framework for effective special education services
DESCRIPTION
Framework for Effective Special Education Services. Ruth Lilly Coordinator for Special Education. Sara Newton Learning Specialist for Curriculum & Instruction. Horry County Schools. Framework for Effective Special Education Services. Participants will: - PowerPoint PPT PresentationTRANSCRIPT
Framework for Effective Special Education Services
Ruth Lilly
Coordinator for Special Education
Sara Newton
Learning Specialist for Curriculum & Instruction
Horry County Schools
Framework for Effective Special Education Services
Participants will:
• become familiar with the strategic planning process undertaken by Horry County Schools to address accelerating the learning of students with disabilities
• understand the 4 target areas of the Framework
• become knowledgeable about the materials being used by Horry County Schools as strategic and intensive interventions in the areas of Reading/ELA and Math at the Elementary, Middle and High School levels.
209
238
189
Student Performance
Grace
Norm
Daniel
•MAP testing
•PACT
•HSAP
•DRA
How Do We Get All Students There?We chart the course with new tools, a way to measure longitude.
Kindergarten
HSAPHSAP
Mapping Our Way to the Standards Using the longitudinal measures to customize instruction
HSAPHSAP
L-3L-3
KK
L-16+L-16+
11
L-28L-28
22
R-205R-205
33
R-214R-214
44
R-226R-226
66
R-230R-230
77
R-232R-232
88
R-235R-235
99
R-238R-238
1010
R-224R-224
55
How Do We Get Them There?
Grace
Norm
Daniel
On Target
Accelerated Instruction
Advanced InstructionHSAPHSAP
PACT- ELA
12,470 students administered PACT- ELA
2,513 SWD
859 SWD administered on grade level
1,654 SWD administered off grade level
PACT -- ELAResults by % - SWD taking on grade level
3rd
10
20
30
40
50
60
Grade
4th 5th 6th 7th 8th
P
BB
B
A
859
PACT -- ELAResults by % - SWD taking off grade level
1st
10
20
30
40
50
60
Grade
2nd 3rd 4th 5th 7th
P
BB
B
6th
1654
Intensive1 – 7%
Strategic5-15%
Core80-90%
Leve
ls o
f In
terv
ention
Adapted from Sugai and Horner
School-Wide Systems to Support Student Achievement
Building Our Own Railroad Tracks
•June work group
Design our tracks…..
•What do we believe about special education services in HCS?
•What is our purpose of special education services in HCS?
•What do we see as the necessary ingredients for quality special education services in HCS?
• Meet the varied needs of students with disabilities related to the state standards by setting high expectations in an appropriate environment.
• Be a support system to move students with disabilities through the general curriculum using research-based interventions.
• Instill within students with disabilities skills such as responsibility, independence and advocacy necessary for them to make smooth transitions throughout their educational career and into adulthood.
• Move beyond the “letter-of-the-law” to focus on the intent of the laws, regulations and policies that govern the education of students with disabilities.
We believe special education services must…
• Follow a consistent framework for:– identifying and targeting students’
strengths and weaknesses through meaningful assessment;
– designing and implementing early/on-going interventions;
– guiding instruction; and – monitoring student progress.
• Enable families of students with disabilities to support instruction at home.
• Foster inquisitiveness that leads to life-long learning.
• Embrace collaborative teaching partnerships to ensure that students with disabilities receive the quality and caliber of instruction equal to their non-disabled peers.
We believe special education services must…
The mission of special education in Horry County Schools is to provide the highest quality educational services to students with disabilities by implementing individualized, research and standards-based interventions, instruction and assessments as we prepare them to become productive, responsible members of their community.
Prevention Assessment and Progress
Monitoring
Instruction Instructional Grouping/Plan
ning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education
Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction
Students access the general curriculum through enhanced and differentiated instruction
Personnel collaborate to plan and implement student-centered instruction
Framework for Delivering Effective Special Education Services
What elements/qualities need to be in place for HCS to accomplish this mission?
Framework for Delivering Effective Special Education Services
Prevention… What should we see?
• A problem-solving process is implemented for analyzing students’ behavioral or academic difficulties.
• This analysis provides the foundation for a planned, systematic set of interventions.
• Interventions are monitored and evaluated to determine effectiveness.
• Resources of general, compensatory and special education are integrated to best meet students’ needs.
• Accurate information about student progress is communicated regularly.
Framework for Delivering Effective Special Education Services
Assessment & Progress Monitoring… What should we see?
•A baseline of functional data provides a profile of student skill, strategy and/or performance deficits and strengths.
•This baseline serves as the starting point for instruction.
•On-going data collection is used to determine instructional needs and monitor student progress.
Framework for Delivering Effective Special Education Services
Instruction… What should we see?
•Collaborative teaching partnerships ensure students’ access and acquisition of information.
•Standards-based content, process and/or product is enhanced with research-based devices, routines and/or specialized strategies.
•Instructional accommodations are implemented across environments as needed.
•What students learn as well as how students go about making sense of ideas and information is addressed.
•Coaching, monitoring and support is available to facilitate the provision of consistent and research-based instruction.
Framework for Delivering Effective Special Education Services
Instructional Grouping/Planning … What should we see?
•Collaborative planning is valued and meaningful.
•Flexible, data-driven student scheduling and grouping is based on instructional needs.
•Parents are partners throughout the process.
•Communication facilitates the transfer of interventions across grade levels and schools.
•Class/group sizes facilitate student learning.Whole-class, small group and individual instruction is blended to address students’ strategy, skill and/or performance deficits.
•Procedures are consistently monitored and implemented.
Prevention Assessment and Progress
Monitoring
Instruction Instructional Grouping/Plan
ning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education
Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction
Students access the general curriculum through enhanced and differentiated instruction
Personnel collaborate to plan and implement student-centered instruction
Quality Indicators…. What should we see?
Guiding Questions
Framework for Delivering Effective Special Education Services
How do we support the implementation of this Framework?
Prevention Assessment and Progress
Monitoring
Instruction Instructional Grouping/Plan
ning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education
Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction
Students access the general curriculum through enhanced and differentiated instruction
Personnel collaborate to plan and implement student-centered instruction
Quality Indicators…. What should we see?
Guiding Questions
STAFF DEVELOPMENT 2003-2004•Intensive Reading Interventions (Corrective Reading, Reading
Mastery Plus)
• Learning Strategies/Teaching Routines
(Direct Instruction, Differentiated Instruction, Marzano, Deshler, Payne)
•Curriculum Based Measurement•Problem-Solving Model (Heartland Education Agency)
Framework for Delivering Effective Special Education Services
Prevention Assessment and Progress
Monitoring
Instruction Instructional Grouping/Plan
ning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education
Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction
Students access the general curriculum through enhanced and differentiated instruction
Personnel collaborate to plan and implement student-centered instruction
Quality Indicators…. What should we see?
Guiding Questions
STAFF DEVELOPMENT 2003-2004•Intensive Reading Interventions (Corrective Reading, Reading
Mastery Plus)
•Curriculum Based Measurement•Problem-Solving Model (Heartland Education Agency)
Framework for Delivering Effective Special Education Services
•Learning Strategies/Teaching Routines (Direct Instruction, Differentiated Instruction, Marzano, Deshler, Payne)
CURRICULUM/MATERIALS/ RESOURCES
Elementary Middle High
Reading Math Reading Math Reading Math
CORE Elementary Literacy ModelPALSDIBELSContent Enhancement RoutinesMarzano’s 9
MS Literacy ModelContent Enhancement RoutinesMarzano’s 9
Glencoe Math HS Literacy ModelContent Enhancement RoutinesMarzano’s 9
Coursework
STRATEGIC Early Reading Intervention (K-3)Comprehension Plus (3-5)Vocabulary for Achievement (3-5)Phonics Lessons (K-5)Non-fiction TFK (K-5)Sentence Writing Strategy (4-5)Paragraph Writing (4-5)Write!High Performance Writing (K-5)
Everyday MathExtensions in MathMath to Learn (1-2)Math to Know (3-4)
READ 180All SIMS StrategiesComprehension PlusVocabulary for AchievementFocus on ReadingPassagewaysSpecific Skill SeriesGourmet Curriculum PressWrite!Non-fiction R/W
Extensions in MathMath at HandMath to KnowMath to LearnOptions InterventionsMath FirstLarson’s Math (3-6)
READ 180All SIMS StrategiesPassagewaysComprehensionVocabularyWrite! High Performance WritingNavigating the Course for Strategic ReadersReading Strategies for Non-fictionStrengthening Reading, Listening, notetaking/writingTest Ready Science/SS
Math 180Larson’s MathCAMS/STAMSMath Graphic Organizers AGS TextsWord Problem Wrkbk
INTENSIVE Reading Mastery Plus (K-3)Corrective Reading (4-5)Reasoning & WritingSentence Writing Strategy (4-5)Paragraph Writing (4-5)
Math Steps Corrective ReadingReasoning & WritingSentence Writing StrategyParagraph Writing
Math StepsMath Topics
Corrective ReadingAGS TextsCARS/STARSWrite!PassagewaysTest Ready Sci/SSREAD 180All SIMS StrategiesTPI (T)Next Step (T)
Math 180AGS TextsCAMS/STAMSAlgebra’scoolLarson’s MathAlgebra to GoMath to LearnMath Graphic Organizers
Thank You!
Questions????