Moving Our NumbersExamining the Gaps that Exist for Today’s

Learners; Tomorrow’s Wage Earners

2013-2014Change

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 SystemPosted: 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 AllPercent 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 AllPercent 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 GoalThe 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.

RationaleThe 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 SPLThe 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 CommunityPartnerships

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

AU4%

BD3%

CD30%

DB0%

DF0%HI

1%

LD27%

MD2%

MM12%

MS1%

OH13%

PH0%

PS4%

TB0%

VI1%

December Child Count by DisabilityWest Virginia

December 1, 2013

AU4% BD

5%

CD5%

DB0%DF

0%

HI1%

LD43%

MD3%

MM18%

MS1%

OH19%

PH0%

TB0%

VI1%

December Child Count by DisabilityWest Virginia

AGES 11-21 ONLY

General Ed-ucation: Full Time (LRE=0)

64%

General Education: Part-Time (LRE=1)

25%

Special Education: Separate Class (LRE=2)

8%

Special Education: Separate School (LRE=3)

0%

OSE (LRE=5)1%

Residential Placements (LRE=6)1%

Parentally Place in Private School (LRE=8)

1%

Correctional Facility (LRE=9)0%

Least Restrictive EnvironmentsWest Virginia

December 1, 2013

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

  Students Exiting in

2008-2009

One-Year Follow-Up Surveys Conducted May-

September 2010

Students Exiting in

2009-2010

One-Year Follow-Up Surveys Conducted

May-September 2011

Students Exiting in

2010-2011

One-Year Follow-Up Surveys

Conducted May-September 2012

Students Exiting in

2011-2012

One-Year Follow-Up Surveys

Conducted May-September 2013

A. Percent enrolled in higher education 19.49% 12.2% 11.8% 15.0%B. Percent enrolled in higher education or competitively employed within one year of leaving high school

48.84%

 

44.6% 43.9% 49.3%

C. Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment

63.57% 64.4% 59.0% 64.7%

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2009-2010

2010-2011

2011-2012

2012-20130

10

20

30

40

50

60

70

80

90

100 84.085.184.684.083.884.376.477.979.381.4

75.372.773.177.375.778.3

57.559.659.962.1

Graduation RatesAll Students and Students with Disabilities

All StudentsStudents with Disabili-ties

School Year

Perc

ent

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…

Office of Special ProgramsWV Department of Education

January 2013

Standards-Based Individualized Education ProgramsGuidance for West Virginia Schools and Districts

Students with DisabilitiesAlways 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

CTE Students with Disabilities Accommodations Accessible Instructional Materials Additional support with ACT

WorkKeys® Preparation Additional support with Career or

College Planning

Service Delivery • GEE: General Education Environment

Consultation, Support Services or Co-Teaching

• SEE: Special Education Environment Resource or Separate Class

IWRC Academic deficits of 3 years or more

Community Readiness Acquiring independent/ daily living

skills may be an important curricular focus

• 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

IEP Development: a “GPS”

Knowing where you want to go Using data as the basis

Planning: Two Critical Components

“…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)

Individuals with Disabilities Education Act (IDEA)

• 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

Accessing 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

Write Measurable

Goals

Select Instructional Services & Program

Supports

Implement & Monitor Progress

General Curriculum

Expectations

Current Skills and

Knowledge

Area of Instructional

Need

PLAAFP Statements on IEP Form

Developing PLAAFP Statements

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 DisabilitiesAlways 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

CTE Students with Disabilities Accommodations Accessible Instructional Materials Additional support with ACT

WorkKeys® Preparation Additional support with Career or

College Planning

Service Delivery • GEE: General Education Environment

Consultation, Support Services or Co-Teaching

• SEE: Special Education Environment Resource or Separate Class

IWRC Academic deficits of 3 years or more

Community Readiness Acquiring independent/ daily living

skills may be an important curricular focus

Accommodation vs. ModificationAccommodation: 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

Authorized Users of NIMAC in WV:

Bookshare and Learning Ally*Not all web based materials are accessible.

WVDE AIM Websitehttp://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

Write Measurable

Goals

Select Instructional Services & Program

Supports

Implement & Monitor Progress

General Curriculum

Expectations

Current Skills and

Knowledge

Area of Instructional

Need

PLAAFP Statements on IEP Form

Developing PLAAFP Statements

Thank You for Your Attention!

If you need further assistance you can contact the Office of Special Programs.