Transcript FAEDHH Project Survey - Commission of Deaf, DeafBlind and

Minnesota
FAED Project Survey
Deaf Education Summit
April 22, 2010
Survey Background
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New Minnesota legislation requires
reporting of performance data for D/HH
students
Teachers were surveyed to identify a
common accountability database regarding
student performance.
Survey Objectives
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To identify performance data currently
collected on D/HH students
To identify how data collected is used
To identify professional development
priorities
Participants
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74 responses
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93% D/HH teachers
54% itinerant teachers
50% >15 years experience
Students Served by Respondents
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Direct service: 810 students
Indirect service: 277 students
Compensatory/self-advocacy instruction
only: 158 students
504 only: 86 students
18% of school districts had a policy
regarding direct vs. indirect services
Student Performance Indicators
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Below grade level in reading: 61%
At grade level in reading: 28%
Above grade level in reading: 13%
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Please note that averages do not add to exactly
100% because data entered by participants did
not always equal 100%.
Student Performance Indicators
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Below grade level in content areas (e.g.,
math, science): 137%
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(data possibly entered incorrectly)
At grade level in content areas: 35%
Above grade level in content areas: 11%
Data Used to Determine Performance
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Achievement test data (N = 56)
Minnesota Comprehensive Assessment (MCA)
(N = 52)
General education teacher reports (N = 49)
Northwest Evaluation Association: Monitoring
Academic Progress (NWEA: MAP) (N = 41)
Report cards (N = 38)
Diagnostic test data (N = 35)
Psychology reports (N = 15)
How Data is Utilized
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NWEA data
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Develop IEP goals and objectives: (N = 32)
Establish benchmarks: (N = 27)
Set instructional goals: (N = 26)
Develop instructional strategies: (N = 25)
Determine instructional effectiveness: (N = 24)
Determine service delivery time: (N = 15)
Create lesson plans: (N = 13)
MCA data
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Develop IEP goals and objectives: (N = 27)
Establish benchmarks: (N = 26)
Determine instructional effectiveness: (N = 25)
Set instructional goals: (N = 22)
Develop instructional strategies: (N = 21)
Determine service delivery time: (N = 13)
Create lesson plans: (N = 8)
Student Progress Monitoring
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Classroom-based assessments: (N = 60)
Running records: (N = 52)
District-wide measures: (N = 52)
Compensatory Skills Checklist: (N = 52)
Cumulative records: (N = 48)
Portfolio: (N = 24)
Professional Development Needs
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Top Three Rated as “Most Important:”
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Use of data to determine service delivery models
Progress monitoring practices
Collaboration practices with general education
and special education teachers
Professional Development Needs
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Top Three Rated as “Most Challenging:”
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Due Process
Identify the role of the D/HH teacher as different
from the SLP, LD or general special education
teacher
Resources and instructional materials
Recommendations to Improve
Services for D/HH Students
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Comprehensive curriculum with teacher supports; best practices resources (7)
Increased collaboration between professionals (4)
Networking opportunities for teachers of deaf and hard of hearing (4)
Built in time for due process paperwork; simplified paperwork (3)
Computers and other technology such as videophones available in the classroom (3)
Administrative supports (2)
Manageable caseloads (2)
Compensatory skills curriculum/resources available (1)
Classroom data from regular education teachers (1)
D/HH teacher advocacy training (1)
Communication methods trainings (1)
Consistency of information (1)
Visual phonics information (1)
Greater recognition of ASL as a true language (1)
Districts collaborating together (1)
Support or recognition from MDE of unique needs of DHH students (1)
Additional prep time (1)
High interest, low reading level materials in all subject areas (1)
Role of interpreter training to other professionals (1)
Additional Challenges
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Need additional staff trained in ASL or sign language
HS transition courses round table needed
Monetary resources lacking
Working with DHH students whose home language is not English
Challenging trying to obtain appropriate CEUs (esp. 60 hours of ASL for itinerant teachers)
Why do students whose primary language is spoken English not qualify for an interpreter?
Would like additional information about visual materials
Administrative supports needed
Providing mental health services to students
Ordering appropriate textbooks and workbooks for each content area and grade level
Additional preparation needed when working with students that have a difficult time
communicating with their family
Lack of parental involvement
Spread thin
Incessant paperwork
Service delivery concerns – issues with cross-categorical teaching model
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Becoming more difficult for students with hearing loss to make social connections with general
education peers
Difficult finding licensed DHH teachers
Next Steps?
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Identify a process of collecting common
accountability data
Provide instructional support to teachers
regarding how to use the data to inform
teaching