A LEXA P OSNY, P H.D. A SSISTANT S ECRETARY O FFICE OF S PECIAL E DUCATION AND R EHABILITATIVE S...

ALEXA POSNY, PH.D.

ASSISTANT SECRETARY

OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES

U.S. DEPARTMENT OF EDUCATION

JULY 23, 2012

1

“NO

PLACE

LIKE

SCHOOL

…”

EDUCATION

FOR A MORE

COMPETITIVE

AMERICA & BETTER

FUTURE

“We will not be able to keep

the American promise of

equal opportunity if

we fail to provide a

world-class education to every child.”

—President Barack Obama

March 2010

All students will acquire the same essential knowledge and skills

All students learning will be carefully monitored, and will be given multiple opportunities to demonstrate their learning

All students will promptly receive extra time and support if they experience difficulty in learning

All students teachers will clarify the standards they will use in assessing the quality of student work

All students will be the beneficiaries of educators who have promised to work together collaboratively to use the practices that have a positive impact on their achievement

OUR OBJECTIVE…

ARE YOU SMARTER THAN A 5TH GRADER?

Which group of United States Presidents is in the

correct chronological order?

a.Jefferson, Lincoln, Grant ,Rooseveltb.Washington, Adams, Pierce, Jacksonc.Jackson, Madison, Truman, Wilsond.Polk, Lincoln, Hayes, Grant


The Smith family has a Mother, Father and 7

daughters. Each daughter has 1 brother. How many people are in the family?

a. 9b. 10c. 15d. 16


You are driving along in your car on a wild, stormy night. You pass by a bus stop, and you see three people waiting for the bus.

• An old lady who looks as if she is about to die.

• An old friend who once saved your life

• The perfect man (or) woman you have been dreaming about.

Which one would you choose to offer a ride to knowing that there could only be one passenger in your car?


Give the car keys to the old friend and let him

take the old lady to the hospital. You stay behind and wait for the bus with the man/woman of your

dreams.


Are You Smarter Than the Assistant

Secretary?

ARE YOU SMARTER THAN THE ASSISTANT SECRETARY?

PRESIDENT OBAMA’S GOAL

“…by the end of the decade, (we) will have the highest proportion of college graduates in the world…We simply cannot achieve that goal without Americans of all ages and abilities going to college and getting degrees in far greater numbers than they are today. ”Arne Duncan, Secretary US Education Department

Early childhood service delivery systems aligned and providers qualified

Teacher training programs designed to prepare all teachers to teach students with disabilities

All students with disabilities provided personalized learning and needed interventions

All assessments accessible by students with disabilities resulting in accurate information about what they know and can do

Transition services supporting students with disabilities’ post-secondary completion and employment

2020 GOAL: GAME CHANGERS

OUR VISION:

All ED offices owning the “game changers”

OUR MISSION:

All ED offices engaged in implementing actions to “change

the game”

From 1991 to today, how many more infants,

toddlers and preschoolers receive services under

IDEA?

a. 44,000b.104,000c. 148,000d. 194,000


Early childhood service delivery

systems are aligned and

providers are qualified

GAME CHANGER #1

High quality early learning programs result in:

Significant improvement in early literacy, language and math skills

A 50% decrease in the rate of special education placements through 2nd grade

A 33% decrease in grade repetition through 8th grade

A 32% lower incidence of juvenile arrests

EARLY INTERVENTION WORKS

Source: IDEA data – Part C Child Count 2010 Table 8-1 https://www.ideadata.org/arc_toc12.asp#partcCC; Rosenberg, Zhang, & Robinson. (2008). Prevalence of Developmental Delays and participation in Early Intervention Services for Young Children.

Many states do not have a comprehensive and coordinated early childhood system. Multiple early childhood programs administered by different

agencies exist. Each agency uses different policies, procedures, and funding

streams.

There are multiple systems of personnel preparation and/or licensing across the country in early childhood special education. Early Intervention (EI) credentialing requirements differ across

all states. Methods used by states who offer an EI credential are

inconsistent. The EI credentialing process is complex and idiosyncratic across

states.

ALIGNMENT AND PROVIDER DATA

Sources: The Center to Inform Personnel Preparation Policy and Practice in Early Intervention and Preschool Education. (2008). Study IV: National Status of Early Intervention Personnel Credentials Think Tank: May 24-25, 2006 in Washington, D.C. (2007). Study V: Analysis of State Licensure/Certification Requirements for Early Childhood Special Educators Think Tank: June 11-12, 2007 in Washington, D.C.

GAME CHANGER #1: EARLY CHILDHOOD SERVICES

Objective: Improve services for infants, toddlers and preschoolers with disabilities in natural environments and inclusive settings to

enhance their development and to prepare them to enter kindergarten

ready to learn.

Teacher training programs are

designed to prepare all teachers to

teach students with disabilities

GAME CHANGER #2

ALL TEACHERS TEACH STUDENTS WITH DISABILITIES

Sources: U.S. Department of Education-NCES, Common Core of Data, ELsI Table Generator, Accessed May 31, 2011.-OSEP, 618 Data Collection: Personnel, ideadata.org, Accessed May 31, 2011.

By 2020, over 440,000 teachers will retire

55% of new teachers leave within the first five years

55% of new teachers in DC leave within the first two years

WHAT WE NEED31

Recent research on first-year general education teachers indicates that: 17% did not receive preparation for working

with SWDs. Of those who did, 52% classified the

preparation as “a little” or “not at all” useful.

Recent research on first-year special education teachers indicates that: 80% felt prepared to work with SWDs.

IMPROVING PREPARATION FOR TEACHERS

GAME CHANGER #2: TEACHER TRAINING

PROGRAMS

Objective: Prepare and retain great teachers,

leaders, and service providers to meet the needs of children, youth and adults

with disabilities and improve their outcomes.

All students with disabilities have

access to personalized

learning and needed interventions

GAME CHANGER #3

LEAST RESTRICTIVE ENVIRONMENTS:LEARNING IN INCLUSIVE, INTEGRATED

SETTINGS

Source: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), OMB #1820-0517: "Part B, Individuals with Disabilities Education Act, Implementation of FAPE Requirements," 2010. Table 2-2 , Sailor, W. (18 April 2002). Testimony submitted to President ’s Commission on Excellence in Special Education

Research Agenda Task Force.

Personalized learning emphasizes tailoring instruction to meet each student’s individual needs (including the use of accommodations and assistive technology) (Tomlinson, 2000, 2001)

Research has demonstrated that children with disabilities can achieve at high levels when provided appropriate supports and instruction

Previously low achieving students with disabilities who struggled in reading and math had significant increases in test scores (Allor et al., 2010; Fuchs et al., 2008; Gersten et al., 2009; Kamps et al., 2008; Mautone et al., 2009; Scammacca et al., 2007; Vaughn, Denton, & Fletcher, 2010; Wanzek & Vaughn, 2010)

PERSONALIZED LEARNING WORKS

Sources: Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Wanzek, J. & Vaughn, S. (2010). Tier 3 interventions for students with significant reading problems. Theory Into Practice, 49, 305-314; Tomlinson, C. A. (2000). Differentiation of

Instruction in the Elementary Grades; Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.

Response to Intervention (RTI)…is a way of screening children, early in their schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows schools, on a school-wide basis, to provide any student more intensive support–and monitor their progress—than may be typically available in every classroom.

WHAT WE NEED

GAME CHANGER #3:PERSONALIZED LEARNING AND

INTERVENTIONS

Objective: Ensure that children and youth with

disabilities, including those with the most significant cognitive disabilities, have

access to effective individualized instruction.

In what country did standardized

assessments originate ?

a. Finlandb. United Statesc. Chinad. Britain


All assessments are accessible by students with disabilities and

provide accurate information about

what they know and can do

GAME CHANGER #4

HOW ARE SWDS PARTICIPATING IN STATEWIDE ASSESSMENTS?

Source: United States Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act Data Accountability Center, 2008-2010.

SWDs can meet college- and career-ready standards: SWDs can excel within the general curriculum. SWDs can be prepared for success in post-secondary

including college and/or careers.

SWDs must be ensured: Access to the general curriculum Ability to meet their unique needs IEPs with goals aligned to grade-level academic standards Teachers and support personnel able to deliver high-

quality, evidence-based, individualized instructional and support services.

ACCOUNTABILITY:HOLDING ALL STUDENTS TO HIGH STANDARDS

Sources: Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Wanzek, J. & Vaughn, S. (2010). Tier 3 interventions for students with significant reading problems. Theory Into Practice, 49, 305-314.

Common Core State Standards Initiative. Application to Students with Disabilities. http://www.corestandards.org

GAME CHANGER #4:ACCESSIBLE ASSESSMENTS

Objective:Improve achievement of students with

disabilities as measured against college- and career-ready standards, and close

the achievement gap between students with disabilities and peers.

Transition services better support students with

disabilities’ post-secondary

completion and employment

GAME CHANGER #5

ACHIEVEMENT…AND ACHIEVEMENT GAPS:EMPLOYMENT OUTCOMES

Source: U.S. Bureau of Labor Statistics, Table A-6, Last Modified: 10/7/2011

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ACHIEVEMENT…AND ACHIEVEMENT GAPS:EMPLOYMENT OUTCOMES

Postsecondary Education Category 1990 2005

Ever enrolled in anypostsecondary school 26.3% 45.6%

Ever enrolled in a 4-year college 5.2% 14.3%

Graduated from orcompleted program at 4-

year college0.1% 4.2%

ACHIEVEMENT…AND ACHIEVEMENT GAPS:POSTSECONDARY EDUCATION OUTCOMES

For Young Adults with Disabilities

Objective:Prepare individuals with disabilities for

college and/or career success and independent living.

GAME CHANGER #5:TRANSITION SERVICES

“Nothing is sacred except the promise to the child…”

CCSSO’s Transforming

Education

If other workers only put in 99.9%:

2 million documents would be lost by the IRS each year

500 patients would receive the wrong operation each week

There would be 18 major plane crashes each day around the world

17,000 pieces of mail would be lost at the post office each hour

GIVING 100%56

The Future is Bright

THANK YOUTHANK YOU

How much dirt is in a 6 x 6 x 6 hole?

a. 12 lbs.b. 36 lbs.c. 216 lbs.d. None of the above


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