GRADUATING AMERICAN INDIAN STUDENTS WITH EC CLASSIFICATIONS MAY 3, 2016

AMERICAN INDIAN EC STUDENTS IN NC=2,870 12/1/2015 HEADCOUNT

LEA SELF ASSESSMENT-PURPOSE -To support Results Driven Accountability (RDA) to improve outcomes for SWD -RDA is a state priority as well as a priority for the federal Office of Special Education Programs (OSEP) -Support problem solving and improvement planning by providing structure for data collection and assessing/analyzing LEA capacity -Drive decision making by supporting development of priorities, achievable improvement plans and assisting the EC Division (ECD) in providing customized and tiered support -Aligning State Board of Education goals with NCDPI initiatives, OSEP requirements, and ECD Strategic Vision and Core Elements

EC DIVISION STRATEGIC GOALS - Goal A: Improve student outcomes through provision of customized support for LEAs. - Goal B: Improve student outcomes by building LEA capacity to sustain best practices. - Goal C: Increase effectiveness of collaboration through problem-solving and decision. making with LEAs, charter schools, advocacy groups, parent groups, and other agencies. - Goal D: Improve student outcomes through implementation of an effective general supervision.

CORE ELEMENTS FOR THE LEA SELF ASSESSMENT 1.Policy Compliance and Monitoring 2.Fiscal Management 3.IEP Development and Implementation 4.Problem-Solving for Improvement 5.Research-Based Instruction and Practices 6.Communication and Collaboration

LEA SELF ASSESSMENT TEAMS Minimum Stakeholder Representation- EC Director or Coordinator General Education Leader (Ex.-Department Head, C & I Director) Building Level Administrator Parent/Family Member Team Member Skillsets- Data Interpretation Knowledge of existing systems/programs Problem-Solving Implementation and Systems Change

LEA SELF ASSESSMENT TIMELINE Upcoming Dates- - LEAs finish analysis and begin improvement plan (3/1-4/29) - 4 th Regional Planning Meeting on Improvement Plans (5/2- 5/31) - LEAs complete and submit Improvement Plans (6/1-7/1)

COUNTIES IN NC WITH LARGER AMERICAN INDIAN POPULATIONS BladenJohnston ColumbusPerson CumberlandRichmond GrahamRobeson GuilfordSampson HalifaxScotland HertfordSwain HokeWake JacksonWarren

DISPROPORTIONALITY Warning List for Identification (LEAs of Interest) Hertford County Schools-ID Mild Johnston County Schools-ID Mild and Serious Emotional Disability Sampson County Schools-ID Mild and Serious Emotional Disability Wake County Public School System-ID Mild and Serious Emotional Disability *21 LEAs total on this warning list Significant Disproportionality for Identification Clinton City Schools-ID Mild *5 LEAs total on list

DISPROPORTIONALITY WARNING list for discipline (LEAs of Interest)- Bladen County Schools Columbus County Schools Johnston County Schools (African-American & Mulitracial) Richmond County Schools Scotland County Schools Wake County Public School System *23 LEAs total on this warning list

DISPROPORTIONALITY Significant Disproportionality list for discipline (LEAs of Interest)- Halifax County Schools Public Schools of Robeson County Warren County Schools *11 LEAs total on this warning list

DISPROPORTIONALITY Warning List for Placement (Least Restrictive Environment) Johnston County Schools-Regular Setting < 40% of day Wake County Public School System-Regular Setting < 40% of day *6 LEAs total on this warning list Significant Disproportionality for Placement Wake County Public School System-Separate Setting *3 LEAs total on list

MULTI TIERED SYSTEMS OF SUPPORT (MTSS) Multi-tiered framework Promotes school improvement Research-based academic and behavioral practices Data-driven problem solving Maximize growth for ALL with a layering of supports Two LEA cohorts are in place Cohorts 3 & 4 will begin in

MTSS Vision Every NC Pre K-12 public education system implements and sustains all components of a Multi-Tiered System of Support to ensure college and career readiness for all students. Mission NC DPI will prepare for total school improvement and support LEAs to implement a Multi-Tiered System of Support by providing professional development, coaching and technical assistance, research and evaluation, and communication and visibility that results in college and career readiness for all students. NC DPI believes that MTSS is the most effective and efficient approach to improving school outcomes and student performance thereby ensuring equitable access to a sound basic education.

MTSS TEAMING STRUCTURES District Leadership teams should include- District Level Leadership Cross Departmental Representatives Additional Stakeholders District MTSS teams should include- MTSS Coordinator Behavior Support Curriculum Specialists School Psychologists Instructional Facilitators

MTSS TEAMING STRUCTURES School Leadership Teams MTSS School Coach Administrator Behavior Knowledge Academic Knowledge Grade Level Representatives MTSS will drive SLD eligibility determination All LEAs must be fully implementing MTSS by 7/1/2020

BEHAVIOR SUPPORT SECTION -Professional Development and Technical Assistance is Culturally Responsive PBIS Classroom Management FBA/BIP TIPS -Problem Solving is at the heart of our work -Data is collected, disaggregated, and studied to meet student needs

DISCIPLINE DATA SUMMARY INPUT SCREEN- ETHNICITY Race/EthnicityODRs Percentage of ODRsEnrollment Percentage of Enrollment American Indian/Alaska Native % % Asian00.00%20.36% Black/African-American % % Hispanic589.91% % Two or more193.25%315.57% Native Hawaiian/Pacific Islander10.17%00.00% White233.93%295.21% % %

DISCIPLINE DATA SPREADSHEET ETHNICITY SUMMARY

ICEL (CLASSROOM MANAGEMENT & FBA/BIP) Instruction- Are classroom instructional practices helping or interfering with student learning? Are learning styles being considered? Curriculum- Identifying gaps between curriculum expectations and student skills Environment- Factors in a student’s school, community, or home that can enable or hinder student success Learner- Capacities and traits that are unique to each student such as attentiveness or self-esteem

Implement Solution with High Integrity Implement Solution with High Integrity Identify Goal For Change Identify Goal For Change Identify Problem with Precision Identify Problem with Precision Monitor Impact of Solution and Compare against Goal Monitor Impact of Solution and Compare against Goal Make Summative Evaluation Decision Make Summative Evaluation Decision Meeting Foundations Team-Initiated Problem Solving (TIPS II) Model Identify Solution and Create Implementation Plan with Contextual Fit Identify Solution and Create Implementation Plan with Contextual Fit Collect and Use Data What, Who, When, Where, and Why? How do we want the problem to change? What are we going to do to bring about desired change? Did we implement with fidelity? Has the problem been solved? Compare data to goal. What next?

LEA BEHAVIOR SUPPORT STAFF AND TEAMS Behavior Specialists & Liaisons Behavior Support Assistants PBIS Coordinators LEA Behavior Support Teams/District PBIS Leadership Teams School PBIS Facilitators/Coaches School PBIS Teams Identified school staff for tiered behavior support

EC SUMMER INSTITUTE- CREATING CONNECTIONS-BUILDING BRIDGES- GRADUATION - Cultural Responsiveness -July 26 at UNC-Greensboro -Presented by Dr. Brenda Dial Deese -Leadership styles from an Indigenous perspective -Indigenous Leadership Inventory -Discussion of how leadership styles impact the learning environment -Learning styles and correlation to cultural norms

RESOURCES

CONTACT INFORMATION Leslie H. Lowery MA, NBCT Behavior Support Consultant Sandhills District 4 Scotland County Schools (910)