PowerPoint Presentation

SWPBS ConferenceJoey Hassell, Assistant Commissioner of Special Populations

November 14, 20131One year ago, presented strategic plan Now want to report out on progress

Have learned a tremendous amount Visited all 136 districts

Table of ContentsTennessee Results and National Comparisons

2012-13 Key Priorities and Initiatives

2013-14 Key Priorities and Initiatives

Linking Key Initiatives

TN Special Education Update2EXPLORE and PLAN results show Tennessee making substantial growth over the last three years3EXPLORE (8th grade)PLAN (10th grade)Tennessee ResultsNational NormAfrican American and Hispanic students made even greater progress than their peers4EXPLORE (8th grade)PLAN (10th grade)2010201120122013GainWhite16.016.016.216.4+ 0.4Hispanic14.014.514.614.8+ 0.8African American13.313.413.714.1+ 0.8All Students15.215.315.415.8+ 0.62010201120122013GainWhite17.717.717.918.1+ 0.4Hispanic15.515.816.016.2+ 0.7African American14.814.815.015.3+ 0.5All Students17.016.917.117.4+ 0.4On TCAP, we have made progress each year since moving to new assessments in 2010Grades 3-8Grades 9-12Percent Proficient and Advanced55These gains mean thousands of additional students are performing on grade levelNearly 91,000 additional students are at or above grade level in all math subjects now, as compared to 2010.Nearly 52,000 additional students are at or above grade level in all science subjects, as compared to 2010.*2011 was the baseline year for the Algebra II EOC.620132010201120132010Change graphics to table.6Tennessees gains on TCAP are substantial when compared with other states* In 2011-12, Delaware began providing students with a second opportunity to retake its state assessment, and included in its accountability data only the higher score for any student who took the test twice. http://www.doe.k12.de.us/dcas/files/StateSumOverviewReport2012.pdf; http://news.delaware.gov/2012/06/13/state-tests-show-student-gains/7Top states in percentage point gains, 2010-11 to 2011-123-8 Math3-8 ELA3-8 Math + ELA1DE*10.6%1DE*12.9%1DE*23.5%2TN6.3%2AR6.1%2TN8.7%3NE4.9%3HI4.3%3NE8.1%4WV4.3%4NV3.7%4HI8.0%5HI3.7%5MS3.5%5AR7.1%6NV3.0%6MI3.3%6NV6.7%7MS2.8%7CA3.3%7MS6.3%8WA2.7%8NE3.2%8WA5.5%9ME2.6%9WA2.8%9ME4.8%10AL2.3%10TN2.4%10CA4.7%Educators have grown more positive over time about their work, as measured by the TELL survey8Tennessee ResultsPercent AgreeChange20132011Efforts are made to minimize the amount of routine administrative paperwork teachers are required to do.67.757.4+10.3Teachers have sufficient instructional time to meet the needs of all students.68.561.8+6.7Teachers work in professional learning communities to develop and align instructional practices.85.979.7+6.2Professional development provides ongoing opportunities for teachers to work with colleagues to refine teaching practices.80.074.5+5.5Teachers are recognized as educational experts.84.580.6+3.9Teachers are trusted to make sound professional decisions about instruction.85.782.8+2.9Tennessee educators were more positive overall than any other state that administered TELL99Waiting on go-ahead from Meghan currently embargoed9We look forward to additional results and benchmarks to come10NAEP2013 results for 4th and 8th grade to be released in late October/early November

ACTSlight progress over last two years

More growth expected by 2015PARCCBegins in 2014-15

We aim to be the fastest improving state in the nation by 201511We will measure our success by our progress on NAEP, ACT, and PARCC Tennessee11And we will continue to close achievement gaps as we grow overall achievementand Growth for all students, every year

Faster growth for those students who are furthest behind1212We have defined four strategic priorities to support districts in meeting their ambitious goals13[can go quickly here; each priority has its own slide]13Last fall, we shared six key department priorities for 2012-13Implementation of Common Core State StandardsReconstructed licensure standardsCORE shift to academic supportFocus on students with disabilitiesPerformance of TDOE staffImproved implementation of evaluation1414We made significant progress in the implementation of the Common Core State StandardsCommon Core Leadership Council expanded to 22 members

Summer 2013: 700 Core Coaches and 30,000 teachers participated in training for K-12 reading and math

2012-13: 90 Leadership Coaches and 2,800 administrators participated in Common Core Leadership Course 101

Free resources shared with educators, schools and districts:Task arcs in math and readingModel units in ELA, science, social studies, and CTEAll summer training materials for all grades/subjects available on TNCore.orgCTE literacy resourcesPBS K-3 reading tools available at www.PBSLearningMedia.org 15Teacher perceptions of the new evaluation system became significantly more positive in year two12 point increase in teachers believing the evaluation process helps them as a professional (55% favorable responses)

18 point increase in teachers believing evaluation will improve their instruction (56% favorable responses)

32 point increase in teachers believing the evaluation process is fair (66% favorable responses)

5 point increase in teachers believing their evaluator is qualified to observe them (76% favorable responses)The Tennessee Consortiums 2013 Survey solicited responses from almost 76,000 Tennessee educators; more than 27,000 responded. A report detailing preliminary findings will be released in September 2013.16We have also made progress and established foundations in other key 2012-13 priorities17We have identified key department priorities for 2013-14 intended to further our workCommon Core State Standards and PARCCFocus on reading and literacyRTI2 and students with disabilitiesIncreased support through CORE officesTurning around the bottom five percent of schoolsAccountability system for 2014-15181819Increasing Rigor & Improving Outcomes for ALL StudentsGoals for each of the divisions are preparing students for college and career readiness. We have to raise the expectations for all kids as we move to a world of Common Core State Standards.

CCSS cant be a part of only our C&I core instruction the standards and expectations have to be woven through our work with teachers in CTE and those who work with special populations of students.

Supporting our districts in aligned instructional priorities and aligning resources to to district strategic planning and monitoring

And delivery of a consistent level of support through CORE offices. 19Common Core: Instructional Priorities 20Important to monitor the key instructional questions

TN has made a significant investment in teacher and leader trainings on the standards. It is unparalleled by any state, the number of teachers and leaders who have invested time in learning new processes.

There are several key priorities we have identified for the year these were the focus of summer training, will be the focus of the leadership course and are offered as focus priorities for districts this year.

Opportunities to pilot feedback on implementation.20C&I Resources for 2013-2014 School YearFoundational Reading CoursesCommon Core Leadership Course 101 and 202Common Core Aligned Curricular Materials (units & task arcs)Support use of Formative Assessments (CRA & Writing)Provide other learning supports for teachers and leaders:Online modules on key topicsVideos of teachers teaching from units & arcsSharing free resources for teacher use and teacher PD

2121BeliefsEvery student can learn, demonstrate growth, and has the right to actively participate in high quality, research-based education that maximizes their potential in the least restrictive environment. Specialized education is a continuum of services, not a place.Relationships with all stakeholders, based on respect and understanding will result in making decisions in the best interest of ALL students. Every staff member has the responsibility to teach, support and encourage ALL students. Strong leadership at every level is the foundation of a collaborative and inclusive environment that supports ALL students. High quality professional learning in conjunction with family and community support, empowers all stakeholders to collaboratively build capacity for the success of ALL students. 2222Key Goals of Special Populations23Improving Student OutcomesPrevention InterventionAchievementOutcomes

Manage PerformanceEffective employees at every level of the organization with a focus on improving student outcomes.23Strategic Focus High Quality Instruction and Services for Students

Objective 1: Strengthen efficiency and effectiveness of educators to prevent inappropriate identification of students.

Support students in general education by improving first teaching, implementing effective interventions using tiered model, and performing on-going progress monitoring.

Prevent inappropriate identification of students by improving identification process and maintain/strengthen the search and serve, assessment for eligibility, IEP development and implementation process.

Reduce disproportionate representation of sub-groups in special education by developing interventions for the specific areas with possible disproportionate representation issues within general education before assessments for eligibility.24Strategic FocusObjective 2 : Create a collaborative and integrated system of student support in the Least Restrictive Environment to attain high levels of academic, behavioral, and social achievement.

Effectively deliver instruction and services described in the IEP in alignment with CCSS, ensure consistency of services throughout the state, and implement and expand innovative programs.

Provide targeted support to specific LEAs and institutionalize tiered models of service delivery to improve student outcomes.

Expand opportunities for students with disabilities to participate in general education curriculum.

Engage parents, families, and communities in partnerships.

25Strategic FocusObjective 3: Exit students from special education that have mastered the measurable annual goals tied to the area of deficit and can perform successfully in the general education environment and whose needs can be met by general education interventions.

Prepare students with disabilities for independent living, meaningful work, or post-secondary education through improved and expanded transition programs to be life ready, college-prepared, and/or career ready.

Exit students from special education support.

Redesign and/or create early education services that increase the percent of preschool children with IEPs receiving services with typically developing peers.

Develop guidelines/criteria for IEP team to determine when a student is no longer in need of special education support.

Develop guidelines/criteria for IEP team to transition students from special education to general education programs.

Ensure that general education is the base program for all students and special education is a supplemental support.

26Strategic FocusPromote developmental outcomes and family involvement for children birth to 5 years with developmental delays and/or disabilities

Objective 4: Create family focused supports in natural environments to optimize young childrens learning to close the achievement gap.

Implement public awareness and child find activities for early identification of children with disabilities.

IFSP / IEP development in accordance within federal timelines.

Provide intervention strategies in the childs natural/least restrictive environment.Achieve state targets for Early Childhood Outcomes (ECO).

Facilitate seamless transition from Part C (TEAIS) to Part B, 619 (Preschool).

27Strategic FocusSystem of Accountability

Objective 5: Mitigate and manage high risk areas within the organization.

Integrate accountability systems that promote performance while adhering to all federal and state regulations.

Establish external and internal communication systems and data sharing around instructional, operational, and legal areas.

Use data strategically to influence legislation and policies that address the needs of all students, families, and staff.

Use formative (i.e. quarterly data pulls) in addition to summative data (i.e. local LEA determinations) to drive the technical assistance afforded to districts in need.

28Strategic FocusEffective Employees at Every Level

Objective 6: Use data to evaluate and improve instruction, services, and support.

Integrate TEAM in SPED focus areas.

Target training.

Collect and use assessment and evaluation data to evaluate and improve instruction, services, and operational support.

Recruit, grow, retain and reward high quality educators

Optimize Our Financial Asset

Objective 7: Align funding allocation appropriately to strategy.

29Policy ChangesRTIAs of July 1, 2014, RTI will be the only way to identify a student with a Specific Learning Disability

Evaluation timeline changes As of January 29, 2014 TN is changing to a 60 calendar day evaluation timeline which aligns with federal guidelines. A program will be implemented within 30 calendar days from eligibility determination.

Short term objectivesIDEA 2004 reauthorization eliminated the requirement that for benchmarks or short term objectives in IEPs other than the 1% of students

3030Setting the StageContinuum of ServicesSpecial Education is the Most Intensive Intervention3131

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33Remediation vs. InterventionRemediationTier I CCSSBenchmark DataSummative AssessmentFormative AssessmentInterventionTier II/IIISpecific Areas of DeficitUniversal ScreenerProgress MonitoringIEP Goals Written to Address34Tier 1 CCSSApplication to Students with DisabilitiesStudents with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 300.39, 2004).

How these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.

Students with disabilitiesmust be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers. Application to Students with Disabilities 3535District and School TeamsSkills Based Universal ScreenerAssessments (ongoing and progress monitoring)Recommended Instructional Time Fidelity MonitoringParent InvolvementProfessional Development

Common Across the Continuum of ServiceRTI through Special Education36

37Tier II InterventionsA change in intervention will be considered within each tier before moving to the next tier of intervention. 8-10 data points (if progress monitoring every other week) OR 10-15 data points (if progress monitoring weekly) are needed to make a sound data based decision. Number of data points reflects empirical research required to make an informed data based decision.The intervention must have empirical evidence supporting its use in remediating the area of suspected disability (i.e., Basic Reading Skills).A skills based progress monitoring tool must be able to provide evidence that the student did not make a sufficient amount of progress in the area of deficit.

39High quality research based intervention in specific area of deficit (more intensive than Tier II intervention)Research shows 3-5% will need Tier III45-60 minutes of explicit instruction daily, small groupsUniversal Screener (K-8, recommended 9-12)(Based on national norms)Survey/Specific-Level assessment (process to determine the basic skill area of deficit)

Then.what should special education intervention look like?What does Tier III Intervention tell us?40Considerations of Continuum of ServicesHave we determined students need the most intensive interventions?Can their needs be met with a less intensive intervention?Do we have evidence that the less intensive intervention is not working?

Do we have data to support our decisions?Have we determined interventions provided were not successful?What else do we need to determine level of intervention required to meet student need?Does the students disability negatively impact them within the general education curriculum?

4141So lets look at the continuum of services!ALL Areas of deficitDo we have what is needed to determine the level of intervention required to make the student successful?What have we determined are the needs?Have we considered all the data?What are the deficit area(s)?Have we determined the student requires special education intervention (the most intensive intervention within a school).Do we have what is needed to develop an IEP that will assist in driving intervention for students that may be eligible.

4242Students learn what we expect them to learnWe have to teach them ALLwell!43