Why/Purpose Instructional Support Services Program Review The purpose of the review is to create a well- articulated, high quality, financially sustainable program of services that meets the needs of student in the Bainbridge Island School District. The PSESD was asked to specifically address: • Models of support within the district, • The continuum of services available, and • Materials and curriculum being used with struggling learners.
Transcript
Why/PurposeInstructional Support Services Program Review
The purpose of the review is to create a well-articulated, high quality, financially sustainable program of services that meets the needs of student in the Bainbridge Island School District.
The PSESD was asked to specifically address:
• Models of support within the district,• The continuum of services available, and• Materials and curriculum being used with
struggling learners.
The following process is a guide to be used by the ISSRC and subcommittees:
Process
Instructional Support ServicesProgram Review
Bainbridge Island School DistrictSchool Board Presentation9/25/2014
Kelly Goodsell, Ed.D.Executive Director, Learning & Teaching and Family Support
Laura Matson, Ph.D.Director of Special Services
Purpose
Program ReviewProvide a guide for system implementation and quality improvement
Data informed
Aligned with mission and vision
Leverage district strengths and current efforts
Tonight’s Presentation
To share the findings and recommendations of
Bainbridge Island School District's Review of
Instructional Support Services
The Program ReviewRequested by William Mosiman, Executive Director of Instructional Support Services
Review Team Kelly Goodsell, Ed. D.
Executive Director, Learning, Teaching and Family Support, PSESD
Gordon Linse, Linse Consulting
Valerie Lynch, Ed.D.Director of Special Services, PSESD
Laura Matson, Ph.D.Director of Special Services, PSESD
Rita ReandeauDirector of Special Education, South Kitsap School District
Review FocusProvision of services to students who require additional support to participate in and benefit from the general education curriculum
Request to specifically addressModels of support within the districtThe continuum of services availableMaterials and curriculum being used with struggling learners
Program Review Activities Surveys
Interviews• Building leadership teams• District office
administration and staff• Special education
classroom staff
Onsite Visits• Bainbridge High School• Eagle Harbor High School• Odyssey Multiage Program• Sakai Intermediate School • Ordway Elementary
School
Focus Groups• Counselors and school
psychologists• Parents• Secondary Special Education
Teachers
Special Education records review
2012-2013 Data Highlights11.27% of K-12 students are special education
eligible• Within the state “funding lid” limit of 12.7% for the
past 3 years
10.15% of special education eligible students are age 3-5• Above the state average of 7.74%
2.11% of special education eligible students are age 0-3• Below the state average of 4.83%
Special
Education
Enrollmen
t
12/6/13
Source: OSPI Child Count Report, November of 2013
Percent of District 3-21 Special Education Enrollmentin Selected Disability Categories
A District of High Performers
Reading
Writing
Math
4th 84.6% 80.7% 82.5%
7th 91.0% 94.5% 89.0%
10th 96% 96.6%2012-2013
BainbridgeIsland
School District
Percent of Special Education Students Meeting Reading Standards
4th grade
7th grade
10th grade
Percent of Special Education Students Meeting Writing Standards
4th grade
7th grade
10th grade
Percent of Special Education Students Meeting Math Standards
7th grade
4th grade
Records Review
Comprehensive and well-written evaluation reports
IEPs contained detailed and measurable goals
Thorough and comprehensive functional behavior assessments and accompanying behavior plans
15 files reviewed•Primary – 5•Intermediate – 3•Middle School – 4•High School – 3
67% of students
receive the majority of
their special education services in the general education classroom
Staff Survey68 staff responded• 3 building administrators• 41 general education teachers• 16 special education and ESA
staff• 7 intervention staff
(counselors, ELL, Title/Lap)
Survey Purpose
Gather perceptions regarding instructional and intervention practices related to students who are struggling with the core general education curriculum
Staff Survey ResultsDistrict staff see themselves as ensuring the
appropriate instruction is provided to all students in the areas of reading, writing, math and behavior
Approximately 50% of staff feel that students who struggle with the curriculum receive differentiated instruction within the general education curriculum in reading, writing and math
All staff felt instructional interventions for reading are more effective than writing or math
Staff feel that many of the students who struggle with the general education curriculum do not receive the instructional interventions they require
BISD Staff Sharings Provides educational
services and programs that allow the majority of its students to meet or exceed state standards
Four-year college is the post-secondary goal for most students
“It is hard to be a learner with any difference”
Lack of consistency and coherence in the use of data to identify students who struggle
Lack of district direction regarding the instructional use of data that is collected
Inconsistent use of data to assess the progress of students receiving academic interventions
Levels of Academic InstructionLevel 1• For ALL students• Instruction using the general education core
curriculum with some differentiation
Level 2• For SOME students• Short-term instructional interventions to assist
students in gaining specific and targeted academic skills
Level 3• For a FEW students• Very intensive and individualized instructional
interventions
Staff Views of Levels of InstructionLevel 1• District identified core curriculum• Skilled teachers are able to successfully differentiate
instruction for students who struggle
Level 2• Title/LAP services• Before & after school intervention classes• Volunteer Tutors• Feels inadequate to meet needs of all struggling learners
Level 3• Special Education• Beginning to work on alignment of instructional materials• Service delivery relies heavily on 1:1 support and small
group instruction
RecommendationsDevelop and implement a unified system or
framework of instructional support and procedure designed to meet the academic, social/behavioral/emotional needs of students who are struggling in the general education curriculum• Prevent or minimize student failure
• Connect with the framework for delivering educational services to students in general education
• Provide direction and structure, while relying on expertise and experience of staff
RecommendationsAdopt a common district-wide system of
reading or math screening to be used• As a universal screener/general outcome
• Monitor the progress of students receiving strategic (Level 2) instruction
• Monitor the progress of students receiving more intense instructions
RecommendationsLevel 1• Supplemental writing program • For those students who need it, explicit instruction in basic reading skills
Level 2• Systematize and expand options available• Build on existing “patchwork” of instructional interventions across the
district• Development of learning strategies instruction and supports
Level 3• Continue with alignment of instructional materials district-wide• Ensure and document the provision of specially designed instruction• Create student independence and prepare students to be future ready• Development of learning strategies instruction and supports• Consider use of IEP/Evaluation system
RecommendationsProfessional development to accompany the
implementation of the Level 2 and 3 instructional materials and strategies
Periodic job-alike meetings across the district
Monthly coaching/consultation for the district to support the district efforts to build integrated supports
Formalize communication procedures to provide frequent and consistent information regarding follow-up on the program review recommendations
