COSA SPECIAL EDUCATION ADMINISTRATORS CONFERENCE, OCTOBER 1, 2010

SUSANNE DAGGETT, ODE – SUSANNE.DAGGETT@STATE.OR.US

JACKIE BURR, ODE –JACKIE.BURR@STATE.OR.US

VAL HELM – SCAPPOOSE HIGH SCHOOL -- SPECIAL EDUCATION TEACHER – VHELM@SCAPPOOSE.K12.OR.US

SEAN MEURISSE – SCAPPOOSE HIGH SCHOOL -- SPECIAL EDUCATION TEACHER – SMEURISSE@SCAPPOOSE.K12.OR.US

Credit for Proficiency in the Classroom

HIGHLIGHTS –PROFICIENCY IN OREGON

2003: First credit options rule adopted by SBE

2004-2006: Pilot sites implement rule

2007: SBE established Diploma Proficiency Task Force

2007- present: BEC focuses PD sessions on proficiency

2008: ADM reporting manual revised

2008: ODE distributes Applied Academic Credit Guidance

2009: Oregon Business Council White Paper

2009: Revised rule adopted by SBE

2007 – 2010: ExEl project/Harvard focuses on Algebra I proficiency (PPS, Eugene SD, S-KSD, Beaverton SD)

NATIONAL HIGHLIGHTS

Rhode Island – Gates-supported Diploma Tool Kits

New Hampshire – Follow the Child Initiative

Maine – RISC (Re-Inventing Schools Coalition) http://www.reinventingschools.org/

Michigan – Applied Academic Credit

Alaska – Chugach

Colorado – Adams 50 School District (RISC)

Ohio – Credit Flexibility

More information: http://www.ode.state.or.us/search/page/?id=1197

The Modified Diploma is not a “default” diploma!

Failure to meet the requirements for an Oregon Diploma does not automatically make the student eligible for a Modified Diploma. Students must meet the full set of eligibility criteria in order to receive a modified diploma.

Students must not be pushed into a modifieddiploma instead of teachers adapting the curriculum, instruction or assessment to accommodate the students disability.

Identification of Learning Disability

Lack of Appropriate Instruction?

Are Expectations Clear?

Is Instruction Differentiated for Each Student?

Did Teaching and Learning Move On?

Was Student Given Multiple Opportunities?

Is Material Engaging?

Are Assessments Differentiated for Every Learner?

Special Education--Specially designed instruction

"Specially designed instruction" means adapting the content, methodology, or delivery of instruction:

To address the unique needs of the child that result from the child's disability; and

To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the school district that apply to all children.

Modified Assessments

Modifications are changes to the achievement level, construct, or measured outcome of an assessment.

This means that IEP teams may adjust the administration of the assessment and or the assessment’s achievement standard.

 

Example:successful demonstration would be a 220 on the OAKS Reading instead of the regular “meets” cut score of a 236

a minimum score of 9 on each work sample as opposed to the minimum of 12 for a regular work sample.

Post Secondary Goal/Course of Study

IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.

The course of study should identify the courses that the student will take, whether special education or general education, that relate directly to helping the student meet his/her specific postsecondary goals.

IEP Accommodations

With student enrolled in traditional grading/assessment courses

More time on written assignments May retake test if grade lower than C May take test in resource room May use student-generated notes on

tests May write ½ of written assignment when

over 5 pages May have tests read aloud or taken orally Student may leave class when feeling

frustrated

Will have the option of enrolling in a Credit by Proficiency class when offered

With student enrolled in credit by proficiency

courses

May re-take standard to demonstrate proficiency in special education setting; proctored by special education staff. (when reading or behavior, emotional issues dictate)

“Tear down that wall, Mr. Gorbachev!”

Barriers to achievement

Traditional, point-based model

Seat TimeTardiness

HomeworkSubjectivity

PreparednessOn-task, “appropriate” behavior

• Assessing what matters

Proficiency based model

Multiple OpportunitiesDiversified InstructionTransparent Learning

TargetsAssessment of Learning

IEP Goals/STOs(Writing)

Before Proficiency

Student will…

Score a 4 or better on two consecutive writing

samples.

Increase spelling skills to a 5th grade level

Increase writing skills in the area of organization to a 9th

grade level.

After ProficiencyGOAL: Using graphic organizers as pre-

writing tools the student will demonstrate proficiency in the writing process including pre-writing, drafting, revising, editing and publishing.

GOAL: Using a proofreading checklist to

edit his writing, the student will demonstrate proficiency in the writing process including pre-writing, drafting, revising, editing and publishing.

(This is the Oregon State Standard WR.05)

IEP Goals/STOs(Math)

Before Proficiency

Student will…

Increase knowledge of multiplication facts to the

6th grade level.

Be able to add and subtract fractions with like and

unlike denominators at the 7th grade level.

Will graph a linear equation given the slope and initial

value (y-intercept.)

After Proficiency

GOAL: Given instruction and guided

practice, the student will represent and solve a two-step equation with 90% accuracy.

GOAL:The student will graph a linear

equations given the slope and initial value (y-intercept) with two variables using simultaneous equations and by graphing.

(This is the Oregon State Standard AR.07)

Why Proficiency? Why Now?

New Oregon Diploma: Higher accountability for all students based on proficiency, not seat time

How we manage instruction and assessment for all students will determine their success

Classroom models built around standards and proficiency to those standards are focused and adaptable for all students