CORRECTIVE ACTION PLAN MEETING

CORRECTIVE ACTION PLAN MEETING October 18, 2006 9:00 am ~ 2:00 pm 1 It’s about ED 2 It’s all about ED… Every ED 3 Every ED 4 ! 5 • • • • • • • messy isolated not included hard to manage (multiple personalities) took tremendous resources subject to attack from the outside & inside threatening 6 Every ED’s Past and …………………………UGLY! 7 8 9 SPECIAL ED REGULAR ED GIFTED ED INDIAN ED GENERAL ED REMEDIAL ED VOC ED BILINGUAL ED EARLY ED HIGHER ED 10 UGH ! 11 SPECIAL ED REGULAR ED GIFTED ED INDIAN ED GENERAL ED VOC ED REMEDIAL ED BILINGUAL ED EARLY ED HIGHER ED 12 ED 13 The process for Every Ed Define the Problem What is the problem & why is it happening? Evaluate Did our plan work? Develop a Plan What are we going to do? Implement Plan 14 The New View… 5% Every Ed 15% 80% 15 A step back in time – through the special ed lens 16 2004 – 2005 school year • District Improvement – 7th grade special education student performance in reading and math • Improvement plan developed – Align sped assessment, progress monitoring,and district researched based instructional interventions – Align IEPs with GLEs – Sped staff included in all curricular planning and training activity 17 Focus on ALL – Every Ed • Strategic and intensive students – Rewards and Rewards Plus, Ekwall Shanker • Reading and math specialist coach and train special education staff • DIBELS training of staff and use with 6th grade students • IEP Online implemented for compliance and measurable goals 18 2005-06 school year • School Psychologist - facilitator and monitor at site level • Response To Intervention (RTI) training • Use of data by secondary schools to generate plans for the implementation of the K-12 systematic reading model • General ed problem solving teams at each site 19 Our current lens 20 This year – what needs to be done • Monitoring process findings – Graduation Rate – corrective action and improvement planning – Dropout Rate - corrective action and improvement planning – Adequate Yearly Progress – corrective action and improvement planning 21 Monitoring Results • Free and appropriate public Education (FAPE) is Issue in need of corrective action • Procedural Components is Issue in need of corrective action – Areas of concern • Insufficient evaluation • Inconsistencies • Lack of Specially Designed Instruction • Related Services • Transition 22 Actions taken and to take Review of files – corrective action plan developed K-20 Corrective Action Plan Development training Attendance at State School Psychologist conference - RTI focus Today – focused site Corrective Action Plan development – Every Ed Site training on RTI process 23 Considerations/recommendations Oct. 6 work group • Ensure that math curriculum program and GLEs are aligned and congruent through every ed – sped to gen ed • Identify and provide capacity building opportunities in the areas of state assessment and accommodation selection • Consider setting targets for special populations at site and district level 24 Continued….. • Increase parental involvement in WASL/WAAS assessment process including selection of assessment and accommodation • Conduct an analysis of LRE placement process to ensure placements and services are based on individual student needs 25 As you work today….. • Discuss and act on the previously listed consideration/recommendations • Link your Corrective Action plans to your site action plans • Remember the School Board’s “Gateway skills” – – – – Entering students ready for kindergarten Fluent reader by the end of 2nd grade Algebra/integrated 1 ready by the end of 8th grade All students meet 10th grade WASL standards 26 Today’s Objectives 1. Complete Site Corrective Action Plan • • • • All learners focus within a seamless system Responsible to individual learners Ethical & compliant Realistic 2. Develop a Framework for the district corrective action plan 3. Rich and deep discussion 27 What do you want from today? What can you offer or bring to the process/ What movie star are you most like? Why? • Take a playing card • Go to the appropriate area – heart, spade, diamond, club • Find your match – make a pair • Discuss the questions 28 Getting the Work Done ~ Today’s Process 1. School groups ~ identify current student levels in reading and math – use the triangle 2. Individually rate and group aggregate rating to summarize site readiness on 5 RTI components 3. Identify next relevant steps and transfer action to the Corrective Action Goal sheet 4. Share our work 5. Reflect and evaluate the day’s work 29 Adopt Smart System Structures Enter a School-Wide Systems for Student Success Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity •Of longer duration Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Behavioral Systems Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 5-10% 5-10% 10-15% 10-15% Universal Interventions •All students •Preventive, proactive 75-85% 75-85% Universal Interventions •All settings, all students •Preventive, proactive 30 Site Name______________ Reading Math 31 5-Essential Components for a Successful RTI System • • • • • Leadership Teaming Curriculum Screening Ongoing Professional Development 32 District/School RTI Readiness Checklist • Established • Willing to Implement • No Rate each item under each of the 5 areas - individually 33 District/School Readiness RTI Checklist • After you are finished, talk as a building about how you rated each area. • Did you see your buildings readiness to implement RTI the same? Were there differences? If so in what area? What do you think accounts for these differences? • Agree as a group on a rating for each area. 34 District/Building RTI Readiness Checklist • Choose a recorder • As a group complete the narrative for each of the 5 areas 35 District/Building RTI Readiness Checklist • Transfer next steps/actions to your reading and math triangles • Put the steps next to the group/groups they will effect 36 District/Building RTI Readiness Checklist • As a building team identify your priority next steps • Transfer next steps/actions to the corrective action planning document 37 Site Name________ Math Reading 38 Before we leave Individually reflect on the plan you have just developed. What will you do to commit? Tomorrow….. Next week….. Next month…. 39 Today’s Objectives • Site Corrective Action Plan complete – All learner focus within a seamless system – Responsible to individual learners – Ethical and compliant – Realistic • Framework for District Corrective Action Plan started • Rich and deep discussions 40 Evaluation of today • How was the day for you? – Rate it from 1 (wished I had stayed home) to 4 (Great! I got a lot out of it) – On the 3X3 post it - rate the day and write why you gave the day that rating – Have some one at your table collect the ratings and post them in the appropriate place on the nearest chart. This gives visual quantitative and qualitative feed back 41