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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.

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Presentation on theme: "Secondary Education and Students with Disabilities: What's New? What's Changed? Presenter: Freda M. Lee, Consultant Exceptional Children Division North."— Presentation transcript:

1 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

2 High School Has Changed!!!!!!!

3 Disability Category Age Intellectual Disabilities1,6871,7151,8771,9381, Deaf/Hard of Hearing Speech /Language Visual Impairment Severe Emotional Disabilities Orthopedic Impairment Other Health Impairment3,2022,9762,7542,3771, Specific Learning Disabilities6,1745,9755,4994,8333, Deaf-blindness Multiple Disabilities Autism Traumatic Brain Injury Developmental Delay Total 13,15812,65912,02110,8307,0342, EC Headcount (Ages 14-21) Source: U.S. Department of Education, EDFacts (SY )

4 General Population Four-Year Rate68.3%69.5%70.3%71.8%74.2% SWDs Four-Year Rate50.0%49.4%56.6%56.8%57.6% Graduation Trend Data General Population 5.04%5.24%4.97%4.27%Not Available SWDs9.21%7.79%8.0%5.2%Not Available Dropout Trend Data How Are We Doing?

5 Indicator 14 Engagement Rate for Students with Disabilities

6 Whats 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

7 RtI Secondary Pilot Project March 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

8 RtI: Whats 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

9 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.

10 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. Can be Different from General Cannot be Different from General

11 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

12 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 ScienceOCS-Biology

13 Future-Ready OCS English I-IV Sequence English III English IV English II 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 English I Settings General Education Co-Teaching Class Exceptional Children Co-Teaching Class OCS/NCVPS Co-Teaching Class Exceptional Children Class w/dually certified EC teacher

14 Future-Ready OCS Math Sequence 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 Introduction to Mathematics OCS-Algebra I Financial Management

15 Alternate Assessments Field Tests

16 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)

17 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

18 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

19 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

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21 Interactive Games: Equation Matching

22 Interactive Games: Space Invader Graphing

23 Graphing Calculators

24 Virtual Teaching Using Pronto

25 Daily Announcements

26 Mastery Tests

27 Instructional Videos

28 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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