Research to Practice Coordinating Committee
The Research to Practice Coordinating Committee is responsible
for implementing Goal 2, expanding the opportunities for children with disabilities
to participate in the general curriculum and improving their performance on state
assessments
and other outcome measures. A wide variety of stakeholders serve on the committee
and bring diverse talents and perspectives to the process. The CSPD Coordinator, the Master
Teachers/Facilitators and the RISIG Coordinator support the committee.
Primary Tasks
- Collaborate with the Department of Education to identify those 'low performing' schools that could be part of each cohort of schools (e.g., urban elementary schools, urban secondary schools, etc.).
- Collaborate with the Department of Education in recruiting and selecting 'low performing' schools to participate in the RISIG.
- Collaborate with RISIG personnel to develop a protocol which each of the selected schools will use to complete a self study, including: a) analysis of census and demographic information;
- Review the School Improvement Plans developed by each school. This plan will include: a) the targets for improvement and the outcomes to be;
- Collaborate with RISIG personnel to develop a Request for Proposals for Demonstration Schools.
- Participate in the selection of the four demonstration schools.
- Participate in the development of the Core Curriculum for Professional Development - this is the foundation for professional development in the 'low performing' schools. The curriculum should include:
- Incorporating Standards into Instruction
- Instructional and Curriculum Modifications
- Use of Assistive Technology
- Literacy and Reading Instruction
- Functional Behavioral Assessment and Positive Behavioral Supports
- Comprehensive Transition Planning
- Staffing Models for Implementing Inclusive Education in the General Classroom
- Assessment Accommodations
- Instruction to Support Diverse Learners
- Early Childhood Education
- Family Centered Planning and Support
- Planning and Developing Quality IEPs
- Participate with RISIG personnel to search for and select a Master Teacher for each cohort of schools.
- Review reports from the 'low performing' schools on activities that have occurred within each school and the outcomes that have been achieved.
- Review reports from the Demonstration Schools on the activities that have occurred
- Participate with RISIG personnel, the Master Teachers, the improving schools, and the Demonstration Schools to create a 'Network of School Improvement Facilitators' to continue school improvement activities after the end of RISIG.
b) review of data on a range of performance measures (e.g., performance of the state assessments - both for the school as a whole and for the students with disabilities, graduation and drop out rates, suspensions and expulsions, etc.)
c) analysis of the information available from the SALT surveys;
d) review of a sample of students' special education records and programs;
e) teachers' self rating of their knowledge and competency in the domains of the Core Curriculum for Professional Development;
f) teacher and other staff perceptions about strategies or activities that will achieve the desired project outcomes;
g) survey the parents to determine their perceptions of the needs of the school and strategies for achieving outcomes.
b) a set of indicators for measuring progress in these outcomes, and current baseline data for each outcome;
c) a schedule for school personnel to participate in the core curriculum for professional development and other training determined by the School Improvement Team;
d) the technical assistance the school will receive;
e) the strategies for involving parents in the school improvement activities; and
f) a list of the specific individuals who will provide the training and the technical assistance.
Short Term Outcomes will focus changes in the attitudes, knowledge and competencies of School personnel and parents and on changes in the school structure, specifically:
a) changes in curriculum
b) changes in instruction
c) changes in how personnel are used
d) changes in school organization
e) changes in governance
f) changes in how transition occurs
g) other changes
Long Term Outcomes will focus on:
a) Increased time in the regular classroom
b) Increased number of students returned from separate school settings
c) Increased percent of students achieving the standard on state assessments
d) Improved performance on the state assessments
e) Higher graduation rate and lower drop out rate (secondary schools only)
f) Increased percent of students achieving positive post school outcomes as reported on the Sherlock Center Longitudinal Transition Study Interview (secondary schools only)
g) Decreased rates of disciplinary actions (suspension/expulsion)
h) Decreased loss of time in school to absenteeism, disciplinary action, etc.
