schoolleadershipforstudents withdisabilities! … · 2020. 3. 9. · ceedarcenter !...

School Leadership for Students With Disabilities Course Enhancement Module

Part 4: Instructional Leadership for Students with Disabilities

Facilitator’s Guide

2015

CEEDAR Center Part 3: School Leadership Anchor Presentation 1

Contents Page

Introduction to the School Leadership for Students with Disabilities Course Enhancement

Module ........................................................................................................................................... 2

Purpose ........................................................................................................................................................ 2

Audience ...................................................................................................................................................... 2

Facilitator’s Guide ........................................................................................................................................ 2

Evidence-‐Based Materials .............................................................................................................. 3

Seven-‐Part Organization ................................................................................................................. 3

Opportunity to Learn ...................................................................................................................... 4

Resources ....................................................................................................................................... 4

Materials ........................................................................................................................................ 5

Objectives .................................................................................................................................................... 5

In This Guide ................................................................................................................................... 5

Part 4: Slides and Supporting Facilitator Notes and Text ............................................................... 6

This facilitator’s guide is intended for use with the following resources: • Presentation slides

These resources are available on the Course Enhancement Modules (CEM) web page of the CEEDAR Center website (ceedar.org).

CEEDAR Center Part 3: School Leadership Anchor Presentation

2

Introduction to the School Leadership for Students with Disabilities Course Enhancement Module The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center developed this Course Enhancement Module (CEM) about inclusive education to assist faculty at institutions of higher education (IHEs) and professional development (PD) providers in the training and development of all educators. The CEM about inclusive education is a compilation of resources intended for use in the development and enhancement of teacher and leadership education courses as well as for PD programs for practitioners. The resources are designed to support professional learning opportunities for stakeholders invested in the support and instruction of students with disabilities and others who struggle with learning to meet college-‐ and career-‐readiness standards. This CEM is designed with the broad goal of helping principals, teacher leaders, and other key personnel lead for the success of all children, with emphasis on students with disabilities. Consistent with the Common Core State Standards (CCSS), this resource is designed to increase school leaders’ abilities to improve student readiness for college and careers. Purpose This CEM was designed to build the knowledge and capacity of educators in the selected topic. The module can be adapted and is flexible to accommodate faculty and PD provider needs. The anchor presentation and speaker notes can be used in their entirety to cover multiple course or PD sessions. Alternatively, specific content, activities, and handouts can be used individually to enhance existing course and/or PD content. Audience The audience is intended to be teacher and leader candidates within pre-‐service programs at the undergraduate or graduate levels and/or district teachers and leaders participating in in-‐service professional learning opportunities. The facilitator’s guide is designed as a blueprint to support faculty and PD providers charged with providing teachers and leaders with training in a selected topic. The training can be conducted by faculty and by state and local PD providers. Facilitator’s Guide The facilitator’s guide consists of anchor presentation slides with a script to support facilitators as they present the content and learning activities within the anchor presentation. Facilitator notes and talking points are included. The speaker notes are intended as a guide for a facilitator


who is using the PowerPoint slides and may be modified as needed. Reviewing the entire guide prior to facilitating the training is highly recommended.

Evidence-‐Based Materials Throughout the seven PowerPoint presentations, activities, and readings in this CEM, we plan to review essential elements of research and policy in a manner that informs leadership practice.

Seven-‐Part Organization The learning resources are organized into seven main parts:

• Part 1: School Leadership for Students With Disabilities. Part 1 contains an overview ofschool leadership for students with disabilities and includes information about thecurrent accountability context, leadership standards and ethics, and the importance ofschool leaders for all students.

• Part 2: What Is Inclusion, Why Is it Important? Part 2 addresses what is meant byinclusion and why it is important. Specifically, it discusses what it means to truly includestudents with disabilities as a valued part of the school community. Information isprovided about including students as part of the academic or learning community of theschool as well as in the social community of the school (i.e., in all non-‐classroomactivities in which other students participate).

• Part 3: The Principal’s Role in Developing Effective Inclusive Schools. Part 3 addressesthe principal’s role in developing effective inclusive schools and why this role isimportant. It discusses the critical role that the principal plays as effective inclusiveschools are developed. Principals are in a pivotal position to influence all major activitiesin a school; thus, Part 3 features the many changes that must occur as a school becomeseffective and inclusive and how important the active involvement of the principal is toensuring that these changes occur.

• Part 4: Instructional Leadership for Students with Disabilities. Part 4 reviewsinstructional leadership with an emphasis on supporting the learning of students withdisabilities. Specifically, it discusses high expectations for all learners, key dimensions ofinstructional leadership, and the relevance of collective and distributed forms ofleadership for students with disabilities.


• Part 5: Facilitating Collaboration. Part 4 discusses principals’ work in facilitatingcollaboration. Specifically, it addresses the importance of a collaborative culture forstudent and teacher success, characteristics of collaborative work by schoolprofessionals, key leadership practices for principals to promote and sustaincollaboration, and major structures that enable teachers and specialists to collaborate insupport of inclusive education.

• Part 6: Partnering With Parents: Ensuring Successful Outcomes for Students WithDisabilities. Part 6 provides information about supporting school leaders’ skills inpartnering with parents to increase school achievement for students in specialeducation, which is consistent with the tenets of IDEA and current research. Specifically,it addresses the impact of IDEA on parental rights, benefits of parent/professionalpartnering, comparison of the traditional family involvement model to theparent/professional partnership model, key professional behaviors that facilitatesuccessful collaborative relationships, and ways parents support student achievement inspecial education.

Part 7: District Support for School Leaders. Part 7 contains an overview of the importance of district leadership and the ways in which learning-‐focused district support can help school leaders improve instruction for students with disabilities in their schools. The goal of this CEM is to emphasize how supports from district leaders, including local special education administrators (LSEAs), can help principals address academic learning and life outcomes for their students with disabilities.

Opportunity to Learn Learning activities are embedded throughout each part of the anchor presentations. All activities are optional and may be adapted to meet the needs of a particular audience.

Resources The following resources are provided for use in delivering the anchor presentation:

• Facilitator’s guide (this document)• Presentations

All of these materials may be used and adapted to fit the needs of the training context. When sharing the content, please use the following statement: “These materials have been adapted in whole or in part with permission from the CEEDAR Center.”


Materials The following materials are recommended for training and associated activities:

• Chart paper• Sharpie® markers for chart paper• Regular markers at each table for name cards• Post-‐it® Notes• Timer• Pens at each table• Internet connection for website links embedded in presentations

Objectives 1. Identify the importance of high expectations for students with disabilities.2. Explain key dimensions of instructional leadership and relevance to students with

disabilities.3. Describe the relevance of collective and distributed forms of leadership for students

with disabilities.

In This Guide The rest of the guide provides the slides and speaker notes to support facilitators as they present the content and learning activities included in the anchor module. Reviewing the entire guide prior to facilitating the training is highly recommended.

Table of Contents • Introduction• Defining Instructional Leadership and What it Means for Students With Disabilities• Academic Press and Achievement Expectations• Positive Disciplinary Climate• BREAK• High-‐Quality Instruction and Progress Monitoring• Activity• Supporting Teacher Effectiveness• Distributed Leadership

Handouts • Handout 1: Save the Last Word (Jigsaw activity to use with Deschler and Cornett

reading)• Handout 2: Sources of Evidence-‐Based Practices


Part 4: Slides and Supporting Facilitator Notes and Text Slide 1—School Leadership for Student With Disabilities

In this fourth anchor presentation, we consider instructional leadership with an emphasis on supporting the learning of students with disabilities. In this CEM presentation, the focus is on the role of the principal, and, yet, we acknowledge that leadership functions are often shared by others who work in the school. For example, teacher leaders, related-‐services personnel, and parents may be responsible for some leadership functions.

School&Leadership&for&Students&With&Disabili6es&

Project(#H325A120003(

Anchor&Presenta6on&#4&



Slide 2—School Leadership

Provides)Instruc/onal)Leadership)

Facilitates)Inclusive)Culture)(2)parts))

Facilitates)Collabora/on)

Involves)Parents)&)Community)

Academic(&((Life(

Outcomes(

School(Leadership()

District(Leadership(


Slide 3—Objectives

These three objectives are addressed in this anchor presentation. 1. Identify the importance of high expectations for students

with disabilities.2. Explain key dimensions of instructional leadership and

relevance to students with disabilities.3. Describe the relevance of collective and distributed forms of

leadership for students with disabilities.

The material in this anchor presentation has been adapted from Billingsley, B., McLeskey, J., & Crockett, J. B. (2014). Principal leadership: Moving toward inclusive and high-‐achieving schools for students with disabilities (Document No. IC-‐8). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-‐configurations/

In this session, we will focus on the areas of instructional leadership that matter to all students, but the examples provided will deal primarily with instructional leadership for students with disabilities.

Objec&ves)• Iden%fy(the(importance(of(high(expecta%ons(for(students(with(disabili%es.(

• Explain(key(dimensions(of(instruc%onal(leadership(and(relevance(to(students(with(disabili%es.(

• Describe(the(relevance(of(collec%ve(and(distributed(forms(of(leadership(for(students(with(disabili%es.(

((


Slide 4—What Is Instructional Leadership?

Instructional leadership is a term that is no doubt familiar to you as it has been part of educational leadership discourse for many years. How would you define instructional leadership, and what activities would you include? Take 10 minutes to discuss the following with another student:

Define instructional leadership. Identify activities you associate with instructional leadership. At the end of the discussion, please have several people share key points they discussed in their group.

What%Is%Instruc,onal%Leadership?%

%What%ac'vi'es%are%part%of%instruc'onal%leadership?


Slide 5—Dimensions of Instructional Leadership

Although researchers demonstrate that instructional leadership makes a difference in student achievement (Robinson et al., 2008), the specific processes of instructional leadership are not always clearly defined. Here are two conceptualizations of instructional leadership, and, yet, there are additional functions within each. These conceptual frames are provided to show just two examples of how instructional leadership is conceptualized.

Dimensions(of(Instruc/onal(Leadership(

• Three%dimensions%encompassing%10%specific%instruc5onal%leadership%func5ons%(Hallinger%et%al.,%2013):%o Defining%the%school%mission.%

o Managing%the%instruc5onal%program.%

o Developing%the%school%learning%climate.%%

• Iden5fy%four%school%leadership%ac5vi5es%(Leithwood,%Harris,%&%Hopkins,%2008)%%o Building%vision/seLng%direc5ons.%

o Understanding%and%developing%people.%o Redesigning%the%organiza5on.%

o Managing%the%teaching%and%learning%program%(p.%29).%


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Slide 6—Importance of Instructional Leadership (Elmore, 2004) Elmore defined principals’ core work as instructional improvement Read quote. Literature reviews on the effects of instructional leadership show that leadership has an impact on student achievement, with moderate effect sizes (e.g., Robinson et al., 2008).

Importance+of+Instruc/onal+Leadership+(Elmore,+2004)+

“the%skills%and%knowledge%that%ma1er%in%leadership%.%.%.%are%those%that%can%be%connected%to,%or%lead%directly%to,%the%improvement%of%instruc<on%and%student%performance.%Under%this%defini<on,%principals’%core%work%is%instruc<onal%improvement,%and%everything%else%is%instrumental%to%it”%(p.%58).%%


Slide 7—Instructional Leadership & Students With Disabilities (Billingsley, McLeskey, & Crockett, 2014)

Although we address key components of instructional leadership for all learners, the focus is on instructional leadership for instructing students with disabilities. These leadership dimensions were selected primarily from the general education leadership literature based on their impact on improving student performance. These key areas are not always distinct; rather, they are expected to occur together in support of student learning.

Each of these four areas—setting high expectations, promoting a positive disciplinary climate, facilitating high-‐quality instruction and progress monitoring, and supporting teaching effectiveness—are relevant for all students. Students with disabilities, by definition, have challenges that interfere with their achievement, so these students need to be in schools where everyone feels a collective responsibility for their learning.

Instruc(onal,Leadership,,&,Students,With,Disabili(es,

(Billingsley,,McLeskey,,&,Crocke@,,2014),

1. Se%ng(high(expecta0ons/academic(press.(

2. Promo0ng(a(posi0ve(disciplinary(climate.(

3. Facilita0ng(high>quality(instruc0on(and(progress(monitoring.(

4. Support(teaching(effec0veness.(


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Slide 8—1. Academic Press/Achievement Expectations Academic press is a normative emphasis on student success throughout the school. In other words, academic press refers to the extent to which everyone in the school “experiences an emphasis on academic success and conformity to specific standards of achievement” (Lee, Smith, Perry, & Smylie, 1999, p. 2). Research findings show significant, positive, and at least moderate relationships between academic press and student achievement, most often in the area of math but extending to other subjects such as writing, science, reading, and language. School leaders are in the position to set expectations in the school and work with others in goal setting. In high-‐performing schools, school leaders tend set outcome goals and expectations that are higher than district minimums and promote the use of “multiple measures of student success” (Louis, Leithwood, Wahlstrom, & Anderson, 2010, p. 283). Robinson and colleagues (2008) stated that “academic goal focus is both a property of leadership” as principals set student achievement as the primary school goal and a “quality of the school organization” (p. 659). In summary, setting high achievement expectations is an important role of leadership, and everyone in the school must work collectively toward these goals.

1.#Academic#Press/Achievement#Expecta6ons#

•  Norma&ve)emphasis)on)academic)success.))•  Achievement)goals)and)standards)high)and)clear.)

•  Review)of)20)research)studies)demonstrate)link)between)academic)press)and)student)achievement)(Leithwood,)PaBen,)&)Jantzi,)2010).)

•  School)leaders)help)set)expecta&ons.)•  Staff)and)others)involved)in)goal)seKng,)communica&ng,)and)monitoring)of)learning)goals)(Robinson)et)al.,)2008).)


Slide 9—Clear Mission

A focus on high achievement standards is included in the school mission or vision statement. In the Sunflower District, Ruleville Central Elementary has a mission to provide “rigorous and relevant educational experiences daily that will enable students to develop positive social, emotional, and intellectual relationships and compete with students at premier institutions locally, nationally, and globally.”

In this statement, the mission statement outlines achievement high expectations, yet it is clear they do not want achievement to be at the expense of social and emotional development.

Clear&Mission&&

Ruleville'Central'Elementary:'Provide'“rigorous'and'relevant'educa8onal'experiences'daily'that'will'enable'students'to'develop'posi8ve'social,'emo8onal,'and'intellectual'rela8onships'and'compete'with'students'at'premier'ins8tu8ons'locally,'na8onally,'and'globally.”'''From'hBp://www.swiDschools.org/aprilE2014'

'


Slide 10—Academic Press in Practice

Specific practices that reinforce academic press include setting clear goals for student achievement and making sure achievement and instructional priorities are clear to everyone in the school. At Rulesville Elementary, a priority is reading instruction and the entire staff focused on reading instruction based on student performance.

A focus on making sure there is dedicated instructional time for key goals is also essential. For example, at Rulesville Elementary, a schedule was developed for literacy instruction to occur daily from 7:45-‐9:15 a.m., and two adults were assigned to every classroom. Protecting this instructional time and avoiding interruptions critical.

High expectations are also communicated to students through clear expectations for challenging assignments and expectations for homework.

Academic(Press(in(Prac-ce!!

• Specific!prac*ces!that!reinforce!academic!press:!o Se4ng!clear!goals!for!student!achievement.!

o Focus!on!instruc*onal!*me.!o Communicate!high!expecta*ons!to!students!(e.g.,!expected!classroom!behavior,!challenging!assignments,!homework).!

!


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Slide 11 – Academic Press and Students With Disabilities High expectations for all students, including those with disabilities, are also important to consider. Unfortunately, low expectations are often low for students with disabilities and as expectations have been raised over time, students with disabilities often meet these increased expectations. Low expectations are pernicious and can interfere with the progress of students with disabilities. Students with disabilities also need opportunities to learn what all students learn and to the maximum extent possible, should receive this education with other students. However, students with disabilities must have educational programs that address their unique needs, include specially designed instruction, and participate with students who do not have disabilities. There is relatively little literature about academic press and students with disabilities. However, a strong achievement orientation was a distinctive factor in successful inclusive schools. Dyson and colleagues (2004) reported that a strong achievement orientation for all students was a factor in 12 high-‐performing inclusive schools in England. In case studies of 12 high-‐performing inclusive schools, researchers described how staff held high expectations for all students in these settings, including those with disabilities, and enacted these expectations by providing a range of strategies to improve achievement. These strategies were directed toward improving the overall quality of teaching and providing additional supports to address students’ areas of need. In summary, leaders must ask themselves questions such as:

Academic(Press(&(Students(With(Disabili6es(

•  Establishing+high+expecta0ons+for+all,+including+students+with+disabili0es.+

•  Students+with+disabili0es+expected+to+work+toward+the+same+standards+as+all+students.+

•  Strong+achievement+orienta0on+a+dis0nc0ve+factor+in+successful+inclusive+schools+(Dyson+et+al.,+2004).+

•  Collec0ve+responsibility+for+educa0ng+students+with+disabili0es+among+all+in+school.+


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• What messages am I sending about students with disabilities to teachers, parents, and school staff?

• How can I work toward a sense of collective responsibility for students with disabilities in the school?

Slide 12—2. Positive Disciplinary Climate (Leithwood et al., 2010) Creating a positive disciplinary climate is a key goal of school leadership. Such environments are linked to better student outcomes, and the magnitude is similar to that of academic press. In these environments, students and teachers work together without disruptions; transitions between classes are smooth; and behavior in non-‐academic situations, such as the bus, are characterized as positive. Moreover, Leithwood and colleagues (2010) reported that when schools are characterized by both academic press and a positive disciplinary climate, the combination explained more achievement variation between schools than either of these two variables working alone.

2.#Posi(ve#Disciplinary#Climate#(Leithwood#et#al.,#2010)#

•  Key$goal$is$a$safe,$orderly,$produc2ve,$and$posi2ve$learning$environment.$

•  Linked$to$student$achievement.$$•  Academic$press$+$a$posi2ve$disciplinary$climate:$explains$more$achievement$varia2on$between$schools$than$these$two$variables$working$alone$(Leithwood$et$al.,$2010).$


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Slide 13—Positive Disciplinary Climate in Practice In practice, we hope to see an orderly environment where students are engaged in learning and where there are few disruptions. School-‐wide frameworks to teach and improve positive student behavior show positive impacts not only on student behavior, but also on student achievement. In the next slides, an example of the use of these frameworks is provided.

Posi%ve(Disciplinary(Climate(in(Prac%ce(

• Orderly'environment'and'student'achievement.'•  Preven5ng'disrup5ons.'•  School9wide'frameworks'to'teach'and'improve'behavior.'


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Slide 14—School-‐Wide Positive Behavioral Support (pbis.org) PBIS is a systematic way to teaching desired behavior. This website (pbis.org) provides numerous resources that leaders interested in these systems can use in learning about and implementing SWPBS in their schools. Usually three levels are included in SWPBS.

• The first level includes determining which behavioral expectations will be taught throughout the school. These are usually a few key behaviors that are taught to all students. All staff in the school help to supervise and reinforce these key behaviors.

• The secondary level includes providing additional supports for those students who have not shown consistency in learning the taught behavioral expectations.

• The third level is designed for students who exhibit chronic and high-‐risk behaviors. Please note that there should not be many of these students at the third tier because these students require more intensive, specialized and individualized supports.

The data on these frameworks are impressive. Such systems are linked to decreased behavior referrals, improved achievement, and greater teacher satisfaction.

School&Wide+Posi.ve+Behavioral+Support+(pbis.org)+

•  Focused(on(preven-on.(•  Three(-ers(of(interven-on(with(progress(monitoring:(

o  Primary((clear(behavioral(expecta-ons,(taught,(supervised(and(reinforced).(

o  Secondary((range(of(supports(provided(for(those(not(responding(to(primary).(

o  Ter-ary((specialized(and(individualized(supports(for(students(exhibi-ng(chronic(and(highCrisk(behaviors).(

•  Linked(experimentally(to(decreased(behavior(referrals(and(improved(achievement((Horner(et(al.,(2009).(

(


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Slide 15—Video: Example of PBIS in Gwinnett County In this 6-‐ minute video, a video of the PBIS approach is described. This video provides an overview of the program and the outcomes associated with this approach. To find, go to pbis.org, then videos and scroll down to see video of Gwinnett County Schools As you watch this video, look for examples of SWPBS. Describe the three tiers and examples of each. Identify results of this program. Watch video (6.5 minutes). What did you observe in the video about SWPBS and look for examples for each of these three tiers? Emphasize these ideas in summary if not brought out in the discussion.

• Fosters a positive school culture and academic success. • Focus is on preventing problematic behavior rather than

reacting to it. • Tier 1: All students are formally taught expectations, and

these are reinforced by all in the school. • Tier 2 involves additional supports for students who do not

respond to the Tier 1 supports. They may use additional structures, such as schedules, and provide additional supervision and additional contingencies.

• Tier 3 involves individualized support for students who exhibit high-‐risk or ongoing problem behaviors. It is

Example(of(PBIS(in(Gwinne3(County(

(h"p://www.pbis.org/swpbs_videos/

default.aspx ((


21

important to note that a small percentage of students will receive Tier 3 supports.

The PBIS.org website has many excellent resources (pbis.org) Slide 16—Positive Disciplinary Climate and Students With Disabilities Students with disabilities, like other students, benefit from PBIS systems. Students with disabilities may be served at any of these tiers, like others in the school. However, students with disabilities who have significant behavioral needs will be at Tier 3 and the interventions outlined in the IEP. Systemic changes in a school or district approach to discipline and behavioral intervention, including collaboration with families and community agencies, can significantly impact school climate and student achievement.

Posi%ve(Disciplinary(Climate(and(Students(with(Disabili%es(

•  Students(with(disabili/es,(like(other(students,(benefit(from(SWPBS(systems.(

•  Students(with(disabili/es(may(be(served(at(any(/er.(

•  Significant(behavioral(needs(are(addressed(in(Tier(3.(


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Slide 17—3. High-‐Quality Instruction & Progressing Monitoring Leaders have key roles to play in ensuring that schools provide the best high-‐quality instruction for all students, including those with disabilities. Several key leadership activities can help promote high-‐quality instruction, including:

• Promoting the use of high-‐quality instructional practices in the school—those supported by research. The reading that you did by Deshler and Cornett (2012) outlined practices that research suggests makes a difference in student achievement.

• Ensuring that teachers have opportunities to learn about and use instructional practices that research shows are powerful in promoting learning. Both leaders and teachers must be aware of those practices that make a difference and support the use of these instructional practices in schools. Professional learning opportunities that are tied to the use of research-‐based practices that have been tied to learning among students with disabilities are also important to success.

• Protecting instructional time, especially in core academic areas, is essential to making sure that students have uninterrupted time for learning.

• Finally, monitoring student learning and reviewing student data provides teachers with knowledge about how students and specific groups of students are responding to instruction.

3.#High(Quality#Instruc4on#&#Progressing#Monitoring#

•  Promo%ng(the(use(of(high0quality(instruc%onal(prac%ces.(

•  Ensuring(that(teachers(have(opportuni%es(to(learn(about(and(use(instruc%onal(prac%ces(supported(by(research.(

•  Protec%ng(instruc%onal(%me.(•  Monitoring(student(progress(on(regular(basis(to(determine(progress(toward(learning(goals.(


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Slide 18—Response to Intervention (RtI) In the Deshler and Cornett reading, you were provided some basic information about RtI. You may notice a similarly between RtI and SWPBS. Multi-‐tiered system of supports (MTSS) is an overarching terms that includes both SWPBS and RtI. Deshler and Cornett (2012) identified three major assumptions underlying RTI models: “(1) all students can learn; (2) teacher instruction is most powerful in predicting student success; (3) schools need to provide all students with the supports needed to benefit from their education” (p. 240).

Response'to'Interven,on'(RtI)'

Three%assump+ons%(Deshler%&%Corne3,%2012):%1.  All%students%can%learn.%2.  Teacher%instruc+on%most%powerful%in%

predic+ng%student%success.%3.  Schools%must%provide%all%students%with%

supports%to%benefit%from%educa+on.%


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Slide 19—Response to Intervention (RtI) Six elements typically included in RtI include: “Universal screening—A brief screening measure administered to all students one to three times per year (i.e., fall, winter, and spring) to help identify struggling students. High-‐quality instruction—Effective instruction (i.e., research-‐based instruction) provided to all students in the general education setting using a standards-‐based curriculum and research-‐validated practices. Data-‐based decision making—The process of analyzing formative assessment data and using it to make instructional decisions such as identifying which students are struggling and how best to meet their academic needs. Increasingly intense levels of instructional intervention. • All students receive high-‐quality core instruction (i.e., primary

instruction). • Students who do not respond adequately to this level of

instruction receive targeted instruction (i.e., secondary intervention) in addition to the general education core instruction.

• Students who do not respond adequately to the secondary level of instruction, receive individualized instruction (i.e., tertiary intervention).

Frequent progress monitoring—A type of formative assessment in

!Response'to'Interven,on'(RtI)'

'•  Universal!screening.!•  High0quality!instruc5on.!•  Data0based!decision!making.!•  Frequent!progress!monitoring.!•  Increasingly!intense!levels!of!instruc5onal!

interven5on:!o Primary.!o Secondary.!o Ter5ary.!

•  Fidelity!measures.!From:!IRIS!Module!(RTI!for!Mathema5cs)!hHp://iris.peabody.vanderbilt.edu/module/r50math/cresource/what0is0r50for0mathema5cs/r5_math_02/#content!!


25

which student learning is evaluated often and on a regular basis in order to provide useful feedback about performance to both learners and instructors. Fidelity measures—Procedures designed to assess whether teachers are accurately following the implementation guidelines of an instructional or behavioral program or practice.” IRIS Center module http://iris.peabody.vanderbilt.edu/module/rti-‐math/cresource/what-‐is-‐rti-‐for-‐mathematics/rti_math_02/#content Not all RtI systems look the same. Often, there are three tiers, but at least two and rarely more than four. Typically, we would see these six elements in most RtI systems.


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Slide 20—Ruleville Elementary From swift.org This example shows how Ruleville Elementary professionals scheduled time for tiered instruction. This included creating protected time in the schedule for Tier 1 literacy instruction. This occurs daily from 7:45-‐9:15 am, and two adults are in every classroom during this period. Additional Tier 2 and Tier 3 instruction is provided for students at the end of the day. Students in the lowest quartile receive this instruction in small groups and by highly qualified teachers. As swift.org reports, this change has made a difference on benchmark assessments. “Data from spring benchmark assessments indicate that nearly 64% of all students showed growth in assessment scores and that over 55% of the students in the bottom 25% demonstrated growth. Mrs. Barber, the school principal, attributes this growth to the changes in the school’s literacy block. In addition to improved assessment scores, this shift in literacy contributes to a new culture in which all staff are responsible for the instruction of all students. It has also decreased the school’s tardy rate. With continued support from SWIFT, Mrs. Barber expects to see even more improvements in academic instruction and growth in achievement.” (from swift.org).

Ruleville'Elementary'From'swi3.org'

•  Create&protected&+me&in&the&schedule&so&that&Tier&1&literacy&instruc+on&occurs&daily&from&7:45;9:15&a.m.&o Two&adults&in&every&classroom.&

•  Addi+onal&&Tier&2&and&Tier&3&instruc+on&at&the&end&of&the&day.&o Students&in&lowest&quar+le.&o Small&groups.&o Highly&qualified&teachers.&

&


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Slide 21—Video: Response to Instruction Boulevard Elementary School Here is another example of a school incorporating RtI. From the link on the slide, scroll down to Boulevard Elementary School in Gloversville, New York (7.5 minutes)

!Video:!Response!to!

Instruc1on!Boulevard!Elementary!School!

!h#p://www.r*network.org/professional/

videos/virtualvisits!!


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Slide 22—Save the Last Word for Me The purpose of this group activity is to deepen and extend thinking about how to promote effective instructional practices. We will discuss the reading by Deshler and Cornett assigned to you during our last session, using the process in Handout 1: Save the Last Word for Me. Because all of you have already reviewed this handout, please appoint a timekeeper for your group. Are there any questions about this activity? Deshler, D. D., & Cornett, J. (2012). Leading to improve teacher effectiveness: implications for practice, reform, research, and policy. In J. B Crockett, B. S. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership & administration for special education (pp. 239-‐259). New York, NY: Taylor & Francis.

Save%the%Last%Word%for%Me%

•  To#deepen#and#extend#our#thinking#about#promo3ng#effec3ve#instruc3onal#prac3ces.#

•  Groups#of#four.#•  Leader#to#be#3mekeeper.#•  Handout#1#and#homework#reading#(Deshler#&#CorneD,#2012).#


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Slide 23—High-‐Quality Instruction & Students With Disabilities Tier 3 instruction may define special education in some districts as progressive, and more intensive supports are incorporated into multi-‐tiered systems. In the Deshler and Cornett reading, high-‐quality instructional practices were defined across all instructional practices. In special education, there are evidence-‐based practices (EBPs) that have been shown through research to be effective in the instruction of students with disabilities. Sources of this evidence was summarized by Cook and Smith and are summarized on Handout 2. These are excellent resources to use in better understanding a range of effective instructional practices for students with disabilities. Differentiated instruction is an approach that may be used in classrooms to support the learning of diverse populations of students. Tomlinson (2003) referred to differentiated instruction as academically responsive instruction that considers student characteristics, levels, interests, etc. Other systems, such as Universal Design for Learning (UDL) provide supports for learners with varying needs. There is a need for administrative support for differentiated instruction because teachers are unlikely to provide this support on their own (Goddard, Neumerski, Goddard, Salloum & Berebitsky, 2010). This support may take the form of professional learning to help teachers learn how to differentiate, the need for creating collaborative cultures that support differentiation across the school, and support for individual teachers’ efforts at differentiation.

High%Quality,Instruc2on,&,Students,With,Disabili2es,

•  Intensive,)individualized)instruc1on)at)Tier)3)may)define)special)educa1on)(Brownell)et)al.)2010).)

•  Use)of)evidenceCbased)prac1ces)(EBPs))proved)to)enhance)effec1veness)for)students)with)disabili1es)is)key.)

•  Importance)of)differen1ated)instruc1on/Universal)Design)for)Learning)(UDL).)

•  Need)for)administra1ve)support)for)differen1ated)instruc1on)at)the)school)level:)o  Professional)learning.)o  Collabora1ve)cultures.)o  Support)individual)teachers’)efforts.)

)


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Slide 24—4. Supports Teaching Effectiveness A fourth way of providing instructional leadership is considering how principals support teacher effectiveness and teaching effectiveness.

4.#Suppor)ng#Teaching#Effec)veness##


31

Slide 25 Principals are in the position to support teacher activities through the decisions they make, the schedules and structures they put in place, and the ways that they directly support teachers. This quote illustrates two key ideas in supporting teacher effectiveness. One is the importance of teachers’ knowledge skills and abilities. We can think of this as a question of how to best facilitate teaching learning. The second is the school environment and how well it is designed to facilitate teaching and students’ learning. For example, the extent to which principals facilitate the development of collective responsibility makes a difference in how all teachers in the school see their roles with students with disabilities. When all teachers are invested in seeing students with disabilities succeed, special educators are not the sole advocates for these students. The next slides explore these two ideas in more detail.

Use$of$one’s$“knowledge,*skills,*and*abili/es$.$.$.$in$an$environment*conducive*to*teaching*and*learning”!!!Ladson0Billings,$2008,$p.$207$(emphasis$added)$!


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Slide 26—Promoting Teaching Effectiveness Supporting new special education teachers requires systematic recruiting and hiring as shortages of these teachers tend to be higher than in some of the other teaching areas. Leaders should work with district leaders to clarify plans for selecting highly qualified and effective special education teachers. Determining criteria and involving both school and districts in hiring decisions can help ensure that the teachers selected will share the same values as school personnel and have the collaborative and instructional skills to ensure that the needs of students with disabilities are met. Teacher induction is an important part of new special educators’ development, and sometimes mentors must be selected from outside the school if other experienced special education teachers are not available. Moreover, helping new special educators participate in the whole school community and in professional learning communities (PLCs) is essential to creating a sense of collective responsibility among all who work with students with disabilities.

Promo%ng(Teaching(Effec%veness(

•  Recrui'ng*and*hiring.*•  Teacher*induc'on.*•  Ongoing,*embedded*professional*learning*(professional*learning*communi'es).*


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Slide 27—Promoting Teaching Effectiveness In studies of special education teachers’ working conditions, three needs are clear. First, it is important to have a supportive culture for all students so that there is shared responsibility for all students. This includes structures (e.g., time and schedules) that allow special and general education teachers, as well as other specialists. to communicate and collaborate together. A second need is effective job design. Special education teachers must have time to support students’ instruction, and there must be clarity across all in the school about their roles and activities. Schedules that support their instruction also requires that these needs be considered when the entire school schedule is developed. A third area is instructional supports such as the resources and technology that are needed for teaching. Special education teachers must also be able to teach without interruptions, and steps should be taken to keep clerical tasks to a minimum to allow time for instruction. Unfortunately, one observational study of special educators’ time suggests that their work is highly fragmented, and a large proportion devoted to non-‐instructional tasks. Careful planning with the principal and teachers must happen before school begins to provide these teachers with the working conditions necessary to make a difference with their students.

Promo%ng(Teacher(Effec%veness(

•  Suppor&ve)culture:)o  Inclusive)culture—collec&ve)responsibility.)o Collabora&on)among)teachers.)o Effec&ve)communica&on.)

•  Effec&ve)job)design:)o Clarity)about)valued)ac&vi&es.)o Schedules)that)supports)instruc&on)and)collabora&on.)

•  Instruc&onal)supports:)o Resources.)o Protects)teachers)from)interrup&ons)and)unnecessary)clerical)tasks.)


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Slide 28— . . . From a Special Educator Principal support in special education is critical to teachers. A supportive principal is the No. 1 reason for staying in a school and leaving a school.

From%a%Special%Educator%

"My$environment$is$wonderful.$I$have$a$really$strong$support$system,$and$the$principal$is$flexible$and$gives$us$feedback.$She$gives$us$ideas$about$what$to$do$with$reading$too.$She$trusts$us$and$allows$us$to$make$the$decisions,$which$is$very$powerful$for$teachers$.$.$.$I$am$not$isolated.$Isola@on$and$student$behavior$is$why$a$lot$of$my$friends$leave$teaching.”$(Bishop,$Brownell,$et$al.,$2010,$p.$87)$


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Slide 29—Video: Instructional Leadership at Henderson School Review video as a class (15 minutes) As you watch the video think about the following:

1. What stood out for you in this video? 2. What specific features of instructional leadership did you

see? 3. Who performed the instructional leadership roles?

After video, review responses to the two questions.

Video:'Instruc/onal'Leadership'at'

Henderson'School'!

h#ps://www.youtube.com/watch?v=NRR67_osT<Q!

'


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Slide 30—Distributed Leadership Although we have focused on the principal, this school leader is not the only leaders in the school. Robinson and colleagues (2008) pointed out that “what matters is the frequency of various instructional leadership practices rather than the extent to which they are performed by a particular leadership role” (p. 668). Multiple individuals take responsibility for school leadership, including teachers, related-‐services personnel and sometimes parents. Sometimes these roles are formally designated (e.g., with mentors and coaches). However, teachers clearly take informal leadership roles as well. This is a clear finding in the development of inclusive schools. Identifying key leadership functions and clarifying who will provide them is needed to create schools that address the needs of all students, including those with disabilities.

Distributed*Leadership**

•  Principals*are*not*the*only*leaders.**

•  Mul4ple*individuals*take*responsibility*for*leadership.*

*

•  Roles*may*be*formal*or*informal.*•  Teachers*play*a*major*role*in*inclusive*reform.*

*

•  Numerous*examples*of*teacher*leadership*in*special*educa4on.**(Billingsley,*2007)*

**


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Slide 31—References

References(Billingsley,*B.*(2007).*Recognizing*and*suppor:ng*the*cri:cal*roles*of*teachers*in*special*educa:on*leadership.*Excep&onality,.15(3),.1633176..[In*special*issue,*:tled,*The.Changing.Landscape.in.Special.Educa&on.Administra&on].***Billingsley,*B.,*McLeskey,*J.,*&*CrockeH,*J.*B.*(2014).*Principal.leadership:.Moving.toward.inclusive.and.high3achieving.schools.for.students.with.disabili&es*(Document*No.*ICN8).*Retrieved*from*University*of*Florida,*Collabora:on*for*Effec:ve*Educator,*Development,*Accountability,*and*Reform*Center*website:*hHp://ceedar.educa:on.ufl.edu/tools/innova:onNconfigura:ons/**Bishop,*A.*G.,*Brownell,*M.*T.,*Menon,*S.,*Galman,*S.,*&*Leko,*M.*(2010).*Understanding*the*influence*of*personal*aHributes,*prepara:on,*and*school*environment*on*beginning*special*educa:on*teachers’*classroom*prac:ces*during*reading*instruc:on.*Learning.Disability.Quarterly,.33(2),*75N93.**Brownell,*M.*T.,*Sindelar,*P.*T.,*Kiely,*M.*T.,*&*Danielson,*L.*C.*(2010).*Special*educa:on*teacher*quality*and*prepara:on:*Exposing*founda:ons,*construc:ng*a*new*model.*Excep&onal.Children,.76,*357N377.**CrockeH,*J.,*Billingsley,*B.,*&*Boscardin,*M.*L.*(Eds.).*(2012).*Handbook.of.leadership.&.administra&on.for.special.educa&on.*New*York,*NY:*Taylor*&*Francis.**Deshler,*D.*D.,*&*CorneH,*J.*(2012).*Leading*to*improve*teacher*effec:veness:*Implica:ons*for*prac:ce,*reform,*research,*and*policy.*In*J.*B*CrockeH,*B.*S.*Billingsley,*&*M.*L.*Boscardin*(Eds.),*Handbook.of.leadership.&.administra&on.for.special.educa&on.(pp.*239N259).*New*York,*NY:*Taylor*&*Francis.****


38


References(Dyson,'A.,'Farrell,'P.,'Polat,'F.,'Hutcheson,'G.,'&'Gallannaugh,'F.'(2004).'Inclusion)and)pupil)achievement)(Research'Report'No.'578).'Retrieved'from'NaHonal'Archives'website:'hLp://webarchive.naHonalarchives.gov.uk/20130401151715/hLps://www.educaHon.gov.uk/publicaHons/eOrderingDownload/RR578.pdf''Elmore,'R.'F.'(2004).'School)reform)from)the)inside)out:)Policy,)prac9ce,)and)performance.'Cambridge,'MA:'Harvard'EducaHon'Press.'''Goddard,'Y.'L.,'Neumerski,'C.'M.,'Goddard,'R.'D.,'Salloum,'S.'J.,'&'Berebitsky,'D.'(2010).'A'mulHlevel'exploratory'study'of'the'relaHonship'between'teachers’'percepHons'of'principals’'instrucHonal'support'and'group'norms'for'instrucHon'in'elementary'schools.'The)Elementary)School)Journal,'111(2),'336]357.'''Hallinger,'P.,'Wang,'W.,'&'Chen,'C.'(2013).'Assessing'the'measurement'properHes'of'the'principal'instrucHonal'management'raHng'scale:'A'meta]analysis'of'reliability'studies.'Educa9onal)Administra9on)Quarterly,'49(2),'272]309.''Horner,'R.,'Sugai,'G.,'Smolkowski,'K.,'Todd,'A.,'Nakasato,'J.,'&'Esperanza,'J.'(2009).'A'randomized'control'trial'of'school]wide'posiHve'behavior'support'in'elementary'schools.'Journal)of)Posi9ve)Behavior)Interven9ons,'11(3),'133]144.''Ladson]Billings,'G.'(2009).'Opportunity'to'teach:'Teacher'quality'in'context.'In'D.H.'Gitomer'(Ed.).'Measurement)Issues)and)Assessment)for)Teacher)Quality))(pp.'206]222).'Thousand'Oaks,'CA:'Sage.''


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This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

2630_07/14

References(Lee,$V.,$Smith,$J.,$Perry,$T.,$&$Smylie,$M.$A.,$(1999).$Social'support,'academic'press,'and'student'achievement:'A'view'from'the'middle'grades'in'Chicago.$Chicago,$IL:$ConsorBum$on$Chicago$School$Research.$$Leithwood,$K.,$Harris,$A.,$&$Hopkins,$D.$(2008).$Seven$strong$claims$about$successful$school$Leadership.$School'Leadership'and'Management,$28(1),$27S42.$doi:10.1080/13632430701800060$$Leithwood,$K.,$PaXen,$S.,$&$Jantzi,$D.$(2010).$TesBng$a$concepBon$of$how$school$leadership$influences$student$learning.$Educa?onal'Administra?on'Quarterly,$46(5),$671S706.$doi:10.1177/0013161X10377347$$$$Louis,$K.,$Leithwood,$K.,$Wahlstrom,$K.,$&$Anderson,$S.$(2010).$Inves?ga?ng'the'links'to'improved'student'learning:'Final'report'of'research'findings.'Minneapolis:$University$of$Minnesota.$$Robinson,$V.,$Lloyd,$C.,$&$Rowe,$K.$(2008).$The$impact$of$leadership$on$student$outcomes:$An$analysis$of$differenBal$effects$of$leadership$types.$Educa?onal'Administra?on'Quarterly,$44,$635S674.$doi:10.1177/0013161X08321509$$Theoharis,$G.,$&$Brooks,$J.S.$(2012).$(Eds.).$What$Every$Principal$Needs$to$know$to$create$equitable$and$excellent$schools.$New$York,$NY:$Teachers$College$Press.$$Tomlinson,$C.$A.$(2008).$The$goals$of$differenBaBon.$Educa?onal'Leadership,$66(3),$26S30.$$YorkSBarr,$J.,$&$Duke,$K.$(2004).$What$do$we$know$about$teacher$leadership?$Findings$from$two$decades$of$scholarship.$Review'of'Educa?onal'Research,'74,$255S316.$$YorkSBarr,$J.,$Sommerness,$J.,$Duke,$K.,$&$Ghere,$G.$(2005).$Special$educators$in$inclusive$educaBon$programmes:$Reframing$their$work$as$teacher$leadership.$Interna?onal'Journal'of'Inclusive'Educa?on,$9(2),$193S215.$$$

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