Thinking Through Results
for All Children
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The Needs
• Outcomes for Children and Families
• Data and Data-based Decision Making
• Stakeholder Involvement/Collaboration
• SPP/APR
• General Supervision
• Results Driven Accountability
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NCRRC Response
• Stakeholder Input
• Identification of Purpose and
Audience
• Product Development
– Thinking Through Improvement (IT Kit)
– Thinking Through Collaboration (TTC)
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Development Process
•Responded to need identified by North Central
Regional Resource Center (NCRRC) states
•Drafted content outlines and concept paper
•Convened multidisciplinary Reviewer’s Group that
consisted of NCRRC state and local partners
•Compiled extensive feedback and restructured the
design of the materials
•Solicited ongoing feedback from pilot sites and
OSEP staff
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Important Ideas
•Thinking Through Improvement provides tools and
strategies to guide improvement efforts.
•The Thinking Through Improvement process can be
used by state and local agencies to address both
the State Performance Plan (SPP) and other areas
identified for improvement.
•Addressing areas for improvement will provide
better services, leading to improved results for
children with disabilities and their families.
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Content Overview
•Thinking About Connections
 Understanding the Federal-State-Local Connection
 Meeting the Responsibilities of IDEA 2004 and ESEA
•Thinking About Data
 Defining Data
 Addressing Data Quality
 Finding Meaning in Your Data
•Thinking About Results
 PIER Process
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Part One
Thinking About Connections
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Important Ideas for Part One
• Participants will —
– Understand federal, state, and local
educational accountability
– Identify characteristics and responsibilities
of an Improvement Team (IT Team)
– Identify the components of an
Improvement Plan (IT Plan)
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Part Two
Thinking About Data
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Important Ideas for Part Two
Participants will —
– Understand that information gathered
from data guides improvement efforts
– Understand that quality data are
essential for identifying system wide
strengths and weaknesses
– Acquire techniques needed to complete
a thorough review of data to assist in
determining areas for improvement
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Part Three
Thinking About Results
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Important Ideas for Part Three
Participants will –
– Understand how to utilize the PIER Process to
address areas identified for improvement
– Learn how to prioritize areas for improvement
– Be able to identify improvement activities to
address areas of need
– Understand how to evaluate the implementation
and impact of improvement efforts
– Learn how to report results of improvement
efforts
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The PIER Process
P = Prioritizing Areas for Improvement
I = Identifying Improvement Activities
E = Evaluating Process and Impact
R = Reporting Results
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Guiding Questions
• Do you trust your data?
• What do others have to say regarding priorities for
improvement?
• What has been the pattern in the past?
• What might be some extenuating circumstances?
• What resources are available for improvement?
• What constitutes a realistic timeframe for improvement?
• What is reasonable improvement?
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So far. . .
• Provided training in more than 27 States
• Provided training to State and Local-level
Part B and Part C staff
• Provided training to OSEP staff
• Plans for Updating
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Development Process
• Responded to need identified by the North
Central Regional Resource Center
• Interviewed variety of educators
• Convened multi-disciplinary Reviewers’ Group
• Created Thinking Through Collaboration as
the second product in the Thinking Through
Series
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Introduction − Initial Thoughts
• If all educators, individually and together in
groups or teams, use disciplined skills in
communication, cooperation, coordination,
and collaboration and the G-DIER
decision-making process to address each
educational need of every child, then
educator practice is empowered and
student performance will increase
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Introduction − Initial Thoughts
• Thinking Through Collaboration provides a
guide for educators to ensure the
educational success for each and every
infant, toddler, child, and youth from preprimary through age 21 (P-21) or through
the completion of a high school diploma,
whichever comes first
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Part One Content Overview
• Thinking About Success
 Educational Policy and History
 The General Education-Special Education
Connection
 Educator and School Effectiveness
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Part Two Content Overview
• Thinking About the 4 Cs
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The 4 Cs
How to Communicate Effectively
How to Cooperate Effectively
How to Coordinate Effectively
How to Collaborate Effectively
Part Three Content Overview
• Thinking About G-DIER
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The G-DIER Process
The G-DIER Process Under IDEA
Individual Learning Goal
Data Availability, Analysis, Quality, and
Interpretation
 Instructional Strategies, Targeted Interventions,
and Services
 Evaluating Child Progress
 Results and Reporting
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Part Four Content Overview
• Thinking About Program Improvement
 The G-DIER Process for Program
Improvement
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Theory of Action
“If all educators, individually and together in
groups or teams, use disciplined skills in
communication, cooperation, coordination,
and collaboration in conjunction with the
G-DIER decision-making process to
address each educational need of every
child, then educator practice is empowered
and student performance will increase.”
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Making Connections
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Overlapping Connections
• For children with disabilities:
 Assessment options
 Highly qualified teachers
 Adequate yearly progress (AYP)
ESEA
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Overlapping
ESEA/IDEA
Connections
IDEA
•IEP team requirements for regular education
teachers:
 Child’s IEP:
1. Participate and accommodations
in state-wide/district-wide
assessments
2. How disability affects progress
in general education
 Services provided in LRE
•Coordinated early intervening services: who
need academic and behavioral support to
succeed in general education
•Highly qualified teachers
Roles and Connections
Specialists
provide expertise
& support
General
Education
Teacher
provides universal
instruction
Title I
Paraprofessionals
provide targeted
tutoring & support
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Title III ELL
Teachers
provide targeted
multicultural & adaptive
technologies
Roles and Connections
Special
Education
Teacher
provides specifically
designed
instruction
Related Services
to benefit from
specially designed
instruction
Special Education
Paraprofessionals
& Aides
support instructional
activities
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Roles and Connections
Specialists
provide expertise
& support
4 Cs
through:
Consultation
General
Education
Teacher
Special
4 Cs
Education
through:
IEP
development & Teacher
implementation
provides universal Consultation re: provides specifically
instruction Core content subjects, designed
instruction
4 Cs
through:
General ed
teachers directing
the work of
Title I paras
student progress
monitoring, &
differentiated
instruction
4 Cs
through:
Consultation
Title I
Paraprofessionals
provide targeted
tutoring & support
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Title III ELL
Teachers
provide targeted
multicultural & adaptive
technologies
Related
Services
4 Cs
through:
IEP
development &
implementation
to benefit from
specially
designed
instruction
4 Cs through: Related
services staff directing
the work of related
services aides
4 Cs
through: Special
ed teachers
directing the work
of special ed
paras
Special Education
Paraprofessionals
& Aides
support instructional
activities
Resource Allocations
“ We want to encourage schools and districts to
rethink how teachers do their jobs—how they
collaborate, how they use their time outside the
classroom, and how they shape professional
development programs. When adults have time
to collaborate and solve school problems they
are going to be more productive and they will
get better results for our kids. Teachers need to
be at the center of those efforts”
~ Secretary Arne Duncan (2010) [Emphasis added]
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Curriculum and Instructional
Alignment
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Focus on the 4 Cs
Communication
Cooperation
Coordination
Collaboration
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How the Connection Process Works
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G-DIER Process
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G-DIER and 4 Cs for Students
Potentially at Risk
• For children who are potentially at risk of underachieving, the
G-DIER Process and 4 Cs need MORE
 Strategy
 Focus
 Intention
• For children who are significantly at risk of underachieving, the
G-DIER Process and 4 Cs need EVEN MORE
 Strategy
 Focus
 Intention
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4 Cs and G-DIER Impact
Children with Disabilities
Intensive Services
Targeted Interventions
Universal Instruction
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TTC Roll Out
• Stakeholder Roll Out—Completed
• OSEP Roll Out—Completed
• Presentations at Project Directors and OSEP
Leadership Conferences
• Options for Dissemination
• Website Development
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Questions
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Contact Information
• For more information, please contact:
 Maureen Hawes
612-624-1144
hawes001@umn.edu
 Ann Bailey
612-624-1158
baile045@umn.edu
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