Revised research action plan
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Revised research action plan

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Revised research action plan Revised research action plan Presentation Transcript

  • My action plan is based on the guidelines in the Administrator’s Guide for Addressing Over-Representation of African American Students in Special Education . Source: National Alliance of Black School Educators (NABSE) & ILIAD Project (2002). Addressing Over-Representation of African American Students in Special Education. Retrieved July 21, 2010 from Education Resources Information Center Web Site: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED466051&ERICExtSearch_SearchType_0=no&accno=ED466051 Action Research
  • Action Planning
    • What is the impact of
    • Response To Intervention (RTI)
    • on the over-representation of
    • African American students in
    • Special Education?
  • Goals
    • To understand the issues and review our program for signs of an over- representation of African Americans in our Special Education program.
    • To identify any ineffective procedures and processes used to refer and classify students for special education.
    • To develop and implement the preventive strategies that ensure that all students receive an appropriate education that maximizes their learning potential.
  • Action Plan
  • Use the questions in the Administrator Guide to determine if over-representation exists based on the questions and data. AEIS, AYP, PBMAS, TAKS, Special Education Referral data, surveys Aug-Sept Project Team Members Disaggregate the district and campus data to determine what is disproportional. Evaluation Needed Resources Timeline Person(s) Responsible Action Steps Formative assessment: Monthly progress meetings, Progress reports/status updates, Informal data collection Use the Effective Prereferral Intervention Practice recommendations from the Administrators Guide Sept-Nov Project Team Members, PST members Evaluate the membership of Problem-Solving Teams (PST); determine if the members have: Experience with using and designing instructional techniques that address the individual needs of students Expertise with addressing educational needs of African American students The members understand their purpose of being on the PST – to provide support for recommendations of effective interventions in general education
  • Formative assessment: Monthly progress meetings, Progress reports/status updates, Informal data collection Use the Effective Prereferral Intervention Practice recommendations from the Administrators Guide Sep-Nov Project Team Members, PST members Evaluate the PST roles and responsibilities; Evaluate the paperwork process to ensure that it is not a burden to the team Determine the human and fiscal resources needed for the PST to plan, consult, and communicate Evaluation Needed Resources Timeline Person(s) Responsible Action Steps Formative assessment: Monthly progress meetings, Progress reports/status updates, Informal data collection Use the Effective Prereferral Intervention Practice recommendations from the Administrators Guide Sept-Dec Project Team Members, Curriculum and Instructional staff, campus staff Evaluate the process for review of interventions and their implementation
  • Formative assessment: Monthly progress meetings, Progress reports/status updates, Informal data collection Use the Effective Prereferral Intervention Practice recommendations from the Administrators Guide Sep-Dec Project Team Members, Curriculum and Instructional staff, campus staff Review the wide range of instructional supports that are available for interventions Formative assessment: Monthly progress meetings, Progress reports/status updates, Informal data collection Use the Improving School Climate recommendations from the Administrators Guide Sept-Dec Project Team Members, Administrators, campus staff, family and community members Review the schools climate for signs of bias and the presence of cultural competence. Evaluation Needed Resources Timeline Person(s) Responsible Action Steps
  • To be determined based on the inquiry research To be determined based on the inquiry research Jan-April Project Team Members, Evaluation Team members, PST members, Administrators, campus staff, family and community members Develop and Implement strategies that improve the prereferral process; preventative strategies in a pilot program Formative assessment: Monthly progress meetings, Progress reports/status updates, Informal data collection Use the Improving Family Involvement recommendations from the Administrators Guide Sept-Dec Project Team Members, Administrators, campus staff, family and community members Evaluate the extent of family involvement in the prereferral process Evaluation Needed Resources Timeline Person(s) Responsible Action Steps
  • Conclusion
    • A summative evaluation will be conducted at the end of the inquiry/evaluation phase prior to the development and implementation of preventative strategies for the prereferral process.
    • The summative evaluation will consist of both qualitative and quantitative data. We will attempt to use evaluation tools that help gather information for future planning and needs assessment.
    • We plan to share our results with teachers and the larger school community.