Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures —An Assessment and Strategic Planning Process
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Webinar Agenda Using the NCCRESt Tool *The assumptions that frame the tool *Development and Uses *Organization of tool *Getting the right Team on board *Agenda for initial training *Common challenges/questions *Opportunity for follow up questions/call
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Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures —An Assessment and Strategic Planning Process
- 1. Call-In 1-866-244-8528Enter Pin 303385 and press # Connie Welcome! Please Wait While Others Join the Meeting Today You Will Need A printout of the file “district_rubric.pdf” The title of the document is “Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures —An Assessment and Strategic Planning Process” 1
- 2. George Triest Connie Silva-Broussard SPPTAP California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPPTAP) is funded through a contract with the Napa County Office of Education. SPPTAP is funded from federal funds, (State Grants #H027A080116A) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. 2
- 3. Use Chat to Ask Questions Type message in box on (lower right corner) Click into box, type message, press enter Test Chat Now 3 Listening by Phone? george.triest@spptap.org
- 4. Polls Your Screen Will Change 4
- 5. Housekeeping This event is being recorded Follow-up Survey 5
- 6. Dr. Shelley Zion 6
- 7. Webinar: NCCRESt District Assessment Tool Shelley Zion, PhD January 12, 2011 7
- 8. Our agenda Using the NCCRESt Tool The assumptions that frame the tool Development and Uses Organization of tool Getting the right Team on board Agenda for initial training Common challenges/questions Opportunity for follow up questions/call 8
- 9. Special Education Disproportionality is an Education Issue 9
- 10. Why Does Culture Matter? Cultures in the classroom and classroom cultures All teaching is cultural 10
- 11. What’s in an Educational System? 11
- 12. Features of Culturally Responsive Educational Systems Culture, language, heritage, and experiences of ALL students and families are valued; respected; and used to facilitate learning and development. 12
- 13. Features of Culturally Responsive Educational Systems Practitioners and Administrators assume responsibility for the learning of ALL students from ALL cultural and linguistic backgrounds. Every student benefits academically, socioculturally& linguistically. High quality teachers, programs, curricula, and resources are available to every student. 13
- 14. Poll Activity In the next three questions, you will rank your knowledge and skills related to each item, with 1 being “strongly agree”, and 4 being “strongly disagree”. Your screen will change as poll questions are opened and closed. 14
- 16. Advisory Group: Included State Directors, District Leaders, SERRC members, Department of Ed, NCCRESt team
- 17. Piloted in 9 states
- 18. Used with districts Id’d as significant disproportionality
- 19. Supported with follow up training and tools 15
- 20. This self-study tool assists district teams examine policies, procedures, and practices in general and special education to prevent disproportionality, illustrated collaborative practices, appropriate supports, accommodations, curriculum modifications, effective teaching strategies, classroom-based techniques, and intervention to ensure appropriate identification. 16
- 22. The Rubric…. 18
- 23. Activity I’ll assign each of you one focus area to review- listen for your name and assignment. Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence. You will have 5 minutes to review your section and to post (in the chat section) a question or comment. Please include the number of the focus area you reviewed in your question/comment. 19
- 24. Time Remaining 5 20 Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence. Post a question or comment. Please include the number of the focus area you reviewed in your question/comment. mins
- 25. 4 21 Time Remaining Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence. Post a question or comment. Please include the number of the focus area you reviewed in your question/comment. mins
- 26. 3 22 Time Remaining Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence. Post a question or comment. Please include the number of the focus area you reviewed in your question/comment. mins
- 27. 2 23 Time Remaining Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence. Post a question or comment. Please include the number of the focus area you reviewed in your question/comment. mins
- 28. 1 24 Time Remaining Scan the items to get a sense of what each is asking for, with a specific focus on the difference between levels of the rubric, and types of evidence. Post a question or comment. Please include the number of the focus area you reviewed in your question/comment. mins
- 29. The Team Superintendent, Leaders from each division, School personnel, and Community members should be selected for the assessment team. 25
- 30. Process: 26
- 31. 27
- 32. Activity Now that you’ve seen the assumptions, the tool, the team, and the process, what is your biggest worry? Post a question in the chat section, and then Respond with an idea to at least one other person’s question (start your response with the name of the person you are responding to). We’ll take5-10 minutes for you to ask and answer a question, then I’ll summarize and respond to themes within the questions. 28 Following by phone only? Email responses to george.triest@spptap.org
- 33. Facilitator Skills and Knowledge Facilitators need broad expertise in the ways that districts and schools are structured, need to be able to bridge general education concerns and special education processes should be skilled in facilitating participant conversations that will lead to shared understanding of the levels of the rubric need to understanding, at a macro level, the distinctions between the levels of the rubric 29
- 34. Poll Activity In the next four questions, you will rank your knowledge and skills related to each item, with 1 being “expert”, & 4 being “not prepared”. Your screen will change as poll questions are opened and closed. 30
- 35. School Assessment Tool 31
- 36. looking at Practice- Practitioner Briefs 32
- 37. Looking at Practice- Curriculum Review Diversity Additive Transformational Social Action 33
- 38. Looking at Practice- PL Modules 34
- 39. Final Questions & Resource Sharing Final questions? Need a resource? Post your question in chat. Know of a resource? Find a resource for addressing disproportionality that you like to use, and post the link in the chat section. 35 www.nccrest.org
- 40. Thank You! 36
Notes de l'éditeur
- Start 15 min til. (repeat 2-3 times) Thank you for logging on early.While you wait you will experience periods of silence. Please also note you need to have a printout of the file “district_rubric.pdf” It’s 2pm so we are going to get started.
- Good morning I am George Triest, I am the director of the spptap, better known as spptap. This project is out of the NCOE funded by CDE, Special Ed division. Welcome!I’d like to Introduce Connie Silva-Brousard our technical assistance coordinator, who will take it from here.
- Thanks George, Before we get started I want to talk a little bit about how you will communicate during this webinar. We will be using chat as a tool for communication because we have muted your telephone lines. At various points in today’s session you will be invited to use the chat tool.Before we move on, I want to give everyone an opportunity to test using the chat tool, by typing in a short message. To do this, click your mouse into the box in the lower right corner of the screen, type your message, and then press enter. Go ahead and try this now. I will wait a moment for people to post. <wait for it>Ok Excellent! As questions arise for you, please use the chat tool to post your question at any point during today’s session. If you are listening by phone and have a question, please feel free to email your questions to george.triest@spptap.org. If we aren’t able to respond to your questions during the webinar, we will be able to respond to your emailed question following the webinar. There will also be an upcoming teleconference in which we will be able to address any of the questions we don’t get to today.
- In addition to using the chat tool, we will also being using the poll tool. When we open and close a poll, your screen will change each time. You will see information about DimDim show up in this slide view area. This is normal.I am going to open a poll now so you will know what to expect. <OPEN POLL> While the poll opens you will see your screen change until you see the poll. In this instance I would like to know if you are ready for summer. Please indicate yes, or no by checking the button next to either option.For those of you that weren’t able to login and are listening by phone, we have “X” Yes and “X” No.<CLOSE POLL, REOPEN PRESENTATION, SHOW CHAT>
- <After Poll Closes, Share Presentation, Show Chat, Lock Whiteboard>We have a couple of final housekeeping items. First, this event is being recorded.Second, we will be sending out a very brief evaluation survey following this webinar. That will come to you through email so keep an eye out for it.Next, I would like to introduce today’s presenter, Shelly Zion.
- For those of you listening by phone, we are on slide 6. Dr. Shelley Zion is a Professor at the University of Colorado Denver’s School of Education and Human Development. In addition, she is currently the Executive Director of the Center for Continuing and Professional Education and the Culturally Responsive Urban Education Center. Her extensive body of work is focused on culturally responsive educational systems, disproportionality, and systems change. Dr. Zion is the co-author of the National Center for Culturally Responsive Education Systems (NCCRESt) publication, Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures — An Assessment and Strategic Planning Process.
- <Make Sure Chat is Showing and that Whiteboard Tools are Locked>Hello everyoneI’m excited to be here today, and hope that everyone is ready for a quick, but hopefully comprehensive overview of the NCCRESt district assessment tool.
- Our agenda today will cover (list above), with multiple opportunities for you to ask questions and engage with the rubric.As Connie, mentioned, please feel free to post your questions in chat as we proceed. For those of you following along by phone only, please email your questions to George.
- We’re on slide 10 now.The next assumption is that culture matters- Culture refers to the values, beliefs, and behaviors that groups of people use to inform their view of and action in the world- we all have culturally informed values, beliefs, and behaviors that help us make sense of our worlds. To often, though, we think of culture as being something that “others” have- in fact, when thinking about culture we need to think about what adults bring into the school/classroom, what students bring, and how we create cultures in our classrooms and schools that support some values/beliefs/behaviors and exclude others. The key is to identify the values/beliefs/behaviors that are present, and work to create contexts that support and include the variations.
- <OPEN POLL, REMINDER THAT SCREEN WILL CHANGE, TALK THROUGH EACH ACTION>Now we will do a poll, with three questions- the questions will show up one at a time, and in between each poll question you will see your screen change. You will be able to respond with a 1-4 ranking- with one being strongly agree, 2 somewhat agree, 3 somewhat disagree and 4 strongly disagree<AS YOU OPEN/CLOSE, ANNOUNCE THAT YOU ARE OPENING/CLOSING EACH QUESTION……REMIND THEM THAT THEIR SCREEN WILL CHANGE><READ QUESTIONS MULTIPLE TIMES>In general, the district leaders I work with understand that disproportionality is a result of challenges in the general education environment.The majority of people that I work with in districts understand the impact of culture on educators, students, and in classrooms.District personnelunderstand the importance of supporting changes in people, policy, and practice, to impact disproportionality. <ANNOUNCE POLL RESULTS FOR THOSE FOLLOWING ALONG BY PHONE><<AFTER YOU CLOSE THE LAST POLL, IMMEDIATELY REOPEN THE PRESENTATION, SHOW CHAT>If you have a question about any of the poll items, please use chat to ask. We will have also have an opportunity later in the presentation to take questions about how to implement or support change in each of these areas.
- <MAKE SURE CHAT IS SHOWING>We’re on slide 15 now.
- We’re on slide 17 now.The tool is organized around 4 standards and includes 23 focus areas. The Standards start with core functions, then moves to instruction, to special education, and ends with accountability. A key question guides each standard (above)Often, participants want to just do the SPED standard, but this is not ok, given our first assumption- that disproportionality is a sign of gaps in the general education environment. The process of moving through these four standards requires broad input from district personnel across departments- we’ll talk about the make up of the team later in the presentation.
- This slide shows the rubric headings (you can also see this on page 11 of the rubric)The first column includes a statement describing the focus area, and an instruction for the team to respond to.Then, there are three rubric headings- beginning, developing, and at standard. You can see that the criteria get more complex as you move across the levels. Finally, there is an evidence column, in which we included examples of data sources the team may have available or consider in support of their assessment. This list is not meant to be all inclusive, nor do we intend to imply that the team must assemble all of the evidence forms listed- this is just a list to assist the team in thinking about the kinds of data they may have, use, or need to collect in order to respond to the questions.
- We’re on slide 19 and we have an activity. I will announce how much time you have left as we hit each minute mark, and you will see an on screen reminder.If you have questions about the activity type your question in chat. <READ QUESTIONS ABOUT ACTIVITY IF THEY ARISE AND RESPOND VERBALLY>
- Your 5 minutes begins now.
- 4 minutes remain.
- 3 minutes remain.
- 2 minutes remain.
- 1 minute
- We’re now on slide 25.Input from other interested members in the school and the community. Greater involvement from different groups increases not only the accuracy of the assessment but also the vested interest in accomplishing district Standards set as a result of assessing district practices.
- The superintendent MUST convene the team, set aside time for the work to occur, and convey the importance of this processThen, the full team should come together for a full day for training on the tool and planning their process for completing the self assessment (a sample agenda for this day of training will be our next slide)The team might decide to divide into subgroups (particularly in larger districts), with each group responsible for collection of data and completion of specific focus areas- part of their planning process on the first day will include this conversation, along with setting some timelines and a process for bringing the information back to the group. During the time period that the teams are working on their assigned focus areas, they will need some coaching support or check ins to make sure they are on track and have their questions answered. Subgroups should then reconvene to share their findings, reach consensus on the results, and develop a plan or report back to the superintendent. Relationship between this image and the circle?Also, how to go through this process if the district already has a team, a process, a plan- how would you use this tool/process? Starting from scratch….. Entering at other points?
- Outcomes: Develop a shared understanding of DisproportionalityReview NCCRESt RubricPlan process for implementing rubric
- I will provide you with a time update every 3 minutes. If you’re following along by phone, please email your worry and question to george.triest@spptap.org If your email doesn’t come through in time for this activity, we will send you a response following the webinar.
- We’re now on slide 29.
- <OPEN POLL, REMINDER THAT SCREEN WILL CHANGE, TALK THROUGH EACH ACTION>Now we will do a poll, with four questions- the questions will show up one at a time, and in between each poll question you will see your screen change. You will be able to respond with a 1-4 ranking- with one being ‘expert’ 2 ‘comfortable’ 3 ‘learning’ and 4 being ‘not prepared’<AS YOU OPEN/CLOSE, ANNOUNCE THAT YOU ARE OPENING/CLOSING EACH QUESTION……REMIND THEM THAT THEIR SCREEN WILL CHANGE><READ QUESTIONS MULTIPLE TIMES>I understand the challenges and constraints of the general education classroom, and can bridge general and special educators concerns and needs. I know how to define and describe features of culturally responsive practice. I can facilitate difficult conversations about race, class, gender, and ability in ways that assist participants to uncover their assumptions. I feel confident that I can help districts understand the importance of supporting changes in people, policy, and practice, to impact disproportionality. <ANNOUNCE POLL RESULTS FOR THOSE FOLLOWING ALONG BY PHONE><AFTER YOU CLOSE THE LAST POLL, IMMEDIATELY REOPEN THE PRESENTATION, SHOW CHAT>Finally, please add to the chat section any additional areas would you like further training and support in (these, or others)
- We’re on slide 34 now.
- Final questions? Use chat or for those of you listening only by phone, respond via email.I’m going to give you all a moment to think and type.<WAIT 30 SECONDS><RESPOND TO CHAT>Conclude and turn over to Connie.
- Thank You!We do have couple of unanswered questions that arose earlier.<READ QUESTION AND ASK SHELLY TO RESPOND>Final closing statements