School Leadership

Early Childhood and Special Education

School Leadership

Early Childhood and Special Education

Richard Barbacane

Professional Outreach Associate National Association of Elementary School Principals

Richard Barbacane

Professional Outreach Associate National Association of Elementary School Principals

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April 25, 2011

Normal, IL

April 25, 2011

Normal, IL

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Leadership and the Learning Continuum

2010 Census Trends2010 Census Trends 2010 Census Trends2010 Census Trends

Considerations for Educators

Considerations for Educators

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SOCIETAL TRENDSSOCIETAL TRENDS

• Our age is catching up to us– Social Security

1950--16 workers for every recipient 1960--5 to 1 This year--approx. 3.2 to 1 2030--when “boomers” are 66-84: 2 to 1

• Our age is catching up to us– Social Security

1950--16 workers for every recipient 1960--5 to 1 This year--approx. 3.2 to 1 2030--when “boomers” are 66-84: 2 to 1

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LIFE TRENDSLIFE TRENDS

• People are living longer

• Life expectancy :– in 1789 :35 years– in 1935 : 59.7 years– in 2000 : 76+ years– in 2010 : 83+ years

• People are living longer

• Life expectancy :– in 1789 :35 years– in 1935 : 59.7 years– in 2000 : 76+ years– in 2010 : 83+ years

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BIRTH RATE IN THE UNITED STATES

BIRTH RATE IN THE UNITED STATES

• Birth rate is declining

– 1919 - 3.01 per 100 population– 2000 - 1.44 per 100– Replacement rate is 2.1 per 100 While schools grow

Medical AdvancementsImmigration

• Birth rate is declining

– 1919 - 3.01 per 100 population– 2000 - 1.44 per 100– Replacement rate is 2.1 per 100 While schools grow

Medical AdvancementsImmigration

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CHANGING FACE OF AMERICA

Early 20th century----Europe

End of the century­ Asia­ Spanish speaking

countries­ Considerations

Achievement gaps Teachers as role

models Education preparation

programs7

MOVE OVER ATOM-HERE COME THE BITS

MOVE OVER ATOM-HERE COME THE BITS

• 80% of all scientists who ever lived--are alive today

• Change is rapid• Satellites girdle the

globe• Internet has brought

the world to our fingertips

• E-mail and smart-phones have made communication instantaneous

• 80% of all scientists who ever lived--are alive today

• Change is rapid• Satellites girdle the

globe• Internet has brought

the world to our fingertips

• E-mail and smart-phones have made communication instantaneous

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21st CENTURY TECHNOLOGY21st CENTURY TECHNOLOGY

• Profound effect on-

– Every person

– Every organization

– And every nation on the face of the earth - eg. Libya and Egypt

• Profound effect on-

– Every person

– Every organization

– And every nation on the face of the earth - eg. Libya and Egypt

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P-16: Envisioning a PipelineP-16: Envisioning a Pipeline

Our GoalOur Goal“If people begin to see the educational system as a single entity through which people move, they may begin to behave as if all of education were related.”

Harold Hodgkinson in “All One System’, 2000

“If people begin to see the educational system as a single entity through which people move, they may begin to behave as if all of education were related.”

Harold Hodgkinson in “All One System’, 2000

What is the Logic behind P-16?

What is the Logic behind P-16?

Regardless of the type of system a state or local community chooses, it is important to note that the goal is the same: to create a system of education that links and coordinates each education level into a seamless system fundamentally guided by the principle that success in college begins in prekindergarten

Education Commission of the States

ECS reports that over 30 states now have P-16 initiatives

Regardless of the type of system a state or local community chooses, it is important to note that the goal is the same: to create a system of education that links and coordinates each education level into a seamless system fundamentally guided by the principle that success in college begins in prekindergarten

Education Commission of the States

ECS reports that over 30 states now have P-16 initiatives

What Keeps Us from Seeing the

Pipeline? What Keeps Us from Seeing the

Pipeline? Focus on our own immediate issues and needs

Fragmentation across levels and content areas

Divisions across general, special and technical education

Ineffective articulation between secondary, post–secondary and employment

Lack of relationships that undergird communication

Insufficient opportunities to learn about levels that precede and follow our own

Infrequent opportunities to track a goal attainment throughout the entire pipeline

Focus on our own immediate issues and needs

Fragmentation across levels and content areas

Divisions across general, special and technical education

Ineffective articulation between secondary, post–secondary and employment

Lack of relationships that undergird communication

Insufficient opportunities to learn about levels that precede and follow our own

Infrequent opportunities to track a goal attainment throughout the entire pipeline

Think/ Pair /ShareThink/ Pair /Share

To what extent is the ‘pipeline’ open for your students?

Y N Do you know how the elementary schools in your district are doing academically?Y N Do you know how the middle schools in your district are doing

academically?Y N Do you know what career education takes place in middle school?Y N Do you have opportunities to talk with elementary and middle school teachers about your connected work? Y N Can you describe your school’s approach to support in the ninth grade? Y N Do you know how your high school/tech center is doing academically? Y N Do you have a full picture of the career education and career assessment takes place in the HS years?Y N Do general education, special education and CTE teachers talk together about common goals and common responsibilities? Y N Do you know the drop out/non-completion rate for your school? Y N Do you know the drop out/non-completer rate for your program? Y N Do you know how your graduates are doing in post-secondary?Y N Do you know how your graduates are doing in employment?

How many ‘yes’ responses did you have?

10-12 8-10 6-8 Less than 6

To what extent is the ‘pipeline’ open for your students?

Y N Do you know how the elementary schools in your district are doing academically?Y N Do you know how the middle schools in your district are doing

academically?Y N Do you know what career education takes place in middle school?Y N Do you have opportunities to talk with elementary and middle school teachers about your connected work? Y N Can you describe your school’s approach to support in the ninth grade? Y N Do you know how your high school/tech center is doing academically? Y N Do you have a full picture of the career education and career assessment takes place in the HS years?Y N Do general education, special education and CTE teachers talk together about common goals and common responsibilities? Y N Do you know the drop out/non-completion rate for your school? Y N Do you know the drop out/non-completer rate for your program? Y N Do you know how your graduates are doing in post-secondary?Y N Do you know how your graduates are doing in employment?

How many ‘yes’ responses did you have?

10-12 8-10 6-8 Less than 6

Do Some Current Strategies Work across the P-16 Pipeline?

Do Some Current Strategies Work across the P-16 Pipeline?

We believe that are at least 2 coherent practice strategies that work across the pipeline:

o Response to Intervention (RTI)

o Intentionality at Transitions

We believe that are at least 2 coherent practice strategies that work across the pipeline:

o Response to Intervention (RTI)

o Intentionality at Transitions

What Does It Mean to be ‘Intentional at Transitions’?

What Does It Mean to be ‘Intentional at Transitions’?

Transitions are important; every transition!

o EC to School Ageo Elementary to MSo MS to HSo HS to post-secondary and employment

During the MS and HS years, transition is ongoing...not episodic!

The ninth grade year is critical!

Transitions are important; every transition!

o EC to School Ageo Elementary to MSo MS to HSo HS to post-secondary and employment

During the MS and HS years, transition is ongoing...not episodic!

The ninth grade year is critical!

IMPROVING STUDENT

ACHIEVEMENT

What we can doWhat we can do

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LEADERSHIP

» Shared

» Inclusive

» Respectful

» Student outcome driven

» Shared

» Inclusive

» Respectful

» Student outcome driven

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Three Areas for Consideration

Early Childhood

English Language Learners

Special Education

Leading

Early Childhood

Learning Communities

What

Principals Should Knowand Be able

To Do

Contents

Standard

Overview of Standard

Elements and Explanation

Focus on Practice

Principal Voices

Contents

Research

Questions for Further Reflection

Self Assessments

“ For More Information “ Section

Rationale -- Expand the Continuum

of Learning

•Learning Begins Before Birth

•School Readiness

•Return on Investment

•Graduation Rates

•Special Education Services

•Incarceration

Standard 1; Embrace Early Childhood Learning

Elements

Continuum from birth through grade 3Brain research, learning styles, training

Engage the school communityInformal settings, cross grade and level observations

Balance leadership and managementSupplies, furniture, sinks, transportation

Articulate the value of early intervention

Standard 1-- continued

Standard 2; Engage families and Communities

Elements

Support families as children’s first and most influential teachers

Visits, opportunities, communications

Provide experiences informed by young children’s cultural and community experiences

Build bridges between schools, CBO’s and care givers

Build coalitions to strengthen learning

Standard 3; Promote Appropriate Learning Environments

Elements

Developmentally and age appropriate

Create relationships that provide the foundation for learning

Develop children’s social and emotional skills

Provide facilities that promote health and safety

Standard 4; Ensure Quality Teaching

Elements

Foster young children’s eagerness to learn

Readiness, thoroughness, continuous and joy

Build their foundation around early literacy and numeracy

Provide ongoing professional development

Standard 5; Use Multiple Assessments for Learning

Elements

Support teachers in guiding student growth

Use data from assessments

Share information within the system and with other providers

Educate parents and report progress to them regularly

Standard 6; Advocate For High-Quality,

Universal Early Childhood Education

Elements

Advocate for the needs of young children in your community

Become familiar with early childhood funding streams and policy issues

Keep the public and policy makers focused

English Language Learners

Need

Requirement

Priority

IDEA Partnership 31

All educators want students to learn.

All parents want students to learn.

All students want to learn.

All educators want students to learn.

All parents want students to learn.

All students want to learn.

Belief Statements…Belief Statements…

February 2011

Shifts in Teaching and Learning…

Shifts in Teaching and Learning…

IDEA Partnership 32February 2011

IDEA Partnership 33

National focusNational focusClosing achievement gaps

Emphasizing high quality, scientifically-based instruction and interventions

Holding schools accountable for the progress of all students in meeting grade level standards

Closing achievement gaps

Emphasizing high quality, scientifically-based instruction and interventions

Holding schools accountable for the progress of all students in meeting grade level standards

February 2011

Effective practices for ELLsEffective practices for ELLsAttend to language developmentBuild on background experiencesFocus on building understandingProvide multiple opportunities for

practice and applicationUse repetition and redundant informationAssess frequentlyReteach as necessary

Attend to language developmentBuild on background experiencesFocus on building understandingProvide multiple opportunities for

practice and applicationUse repetition and redundant informationAssess frequentlyReteach as necessary

February 2011 IDEA Partnership 34

Source: Center for Research on the Educational Achievement and Teaching of English Language

Learners

IDEA Partnership 35

Essential Component: Problem-

Solving Method

Essential Component: Problem-

Solving MethodWhat is the problem?

Why is ithappening?

What should be done about it?

Did it work?

February 2011

IDEA Partnership 36

MTSS Problem Solving Team

Student’s Classroom Teacher

Administrator/ Designee General Educators (2-3 recognized

by peers for their expertise)

Parent Student (when appropriate)

February 2011

IDEA Partnership 37

Additional Resource Team Members to be

included as needed

Additional Resource Team Members to be

included as neededBehavior/Mental Health specialist (school

psychologist, social worker, nurse and/or counselor)

Special Education representative (learning specialist or speech pathologist)

Language Specialists (ELL, ESL, Bilingual, etc. )

Other Specialists (OT, PT, Adaptive P.E., Vision/Hearing Specialists, Assistive Technology, Transition Coordinator, etc.)

Behavior/Mental Health specialist (school psychologist, social worker, nurse and/or counselor)

Special Education representative (learning specialist or speech pathologist)

Language Specialists (ELL, ESL, Bilingual, etc. )

Other Specialists (OT, PT, Adaptive P.E., Vision/Hearing Specialists, Assistive Technology, Transition Coordinator, etc.)

February 2011

Simultaneous, multi-level leadership

Simultaneous, multi-level leadership

Classroom TeachersRelated Service PersonnelBuilding AdministrationCorporation AdministrationSchool BoardParents/FamiliesCommunity-at-large

Classroom TeachersRelated Service PersonnelBuilding AdministrationCorporation AdministrationSchool BoardParents/FamiliesCommunity-at-largeDe

cisio

n-m

akin

g an

d Su

ppor

t

38IDEA PartnershipFebruary 2011

Special Education

A Service

Not a Placement

IDEA FAPE LRE IEP 504 AYP LS ES ASD LD EIS SBMH Due Process Data Pre-Hearing Hearing Transition Consent Advocates Student/Parental Rights ESEA

School leadership and Special Education

What is an appropriate education

Who is eligible for special education services

Statutes/Polcies -- federal, state, local and building

Accommodations and assessments

StaffingGeneral education, special education,itinerant,paraprofessionals

Collaboration

Communication

Shared responsibility

Roles, rights and responsibilities

Records management

Reporting requirements

Discipline ---- suspension ---- expulsion

FINAL THOUGHTS

Relationships

Think

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