends quarterly (school one-pagers) 11

12 Alignment and Improvement of Systems Alignment with Early Childhood Special Education Moved from 60% of stand alone programs to 95% of the students in Pre-K classrooms with peers Created supportive conditions for emergent bilingual students and immersion ECSE programs Focused on professional development alignment with Pre-K and unified co-teaching partnerships Aligned data systems with Pre-K Created more inclusive 3 year old program Aligned ECSE coaches with schools 12

13 Alignment and Improvement of Systems Alignment with Accountability (Research/Evaluation) Consistent use of data updated quarterly Aligned a analyst position with OSS and REA Created and updated one pagers for all schools Created surveys for co-teachers and reported out on results Increased knowledge base on testing accommodations and modifications 13

14 Alignment and Improvement of Systems Alignment with School Psychologists Hiring 8 more School Psychologists (SY 16-17) Moved from focus on testing to interventions Support RtI and schools for interventions Support Student AssistanceTeams (SAT) Aligned a work group of SW, Counselors, and Psy. Developed culturally relevant interventions and observation protocols Analyze initial evaluations and referrals by race Focused on SP/ELL 14

15 Alignment Overview Alignment Focus Superintendent/Cabinet/School Board Worked on developing an understanding. Focused on overview and used data to better understand decisions that were being made Continuous and on-going updates Principals Established academic and instructional expectations for students Walk-throughs Consistent Evaluation of staff Planning and scheduling 15

16 Alignment Overview Alignment Office of Teaching and Learning Special Education Supervisors Special Education Coaches Accountability-REA ELL Department Psychologists Focus Professional development alignment Focus on co-teaching Supporting all teachers (SPED) Focus on instruction Collaboration and working closely with principals Change role and focus on instruction Supported co-teaching PD More of a district-wide accountability Updated data/survey SP/ELL collaboration and focus on coteaching alignment with Office of Teaching and Learning (OTL) Response to Intervention (RtI) Student Assistant Teams Alignment with Counselors and Social Worker 16

17 Results % ED level 3 11% ED level 3 19% decrease 22% Reading 23% Math Increase 8% Increase 6% 882 initial referrals to special education 450 initial referrals to special education 50% decrease 332 Black students referred to special education 26 co-teaching teams 6 SWD in AVID 180 Black students referred to special education 39% decrease Over 650 co-teaching teams 180 SWD in AVID Over 200% increase Special Education 18.9% Special Education 15.4% 3.5% decrease 17

18 Questions???? Dr. Elizabeth Keenan Assistant Superintendent Office of Specialized Services 18