Occupational Course of Study and High School Mathematics

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!!!!!!!!!!!