Bilingual Special Education Service Delivery in the Milwaukee Public Schools

Transcription

1 Bilingual Special Education Service Delivery in the Milwaukee Public Schools April 2012 Urban Special Education Collaborative Jim Lawton- Lourdes Ocampo- ocampolxmilwaukee.k12.wi.us Jesus Santos- Lorena Gueny- Jesse J. Rodriguez-

2 Agenda Historical Context: 1 Bilingual Education 2 Bilingual Special Education Data Review Departmental Collaboration Outcomes and Priorities Challenges Moving Forward

3 Ultimately, your leadership in a culture of change will be judged as effective or ineffective not by who you are as a leader but by what leadership you produce in others. -- Fullan, 2003, Leading in a Culture of Change, p. 137

4 New Regional Structure Core Team Regional Executive Specialist Director of School Support Regional Coordinator of Curriculum Regional Coordinator of Specialized Services District School Improvement Supervisor Extended Core Team RTI Specialist PBIS Coach Literacy Specialist Math Specialist Other regionally aligned support

5 HEART True commitment Strong & solid vision Student centered HEAD HANDS Best Practices connected to the SIP Strategic Planning Actions Lead by example Results Oriented

6 Historical Perspective: Bilingual Education In 1969 Milwaukee Public Schools was one of 64 bilingual education programs to be funded under Title VII, ESEA The State of Wisconsin passed the Bilingual Education Act (Chapter 115, Section VI)

7 Bilingual Developmental Program in MPS 1.Traditional Developmental Bilingual Research Based (Virginia Collier, 2005) 90/10 Approach 10% Increase on a yearly basis Geared toward Latino newcomers Separate Language Environments 2. Two Way Bilingual 90/10 Approach 50/50 English/Spanish Speakers Separate Language Environments

8 Bilingual Education in MPS Strong support and advocacy from various stakeholders Endorsed bilingual/multicultural education as a developmental program Other programs include: Partial Immersion, Full Immersion, ESL, and World Languages

9 Bilingual Special Education 1987 Audit of Special Education Program Services Recommendations: Develop three year plan to address inter-departmental collaboration Aggregate policies and procedures governing bilingual special education services into a single document Hire a bilingual special education administrator Increased need for teaching and classroom-based staff Better support and training of new staff Increasing staffing needs in other special education departments

10 Bilingual Special Education Staffing Fall of 1987 Bilingual Special Education Personnel numbered: 2 Bilingual Supervisors 6 Bilingual Social Workers 4 Psychologists 4 Speech Pathologists 17 Bilingual Special Education Teachers 9 Paraprofessionals Spring of 2000 Bilingual Special Education Personnel numbered: 3 Bilingual Supervisors 12 Bilingual Social Workers 10 Psychologists 5 Speech Pathologists 6 Bilingual Diagnostic Teachers 4 Interpreters 22 Bilingual Special Education Teachers (8 EC teachers) 16 Paraprofessionals

11 Bilingual Special Education Staffing Spring 2012: 2 Bilingual Special Education Administrators 13 Bilingual Social Workers (7 Spanish-Speaking) 9 Psychologists (8 Spanish-Speaking) 15 Speech Pathologists 8 Bilingual Diagnostic Teachers (6 based city-wide ) 5 Interpreters (2 city-wide and 3 speech support) 52 Bilingual Special Education Teachers (19 Early Childhood) 55 Paraprofessionals

12 Bilingual Special Education Enrollment A Needs Assessment in Spring of 2000 found that approximately 618 students were identified as both ELL and Special Ed. As of April 2012 current estimates are that approximately 1391 students are identified as both ELL and Special Ed.

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14 Centralized Bilingual IEP Assessment Teams Since mid-1980 s there has been a team of centralized bilingual assessment personnel which currently number: 12 Social Workers 6 Diagnostic Teachers 7 Psychologists 5 Speech Pathologists

15 Bilingual Special Education Recruitment Bilingual Diagnostic Teachers and School Social Workers recruited locally Psychologists recruited from Puerto Rico Speech Pathologists recruited locally and by the Marquette University Bilingual Graduate Certificate Program Special Education teachers trained through alternate licensing programs such as MTEC, Teaching Fellows, CESA 1, and Teach for America

16 Special Education Priorities Jamie S. Federal Lawsuit (2001 to 2012) Four Outcome Standards: 1. Timely initial evaluations for special education 2. Parental participation in initial IEP team meetings 3. Referral of regular education students who reach a set number of suspensions in a given school year to a system of Early Intervening Services designed to address academic or behavioral concerns that caused suspension 4. Referral of regular education students who are retained in a given school year to a system of Early Intervening Services

17 Special Education Plan Strategies for Continuous Improvement Focused Monitoring (CIFM) Training support and monitoring of teachers Review of IEP documents Administrative review of systems: discipline, attendance, and service delivery Annual school-based assessment of identified compliance items Building-level monthly and quarterly compliance reviews

18 Collaboration: Parent & Community Wisconsin Association for Bilingual Education Marquette University Master s Level Graduate Bilingual Speech Program Fall Foro Latino Parent Forum for Parents of Children with Special Needs Cantos de las Americas Spring Bilingual School Concert at the Performing Arts Center Education is a Family Affair at the University of Wisconsin Milwaukee

19 Collaboration: Academics and Assessment LAS /ACCESS Language Proficiency Screening for students being referred for special education evaluations Initial WIDA planning done as a partnership by MPS bilingual and special Education departments Current alternate WIDA work MPS Comprehensive Literacy Plan Language! /Unique Intensive Literacy Programming for special education RTI and Tier One and Two development and roll-out Planning for transitioning students from Spanish to English reading

20 Collaboration for Personnel Joint recruitment efforts for bilingual teachers locally and internationally Screening of bilingual applicants for proficiency in Spanish and English Consult on situations where new or relatively new personnel are not feeling comfortable Ongoing discussions about initial professional development efforts

21 Collaboration for Parent Involvement MPS Parent Center is a parent resource center located in Student Services to serve all parents Parent Information Center complaints and Parent Dispute Resolution System (PDRS) Alianza Latina Alcanzando Soluciones (Special Ed. Advocacy)

22 Collaboration in New Regional Model More administrative alignment Schools with larger populations of ELL students receive more targeted support Long Range Facilities Master Plan Opening 7 new Bilingual Special Education classes

23 Current Special Education Priority Least Restrictive Environment District Priority Schools develop an LRE focused plan State target is 57.5% of students with non-disabled peers for more than 80% of the school day April 2012; 43% of MPS students are with non-disabled peers for more than 80% of the school day

24 Special Education Disproportionality Priority Weighted Risk Ratio Data for Hispanic Students Disability District State SLD CD SP/L OHI EBD All Disabilities

25 Gender: All, Ethnicity: All, SpEd Students, ELL: No, FRL: All Spec Ed. Only

26 Gender: All, Ethnicity: All, SpEd Students, ELL: Yes, FRL: All Combined

27 Grade ETT Math Not Tested Fall Winter Spring Mean RIT % Prof /Adv ETT Not Tested Mean RIT % Prof /Adv ETT Not Tested Mean RIT % Prof /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % %

28 Math Fall Winter Not Mean % Prof Not Mean % Prof ETT Tested RIT /Adv ETT Tested RIT /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Grade

29 Grade ETT Reading Not Tested Fall Mean RIT % Prof /Adv ETT Not Tested Winter Mean RIT % Prof /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Total % 10.6% % 11.5%

30 Reading Grade ETT Not Tested Fall Winter Spring Mean RIT % Prof /Adv ETT Not Tested Mean RIT % Prof /Adv ETT Not Tested Mean RIT % Prof /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Total % 9.9% % 10.4% % 13.0%

31 Grade ETT Math Not Tested Fall Winter Spring Mea Mea n % Prof Not n % Prof Not RIT /Adv ETT Tested RIT /Adv ETT Tested Mea n RIT % Prof /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % %

32 Grade ETT Math Not Tested Fall Mean RIT % Prof /Adv ETT Not Tested Winter Mean RIT % Prof /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Total % 15.3% % 16.2%

33 Total % 20.9% % 22.1% % 23.7% Reading Fall Winter Spring Grade ETT Not Tested Mean RIT % Prof /Adv ETT Not Tested Mean RIT % Prof /Adv ETT Not Tested Mean RIT % Prof /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % %

34 Grade ETT Reading Not Tested Fall Mean RIT % Prof /Adv Winter ETT Not Tested Mean RIT % Prof /Adv K % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Total % 22.8% % 23.3%

35 National NAPE Data 4 th grade (NAEP) 7% or LEP and 32 % of non-lep were proficient for Reading Math for third grade it s 11% for LEP and 38 % for non-lep

36 MPS Comprehensive Literacy Framework Bilingual regular education and special education services are delivered within the design of the MPS Comprehensive Literacy Plan (CLP) The MPS CLP provides for three tiers of supports for all students Key materials are available in English and Spanish for the core curriculum and for supplementary materials

37 Milwaukee Public Schools Mathematics Framework Framework emphasizes: o Problem-solving/applying o Computing o Reasoning o Engaging o Understanding Bilingual regular education and special education services are provided within the MPS Mathematics Framework

38 Transition Factors Recommended levels for transition to second language reading are: Reading at grade level in the native language (Tesoro s Reading Verification / Assessment) Student must be a proficiency level 2.0 School Transitional Team Houghton Mifflin Reading Diagnostic Assessment Formal Instruction in English Reading

39 Political Will: American society still wary about non-english languages Believes that language acquisition is impeded by perceived as pampering in the native language

40 Systematic Change: Preparing teachers to provide language-rich environment that ensure academic and interpersonal competencies in both languages Provide instructional material in the native language that are aligned to the CCSS Develop comprehensive assessment resources in different languages

41 Challenges- Data and Assessment Changing demographics throughout MPS Accurate counts of bilingual K3 and K4 students with special needs Assessment of Language Proficiency for K3, K4, K5

42 Challenges: Recruitment ELL-Special Education Teachers all grade levels Bilingual Personnel School Psychologists School Social Workers Bilingual Paraprofessionals and other assistants

43 Challenges Academic Focus on academic achievement and outcomes for all students State policy requiring students to be assessed in English after one full academic year in the country RTI program support for all tiers in English, Spanish and possibly other Languages

44 Challenges Interpreting Increased collaboration with MPS District interpreter from Public Relations Department Contracting with new agencies for interpreting and translating support Interpreting and translating moved from grant funded positions to District supported positions.

45 Challenges Professional Development Best practices targeted support for bilingual special education Staff data analysis to inform teaching, learning, and decision making Bilingual special education teaching staff are overall a young staff

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