Guidance from the CSDE on SRBI Implementation May 14, 2010 CAPSS Assistant Superintendents’...
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Transcript of Guidance from the CSDE on SRBI Implementation May 14, 2010 CAPSS Assistant Superintendents’...
Guidance from the CSDE on SRBI Implementation
May 14, 2010CAPSS Assistant Superintendents’ Meeting
Mary Anne Butler, Education ConsultantIris White, Education Consultant
Bureau of Accountability and Improvement
Goals for Today
• Understand the CSDE structures for SRBI support
• Update on CSDE work related to SRBI• Discuss common implementation questions
from the field
SRBI Organization at CSDE
Core SRBI TeamMary Anne Butler
[email protected] Daigneault
[email protected] Salazar Glowski
[email protected] White
SRBI Organization at CSDE
Policy CommitteeResponsible for making decisions related to SRBI
issues under controversy internally or in the field.
Internal SRBI Expert CommitteeResponsible for communication among bureaus
about issues related to SRBI including publications, practices, and questions from the field.
External Team
SRBI State Leadership Team• Responsible for the coordination of
communication among CSDE, RESCs and SERC around SRBI related issues
• Responsible for the development and execution of a 3 year state plan for the successful implementation of the SRBI Framework statewide
SRBI Basics
• Continuously improve teaching and learning with success in mind for all students
• Provide students appropriate instruction/supplemental instruction when needed
• Collaborate to make instructional decisions• Reallocate school resources• Eliminate the IQ performance discrepancy formula for LD identification
SRBI-What it is!• Evidence based practices in academic and
behavioral domains• Distinctive combination of practices that best fits
each unique school context and community• Practices are coordinated at a school-wide level
to best leverage personnel, expertise, materials and resources
• Data driven instructional decision making-Neag School of Education, UConn, Michael Coyne, 2010
SRBI-What it is Not!
• A program, package or product• One size fits all• Only top-down or bottom up• A special education initiative• Just for learners who are struggling• Anything new• Business as usual
-Neag School of Education, UConn, Michael Coyne, 2010
SRBI Framework for School ImprovementInstruction
Assessm
ent
Stra
tegi
c D
ecis
ion-
Mak
ing
Data teams
Current SRBI Work
• 3 Year Plan– Quarterly Bulletin via SERC– Topical SRBI papers
• Revised SRBI Training• High School Think Tank
SRBI Three Year PlanStrategic Goal 1: Refinement of key elements and underlying principles for the implementation of all training and technical assistance.
Strategic Goal 2: To provide differentiated professional development around SRBI.
Strategic Goal 3: Expand and improve intra and inter-agency communication and consistency regarding SRBI.
Strategic Goal 4: Assess effectiveness of our work.
High School Think Tank
• Initial planning session • Survey of needs and promising practices• Planning team assess 4 major areas of interest• Design two day round table discussions with
local and national practitioners (May 20/21)• Next steps
Revised SRBI Training
• Condensed one day Basic SRBI training– Focus on Tier I instruction– Discussion of supplemental instruction via case
studies
• Two day Implementation Overview– Interactive review of district, school and finally
classroom data– Review of instructional implications– Sharing of local talent and case studies
District SRBI Implementation
Does the CSDE expect districts to have a formal plan for the implementation of SRBI?
• Required for extensions• No formal requirement • Many models in use• Affords strategic implementation
Accountability for Implementation
Does the CSDE have a formal accountability plan to evaluate the implementation of SRBI in our district?
• School Improvement Framework• Supports efforts to achieve AYP
Implementation Nuances
Does the implementation of SRBI look different at the elementary, middle and high school levels?
• Availability of instruments varies widely• Assessments move from skill- based to content
based as you move up the grades• Practical considerations vs. technical parameters• Focus needs to be on improving Tier I at all levels
Data Teams and SRBI
Does the implementation of SRBI require the establishment of an additional data team beyond the school and instructional data teams?
• Look at the work of the team not its name• Use protocols to ensure an outcome• Understand the recursive nature of the work• Ensure adequate time is available
Emphasis on Core Instruction
What should an administrator look for as indicators of quality Tier I instruction?
• Effective questioning strategies• Use of differentiated instruction strategies• Student access to content through a range of
appropriate texts• Flexible grouping
Comprehensive Assessment System
Does the CSDE require the use of specific universal screening instruments and progress monitoring instruments?
• CSDE does not endorse specific vendors or products• Districts should inventory current assessment
practices and instruments• Assessment instruments will vary based on content
and grade level
Communication
What does the CSDE expect schools to do specific to frequency and kind of communication with parents regarding student progress in supplemental services?
• Tier II and III interventions are part of the general education program
• Prudent practice to inform parents of the process and of student progress
• Pro-active communication encourages partnership
Shared Ownership
What are the expectations of special educators and general educators in the implementation of SRBI?
• Collaboration between general educators and special educators is critical at all tiers of instruction
• Both special educators and general educators may serve as interventionists
• Opportunity for internal professional development and capacity building
Interventionists
How do we determine who is the best interventionist?
• Identify the need of the student(s)• Evaluate staff expertise in the area• Consider the reallocation of time and resources
ParaprofessionalsWhat are some appropriate roles for paraprofessionals
in the SRBI framework?• Assist teachers with screening, benchmarking and
progress monitoring assessments • Record observation of behavior and learning
strategies• Enter assessment data into a management system• Serve as a member of the intervention team• In all roles, paraprofessionals must be under the
direct supervision of a teacher and complete specialized training.
Questions & Comments
Mary Anne Butler [email protected] White [email protected]
SRBI Website www.ct.gov/sde/SRBI