Transcript of Elise Frattura, Ph.D. Integrated Comprehensive Services for Each and Every Learner.
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- Elise Frattura, Ph.D
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- Integrated Comprehensive Services for Each and Every
Learner
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- We Must Invert a Deficit-Based System To a Proactive or
Asset-Based System A quick look at our history
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- Schools have a culture of Marginalization By race By disability
By language By social class By ability By Sexuality 5
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- School System Norm School System Continues Student Receives
Bandage Student Falls Compulsory Education Short Term Results Other
Students Fail System Continues Short-Term Fixes Norm Unchanged
Bandages Continue Frattura, 2012
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- General Education Guidance Programs At- Risk Program for HS
Students Frattura, 2012 Title 1 Programs Guidance Programs At- Risk
Program for HS Students Early Childhood Programs Programs for
Homeless Children Alcohol and Drug Programs Limited English
Speaking Programs Programs for Students under Section 504
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- General Education Title 1 Programs Guidance Programs Programs
for At-Risk Middle School Students Gifted and Talented Programs
Programs for Students with ADHD At- Risk Program for HS Students
Programs for Nonreaders at the Third Grade Early Childhood Programs
Special Education Programs Programs for Homeless Children Alcohol
and Drug Programs Limited English Speaking Programs Programs for
Students under Section 504 Programs for Teenage Parents Frattura,
2012
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- 3 2 1 Special Education 5%-10% Targeted Interventions 20%
School Wide Interventions 80%
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- General Education Gifted Pull Out Intensive Interventions ELL
Pull Out Intensive Intervention Read 180 Intensive Intervention SRA
ABA Test Taking Pull Outs Intensive Intervention Programs for
Nonreaders at Third Grade Intensive Intervention Math Reading
Recovery Intensive Intervention
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- 3 Special Education 5%-10% 2 Targeted Interventions 20% 1
School Wide Interventions 80% x Title 1 Programs Guidance Programs
Programs for At-Risk Middle School Students Gifted and Talented
Programs Programs for Students with ADHD At- Risk Program for HS
Students Programs for Nonreaders at the Third Grade Early Childhood
Programs Special Education Programs Programs for Homeless Children
Alcohol and Drug Programs Limited English Speaking Programs
Programs for Students under Section 504 Programs for Teenage
Parents Gifted Pull Out Intensive Intervention s ELL Pull Out
Intensive Intervention Read 180 Intensive Intervention SRA ABA Test
Taking Pull Outs Intensive Intervention Programs for Nonreaders at
Third Grade Intensive Intervention Math Reading Recovery Intensive
Intervention
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- General Education Programs for Students with ADHD Frattura,
2012 Over Time We Create More Labeled Students and a Smaller Norm
Group The populations of disabilities increasing are those that are
not medically diagnosed. but educationally Such a practice has the
following results: Reading Interventions Orthopedically Impaired
Math Interventions Autism Behavioral Disabilities Cognitive
Disabilities Gifted Learning Disabilities Early Childhood
Programs
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- In the US - (Sample Categories) Percent of total enrollment
over 35 years (1976- 2011) for students with Learning Disabilities
1.8% to 4.9% Emotional Disabilities.6%-.8% Other Health Impaired.3%
to 1.4% While Biological Disabilities Remained Decreased or
Unchanged Cognitive Disabilities 2.2 to 2.1 (including autism, TBI)
Hearing.2 to.2 Visual.1 to.1
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- Literacy Coaches Boys to Men by interest AP by interest Clubs
and Sports by Interest Tardy Room S.A.P. In House Suspension ESL
Nurse Step Up 8 ts Bilingual Special Education Guidance After
School Tutor Speech & Language Psych Resource SCI DT Inclusion
DVI School Gov. Council SWIS 9 th & 10 th SW BISSW Aide NHS By
Interest Itinerant HI, VI, OT, PT Special Ed Parents
Administration
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- What is your current program model?
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- But some practices were intentional Dean Cubberly (1917-1933)
at Stanford stated: We should give up the exceedingly democratic
idea that all are equal and that our society is devoid of classes.
the wage earner remains the wage earner... One bright child may be
worth more to the national life than thousands of those of low
mentality. Tracking IQ testing offered a seemingly scientific basis
for assigning students to varying curricular tracks
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- As Freire stated in 1970 in his book, Pedagogy of the
Oppressed: It is in the interest of the oppressor to weaken the
oppressed still further, to isolate them, to create and deepen
rifts among them. This is done by varied means, from the repressive
methods of the government bureaucracy to the forms of cultural
action with which they manipulate the people by giving them the
impression that they are being helped. (p. 141)
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- 1
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- Students with the greatest need for a comprehensive education
are required to synthesize the most information from the most
environments and the most teachers 2
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- Eligibility criteria Wait to fail Teach in a manner that a
child does not learn and then offer it again as a double dose
Reactive programs: All Programs 3
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- Into supporting a deficit- based system Administrators Teachers
Classrooms Schools Evaluations 6
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- 7 *Results with low standard cut-scores
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- Findings from District Equity Audits completed for 861 and 961
for the past decade: 2003-2008 32% - 56% 2009-2013 47% -72%
Increase in students eligible for different programs 8
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- Do our program structures increase the gaps in achievement and
behavior? Lets take 10 minutes to discuss
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- What we know 1. Varied achievement within student groupings
positively impacts student achievement. 2. The students who are
isolated the most in ability groupings often are the furthest
behind. Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003) Does
Peer Ability affect student achievement? Journal of Applied
Econometrics
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- Louis, Leithwood, Wahlstrom,& Anderson (2010). State
Leadership, Policies and Practices State Leadership, Policies and
Practices District Leadership, Policies and Practices District
Leadership, Policies and Practices Leaders Professional Development
Experiences Leaders Professional Development Experiences
Student/Fam ily Background School Leadership School Leadership
Other Stakeholders Student Learning School Conditions Teachers
Classroom Conditions
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- At any point, during at least the last 50 years, a synthesis of
available empirical evidence would have suggested, that students
having difficulty at school, especially those disadvantaged by
their socioeconomic backgrounds, learn more when they are working
in heterogeneous rather than in homogenous ability groups (Oakes,
1985,Yonezawa, Wells, and Serna, 2002). Relatively high
expectations for learning, a faster pace of instruction, peer
models of effective learning and curricula that are more
challenging are among the reasons offered for this advantage.
Leithwood, Louis, Andserson, and Wahlstrom (2004)
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- In spite of this evidence, over this same period, the vast
majority of teachers and administrators have enacted practices that
separate students by ability; allowing for the concentration of
instructional resources on the same set of learning problems. Many
teachers have regarded implementing heterogeneous grouping
practices in classrooms as very difficult. Nevertheless, this is
one of the rare examples of professional common sense being just
plain wrong! Leithwood, Louis, Andserson, and Wahlstrom (2004)
Jeannie Oakes (2008)
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- http://www.youtube.com/watch?v=Qaz3JA5terI
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- Acceleration.88 Enrichment.39 Ability Grouping.30 Hattie,
2009,2012; McNulty 2012 Acceleration Has The Greatest Impact On
Student Achievement
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- Aligning our data to our models tracks . programs..intervention
services General Education Tier 1 Core Instruction Programs and
Interventions? Do Perceptions Matters?
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- RtI Inclusion
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- RtI Inclusion
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- RtI Inclusion
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- RtI Inclusion
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- All Pull Out Instructional Format
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- All instruction for all learners, including students with
disabilities, is premised on a rigorous core curriculum for all
students Students with and without disabilities, linguistically
diverse, advanced, and struggling learners are placed in general
classrooms using principles of natural proportions small group
instructional spaces are available for all students
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- 3 2 1 Special Education 5%-10% Targeted Interventions 20%
School Wide Interventions 80% And Target Interventions 100%
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- Balanced Assessment High Quality Instruction Collaborative Team
Work Culturally Relevant Multi-Level System of Support
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- RtI is for ALL children and ALL educators RtI must support and
provide value to high quality instruction Success of RtI lies
within the classroom through collaboration RtI applies to both
academics and behavior RtI supports and provides value to the
balanced use of multiple assessments to inform instructional
practices RtI is something you do and not necessarily something you
buy RtI emerges from and supports research and evidence-based
practices
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- we do not have to segregate to document student outcomes and
progress
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- Aim, expect, and demand 100% at the Common Core Tier 1 for all
students. Aim, expect to lose 20% to 40% out of your Common Core
moving through the Tier process as a separate placement
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- The continuum of services allows for large group, small group,
and 1:1 instruction based on how each child learns, within Tier 1.
Special and general educators, interventionist, Title supports, ELL
teachers, etc. are aligned to specific grade levels (to become
grade-level teams) to share knowledge and expertise with each other
to intentionally increase each others capacity to better service
all learners.
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- Grade Level Support Team Freshman Indirect Support Personnel
Grade Level Support Team Sophomore Indirect Support Personnel Grade
Level Support Team Junior Indirect Support Personnel Grade Level
Support Team Senior Indirect Support Personnel Direct Support
Personnel Assistant Direct Support Personnel Assistant Direct
Support Personnel Assistants Direct Support Personnel Assistants
Direct Support Personnel Assistants Direct Support Personnel
Assistants Adapted from Capper & Frattura, 2009
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- Elementary School Example 6 special educators (currently 2
self-contained and 4 cross-categorical) 2 Bilingual Resource
Support 2 Reading Teachers 45 students speech and language 515
students within the school - 74 with disabilities 2 students with
CD in 5 th grade do not attend the school they would attend if not
disabled will be grandfathered and transferred in 6 th grade 5
students with EBD do not attend the school they would attend if not
disabled and will be transferred to their home school effective
immediately Resulting in a loss of.5 special educator Increase of 2
paras due to students returning from Someplace Else
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- If we continue to use intensive intervention in isolation of
all students (Often suggested in Tier 2 and Tier 3) We will NEVER
develop the capacity of ALL teachers, resulting in more and MORE
segregation, as we have NOT shared our own EXPERTISE
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- Grade-level teams of teachers co-plan and co-serve through
proactive instructional practices for each and every learner within
their grade-based on the principles of universal instruction,
curriculum, and assessment. Using principles of universal
accesscurriculum is differentiated for needs of all learners the
first time the concept is taught versus taught to a normed group of
students and then adapted after the fact (which often occurs in an
inclusion of differentiated model increasing student failure).
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- Personalized learning plans are used for all learners to assist
educators in determining appropriate instructional practices and
documenting progress and aspirations. Therefore, all educators and
all administrators are aligned to support the education of all
learners at the core of teaching and learning.
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- Teaching with student variance in mind as the first
intervention rather than adopting a standardized approach to
teaching which assumes that all learners of a given age/grade are
alike Proactive planning of varied approaches to what students need
to learn, how they will learn it, and/or how they can express their
understandings 6 minute introduction from Dr. David Rose
http://www.youtube.com/watch?v=pGLTJw0GSxk
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- What are your nonnegotiables?
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- 59 2010-11 - TBD
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- District Special Education Incidence Rate 60
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- ACT Test Results Composite Scores Stoughton Compared to
National Scores 61
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- Cornerstone 1: What non-negotiables will you adhere to moving
forward. Cornerstone 2: What will your future model look like?
Cornerstone 3: How will teachers co-plan and co-serve all learners?
Cornerstone 4: Will you align your procedures and practices to your
nonnegotiables?
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- Schools and Districts in Support of Integrated Comprehensive
Services for ALL Students: Understanding the Vision Develop
Non-Negotiables how they will measure everything Define and Align
for a Proactive Infrastructure through grade, building, and
district Level Teams Develop Instructional Capacity through our
infrastructure, position descriptions, professional development,
evaluation, and recruitment. Implement Universal Design Set
Heterogeneous Flexible Learning Groups Develop Teacher Teams in
Support of Collaborative Teams Between Teachers Reallocate
Resources and define Policy to support proactive reform