Occupational Course of Study and High School Mathematics

Report
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
Age
14
15
16
17
18
19
20
21
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
713
734
773
686
350
102
29
8
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
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
36
46
40
54
28
11
5
2
13,158
12,659
12,021
10,830
7,034
2,208
759
376
Severe Emotional Disabilities
Orthopedic Impairment
Deaf-blindness
Traumatic Brain Injury
Developmental Delay
Total
How Are We Doing?
Graduation Trend Data
General
Population
Four-Year Rate
2006
2007
2008
2009
2010
68.3%
69.5%
70.3%
71.8%
74.2%
50.0%
49.4%
56.6%
56.8%
57.6%
2006
5.04%
2007
5.24%
2008
4.97%
2009
4.27%
2010
Not Available
9.21%
7.79%
8.0%
5.2%
Not Available
SWDs
Four-Year Rate
Dropout Trend Data
General
Population
SWDs
Indicator 14 Engagement Rate for Students with Disabilities
NC 2011 Post-School Outcomes Survey
100%
80%
70%
58%
60%
40%
34%
30%
20%
0%
Percent
Count
Measurement A:
34%
Measurement B:
58%
Measurement C:
70%
Not Engaged
30%
214
365
436
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.
FR-OCS Standards
North
Carolina
USDE
Can be
Different
FR-OCS Tests
Can be
Different
FR-OCS Cut Scores
Can be
Different
from General
from General
Cannot be
Different
Can be
Different
Can be
Different
from General
from General
from General
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
Operational
2010-11
Math
General Algebra I /No Alt.
English
Science
2011-12
Same
2012-13
Algebra I
NCEXTEND2
General English I/No Alt.
General Writing/No Alt.
Same
Note: Writing Removed
English II NCEXTEND2
Note: Writing Removed
General Biology/No Alt.
Same
Biology NCEXTEND2
Field Tests
Math
Item Tryouts
Field Tests
Spring 2012
Operational
English
Item Tryouts
Field Tests
Spring 2012
Operational
Science
Item Tryouts
Field Tests
Fall 2011
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!!!!!!!!!!!

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