Sailing the 7 C

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Sailing the 7 Cs
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Putting in all Together

• Convening Community
• Collaborating
• Coalescing
  Communications
• Commitment
• Capacity

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Learning Targets

• Answer 3 critical questions
• Where have we been?
• Where are we now?
• Where are we going?

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• Where have we been?
• 1975-2014
• 40 years

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Popular Culture- 1975

• Gerald Ford- President
• Super Bowl- San Francisco 49ers
• Gourmet Jelly Beans introduced
• One Flew Over the Cuckoos Nest Best picture
• Betamax video tape released
• Pet Rocks and Mood Rings

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1975

• Public Law 94-142, The Education for All
  Handicapped Children Act (EHA). 
• This law introduced the concepts of
• Free Appropriate Public Education for children 3
  to 21 years
• Protecting rights of children through due
  process
• Individualized Education Program
• Least Restrictive Environment (really meant
  access)
• Federal funding

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Popular Culture- 1986

• Ronald Reagan- President
• Super Bowl- Chicago Bears
• Platoon- Best Picture
• Camcorders became popular
• Cosby Show
• Walk Like an Egyptian the Bangles
• Big surprises on Dallas- (last years whole
  season was a dream)

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1986

• Public Law 99-457 was enacted, The Education of
  the Handicapped Act Amendments
• This law introduced the concepts of
• Early intervention and mandated services from
  birth
• The amendments required the development of a
  comprehensive system of early intervention for
  infants.

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Popular Culture- 1990

• George H. W. Bush- President
• Super bowl San Francisco 49ers
• Worldwide web/internet protocol http created
• Twin Peaks and Home Alone
• New Kids on the Block and Whitney Houston

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1990

• Public Law 101-476 was enacted which renamed EHA
  to the Individuals with Disabilities Education
  Act.  
• This law expanded the current law to include
• Eligibility categories to include autism and
  traumatic brain injuries.
• Defined assistive technology devices and
  services.

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Popular Culture - 1997

• Bill Clinton- President
• Super Bowl- Green Bay Packers
• Titanic
• Beanie Babies
• Seinfeld
• Rap music

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1997

• Public Law 105-17 was enacted, The Individuals
  with Disabilities Education Act Amendments
• This law expanded the current law to include
• Initiative for transition services
• Required present levels of performance,
  measurable goals, statement of services, and
  statement of accommodations or modifications

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1997 continued

• General education teacher must participate in the
  IEP development
• All students with IEPs will participate in State
  assessment tests
• Discipline rules requiring manifestation
  determination removals gt10days change of
  placement
• Eligibility for ADHD under Other Health
  Impairments

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NCLB - 2002

• PUBLIC LAW 107110- No Child Left Behind
• Highly qualified provisions for all teachers
• Core Academic Subjects defined
• Inclusion of all students in determining
• Adequate Yearly Progress ( AYP )

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2004- Current Regulations

• Public Law 108-446 , the Individuals with
  Disabilities Education Improvement Act of 2004
• This law expanded the current law to align with
  NCLB
• FAPE that emphasizes special education and
  related services designed to meet their unique
  needs and prepare them for further education,
  employment and independent living.
• Definition of transition services expanded

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• Disproportionality addressed requiring
  Coordinated Early Intervening Services
• Response to Intervention required for SLD
  determination
• Alternate Assessments required
• Initial placement requires parental consent
• Added required Early Resolution Meeting

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SPP/ APR Created

• Established the State Performance Plan around 20
  indicators that are reported on annually in the
  Annual Performance Report to Office of Special
  Education Programs.
• Required Annual SEA and LEA determinations based
  on compliance
• http//www.gadoe.org/Curriculum-Instruction-and-As
  sessment/Special-Education-Services/Pages/State-Pe
  rformance-Plan-28SPP292c-Annual-Performance-Rep
  orts-28APR29-and-Annual-Determinations.aspx

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• Where are we now?

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Results Driven Accountability(RDA)

• Major shift in the national agenda for special
  education
• State determinations based on compliance and
  results
• Historic first focus on collaborative efforts
  across federal programs

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Core Principles of RDA

• Develop in partnership with our stakeholders.
• Transparent and understandable to States and the
  general public, especially individuals with
  disabilities and families.
• Drives improved outcomes for all children and
  youth with disabilities regardless of their age,
  disability, race/ethnicity, language, gender,
  socioeconomic status, or location.
• Ensures the protection of the individual rights
  of each child or youth with a disability and
  their families.

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• Provides differentiated incentives, supports, and
  interventions based on each States strengths and
  needs.
• Encourages States to direct their resources to
  where they can have the greatest positive impact
  on outcomes.
• Responsive to the needs and expectations of the
  ultimate consumers (i.e., children and youth with
  disabilities and their families) as they identify
  them.

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2014

• State Determinations based on
• Compliance and Results
• Georgia scored 100 on Compliance
• 60 on Results
• 80 total score Meets Requirements
• Georgia Stakeholders will participate in
  constructing the district compliance rubric in
  2014-1015.

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NEW - State Systemic Improvement Plan

• Basis for this plan is a detailed data and
  infrastructure analysis that will guide the
  development of the strategies to increase the
  States capacity to structure and lead meaningful
  change in Local Educational Agencies (LEA's) and
  Early Intervention Services (EIS) programs

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State-identified Measurable Result(s) for
Children with Disabilities

• The State may select a single result (e.g.,
  increasing the graduation rate for students with
  disabilities) or a cluster of related results
  (e.g., increasing the graduation rate and
  decreasing the dropout rate for students with
  disabilities).

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What about Georgia?

• ESEA Flexibility Waiver
• Georgia College and Career Standards
• CCRPI
• TKES/ LKES
• Georgia Milestones
• SGPs
• SLDS/ GOIEP

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Working to Connect Initiatives
TKES/ LKES
Co-teaching
Specialized instruction
Parents
CCRPI
Student outcomes
ESEA Waiver
College /Career Standards
School Improvement
SLDS
GOIEP
Curriculum
Title I
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• To Review Georgias ESEA Flexibility Waiver
• http//www.gadoe.org/Curriculum-Instruction-and-As
  sessment/Accountability/Pages/default.aspx

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College and Career Readiness Performance Index
(CCRPI)

• What will it look like?
• The Index includes scores that easily communicate
  to the public how a school is doing. Each school
  will receive a score out of 100 points, just like
  what students receive in their classes.
• Some changes in 2013
• http//www.gadoe.org/External-Affairs-and-Policy/c
  ommunications/Documents/CCRPI20Changes20Explanat
  ion20and20Rationale.pdf

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Performance Flags
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TKES and LKES

• CLASS Keys is both a formative and summative tool
  
• Identifies a teacher's level of performance
  across five strands of teacher quality. 
• Curriculum and Planning, Standards-Based
  Instruction, Assessment of Student Learning,
  Professionalism, and Student Achievement.

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Georgia Milestones

• Comprehensive
• single program, not series of tests (e.g., CRCT
  EOCT WA)
• Coherent
• consistent expectations and rigor to position
  Georgia students to compete with peers nationally
  and internationally
• consistent signal about student preparedness for
  the next level, be it the next grade, course, or
  college/career
• consistent signal about student achievement both
  within system (across grades and courses) and
  with external measures (NAEP PSAT SAT ACT)
• Consolidate
• combine reading, language arts, and writing into
  a single measure to align to the standards

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Student Growth Percentiles - Georgia's
Student Growth Model (GSGM)

• Courses that have state assessments ( 4th-8th and
  EOCT)
• SGP will be used to calculate the student growth
  component of the Teacher Effectiveness Measure
  (TEM) or Leader Effectiveness Measure (LEM)
•  SGP describes a student's growth relative to
  his/her academic peers - A growth percentile is
  generated for each student which describes his or
  her "rank" on current achievement relative to
  other students with similar score histories.
• http//gastudentgrowth.gadoe.org/

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Statewide Longitudinal Data System (SLDS)

• Provides districts, schools, and teachers with
  access to historical data, including Assessments,
  Attendance, Enrollment, Courses, and Grades
  beginning with the 2006-2007 school year.
• GOIEP accessed through the SLDS- allows all
  teachers of a student to view IEP.

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Special Education Statewide Projects

• Special Education Leadership Development Academy
  (SELDA)
• Georgia Instructional Materials Center
• Georgia Project for Assistive Technology
• State Personnel Development Grant
• Positive Behavior Interventions and Supports
• Georgia Network for Education and Therapeutic
  Supports
• Parent Mentor Partnership
• Georgia Learning Resource System
• Dispute Resolution Processes

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• Where are we going?

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• In July 2014 for the first time USED hosted a
  joint meeting of federal programs
• Establish a shared vision
• Discuss collective responsibility
• Examine systemic inequities
• Promising Practices

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For Each and Every Child

• Office of Civil Rights published data for all
  schools and districts nation wide to shine a
  light on OPPORTUNITY GAPS
• Equity in teacher training
• Equity in Course Offerings
• Equity in Resources
• Equity in Discipline Practices
• We must look at opportunity gaps as well as
  achievement gaps.
• http//ocrdata.ed.gov

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Universal Design for Learning (UDL)

• A set of principles for curriculum development
  that give all individuals equal opportunities to
  learn.
• UDL provides a blueprint for creating
  instructional goals, methods, materials, and
  assessments that work for everyone--not a single,
  one-size-fits-all solution but rather flexible
  approaches that can be customized and adjusted
  for individual needs.
• http//www.udlcenter.org/aboutudl/whatisudl

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Multi Tiered Systems of Support

• A Multi-Tiered System of Supports is a
  whole-school, prevention-based framework for
  improving learning outcomes for every student
  through a layered continuum of evidence-based
  practices and systems.

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TechnologyBrings the World to the Classroom

• Blended Learning
• Flipped Classroom
• Bring your own technology
• Virtual learning

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Leading by Convening

• Blueprint for creating Authentic Engagement with
  critical stakeholders

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Access to Equity

• To be the America we want to be all children
  must have the same opportunities. Our fellow
  educators and communities must help advance the
  great spirit of our country and the education
  system that embraces the concept of equal
  education and opportunity for all.
• Michael Yudin, Assistant Secretary OSERS

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• Debbie Gay
• dgay_at_doe.k12.ga.us