One School System’s Journey (so far)
Leadership for Equity and Excellence Forum
Equity Alliance at ASU
February 28, 2011
Objectives
• Describe the history and framework of AACPS’
approach to the issue of Disproportionality
• Provide an effective protocol and systematic problem
solving process that can be applied systemically or in
individual schools to remediate Disproportionality
• Share results and discuss factors that have been found to
contribute to Disproportionality in our district
• Share resources and effective strategies for addressing
Disproportionality in schools
The AACPS Approach
History & Framework
Anne Arundel County Public Schools
Annapolis, MD
History
• Recognized as Disproportionate by
Maryland State Department of Education (MSDE)
– Areas of Concern
 Identification – in categories of Specific Learning Disability (SLD),
Emotional Disturbance (ED), and Mental Retardation/
Intellectually Disabled (MR/ID)
 Placement
 Discipline
– 15% EIS budget allocation requirement
• Office of Civil Rights (OCR) Agreement
– Establishment of Goals for the Improvement of Education and
Academic Attainment among African American Students
• Issue of Parity
AACPS Disproportionality Workgroup
• Established Spring of 2007
• Multidisciplinary Team to Collaboratively Address
Disproportionality Vertically and Horizontally
• Partner with the State (MSDE) for Discretionary Grant
Funding and Re-examine Definition of Disproportionality
• Develop, Implement, and Monitor District Level Action Plan
District Level Action Plan
Critical Components
• Incorporation of a Collaborative Decision Making (CDM) process –
RtI framework for prevention and early intervention
• Review and enhanced utilization of system/school-based
accountability tools:
 Audits/Internal Monitoring
 Screening Tools
 Special Ed Process and Forms
 Transfer activities
• Cultural Proficiency/Stakeholder Communication
District Level Action Plan
Critical Components
• Data Analysis & Exploration of Evidence-Based Practices
for Assessment and Intervention
• Provision of Equity in Resource Allocation for Intervention
• Outreach to Parents & Community
• System-wide implementation of a TEAM Teaching model
• Value of Professional Development
• Expansion of Alternative Education Options
• Identification of and Outreach to Targeted Schools
MSDE Disproportionality Grant
• Hiring of a Disproportionality Project Facilitator
• Targeted outreach to schools using the risk ratio (>2.0)
–
–
–
–
2007-08:
2008-09:
2009-10:
2010-11:
13 Target Schools
15 Target Schools (7 new & 8 returning)
15 Target Schools (6 new & 9 returning)
17 Target Schools (3 new & 14 returning/ recognizing 4 schools are between
2.00-2.04)
• Provision of Materials of Instruction (MOI) & Stipend mini-grants to
address inequity of resource allocation and support plan implementation
• Annual Disproportionality Conference with national speakers
• School Specific Training focus on Collaborative Decision Making
(CDM) & Positive Behavioral Interventions & Supports (PBIS)
Targeted School Outreach
Remediating Disproportionality
one school … one student at a time
The Protocol
• Initial meeting with school teams –
introduce the required self-assessment tool
• Follow-up meeting with school teams to review the self-assessment
results & begin action planning through the CDM process
• Finalize and review the school-based action plan
• Implement the action plan with technical assistance
and on-going progress monitoring by the Facilitator/
CDM Consultant
Self-Assessment
• Focuses school attention on current policies/procedures
and instructional practices
• Encourages raising teacher awareness of cultural issues,
at the school level and within the community, as a means of
addressing disproportionate numbers
• Incorporates:
– School Data
– An Intervention Summary
– Program Effectiveness Analysis
– Program Summary
• What’s Working?
• What Requires ACTION?
Problem Identification
& Analysis
Intervention Design &
Implementation
Limited
Success
Intervention Evaluation
SUCCESS
Problem Identification
& Analysis
Intervention Design &
Implementation
Intervention Evaluation
•
•
•
•
Problem Areas Documented
Baseline Data is Recorded
Short- and Long-term Goals are Set
Strengths and Resources
are Highlighted
• Obstacles are Prioritized & Targeted
• Evidence-based Intervention
Strategies are Identified
Problem Identification
& Analysis
Intervention Design &
Implementation
Intervention Evaluation
• Specific plan of action is
developed
• Accountability measures are
incorporated to ensure fidelity
• Progress monitoring
Problem Identification
& Analysis
Intervention Design &
Implementation
Intervention Evaluation
• Data is utilized to assess progress
• Next steps are determined
Why use CDM to address
System Level Change?
• Assists teams in determining the “Root Cause” of a concern
while providing a framework for problem solving
• Involves multiple disciplines & resources in a Professional Learning
Community (PLC) to address district, cluster, and school goals
• Uses data and progress monitoring to guide instructional practices
• Demonstrates alignment with School Improvement Plan efforts
• Provides accountability
The Results
Finding the Big Ideas and their Impact
4 Original “Big Ideas” in AACPS
Disproportionality
Identification
Resources/
Interventions
Professional
Development
Community
Partnerships
Big Idea #1: Identification
• Need for uniformity & accuracy
• Compassionate coding – Attitude that
“more is better” when helping kids
• Need for auditing/ accountability in initial
identifications (self-audits with checklist or
external audits)
• What is normal? Disability defined as
relative to population in school –
Implementation of the WIN Project – spring
2010
• Enhanced focus on target schools making
initial determination
• Guidelines for re-evaluation determination
process
Identification
Resources/
Interventions
Professional
Development
Community
Partnerships
Big Idea #2: Resources/Intervention
 Equity of resource allocation
 Title I vs. AAA vs. Nothing
 Need for expansion of CDM & PBIS
 Need for approved interventions for
Math & Written Language
 Need for support with red zone
behaviors
 Exploration of cluster-based
licensure and targeting for
interventions
 Culturally proficient mental health
services
Identification
Resources/
Interventions
Professional
Development
Community
Partnerships
Big Idea #3: Professional Development
 Cultural Proficiency & Truth in
Labeling
 CDM & PBIS
 Culturally Responsive
Assessments
 Differentiated Instruction
 Interventions
 Cultural Differences in Language
and Behavior Management (Is the
behavior disturbed or disturbing?)
Identification
Resources/
Interventions
Professional
Development
Community
Partnerships
Big Idea #4: Community Partnerships
 Mentoring opportunities
 Business sponsorships
 Outreach programs to
specific communities
 Involvement of faith-based
groups
 Parent education/PR on
alternatives to special
education
Identification
Resources/
Interventions
Professional
Development
Community
Partnerships
Big Idea #5: Disproportionality Awareness
(recognized in Spring 2009)
 Ongoing Progress Monitoring
 Continued Self-Exploration
through School Improvement
process
 Non-linear, multi-layered
problem solving
 Courageous Conversations –
“Putting the ugly on the table”
 Keeping the issue current &
relevant
Identification
Disproportionality
Resources/
Interventions
Professional
Development
Awareness
Community
Partnerships
Disproportionality Weighted Risk Ratios
for Target Schools in 2007-08
6
5
4
2006
3
2007
2
1
0
ES 1
ES 2
ES 3
ES 4
ES 5
ES 6
ES 7
ES 8
ES 9
M S 10
M S 11
HS 12
HS 13
*Average change in target schools from 2006 to 2007was -0.88
Disproportionality Weighted Risk Ratios in New
Target Schools for 2008-09
4
3.5
3
2.5
2007
2
2008
1.5
1
0.5
0
ES 14
ES 15
ES 16
M S 17
M S 18
M S 19
HS 20
*Average change in new target schools from 2007 to 2008 was -0.47
Disproportionality Weighted Risk Ratios in
Returning Target Schools for 2008-09
6
5
4
2006
3
2007
2008
2
1
0
ES 1
ES 3
ES 5
ES 6
M S 10
M S 11
H S 12
H S 13
*Average change in returning target schools from 2006 to 2008 was -1.24
In the Spring of 2009, AACPS was
recognized as no longer Significantly
Disproportionate for Special Education
Identification by MSDE . The journey
continues!
The Journey MUST Continue!
3.5
3
2.5
2
Baseline
After 1 Year
After 2 Years
After 3 Years
1.5
1
0.5
0
2 0 0 7 - 0 8 N e w S c hool s
2 0 0 8 - 0 9 N e w S c hool s
2 0 0 9 - 10 N e w S c h o o l s
*Average 1-Year change for all schools is -20% from baseline
2-Year change is -24% from baseline
3-Year change is -10% (impacted by decreasing Special Ed enrollment numbers)
Identified Resources
Recognized on the Journey
Sharing Strategies and Research
Resource Guide
• Summarizes key components
of AACPS process
• Includes effective strategies
identified in action plans
• Incorporates a Companion CD
with links to important documents,
research, and websites
• Online version available at
http://www.aacps.org/ocr/cdrom.pdf
Questions?
Mary Tillar – mtillar@aacps.org
Eric Levine – ealconsulting@comcast.net
Kristen Mayle – kristenmayle@yahoo.com