Student Support Teams Training: March 7, 2006 Stephanie Wood-Garnett Executive Director State Improvement Grant District of Columbia Public Schools

OBJECTIVES Review key components of the Master Education Plan (MEP) Examine DCPS data Introduce the new Student Support Team (SST) process Discuss ways in which the SST can support the instructional and behavioral needs of adolescents

The District’s Student Data…

Source: National Center for Education Statistics, NAEP Data Explorer,

Master Education Plan (MEP) Realities: 15, 190 (¼ of students) are older than their classmates by at least 1 grade (22) 3,619 are older than classmates by at least 2 grades (23) 71% of retained students eventually drop out of school (ASCD, 2003)

Master Education Plan (MEP) 1/3 of DCPS high school students drop out before graduating (22) 13 elementary schools failed to make AYP because of attendance failure (21)

National Institute of Child Health and Human Development Rate of reading failure for African Americans, Hispanics, limited English speakers, and poor children ranges is 60% (70% in urban areas) Of the children who will eventually drop out of school > 75% report reading difficulties Approximately 50% of children and adolescents with a history of substance abuse have reading problems

INITIAL REFERRALS TO SPECIAL EDUCATION Prior to 2004, approximately students were referred for special education each month Of those referred, 1/3 were found ineligible DCPS Office of Special Education Programs

Percent of all Referrals by School Level and Year School Division Elementary Schools Middle/Junior High Schools Senior High Schools Total1.0 DCPS SIG 2005

INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (2004) Reflects heightened intensity that we must do more before referring children to special education.

IDEA 2004 In making a determination of eligibility under Section 614(b)(4)(A) of IDEA: a child shall not be determined to be a child with a disability if the determinant factor for such determination is lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in Section 1208(3) of ESEA); lack of instruction in math; or limited English proficiency. [614(b)(5) of IDEA].

U.S. Department of Education, Office of Special Education Programs (2000) African American students: 14.8% of the student population 20.2% of the students in programs for students with disabilities 2.9 times as likely to be labeled mentally retarded (MR) 1.9 times as likely to labeled seriously emotionally disturbed (SED) 1.3 times as likely to be labeled as having a learning disability (LD)

Is there something in the way HE moves?!

Boys Over-represented … 1.9 million girls and 3.8 million boys are classified as special education (U.S. Department of Education, Office for Civil Rights, 2000) Boys dominate the emotionally disturbed category: 90% in Kansas City 55% in Milwaukee 76% in Washington, DC

PURPOSE OF THE SIG UNNECESSARY SPECIAL EDUCATION

Student Support Teams (SST) SSTs are designed to meet the unique learning and behavioral needs of students in the general education environment

All students regardless of socioeconomic status– need sustained support to succeed James Comer, School Development Program, Yale University

Principles of SST SST is not to “operate as a special education eligibility or placement committee” (NABSE and ILIAD Project, 2002, p. 19) SST is NOT meant to deny services to students who may actually have a disability SSTs should NOT assume the difficulty lies solely within the child…

What other entities are focused on intervention within DCPS? Master Education Plan

Master Education Plan (MEP) DCPS will offer “increased supports and assistance that meet students’ individual needs” (p. 10). “All interventions will be regularly monitored and evaluate; as necessary, we will make revisions” (p. 11) Students: SSTs will “recommend specific steps teachers can take to help you catch up”

Master Education Plan (MEP) Goal: reduce the number of students for whom special education is the only option by ensuring group and individual interventions that quickly enable students to meet grade-level literacy and math standards (p. 57 – 58)

“No significant learning occurs without a significant relationship” James Comer School Development Program Yale University

Impact of Effective SSTs Reduce unnecessary referrals to special education Support improved academic achievement Support improved student behavior

DCPS: Intervening Earlier to Reduce the Over-reliance on Special Education Services

DCPS: Intervening Earlier to Reduce the Over-reliance on Special Education Services

Schools Increasing Supports to Assist Students – 0 Referrals Adams ES Amidon ES Brent ES Brightwood ES Brookland ES Burrville ES Draper ES Garfield ES Ketcham ES LaSalle ES Meyer ES Noyes ES Oyster ES Parkview ES Peabody ES Seaton ES Shaed ES Thomson ES Tyler ES Wheatley ES Young ES

Contact Information State Improvement Grant Stephanie Wood-Garnett