secondary education and students with disabilities: what's new? what's changed? presenter:...
TRANSCRIPT
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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
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High School Has Changed!!!!!!!
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Disability Category Age14 15 16 17 18 19 20 21
Intellectual Disabilities 1,687 1,715 1,877 1,938 1,597 645 290 176
Deaf/Hard of Hearing 148 145 162 127 97 33 11 4
Speech /Language 200 123 73 44 15 10 5 1
Visual Impairment 42 38 45 38 25 10 6 0
Severe Emotional Disabilities 713 734 773 686 350 102 29 8
Orthopedic Impairment 73 80 64 67 42 6 4 3
Other Health Impairment 3,202 2,976 2,754 2,377 1,355 331 58 14
Specific Learning Disabilities 6,174 5,975 5,499 4,833 3,008 778 118 25
Deaf-blindness 2 5 3 2 2 2 2 0
Multiple Disabilities 148 146 121 150 120 110 91 61
Autism 733 676 610 514 395 170 140 82
Traumatic Brain Injury 36 46 40 54 28 11 5 2
Developmental Delay
Total 13,158 12,659 12,021 10,830 7,034 2,208 759 376
EC Headcount (Ages 14-21)Source: U.S. Department of Education, EDFacts (SY2010-1011)
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General Population
2006 2007 2008 2009 2010
Four-Year Rate 68.3% 69.5% 70.3% 71.8% 74.2%
SWDs
Four-Year Rate 50.0% 49.4% 56.6% 56.8% 57.6%
Graduation Trend Data
2006 2007 2008 2009 2010General Population
5.04% 5.24% 4.97% 4.27% Not Available
SWDs 9.21% 7.79% 8.0% 5.2% Not Available
Dropout Trend Data
How Are We Doing?
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Measurement A: Measurement B: Measurement C: Not Engaged
Percent 34% 58% 70% 30%
10%
30%
50%
70%
90%
34%
58%
70%
30%
NC 2011 Post-School Outcomes Survey
214 189365 436Count
Indicator 14 Engagement Rate for Students with Disabilities
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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
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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
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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
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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.
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10
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.
FR-OCS Standards
FR-OCS Tests
FR-OCS Cut Scores
North Caroli
na
USDE
Can be Different from General
Can be Different from General
Can be Different from General
Can be Different from General
Can be Different from General
Cannot be Different from General
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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
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Future-Ready OCS Science Sequence
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
Applied Science OCS-Biology
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Future-Ready OCS English I-IV Sequence
English III English IVEnglish II
English I to be closely aligned to Common CoreEnglish II to be aligned exactly to Common CoreEnglish III and English IV extended from Common Core (more applied)All classes require a HQ Teacher of English
English I
SettingsGeneral Education Co-Teaching ClassExceptional Children Co-Teaching ClassOCS/NCVPS Co-Teaching ClassExceptional Children Class w/dually certified EC teacher
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Future-Ready OCS Math Sequence
Note: All classes require a HQ Teacher of MathematicsAlgebra 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
Introduction to
MathematicsOCS-Algebra I Financial
Management
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Alternate Assessments
Operational 2010-11 2011-12 2012-13
Math General Algebra I /No Alt. Same
Algebra I NCEXTEND2
English
General English I/No Alt.
General Writing/No Alt.
SameNote: Writing
Removed
English II NCEXTEND2
Note: Writing Removed
Science
General Biology/No Alt.
Same Biology NCEXTEND2
Math Item Tryouts Field TestsSpring 2012
Operational
English
Item Tryouts Field TestsSpring 2012
Operational
Science
Item Tryouts Field TestsFall 2011
Operational
Field Tests
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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)
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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
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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
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Models of Implementation: OCS/NCVPSBlended 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
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Interactive Games: Equation Matching
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Interactive Games: Space Invader Graphing
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Graphing Calculators
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Virtual Teaching Using Pronto
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Daily Announcements
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Mastery Tests
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Instructional Videos
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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!!!!!!!!!!!
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