Dr .T ammy Campbell Urban Collaborative SUPERINTENDENT Dr. Dani Pfeiffer DEPUTY SUPERINTENDENT James Crawford CHIEF ACADEMIC OFFICER Cathy Reesman EXECUTIVE DIRECTOR STUDENT SUPPORT SERVICES Dr. Jennifer Westover DIRECTOR OF P-5 SPECIAL EDUCATION Board of Directors Presentation February 26, 2019
Presentation Goal Share the recommendations of the Urban Collaborative review and the actions taken and next steps in addressing the recommendations.
Strategic Plan Alignment Pillar 1: Standards Aligned, Culturally Competent Guaranteed and Viable Curriculum Pillar 2: Safe Climate and Strong Relationships with Families and the community Pillar 3: Effective, Caring, Culturally Competent Teachers, Leaders and Staff Pillar 4: Data-Informed Decisions Continuous Improvement
The Who, What and Why Methodology W HAT W HO W HY FWPS requested Urban Urban Collaborative To use the results of the Collaborative conduct National Network of over evaluation to improve: • an evaluation of our 100 school districts our systems of support for • Over 20 years of special education • scholars, families and experience providing staff systems and services technical assistance to our services and supports Began Spring of 2018 • • local education agencies for scholars with Examined data from 2016- • and state departments disabilities 2017 academic year Committed to Improving • our outcomes for scholars Visited Schools and • • Outcomes for students with disabilities Interviewed staff and with disabilities families Surveyed staff and families • 4
Methodology Methodology Data Collection 1 2 Interviews with 3 Quantitative Data Collected district, state, District Administrators Review of Washington and national data School Leaders Integrated System of Examined district Teachers Monitoring Report documentation Related Service Quantitative data Interviewed Providers represents the 2016- approximately 100 Paraprofessionals 2017 school year. central office and school Parents The data represent a level staff and families snapshot of special Observed in 6 schools education at this time. Received emails from parents and staff Surveys from 306 staff and families 5
Strengths of the System Guaranteed and Viable Curriculum. The district has focused on developing and 1 implementing a GVC. Equity in Advanced Placement Courses . The district has high rates of scholars of 2 color in advanced placement courses. Racial Equity Work. The district has been engaged in it’s second year (2016-2017) 3 of racial equity work. Partnerships with Federal Way Police Force. The district has revamped partnership 4 with police and improved collaborative structures. Curriculum Guides. The district has developed curriculum guides in both English 5 Language Arts and Mathematics to ensure consistency and high quality instruction for all scholars. Special Education Procedural Manual. The district has written and made 6 accessible standard operating procedures for special education processes.
12 Urban Collaborative Observations 2. FWPS’ organizational structure limits collaboration among district 3. Student Support Services' 1. FWPS has a mission focused on departments and communication organizational structure does not high expectations for all scholars, pathways between the district and provide consistent and clear however, the vision for special schools. In general, staff expressed support at the district level and education and how it aligns to the restrictions in their ability to timely customer services for both district vision is unclear. communicate freely and to act school staff and families. decisively.
12 Urban Collaborative Observations 4. Federal Way Public Schools has started the process of developing an MTSS framework focusing on Tier 1 core academics, known as 6. Scholars with disabilities in "guaranteed and viable 5. FWPS is comparable to state and FWPS are graduating at rates curriculum." While positive, national special education comparable to state/nation; without a focus on universal design population percentages. However, however achieving at significantly for learning for all scholars and scholars of color are more likely to lower rates in ELA/Math compared tiered strategies to removing be classified as having a disability. to peers. barriers to access and provide specially designed instructional supports, many scholars with disabilities are not succeeding.
12 Urban Collaborative Observations 7. FWPS is in its 2nd year of PBIS 8. Special education (2016-2017), but scholars with supports/services are developed 9. Special education supports & disabilities are experiencing with a focus on district defined services lack a focus on access to disproportionate rates of programs rather than on the and success in core curriculum. disciplinary actions. individual educational needs.
12 Urban Collaborative Observations 12. Professional development is needed for special & general 11. Current structures and staffing 10. Special education supports & education teachers, educational models result in an overreliance on services lack focus and clarity as to assistants and other school/district para-educators as opposed to what is specially designed level staff to design and implement highly qualified special education instruction (SDI). high quality instruction that aligns teachers. to the district vision of high expectations for all scholars.
12 Urban Collaborative Recommendations Align work in SSS to Focus on Attend to Increase Access to the 1 9 5 “High Expectations, High Disproportionality in Special Guaranteed and Viable Support and No Excuses” Education Curriculum Improve TFL & SSS Increase Academic Focus on High Quality 2 6 1 0 Collaboration and Achievement and create Specially Designed Communication sense of urgency around the Instruction need for improvement. Improve Proactive SSS Appropriate Deployment Continue Implementation of 3 7 1 1 Structure & Support PBIS and Social Emotional of Teachers and Para- Supports Educators Focus Professional Develop Multi-Tiered Increase Continuum of 4 8 1 2 Development on MTSS Systems of Support Services at all Schools incorporating Universal Design for Learning
Organizing the Work Theo eory Communication and Of f Action Collaboration Access and Achievement Goals 4 & & 5 Pilla lar Highly Qualified Staffing Social Emotional 3 Learning Goal 2
Communication and Collaboration Goal : Increase responsiveness, support and alignment to theory of action through the development of district guides, systems and processes that are clearly articulated and accessible by all stakeholders. 2019-2020 STEPS TAKEN 2020 -2021 2018-19 • TFL Representation at SEAC • Summer Sped Summit • SBGR Collaboration Alignment of Work to Strategic Plan • Co-planning • Quarterly Family Newsletters • Program Specialists at Secondary • Principals Guide to Special • Co-Teaching Expectations • Monthly Data Analysis and • Special Education SBI Facilitator Education • Community Advisory Board Dissemination Plan - Dashboard • Procedural Manual Updates • Program Implementation • Family Guide • Canvas Site Guides • Program Implementation Guides • Monthly Newsletters • Co-Planning Expectations (with TFL) • Monthly Data Share with Principals • Problem Solving Teams 1, 2, 3: Develop proactive structures for collaboration and Urban Collaborative Recommendations Addressed: communication among all stakeholders and within the central office departments that focus on responsiveness, support and communicating high expectations for scholars with disabilities.
Communication and Collaboration Examples Sped Data Dashboard Monthly SEAC meetings • include TFL and Superintendent’s Office Participants Monthly Special • Education Parent Teacher Association Meetings Behavior Specialists and • Program Specialist Bi- Weekly Meeting SBGR Committee • Collaboration Curriculum Adoption • Collaboration Monthly Newsletter
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