Transcript Co-Teaching

Moving Our Numbers
Examining the Gaps that Exist for Today’s
Learners; Tomorrow’s Wage Earners
2013-2014
Change
Flexibility Request
Flexibility Request
How Student Groups Overlap
Percentage of WV Students with Disabilities
Who Belong to Other Groups
Schools Across West Virginia Get a Snapshot of
Student Growth as Part of State's New
Accountability System
Posted: September 04, 2013
"It is important for our schools to understand that the
new accountability system is not about comparing one
school to another," added Phares. "The system is about
keeping your eye on the finish line despite where a
student starts and moving that individual student
forward to proficiency."
WESTEST 2 Mathematics All
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
38%
44%
41%
49%
42%
4
42%
42%
46%
47%
48%
5
42%
45%
45%
50%
46%
6
39%
43%
45%
48%
48%
7
39%
47%
44%
51%
47%
8
35%
37%
40%
42%
43%
9
33%
36%
39%
41%
43%
10
37%
39%
42%
43%
42%
11
37%
41%
44%
48%
44%
WESTEST 2 RLA All
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
40%
44%
46%
49%
44%
4
39%
40%
48%
44%
47%
5
40%
43%
46%
51%
42%
6
40%
43%
50%
51%
53%
7
40%
43%
51%
49%
50%
8
40%
42%
49%
47%
50%
9
40%
40%
47%
48%
52%
10
40%
43%
47%
48%
51%
11
35%
35%
44%
45%
47%
State Board Goal
The West Virginia Board of Education will
provide a statewide system of education that
ensures all students graduate from high school
prepared for success in high-quality
postsecondary opportunities in college and/or
careers.
Rationale
The future quality of life for the citizens of West Virginia
is directly linked to the performance of our students.
Today's students are tomorrow's wage earners and tax payers.
Low student achievement levels, decreasing graduation rates and
ranking among the nation's lowest levels of post-secondary
transition are all bleak predictors of West Virginia's future. We must
strive to prepare our graduates to meet the requirements of high
quality jobs needed within West Virginia and nationally. In addition
to career preparedness, many systemic public issues like obesity,
drug dependence, teen pregnancy, and crime are statistically linked
to the overall level of education. Thus, unless our education system
improves and our young people are prepared to be productive and
responsible members of our society, the state will have decreasing
resources to support the infra-structure and services essential to
attracting economic growth and elevating the overall quality of life
of its citizens.
•
Subgroup Intervention
for Low SES
Subgroup Intervention
for SWD
Purpose of SPL
The West Virginia Support for Personalized
Learning (SPL) framework is a state-wide
initiative that suggests flexible use of
resources to provide relevant academic,
social/emotional and/or behavioral support
to enhance learning for ALL students.
SPL is designed to improve outcomes for
students with a variety of academic and
behavioral needs.
TCTW and SPL
Assessment
Curriculum and Instruction
Teams and Processes
Family and Community
Partnerships
Climate and Culture
Leadership
“Too often in education we admire our data
instead of analyze it.”
Dr. Judy Elliott, Educational Consultant and Former Chief
Academic Officer Los Angeles USD and Assistant
Superintendent, Long Beach USD
December Child Count by Disability
VI
West Virginia
1%
December 1, 2013
TB
PH 0%
0%
BD
3%
OH
13%
MS
1%
PS AU
4% 4%
CD
31%
MM
13%
MD
2%
LD
27%
DB
0%
DF
HI 0%
1%
December Child Count by Disability
West Virginia
AGES 11-21 ONLY
PH
0%
OH
19%
TB VI
0% 1%
AU
BD
4%
5%
CD
5%
MS
1%
MM
18%
LD
43%
MD
3%
DB
0%
DF
0%
HI
1%
Special Education:
Separate School (LRE=3)
0%
Residential Placements
(LRE=6)
1%
Correctional Facility
(LRE=9)
0%
Parentally Place in
Private School (LRE=8)
1%
Least Restrictive Environments
West Virginia
December 1, 2013
General Education:
Full Time (LRE=0)
64%
General
Education: PartTime (LRE=1)
25%
OSE (LRE=5)
1%
Special Education:
Separate Class (LRE=2)
8%
SWD versus SWOD
WESTEST 2 - Mathematics
WV Percent Proficient - SWOD
Grade
Year
2010 2011 2012 2013
3
48% 44% 53% 46%
4
47% 50% 51% 53%
5
49% 49% 55% 51%
6
48% 49% 53% 53%
7
52% 49% 56% 52%
8
42% 45% 47% 48%
9
40% 43% 45% 47%
10
43% 47% 48% 47%
11
46% 49% 52% 49%
WESTEST 2 – Mathematics
WV Percent Proficient - SWD
Grade
Year
2010 2011 2012 2013
3
28% 23% 29% 24%
4
20% 22% 21% 22%
5
16% 15% 18% 15%
6
12% 10% 13% 12%
7
12% 11% 12% 10%
8
7% 8% 8% 8%
9
7% 8% 9% 9%
10
7% 8% 9% 8%
11
6% 7% 9% 6%
WESTEST 2 - RLA
WV Percent Proficient - SWOD
Grade
Year
2010 2011 2012 2013
3
49% 51% 55% 49%
4
45% 53% 50% 53%
5
48% 51% 56% 47%
6
48% 55% 57% 59%
7
48% 57% 55% 56%
8
47% 54% 53% 56%
9
45% 52% 54% 58%
10 48% 52% 54% 57%
11 40% 49% 49% 52%
WESTEST 2 – RLA
WV Percent Proficient – SWD
Grade
Year
2010 2011 2012 2013
3
21% 21% 23% 19%
4
14% 18% 16% 17%
5
11% 11% 14% 10%
6
8% 9% 10% 10%
7
7% 11% 9% 10%
8
5% 8% 7% 8%
9
6% 7% 8% 10%
10
5% 7% 7% 8%
11
3% 4% 6% 6%
Low SES Versus Non Low SES
Poverty continues to manifest itself in ways
that affect a child’s readiness to learn:
expectations, background experiences,
nutrition, health, stress, uncertainty, instability.
http://www.youtube.com/watch?v=Ahhj3wxxkdM
WESTEST 2 – Mathematics
WV Percent Proficient – Non Low-SES
Grade
Year
2010 2011 2012 2013
3
58% 53% 62% 53%
4
56% 59% 60% 60%
5
57% 57% 63% 57%
6
56% 57% 60% 60%
7
59% 56% 64% 59%
8
49% 52% 54% 54%
9
47% 50% 53% 55%
10
49% 52% 53% 52%
11
50% 52% 57% 53%
WESTEST 2 – Mathematics
WV Percent Proficient – Low-SES
Grade
Year
2010 2011 2012 2013
3
34% 31% 39% 32%
4
33% 35% 36% 37%
5
35% 34% 39% 35%
6
33% 33% 37% 36%
7
35% 33% 40% 35%
8
26% 29% 30% 32%
9
25% 27% 29% 30%
10
27% 30% 31% 30%
11
29% 32% 34% 31%
WESTEST 2 - RLA
WV Percent Proficient – Non Low-SES
Grade
Year
2010 2011 2012 2013
3
59% 60% 64% 56%
4
55% 61% 59% 59%
5
57% 58% 64% 54%
6
57% 63% 65% 65%
7
56% 63% 62% 62%
8
55% 61% 60% 61%
9
52% 59% 61% 64%
10
54% 57% 59% 61%
11
44% 52% 54% 56%
WESTEST 2 - RLA
WV Percent Proficient – Low-SES
Grade
Year
2010 2011 2012 2013
3
33% 35% 39% 33%
4
30% 37% 33% 36%
5
33% 36% 40% 31%
6
31% 39% 40% 41%
7
31% 40% 38% 39%
8
30% 36% 36% 39%
9
28% 34% 36% 40%
10
30% 34% 36% 38%
11
24% 31% 32% 33%
CTE Data and
Additional Student Outcomes
Based upon WorkKeys
Assessment Participation
as reported by LEA
A. Percent enrolled
in higher education
B. Percent enrolled
in higher education
or competitively
employed within one
year of leaving high
school
C. Percent enrolled
in higher education,
or in some other
postsecondary
education or
training program; or
competitively
employed or in
some other
employment
Students Exiting in
Students Exiting in
Students Exiting in
Students Exiting in
2008-2009
2009-2010
2010-2011
2011-2012
One-Year Follow-Up
Surveys Conducted MaySeptember 2010
One-Year Follow-Up
Surveys Conducted
May-September
2011
One-Year FollowUp Surveys
Conducted MaySeptember 2012
One-Year FollowUp Surveys
Conducted MaySeptember 2013
19.49%
12.2%
11.8%
15.0%
48.84%
44.6%
43.9%
49.3%
63.57%
64.4%
59.0%
64.7%
Graduation Rates
All Students and Students with Disabilities
100
90
84.0 85.1 84.6 84.0 83.8 84.3
80
Percent
70
60
76.4 77.9 79.3 81.4
75.3 72.7 73.1 77.3 75.7 78.3
59.9
57.5 59.6
50
40
62.1
All Students
30
20
Students with
Disabilities
10
0
School Year
How will Career and Technical Instructors help
students master skills sets to move from today’s
learner into being tomorrow’s wage earner?
SPL and HSTW/TCTW Similarities
• Is characterized by high expectations for all students
and takes place in an academic environment that is
safe, challenging, engaging and allows students to
take academic risks without fear of failure.
• All students need access to high quality instruction.
SPL and HSTW/TCTW
SPL operates with the understanding that student
learning increases when the right supports are
available and responsively revised or removed as
each student’s learning advances and deepens.
The HSTW effort is based on the belief that, in the
right school environment, most students can learn
complex academic and technical concepts. The
initiative targets high school students who seldom
are challenged to meet higher academic standards.
SPL and HSTW/TCTW
• All students need access to high quality
instruction.
• It is characterized by high expectations for all
students and takes place in an academic
environment that is safe, challenging,
engaging and allows students to take
academic risks without fear of failure.
Access to the General Curriculum
Accommodations affect how a
student learns, not what they
are expected to learn.
The glossary entry in the SPL Guidance for West Virginia
Schools and Districts defines accommodations as
considerations that are given so that a student may access
the general education curriculum and content skill sets.
Accommodations do not change the content and are not
considered interventions.
To prepare students for college, the workplace or
community educators must provide access to the
general education curriculum and content skills sets
to the greatest extent possible.
ESEA Flexibility Waiver
Menu of Interventions
•
Cognitive
Strategies Instruction
In SPI, Cognitive Strategies Instruction is described as a
specific form of scaffolding that supports learners in
using thinking processes that are typically overt and
even sub-conscious for highly skilled users.
While many learners independently work their way to
successful management of these cognitive processes,
others have been found to benefit from instructional
supports, customized to their personal needs.
Shifts in Teaching and Learning…
Standards-Based Individualized
Education Programs
Guidance for West Virginia Schools and Districts
Office of Special Programs
WV Department of Education
January 2013
Students with Disabilities
Always a Continuum of Services
Determined by student’s PEP
Determined by IEP Team
Non-CTE Students with Disabilities
 Accommodations
 Accessible Instructional Materials
 Support with Foreign Language
 Support in Additional Coursework
 Additional support with Career or
College Planning
Service Delivery
• GEE: General Education Environment
 Consultation, Support Services or CoTeaching
• SEE: Special Education Environment
 Resource or Separate Class
CTE Students with Disabilities
 Accommodations
 Accessible Instructional Materials
 Additional support with ACT
WorkKeys® Preparation
 Additional support with Career or
College Planning
IWRC
 Academic deficits of 3 years or more
Community Readiness
 Acquiring independent/ daily living
skills may be an important curricular
focus
IEP Development: a “GPS”
• You:





Know where you want to go
Enter data about where you are
Create a map
Adjust to opportunities/barriers
Arrive and choose a new long-term goal
Planning: Two Critical Components
 Knowing where you want to go
 Using data as the basis
Individuals with
Disabilities Education
Act (IDEA)
“…meet the child's needs . . . to enable the
child to be involved in and make progress
in the general education curriculum . . . ”
34 CFR 300.320(a)(2)(i)(A)
Accessing the General
Education Curriculum
• What is meant by the general education
curriculum?
 The full range of courses, activities, lessons, and
materials routinely used by the general
population
• What is meant by access?
 Participation in the knowledge and skills that
make up the general education curriculum
Access to the General
Education Curriculum for
Students with Disabilities
ACCESS is not:
•
Students with disabilities sitting in the general
education classroom completing work that is
unrelated to the grade-level standards.
•
Students with disabilities sitting in the general
education classroom exposed to content that is out of
their reach.
Access to the
General Education Curriculum
for Students with Disabilities
•
It is essential to determine how students with
disabilities will participate in the content of the
general education curriculum.
•
The student’s strengths provide the best information
to determine how the student can access the
knowledge and skills of the general education
curriculum.
IEP Development Process
Desired
Outcomes/
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals
Activity 1.4
•
•
•
•
What steps do IEP Teams need to follow to
develop effective standards-based IEPs
specific to CTE students?
Determine expectations within CTE Content
Skills sets
CTE for Students with Disabilities
Community Readiness
How does the exceptionality affect
involvement/progress in Career and Technical
Education curriculum?
Students with Disabilities in CTE
• SWDs should be represented in any CTE program in
similar proportions to the total school population of
the LEA.
• Collaboration among CTE and SE administrators and
staff is crucial to determine staffing needs and
methods for support for students, particularly at CTE
centers where no special educator is located in the
building. (Page 2)
Problem Solving
• Collaborative planning and frequent
communication will alleviate issues before
they arise.
• Professional conferencing among staff or with
the student is the best step for a successful
CTE experience.
• Unresolved issues must be addressed as part
of the IEP process or through administrative
intervention. (Page 4)
Safety Expectations for SWDs
• Safety is a number one priority for CTE, and
crucial to the success of all CTE programs.
• Discussion of safety concerns should be an
integral part of determining placement of SWDs.
• All CTE students are required to meet safety
standards at all times.
• SWDs are required to pass all safety examinations
with necessary accommodations. (Page 4)
Students with Disabilities
Always a Continuum of Services
Determined by student’s PEP
Determined by IEP Team
Non-CTE Students with Disabilities
 Accommodations
 Accessible Instructional Materials
 Support with Foreign Language
 Support in Additional Coursework
 Additional support with Career or
College Planning
Service Delivery
• GEE: General Education Environment
 Consultation, Support Services or CoTeaching
• SEE: Special Education Environment
 Resource or Separate Class
CTE Students with Disabilities
 Accommodations
 Accessible Instructional Materials
 Additional support with ACT
WorkKeys® Preparation
 Additional support with Career or
College Planning
IWRC
 Academic deficits of 3 years or more
Community Readiness
 Acquiring independent/ daily living
skills may be an important curricular
focus
Accommodation vs. Modification
Accommodation:
An effort to alter the representation or presentation
to alter the student’s engagement with the curriculum
to enhance access and progress.
– Changes in the assessment or curriculum that do
not alter the validity, reliability, or security of the
test or curriculum.
Modification: Substantive changes in an assessment
or academic curriculum that change the rigor or
expectation.
Accommodations
The individual supports each student needs to
successfully participate in key learning
experiences, varies.
Some SWDs may need only limited support
while others may need more extensive
accommodations or modifications.
Various Accommodations
• Presentation Accommodations— change how an assignment or
assessment is given to a student. These include alternate modes of access
which may be auditory, multisensory, tactile, or visual.
• Response Accommodations— allow students to complete assignments,
assessments, and activities in different ways (alternate format or
procedure) or to solve or organize problems using some type of assistive
device or organizer.
• Setting Accommodations— change the location in which an assignment or
assessment is given or the conditions of the setting.
• Timing/Scheduling Accommodations—increase the allowable length of
time to complete an assignment or assessment, or change the way the
time is organized for an assignment or assessment.
• Equipment and Material Accommodations— allow students to use
additional equipment and/or materials such as calculator, amplification
equipment, manipulative, assistive and instructional technology.
(Minnesota Manual of Accommodations 2009, 12)
Accommodation Examples
• Teaching students to use mnemonic strategies
• Providing audio-recorded, highlighted or large-print
textbooks and materials
• Presenting material in smaller, more discrete steps (a
type of scaffolding)
• Using supplemental aids, such as vocabulary or
multiplication cards or charts
• Designing guided notes that include the most salient
information
• Providing instructions in multiple ways (differentiated
instruction)
What are types of
specialized formats?
Audio
Digital text
Needed in WV?
• WV Data
–
–
–
–
WESTEST2 Read Aloud Accommodation 2013 - 18,926
August 2011- 292 students AIM served
August 2012- 611 students AIM served
August 2013-749 students AIM served
 Physical Disability: 38%
 Visual Disability: 16%
 Learning Disability: 47%
• National Studies
– Statistical Probability 2% - 4% – 5,643 - 11,285
*Not all web based materials are accessible.
Authorized Users of NIMAC
in WV:
Bookshare and
Learning Ally
WVDE AIM Website
http://wvde.state.wv.us/osp/accessiblematerials.html
Accommodation Examples
• Shortening assignments, tests or other learning
activities
• Teaching self-management strategies
• Giving additional time to complete assignments or
tests
• Arranging classroom seating to reduce distractions
• Providing assistance with note-taking from a teacher,
peer or someone else
• Allowing the use of a word processor, spell checker or
calculator
Accommodation Examples
•
•
•
•
Establishing peer support arrangements
Providing additional reviews or drills
Providing tutoring or one-to-one assistance
Assisting students with organizational and
planning strategies
• Offering breaks as needed
IEP Development Process
Desired
Outcomes/
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals
Thank You for Your Attention!
If you need further assistance you can contact
the Office of Special Programs.