The Leadership Challenge in Graduating

Students with Disabilities

It’s Everybody’s Business!

Joy Eichelberger, Ed.D.Pennsylvania Training and Technical Assistance

Network

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Goals of the Session

Examine leadership qualities and behaviors required to meet the challenge of dropout prevention

Connect effective leadership principles and effective teaching principles to the tasks and challenges of graduating students with disabilities

Analyze existing program and service delivery models and develop strategic interventions to improve graduation rates for students with disabilities

Initiate a thoughtful examination of our will (commitment) to graduate students with disabilities.

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What We Know!

Complex Constructs Dropout Prevention

What: Definitions Why: Reasons Who: Program Focus How to Respond: Effective Strategies

Leadership Leader/follower studies Trait models Situational leadership Effective Leaders Contingency Models Non-leader Leadership

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What We Know

Drop out Prevention Complex Involves multiple agencies Defined in various ways

Event Status Cohort High school completion rate

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Who Leaves School

0

10

20

30

40

50

60

70

80

Overall Latino

Green and Forster,

2003

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How Big Is the Problem?

In the 1999-2000, 29.4% of all students with disabilities in grades 9-12 dropped out of school.

Over 85,000 students with disabilities dropped out of school, enough to fill over 1,770 school buses

National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000.

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Why is Dropout a Serious National Concern?

Students with Disabilities

Nationwide, dropout rates among students with disabilities for all categories of disability combined is approximately double that of general education peers.

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Why is Dropout a Serious National Concern?

Dropout rates vary substantially among the various categories of disability.

Students with emotional and behavior disorders [EBD (51.4%)]

Students with learning disabilities [LD (27.6%)]

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Why Students Leave School Student related

Absenteeism Tardiness Disciplinary

infractions Poor academic

achievement Substance abuse Pregnancy Legal issues Truancy Lack of motivation

School related Lack of academic

counseling Mismatch of

instructional methodology

Cultural insensitivity Suspension and

expulsion policies

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Why Students Leave School Community related

Low value on education Lack of social services and community support Lack of business partnership Lack of coordination with community-based

organizations

Family related Low economic status Lack of parental support High family mobility Non-English speaking family

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Effective Strategies1. Systemic Renewal

2. School-Community Collaboration

3. Safe Learning Environment

4. Family Engagement

5. Early Childhood Education

6. Early Literacy Development

7. Mentoring/Tutoring

8. Service-Learning

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Effective Strategies

9. Alternative Schooling

10.After-School Opportunities

11.Professional Development

12.Active Learning

13. Educational Technology

14. Individualized Instruction

15. Career and Technical Education (Dr. Larry Kortering)

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Lessons Learned

Dropping out is a process of disengagement that begins early and requires early intervention.

Dropout Prevention should focus on a “good outcome” and not simply preventing a bad outcome.

A focus on enhancing students’ connection with school and facilitating successful school performance is a promising approach for improving school completion

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Lessons Learned

Factors associated with dropping out of school are numerous and some cannot be easily altered to change the trajectory of dropout and school completion rates

Factors Can be categorized into two major types: Status Alterable

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Lessons Learned There is not one best program or

intervention.

Dropout issues must be considered in the context of other educational reforms (e.g., accountability, high academic standard, school restructuring) and not as an isolated appended program.*

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Lessons Learned

Students dropout for a variety of reasons

Attending to student perspectives about dropping out provides additional information to strengthen programs designed to help students with disabilities stay in school and graduate.

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What We Know

Effective Instruction! School-wide behavior supports (Dr. Gloria

Campbell Whatley and Dr. Cathy Kea)

Focus on adjusting school climate rather than changing students

Reading Instruction Progress Monitoring

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InstructionalDesign

Instructional Delivery

Effective Teaching

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2. Cue Set

3. Best Shot Mini

Lesson

4. Guided PracticeActivity Period

5. Independent Practice

6. Formative Assessment

7. Closure

8. Summative Assessment

Check for Understanding Teacher Questions Student Questions Partial Information Paraphrase

Active Participation See-Listen Talk-Write

Projected Enthusiasm for Learning

Instructional Design1. Identify the Learning

Using Knowledge Meaningfully Extend Knowledge Refine Knowledge

Integrate Knowledge Acquire Knowledge

“Know and Be Able To Do”

Hearing WordsLooking At PicturesLooking At An ExhibitWatching A DemonstrationParticipating In A Discussion

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Ten Effective Teaching PrinciplesTen Effective Teaching Principles

1. Engaged Time

2. Success Rate

3. Content Coverage/Opportunity to Learn

4. Grouping for Instruction

5. Scaffolded InstructionEllis, Worthington, et. al., 2001

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Ten Effective Teaching PrinciplesTen Effective Teaching Principles

6. Addressing Forms of Knowledge

7. Activating & Organizing Knowledge

8. Teaching Strategically

9. Making Instruction Explicit

10. Teaching Sameness in the Curriculum

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Engagement Time

Principle 1: Students learn more when they are engaged actively during an instructional task.

…time is an important instructional variable!!

Engaged Time Achievement

Engaged Time

Achievement

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Engagement Time

Three aspects of time that directly impact student learning:

1. time allocated for the activity

2. degree to which students are engaged during the allocated time

3. the rates of success the students experience while engaged in the activity

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Engagement Time

Academic Engaged Time

The amount of allocated time a student spends actively engaged in appropriate tasks that s/he can perform with a

high rate of success.

This is learning!!!

BTES

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Effective Leaders: What We Know

Challenge the process

Inspire a shared vision

Enable others to act

Model the way

Encourage the heart

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Effective Leaders

Believe that Schools are for Student Learning

Listen and Communicate

Are Proactive

Take Risks

Act on what they know (data-driven decision makers)

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Effective Leadership requires ….

1. Clear vision

2. Beliefs and mission (purpose)

3. Purpose &Priority - Commitment to the “Main Thing”

4. Goals (focus)

5. Connected Workscope Tasks / Strategic Alignment of goals, tasks, resources

6. Inter and intra community links

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1. Establishing Clear Vision

The role of Beliefs and Core Values

The effectiveness of school improvement strategies is tied to how well the strategies developed are tied to the values, beliefs and technical skills of educators…..

Newmann and Wehlage (1995)

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Vision: Compelling Features

Expresses belief in a future that is better than the present

Has a clear timeframe

Helps the community rise above daily worries

Elevates the community

Springs from core values and beliefs

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Vision: Compelling Features

Springs from core values and beliefs

Is clear and articulate

Is clear enough that all members can “find” themselves in it

Has the power to move people emotionally

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2. Beliefs

Fundamental Values

Ethical Code

Convictions*

William J. Cook, 1995.

Character

Heart and Soul

Moral Commitments

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Liberating and Limiting Beliefs

Life-liberating Beliefs All children are capable of

high achievement

You are not suppose to understand everything the first time around

Consistent effort is the main determinant of success

Life-limiting Beliefs Only a few and the bright can

achieve at high levels

Speed is what counts, faster is smarter

Inborn intelligence is the main determinant of success

Jon Saphier and D’Auria, 1993

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MISSION

Expression of Purpose and Function

Acknowledges Reality

Aspires to the Ideal

Reflects the Vision of the Leader

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3. Purpose and Priority

Defines The Main Thing

What we know about the main thing People have different perceptions about what the main

thing is People quit when the main thing gets fuzzy

Gets everyone on the same page

Monday Morning Leadership

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4. Goals

Specific targets that fulfill your purpose and set your direction

Lofty, challenging and reasonable

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5. Aligned/Connected Workscope

District’s Vision and Goals

School Reform Efforts

Professional Development

Community

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6. Community Links Business

Community Centers

Mental Health

Social Services

Higher Education

Worship Centers

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Aligned/Connected Workscope

Responsibilities and Tasks

Inter and Intra Office Connections

Goal Setting Long Term Short Term

Establishing Priorities

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Leaders…..

Create opportunities for connections

Foster collaborative environments

Facilitate shared decision making

STAND FOR SOMETHING

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Leaders….

Identify stakeholders and provide opportunities for stakeholders to establish common goals and interventions and evaluations systems

• Work on processes for members of the system to share information and create new information

Margaret Wheatley, Leadership for Change, 2001

Margaret Wheatley on “Leadership for Change”

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LEADERS….

ACT AS THE CONSCIENCE OF THE SYSTEM KEEPING ALL

STAKEHOLDERS FOCUSED ON IT’S INTENDED PURPOSE.

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Summary: What leaders do! Establish vision and

set direction Affirm and articulate

values Motivate Achieve unity Model Build Trust

Listen and explain Represent the

organization Come early, stay late Involve others in

decision making Communicate,

communicate and communicate

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What We Do

Implement splinter or isolated programs Tutoring Pregnancy

Ignore the impact of general education curriculum

Minimize the power of relationship and connectedness People Organizational structures

Inter and intra

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The Challenge Focus on Student Achievement

Meeting the Mandates

Changing Mindsets

Multiplicity of Tasks

Broad Constituencies

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The Challenge

Transforming what we know into what we do (research to practice)

Bridging the gap between what we know and what we do

Getting in touch with what we believe and trust

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The Challenge

Applying principles of effective leadership to the drop out prevention issue

Developing a comprehensive plan to address drop out prevention with a focus on effective instruction

Committing Our Will!

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THE OPPORTUNITIES

Improving Student Achievement Meeting Educational Requirements Sharing Responsibility Across

Constituencies Visioning for All Students Reculturing Vs Restructuring Expanding Student Opportunities Safer Communities

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Why We Do What We Do

Comfort Lack of Resources Lack of Will

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Strategic PlanningAlignment of GoalsInstructional Implementation Integrity

AccountabilityCollective Will

Off the Dime!

Moving from where we are to where we need to be!

5010/22/2004 23

THE FRAMEWORK…

Beliefs and Mission

Sup

port

ing

Stru

ctur

es

Policies and Procedures

Governance and S

tructure

Dropout PreventionDropout Prevention

Profe

ssion

al

Learn

ing

Profe

ssion

al

Learn

ing

AssessmentAssessment

Technology

Technology

CurriculumCurriculum

Standar

ds

Instruction

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Beliefs and Mission

1. Reflects commitment to graduating students with disabilities

2. Commitment to graduating students with disabilities is written and articulated throughout the district

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Governance and Structure

Organizational Infrastructure Authority for Schools Authority for Special Education

Supports, Services and Programs Administrative Responsibility for

Personnel Fiscal Responsibility Special Education Provider(s)

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Policy and Procedures:

Connecting Pieces of Puzzle

IDEA and Carl Perkins

NCLB

Title I and

II

Drop out Prevention

State and Local Policy

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SUPPORT STRUCTURES

•Family Partnerships•Community Linkages

Mental HealthHigher EducationCorporate and Business

•Professional Learning•Other Community Agencies

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THE FRAMEWORK…

Beliefs and Mission

Sup

port

ing

Stru

ctur

es

Policies and Procedures

Governance and S

tructure

Dropout PreventionDropout Prevention

Profe

ssion

al

Learn

ing

Profe

ssion

al

Learn

ing

AssessmentAssessment

Technology

Technology

CurriculumCurriculum

Standar

ds

Instruction

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A Question of Will!!

Can we pull this off?

Do we have the will to change the destiny of students with disabilities?

Do we trust that we really know what we’re doing?

Do we feel empowered to turn the course around?

Do we feel accountable for the outcomes of student at risk for leaving school prior to graduation?

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Can we pull this off?

1. TRUST that at least 9 out of every 10 students will be achieving at or above academic proficiency levels?

2. Accept RESPONSIBILITY for ensuring that at least 9 out of every 10 students are achieving at/above state proficiency standards?

To what extent do you yourself:

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Can we pull this off?

To what extent do you yourself:3. Accept accountability for ensuring that 9 out

of 10 students achieving at/above state proficiency standards by the end of 2014?

4. Feel empowered to act in a way to influence the success of the students and the system you work for?

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Are We Willing?