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WELCOME!

Connie

Today You Will Need

Please Wait While Others Join the Meeting

A printout of the file “district_rubric.pdf”

The title of the document is “Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures —An Assessment and Strategic Planning Process”

Call-In

1-866-244-8528

Enter Pin

303385 and press #

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California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPPTAP) is funded through a contract with the Napa County Office of Education. SPPTAP is funded from federal funds, (State Grants #H027A080116A) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.

George Triest Connie Silva-BroussardSPPTAP

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Use Chat to Ask Questions

Type message in box on (lower right corner) Click into box, type message, press enter

Test Chat Now

Listening by Phone?

george.triest@spptap.org

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Polls

Your Screen Will Change

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Housekeeping

This event is being recorded

Follow-up Survey

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Dr. Shelley Zion

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WEBINAR: NCCREST DISTRICT ASSESSMENT TOOL

Shelley Zion, PhD

January 12, 2011

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OUR AGENDA

Using the NCCRESt Tool The assumptions that frame the tool Development and Uses Organization of tool Getting the right Team on board Agenda for initial training Common challenges/questions Opportunity for follow up questions/call

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Special Education

DISPROPORTIONALITY IS AN EDUCATION ISSUE

WHY DOES CULTURE MATTER?

Cultures in the classroom and classroom cultures

All teaching is cultural

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WHAT’S IN AN EDUCATIONAL SYSTEM?

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Features of Culturally Responsive Educational Systems

Culture, language, heritage, and experiences of ALL students and families are

(1) valued;

(2) respected; and

(3) used to facilitate learning and development.

FEATURES OF CULTURALLY RESPONSIVE EDUCATIONAL SYSTEMS

Practitioners and Administrators assume responsibility for the learning of ALL students from ALL cultural and linguistic backgrounds.

Every student benefits academically, socioculturally & linguistically.

High quality teachers, programs, curricula, and resources are available to every student.

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POLL ACTIVITY

Your screen will change as poll questions are opened and closed.

In the next three questions, you will rank your knowledge and skills related to each item, with 1 being “strongly

agree”, and 4 being “strongly disagree”.

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DEVELOPMENT AND USES

•Developed in 2005-06

•Advisory Group: Included State Directors, District Leaders, SERRC members, Department of Ed, NCCRESt team

•Piloted in 9 states

•Used with districts Id’d as significant disproportionality

•Supported with follow up training and tools

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This self-study tool assists district teams examine policies, procedures, and practices in general and special education to prevent disproportionality, illustrated collaborative practices, appropriate supports, accommodations, curriculum modifications, effective teaching strategies, classroom-based techniques, and intervention to ensure appropriate identification.

• is student performance used to guide instruction and improvement?

STANDARDS:

Core Functions

• are equitable educational opportunities available to and accessed by ALL students?

Instructional Services

• are learning environments designed to support achievement for diverse learners?

Individualized Education

• are children with disabilities ensured access to, participation in, and progress in the general education curriculum?

Accountability

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THE RUBRIC….

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ACTIVITY

I’ll assign each of you one focus area to review- listen for your name and assignment.

Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence.

You will have 5 minutes to review your section and to post (in the chat section) a question or comment. Please include the number of the focus area you reviewed in your question/comment.

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TIME REMAINING

5MINS

Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence.

Post a question or comment. Please include the number of the focus area you reviewed in your question/comment.

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4MINS

TIME REMAINING

Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence.

Post a question or comment. Please include the number of the focus area you reviewed in your question/comment.

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3MINS

TIME REMAINING

Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence.

Post a question or comment. Please include the number of the focus area you reviewed in your question/comment.

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2MINS

TIME REMAINING

Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence.

Post a question or comment. Please include the number of the focus area you reviewed in your question/comment.

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1MINS

TIME REMAINING

Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence.

Post a question or comment. Please include the number of the focus area you reviewed in your question/comment.

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THE TEAM

Superintendent,

Leaders from each division,

School personnel, and

Community members should be selected for the assessment team.

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PROCESS:

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Time Activity

8:30-9:00 Welcome, Overview of Agenda, and Introductions

9-10PPT Presentation: Understanding Disproportionality

Creating Culturally Responsive Educational Systems

10-12 NCCRESt rubric Overview and Activity – Preliminary, individual assessment Team review of individual assessment Review and discussion of elements of rubric- who needs

to be involved; what questions do we need to ask; what work do we need to do to drill down and better understand our data

12-1 Lunch

1-2 Identification of Issues:

open discussion to raise concerns, share information, identify areas of focus

2:00-3:30 Team Planning time

3:30-4:00 Resources Presentation

4-4:30 Wrap up & Next Steps

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ACTIVITY

Now that you’ve seen the assumptions, the tool, the team, and the process, what is your biggest worry?

Post a question in the chat section, and then

Respond with an idea to at least one other person’s question (start your response with the name of the person you are responding to).

We’ll take 5-10 minutes for you to ask and answer a question, then I’ll summarize and respond to themes within the questions.

Following by phone only? Email responses to george.triest@spptap.org

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FACILITATOR SKILLS AND KNOWLEDGE

Facilitators need broad expertise in the ways that districts and

schools are structured,

need to be able to bridge general education concerns and special education processes

should be skilled in facilitating participant conversations that will lead to shared understanding of the levels of the rubric

need to understanding, at a macro level, the distinctions between the levels of the rubric

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POLL ACTIVITY

Your screen will change as poll questions are opened and closed.

In the next four questions, you will rank your knowledge and skills related to each item, with 1 being “expert”, & 4 being

“not prepared”.

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SCHOOL ASSESSMENT TOOL

LOOKING AT PRACTICE- PRACTITIONER BRIEFS

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LOOKING AT PRACTICE- CURRICULUM REVIEW

Diversity Additive Transformational Social Action

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LOOKING AT PRACTICE- PL MODULES

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FINAL QUESTIONS & RESOURCE SHARING

Final questions?

Need a resource? Post your question in chat.

Know of a resource? Find a resource for addressing disproportionality that you like to use, and post the link in the chat section.

WWW.NCCREST.ORG

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THANK YOU!