IDEA 2004 states The primary focus of Federal and State monitoring activities shall be on improving educational results and functional outcomes for all children with disabilities……
What is Focused Monitoring? A process that purposefully selects priority areas to examine for compliance/results while not specifically examining other areas to maximize resources, emphasize important variables, and increase the probability of improved results.
What is the difference? Past Compliance Cyclical Citation Focused Corrective Action (effort focused) Special Education Cooperatives Present Compliance Targeted data Solution Focused Improvement Planning (results focused) School Districts
Focused Monitoring in Illinois Centers around critical performance indicators from State Performance Plan (SPP) 2006-2007 EE (Indicator 5) Statewide Reading assessment gap and performance
District selection based on analysis of the following data: Student Assessment Data Files School Report Card FACTS Report Special Education Profile
Grouping of School Districts Like Group (Size/Type) District Enrollment Range Number of Districts Group 1Small Elementary Districts Fewer than 275 94 Group 2 Medium Elementary Districts 276 – 1757 188 Group 3 Large Elementary Districts More than 1757 95 Group 4Small Unit Districts Fewer than 526 98 Group 5Medium Unit Districts 527 – 1763 198 Group 6Large Unit Districts More than 1763 99 Group 7High School Districts All districts included 100 TOTAL 872
Number of Districts Selected (2007-2008) GroupNumber of Districts Small Elementary2 Medium Elementary4 Large Elementary7 Small Unit2 Medium Unit4 Large Unit6 High School4 Total29
Number of Districts per Group and Indicator (2007-2008) GroupReading AchievementReading Gap Small Elementary11 Medium Elementary22 Large Elementary34 Small Unit11 Medium Unit22 Large Unit33 High School22 Total1415
Focused Monitoring Focused Monitoring includes a review of: Quantitative Data – Statistical Results Qualitative Data – District Documentation
Pre-Visit Data Analysis Includes: Any data pertaining to goal/priority area such as: Performance data Parent/family participation and involvement Complaints/previous monitoring information Policies and Procedures Part B application District/School Improvement Plan Professional Development Plan
Triangulation of Pre-Visit Data Performance data Policies and Procedures District Improvement Plan Complaints Previous monitoring information Part B Application Possible Root Causes
Illinois Focused Monitoring Teams Include: Two ISBE consultants; one serving as team leader LEA peer (from another district) Parent
On-site activities Gathering information: Public Forum Teacher, administrator, service provider interviews Classroom observations Student file reviews And then…
Triangulation........ Public Forum Observations and File Reviews Findings Interviews
Post Visit Activities District/ISBE collaboration on improvement plan District completion of corrective actions within 12 months of final report issue date Improved performance on critical performance indicator within 24 months of of final report issue date
All leading to EVIDENCE OF CORRECTION AND CHANGE IMPROVED RESULTS FOR CHILDREN
ACCESS Access is the right for all individuals to be a member of an accessible educational community. Access in education provides academic accommodations and promotes universal design principles enabling students with disabilities the opportunity to fully participate in all aspects of the educational environment as successful and independent learners.
ACCOMMODATIONS Accommodations could allow for the provision of equitable instructional and assessment access for students with disabilities. Accommodations reduce or eliminate the effects of a students disability and do not reduce learning expectations. Accommodations are practices and procedures in the areas of: Presentation Response Setting Timing/Scheduling
ACCOMMODATIONS EXAMPLES Accommodations in Presentations Accommodations in Response Accommodations in Setting Accommodations in Timing/Scheduling
COLLABORATION Friend and Cook's (2002) definition of collaboration states that it is a "style of direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal". Through collaboration, ideas can be shared, new and better strategies can be developed, problems can be solved, students progress can be better monitored, and their outcomes evaluated more effectively. True collaboration will enhance effective inclusion and will be beneficial for all the individuals involved in the childs education including parents. Establishing a strong collaborative ethic in a school has the additional benefit of enhancing teacher morale and providing teachers with a support network.
CO TEACHING Co teaching is a process that involves two or more professionals who jointly deliver instruction to a diverse group of students in a shared classroom space. Types of co-teaching: One teaching, one drifting Station teaching Alternative teaching: Team teaching: Parallel teaching:
CURRICULUM MAPPING A plan where the curriculum is aligned throughout the entire district for use by all students. A curriculum map should be a document developed by all instructional staff working together to clearly map out, month-by-month, what instructional objectives will be taught by whom, through what activities and measured by what assessments. This map should ensure that all students in the district, horizontally and vertically, regardless of age or disability, have access to all aspects of the Illinois Learning Standards for that subject matter area.
CURRICULUM MAPPING CONSIDERATIONS 1. Aligned text 2. Supplemental materials 3. Assessments 4. Data
DATA DRIVEN DECISION MAKING STRATEGIES Data driven decision making strategy provides easy access to quality data provides teachers tools to monitor and shape student progress helps administrators identify whats working and where more resources are needed allows the district to demonstrate compliance with NCLB requirements.
DIFFERENTIATED INSTRUCTION Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to accommodate the full diversity of academic needs. Differentiation can occur in various forms including Content Process Product Environment
DIFFERENTIATED INSTRUCTION EXAMPLES Differentiation of Content Differentiation of Process Differentiation of Product Differentiation of Environment Selected differentiation strategies should always be based on the curriculum taught and the needs of the students.
DIVERSITY The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique and recognizes individual differences. Diversity can occur in race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. For example, one educator, Dr. Ruby K. Payne is well known for her work in how to interact effectively with individuals living in poverty by understanding their social cues or "hidden rules" that govern how they think and interact in society -- and the significance of those rules in a classroom.
EQUITY Equity in education is the fair and equal treatment of all members of society. All individuals are entitled to participate in and enjoy the benefits of an education. All students have the opportunity to participate fully and to experience success and human dignity while developing the skills, knowledge and attitudes necessary to contribute meaningfully to society. A commitment to the principle of equity means working to ensure that each person is able to reach his or her full potential and make a positive contribution to the community.
MODIFICATIONS Modifications change, lower or reduce learning or assessment expectations. Modifications are more instructional or program- centered. They ask the questions: "What is the array of interventions necessary for the student to master a topic or subject?" Is this all that can be employed to ensure the best learning environment?" The modifications are thus instruction or program- centered interventions that best provide optimal opportunity for learning.
RTI Response to intervention encompasses three essential components: 1. Provides high quality, research based instruction/intervention matched to student needs 2. Uses learning rate over time and level of performance 3. Results in important educational decisions
STANDARDS ALIGNED CLASSROOM (SAC) SAC is a rigorously tested research-based program featuring proven strategies for aligning classroom instruction and assessment with the Illinois Learning Standards. SAC involves both teachers and students in the standards process by empowering them to create high quality classroom assessment together. Research has shown that when teachers involve students in the assessment process, students are more engaged, perform better, and gain greater confidence.
SURVEY OF ENACTED CURRICULUM (SEC) The SEC is a practical, reliable set of data collection tools being used with teachers of Mathematics, Science and English Language Arts (K-12) to collect and report consistent data on current instructional practices and content being taught in classrooms. Teachers complete the survey questions though an online, web-based system. Upon completion, the group data are reported in user-friendly charts and graphs to facilitate analysis of differences across classrooms, schools, or districts.
EXAMPLES OF DISTRICT BEST PRACTICES Access Accommodations Collaboration Co teaching
EXAMPLES OF DISTRICT BEST PRACTICES Curriculum Mapping Data Driven Decision Making Differentiated Instruction Diversity
EXAMPLES OF DISTRICT BEST PRACTICES Equity Modifications RTI Standards Aligned Classroom (SAC)
EXAMPLES OF DISTRICT BEST PRACTICES Survey of Enacted Curriculum
Contact Information Sally Tudor firstname.lastname@example.org@isbe.net Betty Hendrickson email@example.com@isbe.net Melanie Fleenor firstname.lastname@example.org@isbe.net Illinois State Board of Education Division of Special Education 100 North First Street Springfield, Illinois 62777 217/782-5589