1. Utah TEAMs: Together we can Envision and Achieve More
Glenna Gallo
State Director of Special Education

2. A Collective Responsibility
The problem human beings face is not that we aim too high and fail, but that we aim too low and succeed.
Michelangelo

3. Beliefs Regarding Utah’s Students with Disabilities

4. Utah Students with Disability Data
2012 Intellectual Disability % Hearing Impaired % Speech/Language Impairment % Visual Impairment % Emotional Disturbance % Orthopedic Impairement % Other Health Impairment % Specific Learning Disability % Deaf-Blindness % Multiple Disabilities % Autism % Traumatic Brain Injury % Developmental Delay % Total 71233

5. Teacher preparation matters
Excellent teacher preparation has major impact
In one study, the impact of the top vs. bottom teacher prep programs exceeded the impact of poverty or learning disabilities on student learning
Impact of teacher prep
Reading
One study conducted in Washington State found that student score differences are larger when comparing students with teachers from the highest- versus lowest-performing teacher preparation programs than when comparing students who are eligible to receive free or reduced lunch versus students who are not eligible, or when comparing students identified with learning disabilities vs. those with no identified learning disability.
SOURCE: Dan Goldhaber, et al “The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement.” Economics of Education Review, 34 (2013), pp ).
Difference in Adjusted Average Student Test Scores (Standard deviations)

6. College and Career Ready
What do we want for Utah’s students?
Each student should have education and career goals that will prepare them to experience fulfilling lives, actively participate as educated citizens, and thrive in a particularly competitive and global marketplace
College and Career Ready

7. What don’t we want for Utah’s students?
Disengagement
Leaving K-12 education unprepared for life, without:
Academic proficiency
Social skills
Civic responsibility
“Good enough” attitude
Perpetuating inequities

8. How is that different for Utah’s students with disabilities?

9. Educators (Preservice and Inservice)
Leadership
Parents
What do we do WITH each other, instead of TO each other, to improve student outcomes? How do we consider equity in assignments and experiences?

10. It All Comes Down to Quality Instruction
How do we effectively weave quality Core instruction with specially designed instruction to ensure students with disabilities “access and progress in the general education curriculum”?
Have you considered whether all students have equitable access to effective educators?

11. Understand Professional Standards for Leaders and Educators
Advocate for students
Continuous evidence-based improvement
Eliminate barriers to learning
Every student learning/hold high expectations for students
Recognize personal and professional biases
Create appropriate and challenging learning experiences
Know and uses the Core in planning and instruction
Use data to determine educational impact and adjust instruction
Utah Educational Leadership Standards
Utah Effective Teaching Standards

12. Access to General Education – By Grade

13. Redefine How Will We Education for ALL Students?
Do you believe that each and every student can be ready for college and career?
Are your actions reflecting this belief?
How will you leverage the interconnectedness of stakeholder groups to create positive change that impacts student outcomes?