Session Overview Learner Outcomes
8/26/2016
FOUNDATIONS: STATE AND LOCAL AGENCIES PARTNERING TO IMPROVE READING & MATH NASDE/CASE Conference September 25-27, 2016 - Milwaukee, WI Bill Hussey Paula Crawford Doria Sullivan Julie I. Bost
Session Overview In this session we will share about NC Reading and Math Foundations, which are graduate level courses that improve teachers’ and administrators’ understanding of evidence based reading and math instructional practices, and consequently, improve student learning. The development, perpetuation, and continual improvement of these courses are the result of funding provided through Office of Special Education Programs (OSEP) State Personnel Development Grants (SPDG). The North Carolina SPDG, known as the NC State Improvement Project (NC SIP) was initially funded for the first five year cycle in 2000.
Learner Outcomes 1. Understand the history of how Reading and Math Foundations evolved and continues to grow in North Carolina 2. Examine the use of Implementation Science to scale projects and build local capacity 3. Understand why it is important for teachers to have knowledge of the critical components of evidence-based reading and math instructional practices 4. Reflect on current practices at your SEA/LEA level and brainstorm ways instructional practices for students with disabilities could be improved in your state and/or district
1
8/26/2016
Background Information As of the 2015-16 school year, 94 of North Carolina’s 115 districts were participating as partners in the NC SIP grant (this number includes charters). Additionally, four funded Institutions of Higher Education (IHEs) partners that prepare special education teachers participated (although many other colleges and universities in NC have incorporated this content into their coursework): UNC-Charlotte, East Carolina University, North Carolina State University, UNC-Pembroke
Background Information Over the project’s 16 year existence, approximately 35,900 educators have completed the courses (including educators from at least 6 other states). Over 400 certified instructors have completed the rigorous requirements to provide the courses within their districts (building statewide capacity) with fidelity.
Background Information The NC SIP will receive OSEP funding for the fourth 5 year cycle (2016-2021) beginning October 1, 2016. These partnerships involve collaboration between the State Education Agency (SEA), Local Education Agencies (LEA), IHES, and the school level. In an effort to support implementation and build capacity: state, regional, district-wide, and pre-service high quality professional development is provided with the goal of improving reading and math instruction for all students, especially students with disabilities.
2
8/26/2016
Background Information Reading and Math Foundations courses are rigorous and involve over 30 contact hours of instruction in addition to completion of assigned research readings and learning tasks. Participants earn 3 continuing education credits (CEUs), or 3 graduate credits. The Reading Foundations course was developed in 2000 and Math Foundations course in 2006. Both courses have been revised to include the most up to date research in the field and best practices (fall 2016 release).
Acknowledgements Dr. Rebecca Felton Dr. David Lilly Dr. Valerie Faulkner Dr. Chris Cain as well as MANY others!
NC SIP intentionally started small and has grown...
3
8/26/2016
NC Reading History of how Reading and Math Foundations evolved… State Improvement Project 2003 D- We have maps that are shaded to show the growth of both initiatives over time 2000 2005 2010 2015
NC Reading & Math State Improvement Project 2010
NC Reading & Math State Improvement Project 2015
4
8/26/2016
Why did we start small? What considerations are a part of strategic implementation?
What Works? Applying Implementation Science
Fixen (2010)
The elements to be considered...
5
8/26/2016
Strategic Planning for Success NC SIP Personnel Development Process ResearchBased Practices Reading and Mathematics Foundations Courses
Review Research Literature Identify Instructional Principles
Best Practice Centers Demonstration and Network Sites Site Selection
Selection of Centers/Sites Develop Implementation Plan Monitor Plan
Staff Development
On-site Program Reviews
On-site Fidelity Observations
Foundations Courses and Model Programs
Annual Reviews
3 each year
Developmental Reviews
Trained Observers
Instructor Certification Content Instruction in Strategies/Tasks and Model Programs
Analysis and Formal Feedback
Student Progress Evaluation Early Literacy Rdg/Math 3-8 Adolescent Literacy
OSEP Long-Term Performance Indicators Feedback Student and Coaching Characteristics Project Evaluation Characteristics and Reporting Student Proficiency
Results
Results The collaborative partnerships leveraging resources and expertise at the state agency, higher education institution, and local levels support the alignment and change in district-wide professional development and pre-service teacher preparation with the result of improving reading and math instruction for all students, especially those students with disabilities.
6
8/26/2016
2014-15 EOG Proficiency Scores All NC SWD reading proficient NC SIP SWD reading proficient
= 13.5% = 19.5%
6% higher All NC SWD math proficient NC SIP SWD math proficient
= 13.0% = 18.3%
5.3% higher
Results Hey folks -- that is a pretty good increase! Let’s take a moment to acknowledge it. (LoL -- small applause and smiles around the room :>) (Even our stoic evaluators were excited!)
Building Upon the Past and Moving into the Future
7
8/26/2016
2016-2021 NC SIP Goals GOAL 1 - NC SIP staff will increase their capacity to provide leadership, professional development, coaching,and supports to participating districts, teachers, and families on leadership and effective reading, math, and content literacy instruction. GOAL 2 - District and building administrators will have the skills to develop, implement, and evaluate district plans that support the improvement of core content instruction and achievement of students with disabilities in their districts.
GOAL 3 - Teachers and administrators will have the skills to effectively implement research-based reading, math, adolescent literacy and co-teaching instructional practices for students with disabilities in the K-12 classroom, which will lead to increased student engagement, student generalization of skills, academic achievement, and family engagement. GOAL 4 - Pre-service teachers and in-service administrators enrolled in partnering IHEs, will have the capacity to effectively implement and support research-based reading, math, adolescent literacy, and co-teaching for students with disabilities.
Soooo, what are these Reading and Math Foundations courses anyway?
8
8/26/2016
Overview of Reading Foundations and Math Foundations Course Content
2000, 2006
5 day courses
NIHCD
NRP, NAEP, PISA
Rigor
Connecting Research to Practice
Reading & Math Foundations courses TOI Process
9
8/26/2016
Why is it important for teachers to understand the critical components of reading and math along with researchbased instructional practices?
NAEP Scores
10
8/26/2016
Why do these courses matter? “Effective teachers are the only absolutely essential element for an effective school.” Allington & Cunningham, 1996
11
8/26/2016
Impacts at the local level...
Alamance-Burlington School System (ABSS) •Located in the central Piedmont region of North Carolina •36 schools with nearly 23,000 students •20 elementary •7 middle schools •6 high schools •1 middle college •1 career and technical center •1 alternative school •1 day treatment program •Employees approximately 3,000 people •Approximately 2800 students with disabilities
Impact on teaching... • The majority of students with disabilities in ABSS are served in the regular education classroom (approximately 87% in N.C.) for the majority of their day. • Co-teachers who attend the course together build their content knowledge, expand their toolbox of evidence based instructional strategies, and develop their collaborative coteaching partnership.
12
8/26/2016
Building capacity... • Special Education Teachers feel more confident and capable to teach language arts and math after participating in the NC SIP Reading or Math Foundations courses. • This has tremendous impact on teaching and learning since most special education teachers provide services in the general education classrooms in ABSS.
Why do these courses matter? “Reading Foundations gave me assessment reading tools directly into my hands to make my students learning in reading visible. The workshop helped me review topics I had learned in literacy courses, but truly aided discussion with my peers ways to better address the direct reading challenges and needs of students.”
Sarah 1st Grade Teacher
Administrative vision “After 15 years as a classroom teacher and more recently an administrator, it was evident that we were not meeting the needs of the majority of our students in literacy. Teachers were working hard, but the fruits of their efforts were not showing in student achievement. I decided to attend Reading Foundations and was extremely impressed. I am convinced that every educator should have the Reading Foundations Training before teaching children! I recently became a Reading Foundations Instructor as I am dedicated and committed to ensuring that every educator in my building was equipped with this quality professional development.” -Teresa, Asst. Principal
13
8/26/2016
Think, pair, share! Reflect on current practices at your SEA/LEA level and brainstorm a variety of ways your instructional practices for students with disabilities could be improved in your state and/or district. Use the chart to organize your thoughts.
Questions?
Our Contact Information... Name
Title
Email
William Hussey
State Director Exceptional Children Division North Carolina Department of Public Instruction
[email protected]
Paula Crawford
Section Chief, Program Improvement & Professional Development Project Director, State Personnel Development Grant (NC State Improvement Project) & mNET Exceptional Children Division North Carolina Department of Public Instruction
[email protected]
Doria Sullivan
Strategic Planning Consultant Region 5 Literacy & Math Region 6 Math Exceptional Children Division NC Department of Public Instruction
[email protected]
Julie I. Bost
Program Specialist Exceptional Children Alamance Burlington School System
[email protected]
14
FOUNDATIONS: STATE AND LOCAL AGENCIES PARTNERING TO IMPROVE READING & MATH NASDE/CASE Conference September 25-27, 2016 - Milwaukee, WI Bill Hussey Paula Crawford Doria Sullivan Julie I. Bost
Session Overview In this session we will share about NC Reading and Math Foundations, which are graduate level courses that improve teachers’ and administrators’ understanding of evidence based reading and math instructional practices, and consequently, improve student learning. The development, perpetuation, and continual improvement of these courses are the result of funding provided through Office of Special Education Programs (OSEP) State Personnel Development Grants (SPDG). The North Carolina SPDG, known as the NC State Improvement Project (NC SIP) was initially funded for the first five year cycle in 2000.
Learner Outcomes 1. Understand the history of how Reading and Math Foundations evolved and continues to grow in North Carolina 2. Examine the use of Implementation Science to scale projects and build local capacity 3. Understand why it is important for teachers to have knowledge of the critical components of evidence-based reading and math instructional practices 4. Reflect on current practices at your SEA/LEA level and brainstorm ways instructional practices for students with disabilities could be improved in your state and/or district
1
8/26/2016
Background Information As of the 2015-16 school year, 94 of North Carolina’s 115 districts were participating as partners in the NC SIP grant (this number includes charters). Additionally, four funded Institutions of Higher Education (IHEs) partners that prepare special education teachers participated (although many other colleges and universities in NC have incorporated this content into their coursework): UNC-Charlotte, East Carolina University, North Carolina State University, UNC-Pembroke
Background Information Over the project’s 16 year existence, approximately 35,900 educators have completed the courses (including educators from at least 6 other states). Over 400 certified instructors have completed the rigorous requirements to provide the courses within their districts (building statewide capacity) with fidelity.
Background Information The NC SIP will receive OSEP funding for the fourth 5 year cycle (2016-2021) beginning October 1, 2016. These partnerships involve collaboration between the State Education Agency (SEA), Local Education Agencies (LEA), IHES, and the school level. In an effort to support implementation and build capacity: state, regional, district-wide, and pre-service high quality professional development is provided with the goal of improving reading and math instruction for all students, especially students with disabilities.
2
8/26/2016
Background Information Reading and Math Foundations courses are rigorous and involve over 30 contact hours of instruction in addition to completion of assigned research readings and learning tasks. Participants earn 3 continuing education credits (CEUs), or 3 graduate credits. The Reading Foundations course was developed in 2000 and Math Foundations course in 2006. Both courses have been revised to include the most up to date research in the field and best practices (fall 2016 release).
Acknowledgements Dr. Rebecca Felton Dr. David Lilly Dr. Valerie Faulkner Dr. Chris Cain as well as MANY others!
NC SIP intentionally started small and has grown...
3
8/26/2016
NC Reading History of how Reading and Math Foundations evolved… State Improvement Project 2003 D- We have maps that are shaded to show the growth of both initiatives over time 2000 2005 2010 2015
NC Reading & Math State Improvement Project 2010
NC Reading & Math State Improvement Project 2015
4
8/26/2016
Why did we start small? What considerations are a part of strategic implementation?
What Works? Applying Implementation Science
Fixen (2010)
The elements to be considered...
5
8/26/2016
Strategic Planning for Success NC SIP Personnel Development Process ResearchBased Practices Reading and Mathematics Foundations Courses
Review Research Literature Identify Instructional Principles
Best Practice Centers Demonstration and Network Sites Site Selection
Selection of Centers/Sites Develop Implementation Plan Monitor Plan
Staff Development
On-site Program Reviews
On-site Fidelity Observations
Foundations Courses and Model Programs
Annual Reviews
3 each year
Developmental Reviews
Trained Observers
Instructor Certification Content Instruction in Strategies/Tasks and Model Programs
Analysis and Formal Feedback
Student Progress Evaluation Early Literacy Rdg/Math 3-8 Adolescent Literacy
OSEP Long-Term Performance Indicators Feedback Student and Coaching Characteristics Project Evaluation Characteristics and Reporting Student Proficiency
Results
Results The collaborative partnerships leveraging resources and expertise at the state agency, higher education institution, and local levels support the alignment and change in district-wide professional development and pre-service teacher preparation with the result of improving reading and math instruction for all students, especially those students with disabilities.
6
8/26/2016
2014-15 EOG Proficiency Scores All NC SWD reading proficient NC SIP SWD reading proficient
= 13.5% = 19.5%
6% higher All NC SWD math proficient NC SIP SWD math proficient
= 13.0% = 18.3%
5.3% higher
Results Hey folks -- that is a pretty good increase! Let’s take a moment to acknowledge it. (LoL -- small applause and smiles around the room :>) (Even our stoic evaluators were excited!)
Building Upon the Past and Moving into the Future
7
8/26/2016
2016-2021 NC SIP Goals GOAL 1 - NC SIP staff will increase their capacity to provide leadership, professional development, coaching,and supports to participating districts, teachers, and families on leadership and effective reading, math, and content literacy instruction. GOAL 2 - District and building administrators will have the skills to develop, implement, and evaluate district plans that support the improvement of core content instruction and achievement of students with disabilities in their districts.
GOAL 3 - Teachers and administrators will have the skills to effectively implement research-based reading, math, adolescent literacy and co-teaching instructional practices for students with disabilities in the K-12 classroom, which will lead to increased student engagement, student generalization of skills, academic achievement, and family engagement. GOAL 4 - Pre-service teachers and in-service administrators enrolled in partnering IHEs, will have the capacity to effectively implement and support research-based reading, math, adolescent literacy, and co-teaching for students with disabilities.
Soooo, what are these Reading and Math Foundations courses anyway?
8
8/26/2016
Overview of Reading Foundations and Math Foundations Course Content
2000, 2006
5 day courses
NIHCD
NRP, NAEP, PISA
Rigor
Connecting Research to Practice
Reading & Math Foundations courses TOI Process
9
8/26/2016
Why is it important for teachers to understand the critical components of reading and math along with researchbased instructional practices?
NAEP Scores
10
8/26/2016
Why do these courses matter? “Effective teachers are the only absolutely essential element for an effective school.” Allington & Cunningham, 1996
11
8/26/2016
Impacts at the local level...
Alamance-Burlington School System (ABSS) •Located in the central Piedmont region of North Carolina •36 schools with nearly 23,000 students •20 elementary •7 middle schools •6 high schools •1 middle college •1 career and technical center •1 alternative school •1 day treatment program •Employees approximately 3,000 people •Approximately 2800 students with disabilities
Impact on teaching... • The majority of students with disabilities in ABSS are served in the regular education classroom (approximately 87% in N.C.) for the majority of their day. • Co-teachers who attend the course together build their content knowledge, expand their toolbox of evidence based instructional strategies, and develop their collaborative coteaching partnership.
12
8/26/2016
Building capacity... • Special Education Teachers feel more confident and capable to teach language arts and math after participating in the NC SIP Reading or Math Foundations courses. • This has tremendous impact on teaching and learning since most special education teachers provide services in the general education classrooms in ABSS.
Why do these courses matter? “Reading Foundations gave me assessment reading tools directly into my hands to make my students learning in reading visible. The workshop helped me review topics I had learned in literacy courses, but truly aided discussion with my peers ways to better address the direct reading challenges and needs of students.”
Sarah 1st Grade Teacher
Administrative vision “After 15 years as a classroom teacher and more recently an administrator, it was evident that we were not meeting the needs of the majority of our students in literacy. Teachers were working hard, but the fruits of their efforts were not showing in student achievement. I decided to attend Reading Foundations and was extremely impressed. I am convinced that every educator should have the Reading Foundations Training before teaching children! I recently became a Reading Foundations Instructor as I am dedicated and committed to ensuring that every educator in my building was equipped with this quality professional development.” -Teresa, Asst. Principal
13
8/26/2016
Think, pair, share! Reflect on current practices at your SEA/LEA level and brainstorm a variety of ways your instructional practices for students with disabilities could be improved in your state and/or district. Use the chart to organize your thoughts.
Questions?
Our Contact Information... Name
Title
William Hussey
State Director Exceptional Children Division North Carolina Department of Public Instruction
[email protected]
Paula Crawford
Section Chief, Program Improvement & Professional Development Project Director, State Personnel Development Grant (NC State Improvement Project) & mNET Exceptional Children Division North Carolina Department of Public Instruction
[email protected]
Doria Sullivan
Strategic Planning Consultant Region 5 Literacy & Math Region 6 Math Exceptional Children Division NC Department of Public Instruction
[email protected]
Julie I. Bost
Program Specialist Exceptional Children Alamance Burlington School System
[email protected]
14
