ESSA Every Student Succeeds Act Finding ways to help every child - - PDF document

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ESSA

Every Student Succeeds Act

Finding ways to help every child succeed is not just your priority, it is a national “call to action” with passage of legislation December 10, 2015 #SPEDAhead

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• President of Stetson & Associates, Inc.
• Executive Director and sponsor for the

Inclusive Schools Network

• Conducted research and national

training and technical assistance for the US Department of Education

• Director of Curriculum and Instruction

for Houston ESC #SPEDAhead

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#SPEDAhead #SPEDAhead #SPEDAhead

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The National Center on Educational Restructuring and Inclusion ¡

“Providing to all students, including those with significant disabilities, equitable opportunities to receive

effective educational services, with the needed

supplementary aids and support services, in age appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society.”

What does it mean?

An Inclusive Lens

Brown vs. Board of Education 1954

Segregated schools are inherently unequal and therefore, unconstitutional.

HuffingtonPost.com ¡

Segregation is still a concern

Over 60 years after Brown vs. BOE, students with behavior challenges or disabilities and children of color are

• verrepresented in special

classrooms, disconnected pods and other segregated settings.

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An Inclusive Lens

IDEA (Individuals with Disabilities Education Act) 1975

Guaranteed a Free and Appropriate Education in the Least Restrictive Environment

An Inclusive Lens

Unsettling Data

Even with a 20 year focus on inclusionary practices, there has been… ¡

Meanwhile…

Over the same time period, % of students served in segregated settings increased slightly. ¡

Limited Impact for Children with Disabilities

After 9 years, only an 11.6% increase in students educated >80%

• f the day in gen ed classroom.

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Inequitable Opportunities for Children of Color

• Disproportion in special ed programs
• More exclusionary discipline
• Less opportunities to learn

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Changes

…In Our Attitudes …In the Classroom …In Leadership & Systems

Three topics for this webinar… ¡

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Changes In Awareness & Attitudes

• Understand our notions of

differences in cultures

• Build cultural proficiency
• Heighten awareness

about the teaching environment

• Better attitude between

teacher and student

Consider our own thinking and the thoughts of educators we work with.

“The first thing is to be honest with

• yourself. You can

never have an impact on society if you have not changed yourself.”

~Nelson Mandela, 1993 ¡ #SPEDAhead

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Cultural Proficiency:

Allows individuals to interact effectively with people who are different from them. But what professional development

• n this topic is in your school or district?

More diversity in our classrooms: culture, language, socio-economic and learning styles

Not Enough Time for Professional Development

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A Guide to Cultural Proficiency

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Six Stages of Cultural Proficiency

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• 6. Proficiency
• 5. Competence
• 4. Pre-Competence
• 3. Blindness
• 2. Incapacity
• 1. Destructiveness

2/15/16 ¡ 11 ¡ Six Stages of Cultural Proficiency

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• 6. Proficiency
• 5. Competence
• 4. Pre-Competence
• 3. Blindness
• 2. Incapacity
• 1. Destructiveness
• 1. Destructiveness

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Speak disparagingly

• f the culture
• 2. Incapacity

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Elevating the superiority of your own cultural values and beliefs

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• 3. Cultural

Blindness

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Acting as if differences in cultures don’t even exist

Proficiency Competence Pre-Competence

Stages of Cultural Proficiency Defined

• 4. Pre-Competence

Proficiency

Honoring differences among cultures, viewing diversity as a benefit; interacting knowledgeably and respectfully among a variety of cultural groups.

Competence

Interacting with other cultural groups in ways that recognize and value their differences, motivates you to assess and adapt your behavior.

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What am I doing?

Leadership Question:

White Privilege

Introduced during 2015 Special Agents

• f Change webinar series

White Privilege

“White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.”

• Peggy McIntosh, (1989)

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White Privilege

Unpacking the Invisible Backpack

An essay by: Peggy McIntosh ¡

What is White Privilege?

Unconscious, unplanned advantages for individuals who are white

• ver those of color in every aspect of our society

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No Shortcuts Allowed

We must do the work to move to the next level of fidelity and make real changes in

• ur classrooms.

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Changes In the Classroom

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• Create conditions

for learning

• Differentiated instruction

Create Conditions for Learning

“Teachers (all educators) possess the power to create conditions that can help students learn a great deal – or keep them from learning much at all. Teaching is the intentional act of creating those conditions…”

• Parker Palmer

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Differentiated Instruction

Are we really doing it well?

• Scaffolds and accommodations
• Culturally-rich curriculum
• Project based learning
• Collaborative learning
• Positive behavior

supports

Refer to Your Handout

Components of Culturally Responsive Classroom

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Refer to Your Handout

Principles and Applications for Becoming a Culturally Responsive Teacher

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Characteristics of the Culturally Responsive Classroom

Positive Behavioral Supports Building Authentic Relationships Higher Expectations

• f Students

Scaffolding and Process Skills Student Responsibility for Learning #SPEDAhead

Building Authentic Relationships

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Refer to Your Handout

Who Am I?

Building Authentic Relationships

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Refer to Your Handout

Student Interest Surveys

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Student Interest Surveys

Help you understand and appreciate each student’s interests, challenges and needs

Refer to Your Handout

Creating Culturally Responsive Classrooms

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Creating a Culturally Responsive Classroom

Invite community members to speak to the class Ask students to write about family traditions Attend community events that are important to students Post photos of students around the room Provide for levels of movement and conversation

Refer to Your Handout

Building Authentic Relationships

2/15/16 ¡ 22 ¡ Practical tools make teachers feel more competent and confident

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Higher Expectations

• f Students

Biased Expectations for Students

• f Color?

Teachers believe that children of color are less likely than their white peers to achieve a college degree.

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Have a Conversation with Yourself

Are my expectations of my students biased? Am I giving

• ff subtle

messages in the way I teach? Do my biases interfere with the quality of my interactions?

Communicate Higher Expectations

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Scaffolds and Instructional Accommodations

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Scaffolds

Learning Objective

Graphic Organizers Word Banks Task Lists Timer

Make it easier to achieve learning

• bjectives at grade

level or beyond

Refer to Your Handout

Types of Scaffolds

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Refer to Your Handout

If a Student Has Difficulty, Try This

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Rethinking Scaffolds and Accommodations

If it didn’t work before, it probably won’t work now.

"Insanity: doing the same thing over and

• ver again and

expecting different results.”

• Albert Einstein

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Student Responsibility for Learning Student Process Skills

Questions to Ask

Are we teaching, monitoring, and reinforcing process skills? What process skills does each student have? What process skills proficiency is required?

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Positive Behavioral Supports

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Cradle to Prison Pipeline

Black males – 1:3 chance of going to prison Latino males – 1:6 chance of going to prison Texas spends 2.3x per prisoner as per student

• Study from Stand for Children-TX Network 2005

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“…overrepresentation of Black (or minority) children in special education is a civil rights violation and a major culprit in the school to prison pipeline, with low teacher expectations yielding low quality instruction, which in turn leads to low quality education.”

From 2012 Position Paper

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Changes In Leadership & Systems

• Protect Children
• Provide all students with

equitable quality services

• Provide consistent

external supports

• Frequent debriefings

Leadership for the Common Good

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“Mobilizing people to make progress on the hardest of problems”

Leadership Requirements

• Serve all students

Be courageous. State non-negotiables.

• Create a culture
• f shared

responsibility

• Make careful

decisions for referrals and IEP

• Recognize need

for professional development

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Shared Responsibility

Individual teachers cannot be solely responsible for changes needed to ensure student success. There has to be shared ownership and a district-wide success system.

Provide intensive PD for educators that address cultural bias, privilege and prejudice and opportunities for discussions and reflection

Professional Development

Address individuals and groups when attitudes are counter to expectations for cultural proficiency

Facilitate Group Discussions

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Provide Consistent External Supports

Strive for consistency so students are being helped by familiar behavior specialists and therapists Enable educators to review their successes, challenges and concerns with an expectation of continuous growth and increased ownership

Create a Debriefing Process that Explores Successes

• Awareness and

attitudes

• The classroom
• Leadership and

system processes

Takeaways

Changes in:

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• Expectation of

continuous growth

Takeaways

• Increased ownership

for all students

• Share successes

and challenges

• Address behavior

concerns focusing

• n inclusion

“Acknowledge adult responsibility for establishing practices that promote positive student

• behavior. The burden is

not on the child – it is

• n the system.”
• Dr. Frances Stetson

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Q & A

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Under what circumstances is a student with special needs better supported in an all day segregated program rather than with an inclusion model? Why are students

• f color more

likely to be at-risk?

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What is the most important thing we can we do to reduce instances of inappropriate identification of minority students for special education services?

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Behavior seems to be

• ur largest barrier to
• inclusion. How can our

teachers become more responsive in the ever-growing world

• f accountability?

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What can be done to change the mindset of regular educators that kids in SPED should be segregated from the gen ed classroom?

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How can we ensure that students are prepared for job interviews, the workplace, and potentially for upward mobility, without social stigmas against the way they speak, which may reflect their culture?

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Is inclusion appropriate at any age level – even preschool?

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Interested in Becoming an Online Provider?

Refer your colleagues:

plearn.co/apply-to-pl

PresenceLearning has

• pportunities (FT & PT) for:
• SLPs
• OTs
• School Social Workers
• School Psychologists

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A Certificate of Attendance will be sent to attendees who have:

• Watched the live webinar in its entirety
• Completed the post-webinar quiz with a passing score of 80%
• Submitted the feedback survey

To receive CE credit:

• ASHA members: No action necessary if your registration

included valid ASHA membership ID & contact information

• NASP members: Your Certificate of Attendance has the

required information for self-reporting Questions? Email SPEDforum@presencelearning.com Look for follow-up email soon with the link to webinar recording and associated materials

PresenceLearning.com PresenceLearn PresenceLearning

THANK YOU

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