Wisconsin Professional Development Model - RSN - NCCRESt

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Feb 5, 2013 (4 years and 6 months ago)

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A Professional
Development Model with
a Focus on
Disproportionality

Creating Culturally Responsive
Educational Systems: A Focus on
People, Policies and Practices


NCCRESt

A Professional Development
Model with a Focus on
Disproportionality:

The Journey Starts with Data


By the Wisconsin Regional Service Network (RSN)


The State of Wisconsin


Population
-
5,581,000 million


School Districts
-
426


Student Population
-
864,760


Special Education Population
-
129,180


Percent of Special Education
-
13.1


Wisconsin

s Twelve Cooperative
Educational Service Agencies


CESA 1

45

CESA 2

75

CESA 3

31

CESA 4

26

CESA 5

35

CESA 6

42

CESA 7

38

CESA 8

26

CESA 9

22

CESA 10

30

CESA 11

39

CESA 12

18

Number of Districts

Wisconsin


Regional Service Network
-
RSN


A Network of Special Education Directors
and Coordinators for 20+ years


Activities center around:

--

Leadership


Share with group & districts

--

Professional Development
-

activities

--

Information Dissemination/Communication


Meet 10 times a year with WDPI


Professional Development :

It

s All About The Children


Given the overwhelming
evidence that well
-
designed
staff development, fully
integrated with effective
improvement practices, can
increase student learning

(Cohen
and Hill, 2001; Consortium for Policy Research in
Education, 2000; Elsmore and Burney, 1999;
Joyne and Calhoun, 1996; Joyce and Showers,
2002; Loucks
-
Horsely, et. Al., 1998; Schmoker,
1996; Supovitz, Mayer and Kahle, 2000),
the NSDC now states that the
purpose of staff development is
increased student achievement


(NSDC, 2001)


The most effective ways to improve student

achievement


A cluster of variables



--

The importance of
data
for
driving school improvement
and student achievement
goals

--

alignment of assessment
with curriculum and
instruction

--

The provision of quality staff
development with
research
-
based content

--

The necessity for
learning
communities

that study
what is effective and work
collaboratively to learn and
implement new knowledge


--

The
study of
implementation of
planned change

--

The
evaluation, both of
formative and summative,
of planned change for its
impact on student
learning
; and

--

The guidance of
strong
leaders

teachers,
principals, central office staff,
superintendents, and school
boards

operating
collaboratively

to govern
the staff development/school
improvement systems

(B
ased on the NSDC standards & Iowa Professional Development Model)


Soapbox Time


If a school district
is going to spend
the money for
professional
development, why
should they not
follow the research
based guidelines
to get what the
district needs?

Wisconsin Professional
Development Model
-

RSN


Based on the Iowa Professional
Development Model


Developed by Bev Showers, author and


Deb Hanson, Iowa Department of
Education


Follows the National Staff Development
Standards


Adopted and studied by the Regional
Service Network in

04
-

05



The Iowa professional
Development Model


Based on NSDC
Standards



Passed by the state of
Iowa Legislature



Data based school
plans due to the Iowa
Ed. Dept. Sept. 2004



Operating Principles


Focus on Curriculum


Participative Decision Making


(Schools & District)


Leadership


Simultaneity



People

Policies

Practices

What

s in an Educational
System?
NCCRESt

Wisconsin Professional
Development Model
-

RSN

National Staff Development
Standards


Three areas


Content, Context, Process



RSNs took the National Staff
Development Survey for their CESAs


Set aside an hour of each RSN agenda to
look at assessed standards


Looked at the Iowa Professional
Development Model as a guideline for its
use in Wisconsin

1. Exploring

6. Assessing Progress

7. Growing

2. Assessment & Planning

3. Commitment Building

4. Implementing Change

5. Integrating

Change

The Planned Change
Process
NCCRESt

A Problem Solving Model

Early and Ongoing
Collaboration and Assistance

(EOCA)

Eileen Dagen, Director

Early and Ongoing Collaboration and Assistance Data


Universal


Selected


Targeted Options for Students

T h e s u s p e n s i o n r a t e a m o n g n o n
-
w h i t e s t u d e n t s w a s
r e d u c e d b y m o r e t h a n 6 0 % b e t w e e n 1 9 9 9 a n d
2 0 0 3. T h e g a p b e t w e e n s u s p e n s i o n r a t e s o f w h i t e
a n d n o n w h i t e s t u d e n t s w a s e l i m i n a t e d.
1.8
1.9
2.2
2.2
1.5
3.6
2.7
3.2
2.6
1.2
0
1
2
3
4
1 9 9 8 - 9 9
1 9 9 9 - 0 0
2 0 0 0 - 0 1
2 0 0 1 - 0 2
2 0 0 2 - 0 3
W h i t e
N o n - w h i t e
S u s p e ns io n Ra t e s
So u r ce: U W
-
O s h k o s h 2 0 0 3 E v alu at io n R ep o r t
Native American Focus

Tom Potterton



CESA 12 Special Education and
RSN Director



CESA # 12 Disproportionality Grant
2005
-
06 funds provided by WI
Department of Public Instruction




Wisconsin Professional
Development Model
-

RSN

-
Sp. Ed. Data
Retreats@

-
Based on Data from
the Wisconsin
Disproportionality
Summer Institute
2005

-
Dan Losen State Data

-
Each CESA given own
data


RSN looked for
state/individual need

-
State RSN grant
based on PD cycle


Wisconsin Position Statement

Disproportionality Workgroup Position Statement

January 2006





Disproportionate

representation

of

minority

children

in

special

education

is

a

long

recognized

and

well
-
documented

problem
.

Not

only

do

children

of

color

have

a

higher

risk

of

being

identified

as

needing

special

education

but

they

also

have

a

higher

risk

of

being

placed

in

more

restrictive

settings
.

Published

research

reveals

an

extensive

and

impressive

body

of

literature

covering

a

myriad

of

intertwined

social

and

educational

issues
.

In

our

country,

poverty

and

race

are

interwoven

and,

together,

have

complex

and

far
-
reaching

effects
.

As

one

option

for

addressing

issues

of

disproportionality,

the

Department

of

Public

Instruction

supports

district

use

of

Ruby

Payne's

*Framework

for

Understanding

Poverty*

-

in

part,

because

no

comparable

framework

exists

to

discuss

race
;

in

part,

because

the

training

instills

participants

with

a

real

feeling

of

systems

change

and

ownership

in

classrooms
.

The

Department

expects

districts

that

choose

to

use

the

Ruby

Payne

Framework

to

build

upon

it

by

explicitly

looking

at

issues

of

race,

ethnicity,

and

culture
.

The

Department

further

expects

districts

to

rigorously

evaluate

the

*Framework*,

as

developed

by

Payne

and

utilized

in

districts,

to

assess

educational

benefits

of

the

model

and

to

determine

the

impact

it

has

on

identification

and

placement

of

minority

children

in

special

education
.



Several Mini
-
Grants
Offered in the State


CESA Consortium




A consortium of Wisconsin’s Cooperative Educational Service Agencies (CESAs)
received a grant to position the CESAs as the lead agencies to provide professional
development regarding disproportionality in special education. The CESA consortium
is developing the following resources: statewide task force recommendations regarding
nondiscriminatory assessment; comprehensive and interactive resource kits on
disproportionality issues; and web
-
based professional development regarding
disproportionality. In addition, the consortium is using mini grant funds to train CESA
representatives to become leaders and trainers regarding:






(1)
Framework for Understanding Poverty Model

(2)
Disproportionality in Special Education.




Collecting/Analyzing

Student Data


Goal Setting & Student
Learning


Training/Learning

Opportunities


Collaboration
Implementation


Program Evaluation

(Summative)


Selecting Content


Designing Process for
Professional
Development


Ongoing Data Collection

(Formative Evaluation)


Disproportionality



Focus for RSN PD
Cycle


Ongoing
Components &
Mentor Visits


Through a three
-
year PD plan
-

Reduce
Disproportionality


to 1:1 risk ratio


CESA data
analyzed at
Summer Institute


-
Dan Losen
research

-
aha! Process

-
NCCREST

-
Non
-
disc rim.

Assessment


-
Agendas

-
Book Study
forms/ online
transcript

-

TOT
verification

-
Statewide

disproportionality
number




-
Kits

-
aha! TOT

-
Book Study group

-
Panel Presentation via
Webcast

-

Non
-
discriminatory
testing workshops


PD Model
-


RSN Model


COMPARISON OF HOW CYCLE OF PROFESSIONAL DEVELOPMENT PARALLELS with RSN Disproportionality Focus
________________________________



Components of the Cycle

Big picture in working with the state agency
and the state workgroup

Our RSN meeting

The book study

The Tool Kit

Webcast

Non
-
biased assessment group

Sectionals at conferences




Collecting and Analyzing
Student Data

Wisconsin RSN Concerns


Collectively, as RSNs, data reported:


-

high incidence rates in cognitive
disabilities (CD/MR) African
-
American
populations


-

high incidence rates in emotional
behavioral disorders in African
-
American
& American Indian populations


-

low graduation rates for African
-
Americans who have disabilities


Other concerns



OHI


African American populations



CESA 12


Native American
populations



Each CESA RSN took charge of their
individual CESA districts


data



Goal Setting and


Student Learning

Goal Setting and Student Learning


RSNs wrote grant around
collaboration and implementation


Impact the whole state


Work towards ulitmate goal of 1:1
risk ratio


Selecting Content


Dan Losen Research/Books for Book
Study


Selection of aha Process/Trainers


Disproportionality Tool Kits


Non
-
Discriminatory Assessment
Workgroup


Designing Process for
Professional Development

What is Quality Professional
Development?

The new IDEA 2004 tell us to use the definition of staff
development used in NCLB
-
from NCLB The term

Professional Development



Activities that:


increase knowledge and skills


part of a broad school/district wide educational
improvement plan


are high quality,sustained, intensive and classroom
-
focused in order to have a positive and lasting
impact on classroom instruction

and the teacher

s
performance in the classroom


PI 34


standards based licensure

What is quality Professional
Development


(continued)


based on scientifically based research strategies
(READS, WSTI) for improving student academic
achievement or substantially increasing the
knowledge and teaching skills of teachers


aligned to state standards and your schools
curriculum,


collaboratively developed with parents, school board,
etc. and for all, including paras, special
education/ELL teachers


using appropriate technology


regularly evaluated for impact on school/students


using data and assessments (WINSS)


Professional Development


Powerful Design
(from NSDC


Critical
Friends


Book Study


Tool Kits


RSN Network
Dissemination


Non
-
Discriminatory Assessments


RSN and School Psychologists


Aha! Process Training




Ongoing Cycle
-

Formative
Assessments


RSN Network meets 10+ times
per year


RSN Director/Coordinator is
responsible for carrying out each
component of the grant


Reports are heard each
month(problem solving and sharing)

Program Evaluation

Grant Report

The Grant


-

Ongoing Book Study Group entitled
Racial Inequity in
Special Education,
edited

by Dan Losen and Gary Orfield


CESA 1 facilitator


-

Disproportionality Tool Kits available at each CESA for
district use


WDPI and CESAs 2,7 & 11 compiling and
coordinating the kits for the state.


-

Disproportionality Testing


Instruments to be reviewed
and included in the kits by WDPI and CESA 12.

-
Poverty Training mini
-
grants available for each CESA


some purchased materials, some used to become aha!
Trainers, some had aha! Trainers come for presentations.



It

s not time or money! We have to be creative.

WebCast on Disproportionality




Spring 2006


Wisconsin
Department of Public
Instruction
-

Disproportionality
issues and concerns



Panel discussion
-

participants receiving
grants


What

s
working?




Principal discussion
on High Expectations



Special Education
Data Point Indicators



Follow
-
up from the
grants


What are the
next steps in 2006
-

2007?




Doing Staff Development?

What does the Data Say?


New Wisconsin Promise: Quality Data = Quality
Schools



POWERFUL DESIGN


PD research based model and
NSDC materials



Innovative Configurations


Vision


Through Data
Collection (Sp. Ed. Data Retreats@, EOCA, etc. the
disproportionality numbers will decrease to the
OSEP ratio of 1:1



RSN web page
-
24/7 Assistance

http://www.wi
-
rsn.org/pd/index.htm



What is Systemic Change?
NCCRESt


Simultaneous

Renewal in
Multiple
Levels of the
System

People

Policies

Practices

Thank you !


Eileen Dagen


Early and Ongoing
Collaboration and Assistance
Initiative (EOCA)

Edagen@cesa1.k12.wi.us



Tom Potterton
-

Native American
Disproportionality Grant

Tomp@cesa12.k12.wi.us


Thank You !

Sue Wellnitz

RSN Coordinator, CESA 5

wellnitzs@cesa5.k12.wi.us


Barb Behlen

RSN Coordinator, CESA 6

bbehlen@cesa6.k12.wi.us