CORRECTIVE ACTION PLAN MEETING

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CORRECTIVE ACTION PLAN MEETING

• October 18, 2006
• 900 am 200 pm

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Its aboutED
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Its all about ED

• Every ED

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Every ED
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Every EDs Past

• messy
• isolated
• not included
• hard to manage (multiple personalities)
• took tremendous resources
• subject to attack from the outside inside
• threatening
• and UGLY!

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SPECIAL ED
REGULAR ED
GIFTED ED
INDIAN ED
REMEDIAL ED
GENERAL ED
VOC ED
BILINGUAL ED
EARLY ED
HIGHER ED
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UGH !
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SPECIAL ED
REGULAR ED
GIFTED ED
INDIAN ED
REMEDIAL ED
GENERAL ED
VOC ED
BILINGUAL ED
EARLY ED
HIGHER ED
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ED
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The process for Every Ed Define the Problem What
is the problem why is it happening?
Develop a Plan What are we going to do?
Evaluate Did our plan work?
Implement Plan
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The New View Every Ed
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A step back in time through the special ed lens
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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

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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

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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

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Our current lens
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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

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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

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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

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Considerations/recommendationsOct. 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

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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

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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 Boards 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

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Todays Objectives

• Complete Site Corrective Action Plan
• All learners focus within a seamless system
• Responsible to individual learners
• Ethical compliant
• Realistic
• Develop a Framework for the district corrective
  action plan
• Rich and deep discussion

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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

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Getting the Work Done Todays Process

• School groups identify current student levels
  in reading and math use the triangle
• Individually rate and group aggregate rating to
  summarize site readiness on 5 RTI components
• Identify next relevant steps and transfer action
  to the Corrective Action Goal sheet
• Share our work
• Reflect and evaluate the days work
• 
  

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Adopt Smart System Structures
Enter a School-Wide Systems for Student Success

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures

5-10
5-10
10-15
10-15
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Site Name______________
Math
Reading
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5-Essential Components for a Successful RTI System

• Leadership
• Teaming
• Curriculum
• Screening
• Ongoing Professional Development

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District/School RTI Readiness Checklist

• Established
• Willing to Implement
• No
• Rate each item under each of the 5 areas -
  individually

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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.

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District/Building RTI Readiness Checklist

• Choose a recorder
• As a group complete the narrative for each of the
  5 areas

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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

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District/Building RTI Readiness Checklist

• As a building team identify your priority next
  steps
• Transfer next steps/actions to the corrective
  action planning document

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Site Name________
Math
Reading
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Before we leave

• Individually reflect on the plan you have just
  developed. What will you do to commit?
• Tomorrow..
• Next week..
• Next month.

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Todays 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

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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