1. SWPBS ConferenceSWPBS Conference Joey Hassell, Assistant Commissioner of Special PopulationsJoey Hassell, Assistant Commissioner of Special Populations November 14, 2013November 14, 2013

2. Table of Contents I. Tennessee Results and National Comparisons II. 2012-13 Key Priorities and Initiatives III. 2013-14 Key Priorities and Initiatives IV. Linking Key Initiatives V. TN Special Education Update 2

3. EXPLORE and PLAN results show Tennessee making substantial growth over the last three years 3 EXPLORE (8th grade) PLAN (10th grade) Tennessee Results National Norm

4. African American and Hispanic students made even greater progress than their peers 4 EXPLORE (8th grade)PLAN (10th grade) 2010201120122013Gain White 16.0 16.216.4+ 0.4 Hispanic 14.014.514.614.8+ 0.8 African American 13.313.413.714.1+ 0.8 All Students 15.215.315.415.8+ 0.6 2010201120122013Gain White 17.7 17.918.1+ 0.4 Hispanic 15.515.816.016.2+ 0.7 African American 14.8 15.015.3+ 0.5 All Students 17.016.917.117.4+ 0.4

5. On TCAP, we have made progress each year since moving to new assessments in 2010 Grades 3-8Grades 9-12 Percent Proficient and Advanced 5

6. These gains mean thousands of additional students are performing on grade level  Nearly 91,000 additional students are at or above grade level in all math subjects now, as compared to 2010.  Nearly 52,000 additional students are at or above grade level in all science subjects, as compared to 2010. *2011 was the baseline year for the Algebra II EOC. 6 2013 2010 2011 2013 2010

7. Tennessee’s gains on TCAP are substantial when compared with other states * In 2011-12, Delaware began providing students with a second opportunity to retake its state assessment, and included in its accountability data only the higher score for any student who took the test twice. http://www.doe.k12.de.us/dcas/files/StateSumOverviewReport2012.pdf; http://news.delaware.gov/2012/06/13/state-tests-show-student-gains/ http://www.doe.k12.de.us/dcas/files/StateSumOverviewReport2012.pdf http://news.delaware.gov/2012/06/13/state-tests-show-student-gains/ 7 Top states in percentage point gains, 2010-11 to 2011-12 3-8 Math 3-8 ELA 3-8 Math + ELA 1 DE* 10.6% 1 DE*12.9% 1 DE*23.5% 2 TN6.3% 2 AR6.1% 2 TN8.7% 3 NE4.9% 3 HI4.3% 3 NE8.1% 4 WV4.3% 4 NV3.7% 4 HI8.0% 5 HI3.7% 5 MS3.5% 5 AR7.1% 6 NV3.0% 6 MI3.3% 6 NV6.7% 7 MS2.8% 7 CA3.3% 7 MS6.3% 8 WA2.7% 8 NE3.2% 8 WA5.5% 9 ME2.6% 9 WA2.8% 9 ME4.8% 10 AL2.3% 10 TN2.4% 10 CA4.7%

8. Educators have grown more positive over time about their work, as measured by the TELL survey 8 Tennessee Results Percent Agree Change 20132011 Efforts are made to minimize the amount of routine administrative paperwork teachers are required to do. 67.757.4+10.3 Teachers have sufficient instructional time to meet the needs of all students. 68.561.8+6.7 Teachers work in professional learning communities to develop and align instructional practices. 85.979.7+6.2 Professional development provides ongoing opportunities for teachers to work with colleagues to refine teaching practices. 80.074.5+5.5 Teachers are recognized as educational experts.84.580.6+3.9 Teachers are trusted to make sound professional decisions about instruction. 85.782.8+2.9

9. Tennessee educators were more positive overall than any other state that administered TELL 9 9

10. We look forward to additional results and benchmarks to come 10 NAEP 2013 results for 4th and 8th grade to be released in late October/early November ACT Slight progress over last two years More growth expected by 2015 Slight progress over last two years More growth expected by 2015 PARCC Begins in 2014-15

11. We aim to be the fastest improving state in the nation by 2015 11 We will measure our success by our progress on NAEP, ACT, and PARCC Tennessee

12. And we will continue to close achievement gaps as we grow overall achievement and Growth for all students, every year Faster growth for those students who are furthest behind 12

13. We have defined four strategic priorities to support districts in meeting their ambitious goals Expand kids’ access to effective teachers and leaders Expand families’ access to good schools Expand educators’ access to resources and best practices Expand public access to information and data Effective state agency that serves as a delivery system to districts Policies that remove bureaucracy and unleash innovation Ethos of continuous improvement through measurement at every level 13

14. Last fall, we shared six key department priorities for 2012-13 Implementation of Common Core State Standards Reconstructed licensure standards CORE shift to academic support Focus on students with disabilities Performance of TDOE staff Improved implementation of evaluation 14

15. We made significant progress in the implementation of the Common Core State Standards  Common Core Leadership Council expanded to 22 members  Summer 2013: 700 Core Coaches and 30,000 teachers participated in training for K-12 reading and math  2012-13: 90 Leadership Coaches and 2,800 administrators participated in Common Core Leadership Course 101  Free resources shared with educators, schools and districts: Task arcs in math and reading Model units in ELA, science, social studies, and CTE All summer training materials for all grades/subjects available on TNCore.org CTE literacy resources PBS K-3 reading tools available at www.PBSLearningMedia.orgwww.PBSLearningMedia.org 15

16. Teacher perceptions of the new evaluation system became significantly more positive in year two  12 point increase in teachers believing the evaluation process helps them as a professional (55% favorable responses)  18 point increase in teachers believing evaluation will improve their instruction (56% favorable responses)  32 point increase in teachers believing the evaluation process is fair (66% favorable responses)  5 point increase in teachers believing their evaluator is qualified to observe them (76% favorable responses) The Tennessee Consortium’s 2013 Survey solicited responses from almost 76,000 Tennessee educators; more than 27,000 responded. A report detailing preliminary findings will be released in September 2013. 16

17. We have also made progress and established foundations in other key 2012-13 priorities Focus on students with disabilities Legislation to include students with disabilities in teacher effect scores Significantly reduced number of students taking MAAS State Board of Education passed policy on RTI 2 Reconstructed licensure system Passed by State Board of Education, with implementation delayed until 2015 Performance of TDOE staff Performance evaluations for all staff members with 1-5 ratings based on performance, feedback from peers, and connection to student achievement results 17

18. We have identified key department priorities for 2013-14 intended to further our work Common Core State Standards and PARCC Focus on reading and literacy RTI 2 and students with disabilities Increased support through CORE offices Turning around the bottom five percent of schools Accountability system for 2014-15 18

19. College & Career Readiness Curriculum and Instruction Career and Technical Education Special Populations 19 Instructional Priorities Consolidated Planning & Monitoring CORE Support Increasing Rigor & Improving Outcomes for ALL Students

20. Common Core: Instructional Priorities 1) Spend 60-75% of time on the focus standards 2) Make regular use of rigorous instructional tasks 3) Ask questions to assess and advance students understanding 4) Build student fluency without calculators Math 1) Select appropriately complex texts 2) Ask strong text- based questions requiring students to cite evidence 3) Require regular practice with text- based writing (on computers, where possible) 4) Provide feedback to students on writing based on the writing rubric ELA 1) Provide explicit instruction in the foundational skills 2) Intervene in the specific area of need 3) Embed comprehension throughout oral language and reading instruction Reading 20

21. C&I Resources for 2013-2014 School Year 1. Foundational Reading Courses 2. Common Core Leadership Course 101 and 202 3. Common Core Aligned Curricular Materials (units & task arcs) 4. Support use of Formative Assessments (CRA & Writing) 5. Provide other learning supports for teachers and leaders: – Online modules on key topics – Videos of teachers teaching from units & arcs – Sharing free resources for teacher use and teacher PD 21

22. Beliefs  Every student can learn, demonstrate growth, and has the right to actively participate in high quality, research-based education that maximizes their potential in the least restrictive environment.  Specialized education is a continuum of services, not a place.  Relationships with all stakeholders, based on respect and understanding will result in making decisions in the best interest of ALL students.  Every staff member has the responsibility to teach, support and encourage ALL students.  Strong leadership at every level is the foundation of a collaborative and inclusive environment that supports ALL students.  High quality professional learning in conjunction with family and community support, empowers all stakeholders to collaboratively build capacity for the success of ALL students. 22

23. Key Goals of Special Populations 23 Improving Student Outcomes  Prevention  Intervention  Achievement  Outcomes Manage Performance  Effective employees at every level of the organization with a focus on improving student outcomes.

24. Strategic Focus  High Quality Instruction and Services for Students Objective 1: Strengthen efficiency and effectiveness of educators to prevent inappropriate identification of students. – Support students in general education by improving first teaching, implementing effective interventions using tiered model, and performing on-going progress monitoring. – Prevent inappropriate identification of students by improving identification process and maintain/strengthen the search and serve, assessment for eligibility, IEP development and implementation process. – Reduce disproportionate representation of sub-groups in special education by developing interventions for the specific areas with possible disproportionate representation issues within general education before assessments for eligibility. 24

25. Strategic Focus Objective 2 : Create a collaborative and integrated system of student support in the Least Restrictive Environment to attain high levels of academic, behavioral, and social achievement. – Effectively deliver instruction and services described in the IEP in alignment with CCSS, ensure consistency of services throughout the state, and implement and expand innovative programs. – Provide targeted support to specific LEAs and institutionalize tiered models of service delivery to improve student outcomes. – Expand opportunities for students with disabilities to participate in general education curriculum. – Engage parents, families, and communities in partnerships. 25

26. Strategic Focus Objective 3: Exit students from special education that have mastered the measurable annual goals tied to the area of deficit and can perform successfully in the general education environment and whose needs can be met by general education interventions. – Prepare students with disabilities for independent living, meaningful work, or post- secondary education through improved and expanded transition programs to be life ready, college-prepared, and/or career ready. – Exit students from special education support. » Redesign and/or create early education services that increase the percent of preschool children with IEPs receiving services with typically developing peers. » Develop guidelines/criteria for IEP team to determine when a student is no longer in need of special education support. » Develop guidelines/criteria for IEP team to transition students from special education to general education programs. » Ensure that general education is the base program for all students and special education is a supplemental support. 26

27. Strategic Focus  Promote developmental outcomes and family involvement for children birth to 5 years with developmental delays and/or disabilities Objective 4: Create family focused supports in natural environments to optimize young children’s learning to close the achievement gap. – Implement public awareness and child find activities for early identification of children with disabilities. – IFSP / IEP development in accordance within federal timelines. – Provide intervention strategies in the child’s natural/least restrictive environment. – Achieve state targets for Early Childhood Outcomes (ECO). – Facilitate seamless transition from Part C (TEAIS) to Part B, 619 (Preschool). 27

28. Strategic Focus  System of Accountability Objective 5: Mitigate and manage high risk areas within the organization. – Integrate accountability systems that promote performance while adhering to all federal and state regulations. – Establish external and internal communication systems and data sharing around instructional, operational, and legal areas. – Use data strategically to influence legislation and policies that address the needs of all students, families, and staff. – Use formative (i.e. quarterly data pulls) in addition to summative data (i.e. local LEA determinations) to drive the technical assistance afforded to districts in need. 28

29. Strategic Focus  Effective Employees at Every Level Objective 6: Use data to evaluate and improve instruction, services, and support. – Integrate TEAM in SPED focus areas. – Target training. – Collect and use assessment and evaluation data to evaluate and improve instruction, services, and operational support. – Recruit, grow, retain and reward high quality educators  Optimize Our Financial Asset Objective 7: Align funding allocation appropriately to strategy. 29

30. Policy Changes  RTI² As of July 1, 2014, RTI² will be the only way to identify a student with a Specific Learning Disability  Evaluation timeline changes As of January 29, 2014 TN is changing to a 60 calendar day evaluation timeline which aligns with federal guidelines. A program will be implemented within 30 calendar days from eligibility determination.  Short term objectives IDEA 2004 reauthorization eliminated the requirement that for benchmarks or short term objectives in IEPs other than the 1% of students 30

31. Setting the Stage Continuum of Services Special Education is the Most Intensive Intervention 31

34. Remediation vs. Intervention Remediation  Tier I CCSS  Benchmark Data  Summative Assessment  Formative Assessment Intervention  Tier II/III  Specific Areas of Deficit  Universal Screener  Progress Monitoring  IEP Goals Written to Address 34

35. Tier 1 CCSS Application to Students with Disabilities  Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 § 300.39, 2004).  How these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.  Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers. Application to Students with Disabilities 35

36.  District and School Teams  Skills Based Universal Screener  Assessments (ongoing and progress monitoring)  Recommended Instructional Time  Fidelity Monitoring  Parent Involvement  Professional Development Common Across the Continuum of Service RTI² through Special Education

38. Tier II Interventions  A change in intervention will be considered within each tier before moving to the next tier of intervention.  8-10 data points (if progress monitoring every other week) OR 10-15 data points (if progress monitoring weekly) are needed to make a sound data based decision.  Number of data points reflects empirical research required to make an informed data based decision.  The intervention must have empirical evidence supporting its use in remediating the area of suspected disability (i.e., Basic Reading Skills).  A skills based progress monitoring tool must be able to provide evidence that the student did not make a sufficient amount of progress in the area of deficit.

40.  High quality research based intervention in specific area of deficit (more intensive than Tier II intervention)  Research shows 3-5% will need Tier III  45-60 minutes of explicit instruction daily, small groups  Universal Screener (K-8, recommended 9-12)(Based on national norms)  Survey/Specific-Level assessment (process to determine the basic skill area of deficit) Then….what should special education intervention look like? What does Tier III Intervention tell us?

41. Considerations of Continuum of Services  Have we determined students need the most intensive interventions? Can their needs be met with a less intensive intervention? Do we have evidence that the less intensive intervention is not working?  Do we have data to support our decisions? Have we determined interventions provided were not successful? What else do we need to determine level of intervention required to meet student need? Does the students disability negatively impact them within the general education curriculum? 41

42. So lets look at the continuum of services! ALL Areas of deficit  Do we have what is needed to determine the level of intervention required to make the student successful?  What have we determined are the needs?  Have we considered all the data?  What are the deficit area(s)?  Have we determined the student requires special education intervention (the most intensive intervention within a school).  Do we have what is needed to develop an IEP that will assist in driving intervention for students that may be eligible. 42

43. Students learn what we expect them to learn We have to teach them ALL well! We have to teach them ALL well! 43