Asheboro City Schools Dr. Cayce McCamish EC Director Representing Asheboro City Schools LEA Self- Assessment Team...110 years of excellence!

Slides:



Advertisements
Similar presentations
Consensus Building Infrastructure Developing Implementation Doing & Refining Guiding Principles of RtI Provide working knowledge & understanding of: -
Advertisements

How Can Using Data Lead to School Improvement?
The NDPC-SD Intervention Framework National Dropout Prevention Center for Students with Disabilities Clemson University © 2007 NDPC-SD – All rights reserved.
Student Services Personnel and RtI: Bridging the Skill Gap FASSA Institute George M. Batsche Professor and Co-Director Institute for School Reform Florida.
Self Assessment and Implementation Tool for Multi- Tiered Systems of Support (RtI)
Statewide Expectations Presenter: Christine Spear Alabama Department of Education.
Kansas accreditation is:  1.A school improvement plan  2.An external assistance team  3.Local assessments aligned with state standards  4.Teachers.
Summit County’s Changing Demographics Hispanic Population3262,4064,207 Total County Population15,51829,73636,100 Hispanics as percent of.
MARY BETH GEORGE, USD 305 PBIS DISTRICT COORDINATOR USD #305 PBIS Evaluation.
LEA Self-Assessment EC Division Institute March 2015
NC SSIP: 5 Things We’ve Learned Directors’ Update March 2015 ncimplementationscience.ncdpi.wikispaces.net/Recent+Presentations.
Next Generation IEPs.
NC SSIP: Top 5 Things We’ve Learned Mid-South Meeting January 7-8, 2015.
Webinar #1 The Webinar will begin shortly. Please make sure your phone is muted. (*6 to Mute, #6 to Unmute) 7/3/20151.
Proposed Action Plan for Goal #3 Learning Supports Actions Activities Formative/Summative Evaluation.
Washington PBIS Conference Northwest PBIS Network Spokane, WA November 2013 Nadia K. Sampson & Dr. Kelsey R. Morris University of Oregon.
PPS Department Update Denise Doolittle, Director Paul Pattavina, Supervisor Lori Secchiaroli, Supervisor December 15, 2014.
GUIDANCE SYSTEM OF SUPPORT COLLEGE AND CAREER READY FOR ALL Guidance and Counseling Fall 2011.
Southern Regional Education Board HSTW An Integrated and Embedded Approach to Professional Development and School Improvement Using the Six-Step Process.
Data-Driven Decisions: Data-Driven Decisions: Principal’s Workshop November 30, 2010.
School Leadership Teams Collaborating for Effectiveness Begin to answer Questions #1-2 on the Handout: School Leadership Teams for Continuous Improvement.
RTI at the High School Level JoAnne Malloy, MSW Project Director Institute on Disability/UCED University of New Hampshire Maria Agorastou, MSW Research.
NORTH CAROLINA PBIS EVALUATION. MEANINGFUL EVALUATION 2013 Manage data collection and indicators Model effective assessment and problem-solving Market.
FewSomeAll. Multi-Tiered System of Supports A Comprehensive Framework for Implementing the California Common Core State Standards Professional Learning.
Monica Ballay Data Triangulation: Measuring Implementation of SPDG Focus Areas.
How Do We Do This? Educate all students: – Build upon prior knowledge and experience –Address a wide range of skill levels –Instruct utilizing various.
New Coaches Training. Michael Lombardo Director Interagency Facilitation Rainbow Crane Behavior RtI Coordinator
Best Practices and Processes to Support Great People We will do everything we can to support you on the road to change.
VTPBiS Intensive Level June Tracy Harris Ken Kramberg.
PBIS Team Training Baltimore County Public Schools Positive Behavioral Interventions and Supports SYSTEMS PRACTICES DA T A OUTCOMES July 16, 2008 Secondary.
IN NORTH THURSTON PUBLIC SCHOOLS KATY LEHMAN PBIS SPECIALIST MAY 22, 2013 PBIS Implementation.
DEVELOPING AN EVALUATION SYSTEM BOB ALGOZZINE AND STEVE GOODMAN National PBIS Leadership Forum Hyatt Regency O’Hare Rosemont, Illinois October 14, 2010.
Tier 2/ Tier 3 Planning for Sustainability Rachel Saladis WI PBIS Network/Wi RtI Center Katrina Krych Sun Prairie Area School District.
Massachusetts Tiered System of Supports State Personnel Development Grant National Meeting Fall 2014 Madeline Levine
Spartan Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone.
1 Module L R ole of Coaches Coaches’ Monthly Meeting Add DC Name Here.
Vermont Early Childhood MTSS
Data Report July Collect and analyze RtI data Determine effectiveness of RtI in South Dakota in Guide.
District Leadership Team Process. Leadership Team Active Coordination FUNCTIONS Implementation support Data-based action plan Coordination Capacity building.
IN-SIG: FOUNDATIONS & RESPONSE TO INTERVENTION November 1, 2007.
Ohio Improvement Process (OIP) Facilitating District-wide Improvement in Instructional Practices and Student Performance.
Notes for Trainers (Day Training)
Special Education Plan Feedback Sessions. Agenda Welcome and Introductions Department of Student Services Purpose Why are we updating the Special Education.
Broward County Public Schools BP #3 Optimal Relationships
The Leadership Challenge in Graduating Students with Disabilities Guiding Questions Joy Eichelberger, Ed.D. Pennsylvania Training and Technical Assistance.
Scaling Up in Illinois Illinois STS Team Deb Kunz Brenda Melcher Barbara Sims.
Integrating the MTSS Framework at the Secondary Level Dr. Jayna Jenkins, Learning and Development Facilitator, MTSS Shelly Dickinson, MTSS Trainer Charles.
Leadership Teams Implementing PBIS Module 14. Objectives Define role and function of PBIS Leadership Teams Define Leadership Team’s impact on PBIS implementation.
BoQ Critical Element: Faculty Commitment. Critical Element: Faculty Commitment 4. Faculty are aware of behavior problems across campus (regular data sharing)
Teaming/Data/Interventions RtI Infrastructure: Teaming RtI Partnership Coaches meeting January 6, 2011 Terry Schuster, RtI Partnership Lead Coach.
District Implementation of PBIS C-1 Rob Horner Brian Megert University of Oregon Springfield School District.
East Longmeadow Public Schools SMART Goals Presented by ELPS Leadership Team.
LEA Self-Assessment LEASA: Presentations:
EFFECTIVE IMPLEMENTATION: EXPLORATION
APR 2014 Report: Data, Analysis and Action Plan for Full Accreditation.
Evidence-Based and Promising Practices to Increase Graduation and Improve Outcomes Dr. Loujeania Bost Dr. Catherine Fowler Dr. Matthew Klare.
Education.state.mn.us Principal Evaluation Components in Legislation Work Plan for Meeting Rose Assistant Commissioner Minnesota Department of Education.
1 Update on Teacher Effectiveness July 25, 2011 Dr. Rebecca Garland Chief Academic Officer.
ACS WASC/CDE Visiting Committee Final Presentation Panorama High School March
Strategic Plan Implementation Update Omaha Public Schools Board of Education October 20, 2014.
MASSACHUSETTS TIERED SYSTEM OF SUPPORT Melrose Public Schools July 9, 2013.
Note: In 2009, this survey replaced the NCA/Baldrige Quality Standards Assessment that was administered from Also, 2010 was the first time.
Outcomes By the end of our sessions, participants will have…  an understanding of how VAL-ED is used as a data point in developing professional development.
Multi-Tiered Systems of Support Response to Instruction and Intervention (RTI²) June 2016 Tie Hodack & Susan Jones Tennessee Department of Education.
Florida’s MTSS Project: Self-Assessment of MTSS (SAM)
Worlds Best Workforce Annual Report
RtI Innovations: Evaluation Anna Harms & Jose Castillo
NC DPI Exemplar Recognition Criteria
Differentiated Supports in Special Education
School-Wide Positive Behavioral Interventions and Supports (SWPBIS)
Presentation transcript:

Asheboro City Schools Dr. Cayce McCamish EC Director Representing Asheboro City Schools LEA Self- Assessment Team years of excellence!

 8 Schools  Students enrolled: 4,689  Race/ethnicity: American Indian=.2%, Asian= 1.8%, Hispanic= 42.8%, Black= 13.7%, White= 37.6%, Multi-racial= 3.9%  Limited English Proficiency= 17.69%  Students with disabilities= 12.5%  Acknowledgement: Pam Johnson, Ken Hill, Staff and Students of ACS Asheboro City Schools years of excellence!

 Team(s)  Communication  Summarize data  Collecting additional data  Practice Profile  Action planning Asheboro City Schools years of excellence!

 Flexible team membership based on focus  EC Leadership Team  EC Teachers  Superintendent’s Cabinet  Director of Testing and Accountability  Director of Finance  Additional stakeholders Asheboro City Schools years of excellence! EC Director & EC Leadership Cabinet Finance Additional Stake- holders EC Teachers Testing, Account ability & Policy

 Key Messages:  What is the LEA Self-Assessment?  Why are we doing it?  How this might impact our work  What to expect next  Facilitating Change:  Introduction of topic/ item  Assess current implementation effort/strategies (Focus: improvement)  Collect data/feedback to guide next meeting Asheboro City Schools years of excellence!

 Graduation Rate (4 and 5 year cohort for EC students and District)  Performance, proficiency and growth rate for schools (EC as a subgroup)  School and district PBIS and disciplinary data summaries  Developing a master data spreadsheet (combining Powerschool and CECAS data) Asheboro City Schools years of excellence!

 IEP Implementation  IEP goal attainment  LRE  Progress Monitoring  Effectiveness of co- teaching efforts  Evaluation of Supplemental and Intensive Behavior Supports (Tiers 2 and 3) Asheboro City Schools years of excellence!

 Strengths:  Communication & Collaboration  Priorities for Improvement:  IEP Development, Implementation & Outcomes  Problem-Solving for Improvement: Behavior and MTSS Readiness Asheboro City Schools years of excellence!

Asheboro City Schools years of excellence!

Asheboro City Schools Focus AreaDetailsCurrent DataGoal MathIncrease academic proficiency for SWD in Math 5.1% proficiency in grades 3-8 (14/15 SY) 80% ReadingIncrease academic proficiency for SWD in Reading 9.9% proficiency in grades 3-8 (14/15 SY) 80% DisciplineDecrease disciplinary outcomes for SWD SWD are 12% of the population but receive more than 20% of disciplinary referrals (mostly in the disability category LD and SED) proportionate representation (12% of ODR received by SWD) or less than 20% of SWD have 2 or more referrals Family Involvement Increase family/ community participation and collaboration -no specific format for collaborating with parents at the district level develop meeting forum and parents of SWD participate annually PreschoolIncrease outcomes for preschool students 3 indicators suggest no increase in student outcomes for pre-k outcomes (social/emotional, knowledge, and adaptive behavior) in 12/13 APR data set goal based on 14/15 data Graduation/ Post Secondary Outcomes Increase graduation rate for SWD (decrease dropout rate) and support development of effective post-secondary transition plans 78.3= 4 year graduation rate and 70.6= 5 year graduation rate. These rates are lower than district average rates (86.8 and 86.4 respectively) 80%

 Review all available data to identify problems  Used the framework to organize key areas for consideration  Outlined goals based on district/ department objectives  Identify challenges in each area and possible action steps  Next steps- clearly define action steps with dates and people responsible Asheboro City Schools years of excellence!

 Item 4.3: LEA collects and analyzes aggregated data about students with disabilities to establish priorities for improvement. (Graduation, Attendance, Discipline, Disproportionality, and Post- Secondary Transition) Asheboro City Schools years of excellence!

SET Comparison for State, Region and District Average

 = 21%  (through November 2015)= 25%

 Problem: While data indicate schools are implementing PBIS at high levels of fidelity (Tiers 1-3)  key evidences of implementation are not available (ex. Missing Tier 2 interventions)  frequency of requests for support related to behavior are increasing (based on number of requests)  EC teachers request behavioral interventions as highest area of need for PD (based on staff survey).  Priority: impacts all students; increases instructional time; aligns with district goals for improvement; based on requests for support and PD; aligns with MTSS readiness Asheboro City Schools years of excellence!

Hypotheses:Actions: IIO score inflationTransition to TFI, external evaluator and review evidences Strengthen Systems and Practices for Tiers 2 and 3 New team member training and PBIS Coach Meeting focus EC staff and regular education staff will benefit from continued training regarding classroom management, CICO and FBA/BIPs Train PFs, offer district trainings for all staff, train in PBIS Coach meetings Support for administrators in understanding disciplinary considerations for SWD- Collect additional data and develop support materials and PD Evaluate Disproportionality by Disability Category and Race data will be baseline, begin comparison to this year Strengthen team-based problem- solving Train teams to utilize data within a problem-solving process Asheboro City Schools years of excellence!

 Core Element 3: IEP Development, Implementation and Outcomes  Progress toward grade-level standards  Progress on IEP goals  Progress monitoring  Ensuring IEP implemented with fidelity  Priority: significant factor for improving achievement; aligns with MTSS readiness Asheboro City Schools years of excellence!

Hypotheses:Actions: Effective implementation of co- teaching to increase access to SCOS Offer PD regarding co-teaching; support collaborative planning; EC department participation in scheduling; continue evaluating strengths/needs Increase skills related to progress monitoring data collection and summarization Begin awareness activities; explore current efforts; evaluate needs; identify tools; pilot effort with group support Support the development of a system that requires on-going data collection regarding goal progress Planning for procedural changes regarding progress monitoring and reports for decision making and IEP development/revision Ensure that staff compose effective, efficient goals Begin awareness activities to explore current goals; PD regarding goal formation; collaborate with C & I Develop/revise tools to ensure IEP implementation Identify district tools and process for ensuring IEP implementation Asheboro City Schools years of excellence!

Asheboro City Schools years of excellence!  MTSS Readiness  Data  Compliance/ Policy/ Procedures  LEA Self-Assessment

Asheboro City Schools years of excellence! Implementation & Outcome Data LEA Self- Assessment PGP goals EC Department Strategic Plan District Strategic Plan Problem Solving for Improvement MTSS Improved Student Outcomes

 View this process as a way to align district and department efforts  Strive for continuous improvement  Missing data becomes the action step  Prioritizing is necessary  Flexible process that will change and evolve  Communication and Collaboration- allow for effective and efficient action steps Asheboro City Schools years of excellence!

Cayce McCamish: Team members: Barb Skelly, Dr. Drew Maerz, Christina Kennerly, Harold Blair, Jenny White, Bree Smith, Pete Brown, Susan Huff, Laura Trogden, Stephanie Austin and Donna Gentry Asheboro City Schools years of excellence!