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BOARD OF EDUCATION PALO ALTO UNIFIED SCHOOL DISTRICT TO: FROM: SUBJECT: Kevin Skelly, Superintendent

Attachment: Date:

Information

14 04.26.11

Ginni Davis, Associate Superintendent Educational Services Disproportionality Plan

STRATEGIC PLAN INITIATIVE Academic Excellence and Learning 2010-11 Focus Goals 4. Develop and implement increasingly effective strategies that focus on academic needs as articulated below a. Implement disproportionality plan as described in June 2010 Board agenda item c. Gather data and assess best identification and intervention practices of school site teams to ensure students are individually reviewed for most effective instruction (e.g. Student Study Teams) BACKGROUND In November 2009, the California Department of Education (CDE) identified Palo Alto Unified School District as having significant disproportionality pursuant to the requirements of the Individuals with Disabilities Education Act (IDEA) for 2007-08. (PAUSD is one of seventeen school districts in California with this finding.) Briefly, the California Department of Education has found that, based on 2007-08 data and reconfirmed by 2008-09 data, there is a disproportion of Hispanic and African-American students identified for Special Education. In looking at the data, this falls into two sub-sets of students who are identified for Special Education services: students who are in the regular classroom for 40%-79% of the school day and students who are identified based on a Specific Learning Disability (SLD). (Attachment A) The District was required to submit a plan to reduce the disproportion. The plan is called Significant Disproportionality Coordinated Early Intervening Services (SD-CEIS). This plan was discussed at the June 22, 2010, Board meeting. We are currently in the process of implementing that plan. The purpose of the plan is two-fold: (1) to enhance preventions, interventions, and progress monitoring prior to referral for Special Education; and (2) to refine the referral process. The first purpose is largely related to general education and the second purpose relates to both regular and special education. A Special Education update to the Board is planned for May 2011. ANALYSIS The SD-CEIS plan is comprised of four components. These areas of focus were determined in response to CDEs finding of severely disproportionate. A District hybrid of components was created to uniquely fit the practices of our District. The components are listed as follows:

Incorporation of the 3-Tiered Response to Instruction and Intervention (RtI2) model Enhancement of programmatic strategies for English Language Development for EL students Leadership Development in setting the tone and laying the foundation for culturally responsive education Increased time for collaboration between (and among) regular and Special Education staff

District staff and schools at all levels have devoted a great deal of effort to supporting struggling students. The work ahead must be focused on increased coherence and consistency in those efforts in order to address the above areas and to pull the District out of the severely disproportionate designation. Specifically, the professional learning begun this year needs to continue in a focused, deliberate, and systematic way. As discussed in the prior Board meetings, outside instructional and counseling consultants are establishing foundational awareness and support for the process of really good teaching (RtI2). Each site, with the principal and leadership team, is developing its long term goals matched to professional learning days, contractual meeting times, and staff meetings. For this collaborative work to become embedded, coaching, observations, modeling, review of student work, and use of individual student assessments have to become instructional practice. This collaborative practice is lengthy and long term, with improving student outcomes always as the focus. PROGRESS 2010-11 The 2010-11 school year has been focused on building institutional and school level capacity. In Year 1 of the plan, emphasis has been placed on developing awareness, understanding, and knowledge of RtI2 and on deepening skills and broadening opportunities for collaborative work. These efforts should yield results with students as schools move into application during Year 2 and Year 3 of plan implementation. Both school site and District level staff have been engaged in all four of the plans components during the current school year. Every school has developed a team of regular and special educators, including teachers and administrators. These teams have participated in joint training and planning sessions, as well as in follow-up work at the school sites. Each school is developing plans for next steps at their sites. The WestEd organization serves in a consultative and facilitative role throughout these experiences. In addition, special education staff, EL teachers, secondary counselors, instructional supervisors, and elementary lead teachers have been provided job-alike opportunities to develop their knowledge and skills in the areas of RtI2 and collaboration. Professional learning for counselors and school site teams began this year was described at prior Board meetings. Resource specialists, school psychologists, speech-language specialists, EL teachers, and secondary counselors have participated in a newly created E=E training specifically designed for them (i.e. culturally responsive education). Significant to this work has been the redefinition of the roles of EL teachers and elementary lead teachers to focus on supporting the use of best first teaching practices, prevention methodology, and intervention strategies in the classroom through coaching and collaboration with classroom teachers at their sites.

Initiatives in curriculum and instruction have been designed to bring increased coherence and consistency in the instructional program. Intensive and ongoing professional have been provided to strengthen teaching practices in development of elementary curricular content and key instructional strategies of reading and math. These practices are the core of what is called Tier I, i.e. the teaching and learning that occurs in the regular classroom. In order to provide more coherence and consistency to both the pre-referral and the referral processes, materials are currently being developed for use at our schools in the coming school year. The SD-CEIS Plan Update Form is used to report progress to CDE. (Attachment B) BUDGET and AUDITING by CDE Under 34 CFR 300.646(b)(2), if a State identifies significant disproportionality based on race or ethnicity in an LEA with respect to the identification of children as children with disabilities, the identification of children in specific disability categories, the placement of children with disabilities in particular educational settings, or the taking of disciplinary actions, the LEA must use the maximum amount (15 percent) of funds allowable for comprehensive CEIS for children in the LEA, particularly, but not exclusively, for children in those groups that were "significantly overidentified." The District is audited in these expenditures and quarterly updates are submitted on our progress to the California State Department of Education (CDE). Santa Clara SELPA Director Michele Syth attends our monthly disproportionate meetings to provide direction and to report to CDE. Mrs. Syth wrote the following feedback after observing where we are right now: You want to make sure that at Tier I it is all student centered. Tier I should be the largest section of the RtI2 triangle. It should be all about the students. What is going to look different in the general education classroom for kids who are struggling? A rich classroom environment with access to a strong core curriculum in ELA and math should be expected for all students by all teachers. Access to interventions built in to the core curriculum (small group, one-on-one) are essential to providing support to those students who need it. These interventions should be consistent throughout the district so data can be kept to monitor student improvement or need for more support. Students should move back and forth as they access skills. Tier II is about targeted interventions still implemented in the general education setting. This is where your Read 180, for example, should be implemented over time and student progress monitored. Tier III is intensive interventions outside of the classroom, after school or in a pullout setting. Your district needs to develop assessment tools used districtwide, a process for referral into interventions in the general education setting, progress monitoring tools, and a data tracking system. NEXT STEPS Continue to build capacity of awareness, commitment, and growth mindset by adults in the District. Capacity building has a direct correlation to students' improved academic performance as awareness changes practices, attitudes, and expectations for all students. For example, the demographics of kindergarten retentions illustrate a need to examine teacher expectations and ability to teach all students in their classrooms.

Apply knowledge with several priority goals (such as continued emphasis on guided reading small group instruction in every K-5 classroom), using summative and formative individual student data points and District documents for the monitoring of progress. Understanding throughout the school staffs of the prevention and intervention levels or tiers is essential for building first teaching practices and for clarifying that effective instruction is for all students, every day. (Attachment C) The outcome expected is increased application of Tier I instruction, embedding the schools goals, into practice for greater consistency in instruction and processes. Monitored student data must show fewer referrals to Special Education, specifically for students of color.

RECOMMENDATION This item is for information only and no action is required. Attachments: PowerPoint African American and Hispanic Students Special Education Identification and Placement SD-CEIS Plan Update April 2011 RtI2 Levels Best First Teaching Graphic

Attachment A AFRICAN AMERICAN & HISPANIC STUDENTS SPECIAL EDUCATION IDENTIFICATION & PLACEMENT OCTOBER 2010

SP ED TOTA L ELEMENTARY TOTALS


AFRICAN AMERICAN HISPANIC 19 84

DISABILITY
SL D SLI OTHE R RSP

PROGRAM
S L BOT H SD C

VT P

E L

GRADE IDENTIFIED
P K 1 2 3 4 5 6 7 8 9 10 11 ?

8 34

5 35

6 15

9 26

3 22

1 11+1 ?

6 24

7 30 42

2 31

6 12

6 9

2 16

1 12

2 2 2

MIDDLE SCHOOL TOTALS


AFRICAN AMERICAN HISPANIC 33 76 22 52 4 7 7 17 20 51 1 2 1 4 11 19 11 23 11 2 8 5 4 3 11 6 12 7 10 7 10 14 5 2 2 1

HIGH SCHOOL TOTALS


AFRICAN AMERICAN HISPANIC 47 103 38 75 1 3 8 25 36 68 1 3 11 31 14 36 10 5 9 5 12 7 9 5 13 4 15 2 5 6 9 1 6 2 4 7 13 5 2 1 1 2

DISTRICT TOTALS
AFRICAN AMERICAN HISPANIC 99 263 68 16 1 10 45 21 57 65 145 4 25 2 18+1 ? 28 74 32 89 63 9 48 16 28 16 29 13 41 12 37 11 17 6 23 1 11 4 6 7 13 5 2 1 1 1 4

Attachment A
KEY: NOTE: SLD = Specific Learning Disability; SLI = Speech Language Impairment; RSP = Resource Specialist Program; SL = Speech/Language Services; SDC = Special Day Class Data includes students enrolled at the 17 PAUSD K-12 schools only

Attachment B SD-CEIS PLAN UPDATE 2010-2011 Update April 2011

WHAT

OTHER PLAN COMPONENTS


All Components

WHEN

OVERSIGHT/PLANNING/COMMUNICATION
Disproportionality Planning Group maintains ongoing planning & monitoring role
(Associate Superintendent, Directors Elementary & Secondary Education, Director Special Education, Coordinator for Student Success, School Psychologist, district Literacy TOSA, Special Education Coordinator, Student Services Coordinator, Regular Education Teacher, Special Education Teacher, SELPA Liaison, Project Coordinator) Monthly

IAASC Committee assumes oversight leadership role, receives regular updates, advances equity efforts
(Associate Superintendent, Directors Elementary & Secondary Education, Special Education Coordinator, Coordinator for Student Success, 1 high school principal, 2 middle school principals, 3 elementary school principals, adult school principal, 2 high school & 2 middle school assistant principals, middle school administrative TOSA, district Literacy TOSA, 1 high school and 1 middle school guidance counselor, 2 parents, 4 teachers including high school AVID teacher, district nurse)

All Components

Monthly

Cabinet reviews updates


(Superintendent, Business Officer, Human Resources Ass. Superintendent, Educational Services Assoc. Superintendent & Directors)

All Components

Ongoing

Learning Team reviews updates, plans activities


(Educational Services Assoc. Superintendent, Directors, Coordinators)

All Components

Ongoing

Final plan introduced to K-12 Administrators at summer retreat Plan introduced to K-12 Psychologists Associate Superintendent & SELPA Director attend state conference on disproportionality

All Components All Components All Components

August October December

INCORPORATION OF RtI2 COMPONENTS


Training provided in Elementary Literacy best first teaching practices through Guided Reading
Leveled Literacy Intervention (LLI) training for Academy teachers, Reading Specialists, instructional aides (September) Consultant sessions at several schools, including training in literacy instruction (October) Lesson Study groups at several schools Reading Study Group Staff Development Days & PDCs at school request Guided Reading rubric development session with principals, Collaboration Various times throughout the year

Attachment B
literacy lead teachers, reading specialists, literacy training team (January) Sessions at Jordan Middle School on reading & reading behaviors (February) Observations & debrief of Guided Reading lessons by literacy lead teachers, reading specialists, literacy training team (February-March) Session with Jordan Middle School English Department on reading comprehension & fluency, role of core literature, etc. (March) Ongoing support to principals through sessions at staff meetings, facilitating classroom observations, etc. Work Products developed: Guided Reading Walk-through Rubric of Instructional Practice; Guided Reading Lesson Plan Template; Guided Reading Lesson Components outline; Reading Benchmark Behaviors tool; Observation Protocol; Guided Reading Key Strategies tool (in progress)

Training provided in Elementary Mathematics best first teaching practices, including observation and feedback training for principals followed by classroom observations; activities have included:
Summer Institute 2010 Study Groups on assessment, differentiation, connecting arithmetic to algebra Lesson Study groups at several schools Staff Development Days & PDCs at school request MARS performance assessment scoring (March) Sessions on principals as instructional leaders (February/March) 5th-6th Grade Articulation sessions, including 5th grade teachers observations of 6th grade math lessons

Collaboration

Various times throughout the year

RtI2 focus work reviewed with K-12 administrators led by WestEd consultant School and grade-level data gathered regarding Special Education identification of Latino & African American students K-12 school-by-school information gathered about current pre-referral intervention strategies & programs, universal screening methods and progress monitoring tools/methods used for interventions Elementary school teams participate in training focused on RtI2 & collaboration, facilitated by WestEd consultant consisting of three full days throughout year Individual school meetings offered with RtI2 WestEd consultant to discuss site needs, strengths, & plans; Walk-throughs in classrooms by request Student Study Team processes refined based on current school practices by codifying current SST processes and incorporating components of RtI2 in order to align & clarify practices across the district Secondary school teams participate in training focused on RtI2 & collaboration; facilitated by WestEd consultants and District administrators consisting of two-three full days throughout year Secondary Instructional Supervisors and principals

Collaboration

October October

OctoberNovember

Collaboration

November February April December

Collaboration

Collaboration

January-June

Collaboration

January March

January

Attachment B
participate in seminar about Really Good Teaching best first teaching model to support changing role of IS, led by WestEd consultant Secondary literacy enhanced: materials identified & Read 180 purchased, reading teachers trained in how to use, courses aligned to use materials Secondary school teams visit Union Middle School in Los Gatos to observe school that is three years into implementation School psychologists attend conference on identification for Special Education and RtI2 Secondary counselors participate in 2-day training focused on articulation of counselors role and link to RtI2 tiers led by consultant Next steps discussed & reviewed with elementary principals, led by WestEd consultant Professional learning and classroom application planned for all teachers in Elementary Literacy Intervention & Math Intervention Summer School programs to increase expertise of general ed teachers in best first teaching practices, including prevention & intervention strategies Summer professional learning offered to support school site RtI2 priorities:
Elementary: Elements of Instruction, Reading, Math Differentiation, Science/Literacy/EL, E=E, plus new teacher professional development series Secondary: collaborative projects related to specific areas, i.e. Strategic Plan/WASC/RtI2, social-emotional health, student connectedness, school site plan priorities, literacy, college and career readiness, or Special Education, plus new teacher professional development

January

Collaboration

February-March
February

Collaboration

March

Collaboration

March (& as appropriate) June-July

ELD Culturally Responsive Collaboration

July-August

Read 180 to be piloted as research-based intervention in Middle School Reading classes

Planned for 201112

ELD PROGRAMMATIC STRATEGIES


Role of Elementary EL Specialists redefined to reflect emphasis on consulting, coaching, & collaboration Science/Literacy EL Institute offered to all teachers, with multiple follow-up sessions Academic Language training provided for Year 1 secondary teachers & open to all secondary teachers Elementary ELD Specialists participate in 1-day training in coaching and ELD support facilitated by WestEd consultant; Follow-up site coaching/modeling of classroom observation and debriefing with principals & EL specialists at many schools SIOP 2-day training offered to all teachers
RtI2 Collaboration RtI2 Ongoing August October Collaboration February

February

CULTURALLY RESPONSIVE EDUCATION


Year 2 Teachers participate in 2-day E=E equity training
August

Attachment B
New site & district administrators, Year 2 teachers, and Board of Education representatives participate in 2-day E=E equity training Year I teachers participate in E=E introductory 1-day equity training Psychologists, resource specialists, speech-language specialists, EL specialists/teachers, secondary counselors participate in 2-day E=E training linking equity, disproportionality, and RtI2 (for those without prior E=E training)
October

February RtI2 Collaboration Elementary=March Secondary=April

COLLABORATION
Role of Elementary literacy and math lead teachers redefined to reflect emphasis on consulting, coaching, & collaboration Various staff groups meet for professional learning, alignment, communication, & collaboration: counselors, Instructional Supervisors, Reading Specialists, literacy training team, secondary steering committees*, assistant principals, secondary coordinators, secondary student activities, Education Services department *Assistant Principals assume facilitator role for steering committees following training in facilitation/meeting management Elementary Special Ed staff meet monthly in teacher-led discussions to enhance curricular alignment Elementary literacy and math lead teachers meet with District TOSAs to increase their ability to coach and model with site teachers Elementary lead teachers (literacy, math, science) & EL specialists participate in full-day seminar to develop understanding of coaching role through modeling & providing feedback to colleagues; principals joint participation to plan site staff development and staff meetings for the year K-12 Principals develop teams consisting of administrators, psychologists, counselors, regular education teachers, special education teachers Secondary Administrators participate in morning session to introduce and prepare for team work led by WestEd consultant K-12 Administrators engage in mid-year retreat to deepen understanding of team roles & collaboration Special Education staff participate in 1-day training focused on developing understanding of collaborative model, led by WestEd consultant
(School Psychologists, Resource Specialists, Speech-Language Specialists, SDC teachers, behavior specialists) RtI2 Ongoing

RtI2

Throughout the year

RtI2 RtI2

Monthly Monthly

RtI2 ELD

August

All Components

October

RtI2

November

January March

Use of PAUSD common written communication forms TIER III


Intensive intervention outside the classroom

Use of PAUSD common written communication forms

Attachment C

RtI2 Levels Best First Teaching

5% of students require this level of support to learn

Referral to SST process, preliminary consideration of Special Education


Tier II Tier III Student Progress Monitoring

Best First Teaching Practices, including assessment to monitor student progress Prevention Methodologies Intervention Strategies within & outside classroom Collaborative Processes to Support Student Learning
Tier I Tier II Student Progress Monitoring

TIER II

10-15% of students need this level of support to learn

TIER I
Best First Teaching Practices, including assessment to monitor student progress Prevention Methodologies Classroom-Centered Intervention Strategies

80-85% of students learn with these classroom strategies

Collaborative Processes to Support Student Learning

Palo Alto Unified School District

Disproportionality Plan Update

April 26, 2011

Strategic Plan Initiative 2010-11 Focus Goals

Academic Excellence and Learning

4. Develop and implement increasingly effective strategies that focus on academic needs as articulated below

a. Implement disproportionality plan as described in June 2010 Board agenda item c. Gather data and assess best identification and intervention practices of school site teams to ensure students are individually reviewed for most effective instruction (e.g. Student Study Teams)

The SD-CEIS plan is comprised of four components:


Incorporation of the 3-Tiered Response to Intervention (RtI2) model Enhancement of programmatic strategies for English Language Development for EL students Leadership Development in setting the tone and laying the foundation for culturally responsive education Increased time for collaboration between (and among) regular and Special Education staff
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In order to serve all students

Research suggests three areas to address:

Gaps in curriculum and instruction implementation Limited beliefs of ability Inconsistent pre-referral process

Math Intervention Summer School Referrals


Grade Level # of Students Recommended # of Students at Grade Level # of EL # of RSP # of VTP

Kindergarten 1 2 3 4 5 Total

14 54 82 63 96 96 405

979 903 959 910 926 897

4 17 16 19 26 17 99 24%

0 2 2 8 8 26 46 11%

2 14 14 13 14 18 75 19%

The number of students at each grade level is based on Cruncher data. EL, RSP, VTP data is based on the classroom teachers recommendation sheets.
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Literacy Intervention Summer School Referrals

Students with IEPs by Race in 2006-07 and 3 years later in 2009-10


At one District middle school: All students in fifth grade in 2006-07:

African-American: 1/4 with IEPs, or 25% Asian: 10/54 with IEPs, or 19% Hispanic: 14/28 with IEPs, or 50% White: 14/156 with IEPs, or 9%

All

students in eighth grade in 2009-10:


African-American: 2/6 with IEPs, or 33% Asian: 7/68 with IEPs, or 10% Hispanic: 16/29 with IEPs, or 55% White: 15/189 with IEPs, or 8%

Students with IEPs by Race in 2006-07 and 3 years later in 2009-10

These are two snapshots of the same cohort, so totals for the same ethnicity change slightly. A high percentage of students of color are in Special Education by the end of fifth grade and the numbers rise by the end of eighth grade.
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Progress 2010-11

The 2010-11 school year has been focused on building institutional and school level capacity. Both school site and District level staff have been engaged in all four of the plans components during the current school year.

Progress 2010-11

Each school is developing plans for next steps at their site. Job-alike opportunities have been provided to develop knowledge and skills for Special Education staff, EL teachers, counselors, instructional supervisors, and elementary lead teachers.

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Progress 2011-12

Redefinition of the roles of EL teachers and elementary lead teachers to focus on supporting the use of best first teaching practices Increased coherence and consistency in the instructional program Key instructional strategies of reading and math have been provided to strengthen teaching practices
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RtI2 Levels Best First Teaching


Tier III Intensive Intervention 3-5% of students Tier II Best First Teaching Practices 10-15 % of students Tier I Best First Teaching Practices 80-90% of students

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CEIS Requirements Significantly Disproportionate Districts

15% of federal Special Education funding must be used on Coordinated Early Intervening Services

Total federal Special Education funding for 2010-11: $2,116,847 Total projected federal special education funding for 2011-12: $2,116,847

2010-11 requirement is $317,527 2011-12 requirement is projected to be $317,527


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CEIS Expenditures 2010-11

Budgeted expenditures for 2010-11 include:

Facilitation and process support for administrators and staff - $80,000 College Bound at Barron Park $60,000 Coordinator of Academic Success (percentage of position) - $22,000 Coordination of CEIS - $10,000 Math and literacy leads stipends - $41,000 Primary language tutors - $90,000 Counseling RtI facilitator - $17,000
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CEIS Expenditures 2011-12 Preliminary Budget

Projected expenditures for 2011-12 include:

Facilitation and process support for administrators and staff - $70,000 College Bound at Barron Park $60,000 Coordination of CEIS - $10,000 Math and literacy leads stipends - $41,000 Counseling RTI facilitator - $8,000 Summer literacy and math intervention professional learning - $40,000 RtI Tier III Psychologist - 1 FTE - $120,000
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