L ET ’ S I NCREASE W HAT W E K NOW ABOUT ACCESS TO G ENERAL E DUCATION L ET ’ S I NCREASE W HAT W E K NOW ABOUT ACCESS TO G ENERAL E DUCATION P UT E FFORT INTO R ESEARCH FOR S TUDENTS WITH S EVERE D ISABILITIES Elizabeth B. Kozleski The Equity Alliance at ASU December 10, 2010

Systems Research: The Scale Question What does it take to – Move effective practices from classrooms to school-wide implementation? – Move from school-wide to district-wide implementation? – To move from district-wide to statewide implementation?

Systems Research: Sustainability What does it take to sustain change – when leadership changes? – when professional socialization changes? – across generations of families and children? – across seismic demographic diasporas and changes?

Systems Change: Policy Issues What does it take – To move from compliance to embedded practice? – To develop liberatory, emancipatory policies? – To educate so that we don’t have to keep doing the same work?

Systemic Change Framework

Practitioner

School Level

District Level

How do new teachers get assigned to schools, grade levels or content areas? How are buildings and grounds renewed across the district? How are class sizes distributed? Are all schools equipped with the materials, physical space, and digital technologies that their students need? Educational Equity: District Level

Local school councils Team and committee structures Building Leadership Teams Decision making procedures and structures Shared Vision Continuous Improvement Cycles Voice, representation, and action? Educational Equity: District Level

How are reform initiatives selected and what impact have they had? What are district processes for choosing professional learning topics and activities and how do they change teacher practice? How have districts provided opportunities for mentoring or coaching situations AND what benefits are achieved? Educational Equity: District Level

How have districts connected with families and what outcomes have resulted? What community centers and houses of worship do districts engage and collaborate with for what intentions and outcomes? In what ways do family/community events facilitate and support families and for what outcomes?

How do schools’ appearances differ? How do school schedules and calendars maximize learning time? Are all students’ classrooms in the same area? What students are well served through current configurations? What structures are supported for professional learning? Educational Equity: District Level

Systemic Change Framework Complexity Theory Multiple Regression Hierarchical Linear Modeling Structural Equation Modeling Robust Methods to Study Socio-Cultural Nature of School Communities Ethnographies Other Qualitative Approaches Intervention Research Policy Analysis Cross State implementation Extant DataFiscal Analysis Focus on Outcome Analysis

Kozleski, E. B. & Huber, J. J., (2010). Systemic Change for RTI: Embedding Change within a Critical Framework. Theory into Practice, 49, 258 — 264 Artiles, A. J. & Kozleski, E. B. (2010). What counts as response and intervention in RTI? A sociocultural analysis. Psicothema. Kozleski, E. B. & Waitoller, F. R., (2010). Teacher Learning for Inclusive Education: Understanding Teaching as a Cultural and Political Practice. International Journal for Inclusive Education. Artiles, A., Kozleski, E. B., Trent, S. Osher, D., & Ortiz, A. (2010). Justifying and Explaining Disproportionality, : A Critique of Underlying Views of Culture. Exceptional Children, 76, Kozleski, E. B., & Smith, A. (2009). The role of policy and systems change in creating equity for students with disabilities in urban schools. Urban Education, 44, What Audiences do we need to Engage?

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