Why/Purpose Instructional Support Services Program Review The purpose of the review is to create a well-articulated, high quality, financially sustainable program of services that meets the needs of student in the Bainbridge Island School District. The PSESD was asked to specifically address: Models of support within the district, The continuum of services available, and Materials and curriculum being used with struggling learners.

The following process is a guide to be used by the ISSRC and subcommittees: Process

Instructional Support Services Program Review Bainbridge Island School District School Board Presentation 9/25/2014 Kelly Goodsell, Ed.D. Executive Director, Learning & Teaching and Family Support Laura Matson, Ph.D. Director of Special Services

Purpose Program Review Provide a guide for system implementation and quality improvement  Data informed  Aligned with mission and vision  Leverage district strengths and current efforts Tonight’s Presentation To share the findings and recommendations of Bainbridge Island School District's Review of Instructional Support Services

The Program Review Requested by William Mosiman, Executive Director of Instructional Support Services Review Team  Kelly Goodsell, Ed. D. Executive Director, Learning, Teaching and Family Support, PSESD  Gordon Linse, Linse Consulting  Valerie Lynch, Ed.D. Director of Special Services, PSESD  Laura Matson, Ph.D. Director of Special Services, PSESD  Rita Reandeau Director of Special Education, South Kitsap School District  Review Focus Provision of services to students who require additional support to participate in and benefit from the general education curriculum  Request to specifically address Models of support within the district The continuum of services available Materials and curriculum being used with struggling learners

Program Review Activities  Surveys  Interviews Building leadership teams District office administration and staff Special education classroom staff  Onsite Visits Bainbridge High School Eagle Harbor High School Odyssey Multiage Program Sakai Intermediate School Ordway Elementary School  Focus Groups Counselors and school psychologists Parents Secondary Special Education Teachers  Special Education records review

Data Highlights  11.27% of K-12 students are special education eligible Within the state “funding lid” limit of 12.7% for the past 3 years  10.15% of special education eligible students are age 3-5 Above the state average of 7.74%  2.11% of special education eligible students are age 0-3 Below the state average of 4.83% Special Education Enrollment 12/6/13

Source: OSPI Child Count Report, November of 2013 Percent of District 3-21 Special Education Enrollment in Selected Disability Categories

A District of High Performers ReadingWritingMath 4th84.6%80.7%82.5% 7th91.0%94.5%89.0% 10th96%96.6% Bainbridge Island School District

Percent of Special Education Students Meeting Reading Standards 4 th grade 7 th grade 10 th grade

Percent of Special Education Students Meeting Writing Standards 4 th grade 7 th grade 10 th grade

Percent of Special Education Students Meeting Math Standards 7 th grade 4 th grade

Records Review  Comprehensive and well-written evaluation reports  IEPs contained detailed and measurable goals  Thorough and comprehensive functional behavior assessments and accompanying behavior plans 15 files reviewed Primary – 5 Intermediate – 3 Middle School – 4 High School – 3 67% of students receive the majority of their special education services in the general education classroom

Staff Survey  68 staff responded 3 building administrators 41 general education teachers 16 special education and ESA staff 7 intervention staff (counselors, ELL, Title/Lap) Survey Purpose Gather perceptions regarding instructional and intervention practices related to students who are struggling with the core general education curriculum

Staff Survey Results  District staff see themselves as ensuring the appropriate instruction is provided to all students in the areas of reading, writing, math and behavior  Approximately 50% of staff feel that students who struggle with the curriculum receive differentiated instruction within the general education curriculum in reading, writing and math  All staff felt instructional interventions for reading are more effective than writing or math  Staff feel that many of the students who struggle with the general education curriculum do not receive the instructional interventions they require

BISD Staff Sharings  Provides educational services and programs that allow the majority of its students to meet or exceed state standards  Four-year college is the post-secondary goal for most students  “It is hard to be a learner with any difference”  Lack of consistency and coherence in the use of data to identify students who struggle  Lack of district direction regarding the instructional use of data that is collected  Inconsistent use of data to assess the progress of students receiving academic interventions

Levels of Academic Instruction  Level 1 For ALL students Instruction using the general education core curriculum with some differentiation  Level 2 For SOME students Short-term instructional interventions to assist students in gaining specific and targeted academic skills  Level 3 For a FEW students Very intensive and individualized instructional interventions

Staff Views of Levels of Instruction  Level 1 District identified core curriculum Skilled teachers are able to successfully differentiate instruction for students who struggle  Level 2 Title/LAP services Before & after school intervention classes Volunteer Tutors Feels inadequate to meet needs of all struggling learners  Level 3 Special Education Beginning to work on alignment of instructional materials Service delivery relies heavily on 1:1 support and small group instruction

Recommendations  Develop and implement a unified system or framework of instructional support and procedure designed to meet the academic, social/behavioral/emotional needs of students who are struggling in the general education curriculum Prevent or minimize student failure Connect with the framework for delivering educational services to students in general education Provide direction and structure, while relying on expertise and experience of staff

Recommendations  Adopt a common district-wide system of reading or math screening to be used As a universal screener/general outcome Monitor the progress of students receiving strategic (Level 2) instruction Monitor the progress of students receiving more intense instructions

Recommendations  Level 1 Supplemental writing program For those students who need it, explicit instruction in basic reading skills  Level 2 Systematize and expand options available Build on existing “patchwork” of instructional interventions across the district Development of learning strategies instruction and supports  Level 3 Continue with alignment of instructional materials district-wide Ensure and document the provision of specially designed instruction Create student independence and prepare students to be future ready Development of learning strategies instruction and supports Consider use of IEP/Evaluation system

Recommendations  Professional development to accompany the implementation of the Level 2 and 3 instructional materials and strategies  Periodic job-alike meetings across the district  Monthly coaching/consultation for the district to support the district efforts to build integrated supports  Formalize communication procedures to provide frequent and consistent information regarding follow-up on the program review recommendations