Secondary Education and Students with Disabilities: What's New? What's Changed?

Presenter: Freda M. Lee, Consultant Exceptional Children Division North Carolina Department of Public Instruction

High School Has Changed!!!!!!!

EC Headcount (Ages 14-21) Source: U.S. Department of Education, EDFacts (SY2010-1011) Disability Category Intellectual Disabilities Deaf/Hard of Hearing Speech /Language Visual Impairment Severe Emotional Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disabilities Deaf-blindness Multiple Disabilities Autism Traumatic Brain Injury Developmental Delay Total 14 1,687 148 200 42 713 73 3,202 6,174 2 148 733 36 13,158 15 1,715 145 123 38 734 80 2,976 5,975 5 146 676 46 12,659 16 1,877 162 73 45 773 64 2,754 5,499 3 121 610 40 Age 17 1,938 127 44 38 686 67 2,377 4,833 2 150 514 54 18 1,597 97 15 25 350 42 1,355 3,008 2 120 395 28 19 645 33 10 10 102 6 331 778 2 110 170 11 20 290 11 5 6 29 4 58 118 2 91 140 5 21 176 4 1 0 8 3 14 25 0 61 82 2 12,021 10,830 7,034 2,208 759 376

How Are We Doing?

Graduation Trend Data General Population Four-Year Rate

2006

68.3% SWDs Four-Year Rate 50.0%

2007

69.5% 49.4%

2008

70.3% 56.6%

2009

71.8% 56.8%

2010

74.2% 57.6% Dropout Trend Data General Population

2006

5.04% SWDs 9.21%

2007

5.24% 7.79%

2008

4.97% 8.0%

2009

4.27%

2010

Not Available 5.2% Not Available

Indicator 14 Engagement Rate for Students with Disabilities

NC 2011 Post-School Outcomes Survey

100% 80% 70% 60% 40% 58% 34% 30% 20% 0% Percent Count Measurement A: 34% 214 Measurement B: 58% 365 Measurement C: 70% 436 Not Engaged 30% 189

What’s New

• • • • • • Large Increase in Co-Teaching and Inclusive Classrooms (HQ and NCLB Requirements) New Standards (Essential and Common Core) New Accountability Model New Teacher Evaluation Method Increased Use of Technology New More Rigorous Occupational Course of Study and Extended Standards

RtI Secondary Pilot Project

• • March 2011-2013 Three sites – Asheville City Schools • • Randolph Learning Center Asheville Middle School – Cabarrus County Schools • Jay Robinson High School • Winkler Middle School – Johnston County Schools • South Johnston High School • Benson Middle School

RtI: What’s Going On?

• • • • • Established leadership teams Looking at Universal Screening Training in Problem-Solving Training in Content Literacy Continuum – Content Enhancement Strategies – Xtreme Reading Goal: Demonstration sites for the state

The Occupational Course of Study (OCS) assessments did not meet approval through the peer review process because the OCS curriculum had different academic content standards than the general curriculum for the assessments used for adequate yearly progress (AYP) purposes.

Problem:

North Carolina and the Federal Government had different ways of modifying and accommodating for the 2% population who are most typically in the FR-OCS in NC.

North Carolin a USDE FR-OCS Standards

Can be Different from General Cannot be Different from General

FR-OCS Tests

Can be Different from General Can be Different from General

FR-OCS Cut Scores

Can be Different from General Can be Different from General 10

Solution:

• • • • • • Move up the timeline for FR-OCS students to be taught the new Common Core/Essential Standards with crosswalks to the NC Standard Course of Study for the assessed subjects Require FR-OCS students to take certain End-of Course (EOC) assessments in English I (along with the Grade 10 Writing assessment), Algebra I and Biology until new NCEXTEND II assessments are developed Allow the FR-OCS students’ scores from a combination of the English I EOC assessment and the Grade 10 Writing assessment, Algebra I, and Biology

to be included in AYP

Waive 25% requirement in SBE Policy (GCS-C-003) Eliminate the current OCS NCEXTEND II assessments from the statewide testing program and ABCs accountability program (GCS-C-020).

Create new EXTEND II assessments to be used by students participating in the FR-OCS and other students with disabilities

Future-Ready OCS Science Sequence Applied Science

Note: All classes require a HQ Teacher of Science

Biology aligned exactly to NC Essential Standards

Settings – General Education Co-Teaching Class – – Exceptional Children Co-Teaching Class Exceptional Children Class w/dually – certified EC teacher OCS/NCVPS Co-Teaching Class

OCS-Biology

Future-Ready OCS English I-IV Sequence

English I English II English III English I to be closely aligned to Common Core English II to be aligned exactly to Common Core English III and English IV extended from Common Core (more applied)

All classes require a HQ Teacher of English

Settings General Education Co-Teaching Class Exceptional Children Co-Teaching Class OCS/NCVPS Co-Teaching Class Exceptional Children Class w/dually certified EC teacher English IV

Future-Ready OCS Math Sequence Introduction to Mathematics OCS-Algebra I

Note: All classes require a HQ Teacher of Mathematics

Algebra aligned exactly to Common Core

Settings – General Education Co-Teaching Class – – – Exceptional Children Co-Teaching Class OCS/NCVPS Co-Teaching Class Exceptional Children Class w/dually certified EC teacher

Financial Management

Alternate Assessments Operati onal

Math English

2010-11

General Algebra I /No Alt.

General English I/No Alt.

General Writing/No Alt.

Science Math English Science General Biology/No Alt.

Item Tryouts Item Tryouts Item Tryouts

2011-12

Same Same Note: Writing Removed Same Field Tests Spring 2012 Field Tests Spring 2012 Field Tests Fall 2011

2012-13

Algebra I NCEXTEND2 English II NCEXTEND2 Note: Writing Removed Biology NCEXTEND2 Operational Operational Operational

Models of Implementation: Co-Teaching General Education Classroom • • • • • Promotes inclusion Requires lots of collaborative planning and professional development Requires shared teaching responsibilities Requires use of differentiated instruction and Principles of Universal Design (UDL) Requires classroom support structures (individual tutoring, assistive technology and close monitoring of student progress)

Models of Implementation: Co-Teaching Special Education Classroom • • Familiar environment for students Requires lots of collaborative planning and professional development • • Requires shared teaching responsibilities Requires use of differentiated instruction and Principles of Universal Design (UDL) • Requires fewer outside classroom support structures due to smaller class size and more flexible pacing • Can be difficult to maintain class rigor and pace

• • • • • • Models of Implementation: Dually Certified EC Teacher Provides Instruction Familiar environment for students EC teacher may not be comfortable teaching certain content areas or units due to lack of familiarity with curriculum reforms in subject area Requires use of labs or materials not typically available in EC classrooms Requires use of differentiated instruction and Principles of Universal Design (UDL) Requires fewer outside classroom support structures due to smaller class size and more flexible pacing Can be difficult to maintain class rigor and pace

Models of Implementation: OCS/NCVPS Blended Online Co-Teaching Classroom • • • • • • • Technology infrastructure issues Comfort/skill level of EC teacher and students with technology Provides excellent documentation of instruction provided Requires lots of collaborative planning Requires shared teaching responsibilities Requires use of differentiated instruction and Principles of Universal Design (UDL) Provides access to all written text in audio format

Interactive Games: Equation Matching

Interactive Games: Space Invader Graphing

Graphing Calculators

Virtual Teaching Using Pronto

Daily Announcements

Mastery Tests

Instructional Videos

• • • • • • • • Universal Design for Learning (UDL) and Measures of Student Learning (MSL) CAST.org (great resource) Relevant and/or applied Hands-on Formative, Benchmark and Summative Built-in Scaffolding Rigorous Encourage higher level thinking in regards to application THINK OUTSIDE THE BOX!!!!!!!!!!!