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High Leverage Learners

Wednesday, October 12: 2:15 - 3:15 pm

or

Thursday, October 13: 1:00 - 2:00 pm

Investing for tomorrow, delivering today.

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Problem of Practice:

Agenda

Introductions
Problem of Practice
Working towards Solutions

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Team Introductions

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ECLIPSE PED Team

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Mary Chappell

PROFESSIONAL BACKGROUND

Curriculum Specialist & Education Administrator

Special Education Division of NM Public Education Department

National Board Certified Teacher

School librarian
Classroom teacher
Literacy specialist

EDUCATION

Doctoral Candidate: Working towards Ed.D. in Leadership & Learning at Peabody College, Vanderbilt University
M.A. in Curriculum, Teaching & Learning
B.S. in Elementary Education

Mary.Chappell@ped.nm.gov

505-690-7237 (office cell)

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ECLIPSE PED Team

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Lisa Creecy

Master of Education, Special Education

Bachelor of Business Administration, Management

PROFESSIONAL BACKGROUND

EDUCATION

ECLIPSE Coordinator & Education Administrator

Special Education Division of NM Public Education Department

Special Education Teacher

Gifted
Resource
Life Skills

Lisa.Creecy@ped.nm.gov

505-490-2458 (office cell)

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ECLIPSE Team

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Monica Santistevan

PROFESSIONAL BACKGROUND

Curriculum Specialist & Education Administrator

Special Education Division of NM Public Education Department

Practice Based Educator Coach

With a focus on early childhood practices in structured literacy and social emotional skills

Licensed Educator w/ TESOL Endorsement

Special Education
Elementary Education
Early Childhood Education

Working toward M.A. in Early Childhood Education
Dual B.A. in Elementary Education and Special Education

EDUCATION

Monica.Santistevan@ped.nm.gov

505-470-6712 (office cell)

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Problem of Practice

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Problem of Practice:

Problem of Practice

How do we support special education teachers with utilizing high-leverage practices…

…to implement Structured Literacy™ methodologies…

…in a state-mandated program that addresses a federal Special Education Indicator…

…within the state’s lowest performing schools for K-2 students with disabilities in Istation reading?

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Problem of Practice

…and how do we do this in a way that is supportive, rather than punitive or burdensome?

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Problem of Practice, Part 1

High Leverage Practices

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High Leverage Practices

How do we support special education teachers with utilizing high-leverage practices…

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High Leverage Practices

In partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), the Council for Exceptional Children (CEC) has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates.

The HLPs are organized around four aspects of practice:

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High Leverage Practices

Collaboration	Assessment	Social/Emotional/ Behavioral
HLP 1: Collaborate With Professionals To Increase Student Success.	HLP 4: Use Multiple Sources Of Information To Develop A Comprehensive Understanding Of A Student’s Strengths And Needs.	HLP 7: Establish A Consistent, Organized, And Respectful Learning Environment.
HLP 2: Organize And Facilitate Effective Meetings With Professionals And Families.	HLP 5: Interpret And Communicate Assessment Information With Stakeholders To Collaboratively Design And Implement Educational Programs.	HLP 8: Provide Positive And Constructive Feedback To Guide Students’ Learning And Behavior.
HLP3: Collaborate With Families To Support Student Learning And Secure Needed Services.	HLP 6: Use Student Assessment Data, Analyze Instructional Practices, And Make Necessary Adjustments That Improve Student Outcomes.	HLP 9: Teach Social Behaviors.
		HLP 10: Conduct Functional Behavioral Assessments To Develop Individual Student Behavior Support Plans.

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High Leverage Practices

Instruction
HLP 11: Identify And Prioritize Long- And Short-Term Learning Goals.	HLP 14: Teach Cognitive And Metacognitive Strategies To Support Learning And Independence	HLP 17: Use Flexible Grouping.	HLP 20: Provide Intensive Instruction.
HLP 12: Systematically Design Instruction Toward A Specific Learning Goal.	HLP 15: Provide Scaffolded Supports.	HLP 18: Use Strategies To Promote Active Student Engagement.	HLP 21: Teach Students To Maintain And Generalize New Learning Across Time And Settings.
HLP 13: Adapt Curriculum Tasks And Materials For Specific Learning Goals.	HLP 16: Use Explicit Instruction.	HLP 19: Use Assistive And Instructional Technologies.

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Problem of Practice, Part 2

Structured Literacy™

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Structured Literacy™

…to implement Structured Literacy™ methodologies…

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Problem of Practice, Part 3

Special Education Indicators

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Special Education Indicators

…in a state-mandated program that addresses a federal Special Education Indicator…

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Special Education Indicators

The Individuals with Disabilities Education Act (IDEA)

requires each state to develop a state performance plan/annual performance report (SPP/APR) that evaluates the state’s efforts to implement the requirements and purposes of the IDEA

describes how the state will improve its implementation

The SPP/APRs include 17 indicators measuring the requirements of IDEA

Compliance indicators

Target indicators

Submission for the coming year is February 1, 2023

The link provides the 17 indicators: the federal fiscal year reporting periods and the school year reporting periods

IDC_IDEAPart BFedRepYearsQuickRefFinal.pdf (ideadata.org)

The Office of Special Education Programs uses information from the SPP/APR and other public information to determine if the state is:

Meeting requirements of IDEA

Needing assistance in implementing requirements

Needing intervention in implementing requirements

Needing substantial intervention in implementing requirements

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Indicator 17 History-State Systemic Improvement Plan (SSIP)

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2014-2015 States were required to develop a State Systemic Improvement Plan (SSIP)
The U.S. Department of Education implemented a revised accountability system under the Individuals with Disabilities Education Act (IDEA)
Results-Driven Accountability (RDA) shifted the Department’s accountability efforts from a primary emphasis on compliance to a framework that focused on improved results for children with disabilities, while continuing to ensure States met IDEA requirements
RDA emphasized improving child outcomes such as performance on assessments, graduation rates, and early childhood outcomes
States were required to develop a State Systemic Improvement Plan (SSIP) as part of their State Performance Plan/Annual Performance Report (SPP/APR)
The expected outcome of RDA:

focus on results will drive innovation in the use of evidence-based practices in the delivery of services to children with disabilities, which will lead to improved results for children with disabilities

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Indicator 17- Excellence from Coaching in Literacy for Intensive Preparation in Special Education (ECLIPSE)

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The former Indicator 17/SSIP program for New Mexico was housed in the Title One Division known by several acronyms (ASSETS, RDA, RAMS)
In May 2020, Indicator 17/SSIP was transferred from the Title One Division to the Special Education Division
Indicator 17 a federal component of the IDEA B under General Supervision
Indicator 17 is a results driven accountability requirement that applies to all Local Education Agencies
Excellence from Coaching in Literacy for Intensive Preparation in Special Education (ECLIPSE) is a New Mexico Public Education Department-Special Education Division program
The purpose of ECLIPSE is to improve literacy outcomes for children with disabilities in grades Kindergarten through third grade

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Problem of Practice, Part 4

K-3 Students with Disabilities

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ECLIPSE Schools

Investing for tomorrow, delivering today.

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ECLIPSE supports 77 schools

40 Schools Throughout New Mexico

37 APS Schools (beginning 2021)

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Program Components

Instructional Coaching & Support
Principal Leadership Coaching
Data Literacy
Parent/Family Engagement

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Working Towards Solutions

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Practice Based Coaching Support for ECLIPSE Participants

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Increase the collaboration knowledge to support teachers, students, and families

Increase communication strategies with families to address students learning goals and at home support

Coach and support data analysis practices with the use of assessment data

Identify goals both long-term and short term goals

We support effective meeting facilitation and organization strategies to support school personal and family support

Principal Support

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Practice Based Coaching Support for ECLIPSE Participants

Special Education Teachers
General Education Teachers
Support Staff

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Structured Literacy
Social Emotional Support for Students
Family Collaboration and Communication Support
Data Analysis and Assessment Data
Identifying Learning Goals/ Student Learning Standards
Strategies for Active Student Engagement
Developing Learning Environments

Professional Development

Individualized Support with a Coach
Professional Development and Resources
Positive and Constructive Feedback
Social Emotional Support
Identifying Professional Learning Goals
Identifying Student Learning Goals
Reflective Practices Strategies
Data Analysis
Strategies to Adapt or Modify Curriculum
Use of Explicit Instruction

Teacher Practice Based Coaching Support Meetings

Collaborative Team Knowledge
Data Analysis and Assessment Review
Developing Learning Environments
Identifying Learning Goals and Student Standards
Active Student Engagement
Adapting and Modifying Curriculum

Professional Educator Practices

Classroom Implementation

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Practice Based Coaching Support for ECLIPSE Participants

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Establish a consistent, organized, and respectful learning environment
Provide students with positive and constructive feedback
Learn cognitive and metacognitive strategies to support
Flexible grouping and peering learning opportunities
Independent learning strategies
Individualized and systematic instruction toward learning goals
Students are provided scaffolding supports
Active engagement and participation
Maintain and generalize new learning across settings

Students

Establishing effective collaboration with professional educators
Establishing a respectful and organized learning environment
Collaborations with families to support student service needs
Support with social emotional needs within the home environment
Support understanding student learning objectives and learning outcomes
Identify and prioritize student learning goals

Families

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Practice Based Coaching Improves Student Learning Outcomes

Improved Learning Outcomes

Literacy Skills
Assessment Scores
Learning Confidence
Improved Social and Emotional Behaviors
Improved School Culture
Improved Student Communication
Intellectual skills
Independent learning skills

…and more

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Questions & Answers

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Questions

For more information, please contact:

Lisa.Creecy@ped.nm.gov

505-490-2458 (office cell)

Mary.Chappell@ped.nm.gov

505-690-7237 (office cell)

Monica.Santistevan@ped.nm.gov

505-470-6712 (office cell)

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