Closing the Educational Gap for Students with Disabilities Kristina Makousky.

Slides:



Advertisements
Similar presentations
ACCOMMODATIONS MANUAL
Advertisements

Evaluation of Special Education Teachers
Least Restrictive Environment: A World of Options and Opportunities Training provided by the Connecticut State Department of Education in cooperation with:
Before IDEA One in five children with disabilities was educated. One in five children with disabilities was educated. More than 1 million children with.
Ensuring Effective Services to Immigrant &/or LEP/ELL Children & Families: It’s Right, & It’s the Law! © Statewide Parent Advocacy Network.
IDEA and NCLB Accountability and Instruction for Students with Disabilities SCDN Presentation 9/06 Candace Shyer.
Parent Advisory Council Seven Hills Classical Academy May 10, 2012.
The Role of the Educator in the IEP Process. A Little History… The 70’s 1. Public Law : Section 504 of the Rehabilitation Act of 1973.
 Students with Special Education Services transitioning to Price  Specialized Academic Instruction Student Profile  The Heart of Specialized Academic.
Campus Staffing Changes Positions to be deleted from CNA/CIP  Title I, Title II, SCE  Academic Deans (211)  Administrative Assistants.
Minnesota Manual of Accommodations for Students with Disabilities Training Guide
No Child Left Behind The Basics Of Title 1 Every Child - Now! Focus on the critical nature of doing what’s right and what’s needed – today - to help every.
Copyright (c) 2003 Allyn & Bacon Teaching Exceptional, Diverse and At- Risk Students in the General Education Classroom Third Edition Sharon Vaughn Candace.
Large Scale Assessment Conference June 22, 2004 Sue Rigney U.S. Department of Education Assessments Shall Provide for… Participation of all students Reasonable.
National Center on Educational Outcomes June, 2004 How do we keep kids from being stuck in our gap? A frame, a series of discussion questions, and some.
Minnesota Manual of Accommodations for Students with Disabilities Training Guide
WHAT YOU NEED TO KNOW ABOUT TITLE I PARENT MEETING PRESENTATION.
What is Title 1? It is a federal formula grant. It is the largest federal grant the Fayette County Public Schools receives.
Chapter 2 Ensuring Progress in the General Curriculum Through Universal Design for Learning and Inclusion Each Power Point presentation can be viewed as.
Preparing for Success: The Individualized Education Program August 2015 New Teacher Institute 1.
Special Education: The Basics Rachel J. Valleley, Ph.D. Munroe Meyer Institute.
No Child Left Behind and Students with Disabilities Presentation for OSEP Staff March 20, 2003 Stephanie Lee Director, Office of Special Education Programs.
ED 315 Inclusive Practices for Students w/ Learning Problems.
EMBARGOED UNTIL WEDNESDAY September 14, :00 AM NOT FOR PUBLIC RELEASE UNTIL EMBARGO HAS EXPIRED.
Targeted Assistance Programs: Requirements and Implementation Spring Title I Statewide Conference May 15, 2014.
Constitutionally based court findings have set precedents for the rights of all students to be educated in the General Education classroom. “Least Restrictive.
1. 2 Roots of Ontario Legislation and Policy Bill 82 (1980), An Amendment to the Education Act: –Universal access: right of all children, condition notwithstanding,
Assessment in Early Childhood Legislation. Legislation for Young Children The need for measurement strategies and tests to evaluate federal programs led.
RtI in Georgia: Student Achievement Pyramid of Intervention
Seaford School District Annual Parent Meeting 1. Title I Funding and Programs Parent Meeting Agenda Title I Program Presentation Document Review Parent.
Response to Intervention: Improving Achievement for ALL Students Understanding the Response to Intervention Process: A Parent’s Guide Presented by: Dori.
1 Accountability Conference Education Service Center, Region 20 September 16, 2009.
National Consortium On Deaf-Blindness Families Technical Assistance Information Services and Dissemination Personnel Training State Projects.
School Placement Options Early Intervention General Education Collaborative Classroom Self Contained Classroom Home Schooling Residential School Talented.
Minnesota FAED Project Survey Deaf Education Summit April 22, 2010.
An Introduction to the State Performance Plan/Annual Performance Report.
Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN: © 2011 Pearson Education, Inc. All rights reserved.
Instructional Support Team (IST) By Kelli Reisinger Unit 13 Presentation.
Exceptional Lives: Special Education in Today’s Schools, 6e ISBN: © 2010 Pearson Education, Inc. All rights reserved. Chapter 2 Ensuring Progress.
Climbing the Ladder Special Education OVERVIEW Niles North High School, District 219.
KETTLE MORAINE (KM) SCHOOL DISTRICT: Ryan Meyer.
Special Education in the Gen Ed Classroom
IDEA 1997 P.L The Facts. IEP Must explain how the child’s disability affects their ability to participate in the general education classroom Must.
The Leadership Challenge in Graduating Students with Disabilities Guiding Questions Joy Eichelberger, Ed.D. Pennsylvania Training and Technical Assistance.
Minnesota Manual of Accommodations for Students with Disabilities Training January 2010.
TOM TORLAKSON State Superintendent of Public Instruction State of California Annual Performance Report Individuals with Disabilities Education Act of 2004.
Diana Dinzey Educational Placement. General Education Paraprofessional Residential Treatment Center Alternative H.S Self Contained Resource Room I nclusion.
Ensuring Progress in the General Education Curriculum ED 222 Spring 2010.
No Child Left Behind Impact on Gwinnett County Public Schools’ Students and Schools.
State Performance Plan/ Annual Performance Report/Continuous Improvement Performance Plan (SPP/APR/CIPP) Buncombe County Schools 2013.
Summer Institutes 2013 Changing Teacher Practice Changing Student Outcomes.
Discussion of W-APT, ACCESS Testing, Adequate Yearly Progress and Annual Measurable Achievement Objectives.
Ensuring the Success of Every Student Sue Zake, Ph.D. ∙ February, 4, 2016.
Teacher Roles and Responsibilities in the IEP Process Amanda Strong Hilsmier EDUC 559.
“All kids get to go to school and get a fair chance to learn. That’s the idea behind IDEA. Getting a fair chance to learn, for kids with disabilities,
Special Education School District Profile Slinger School District Lynda McTrusty.
American Institutes for Research
[Name of your School] Title I Annual Meeting
Appleton Area School District
Chapter 2 Planning and Providing Special Education Services
What is Title 1? It is a federal formula grant.
Milwaukee School District
Hartford Jt. 1 School District
Federal Policy & Statewide Assessments for Students with Disabilities
[Name of your School] Title I Annual Meeting
Taylor ISD Title I Parent Meeting
Chapter 8 (key issues for Special Education)
Standards-based Individualized Education Program (IEP) Module One: Introduction SBIEP Module one: Introduction - The standards-based reform movement has.
Early Intervening Services
Assessing Students With Disabilities: IDEA and NCLB Working Together
Presentation transcript:

Closing the Educational Gap for Students with Disabilities Kristina Makousky

Accommodations: More time, breaks, quiet environment, some one to read or translate, assistive technologies Why Special Support Students with learning disabilities have the right to equal education and it is our job as educators to try and provide for them all the opportunities and resources available to accommodate their disability and provide for them the chance to learn. Modifications: Adaptive equipment, oral instead of written assessment, varied standards

Demographic Statistics  As of 2011, more than 6 million school-age children in the United States receive special education services  The number of students with disabilities in Minnesota has slightly increasing.  In 2010, students with disabilities represented 13.5% of total education for grades K-12. The number increased from 108,810 students in 2007 to 111,794 in 2010 (a 2.5% change).  The gap between the graduation rate for all students and students with disabilities has been widening from 6.3% in 2007 to almost 7% in  3 in 10 Children in the Juvenile Justice System Have Learning Disabilities  In the southern US, 30 percent of kids in juvenile justice facilities have been diagnosed with learning disabilities. Yet only 22 percent are receiving special education services.

Demographic Statistics  Minnesota is a “high inclusion” state  White students with disabilities make up the largest share in special education (70.2%), followed by Black (12.4%), and Hispanic (8.2%).  When viewed by race or ethnicity, Black students with disabilities continue to have a higher rate of placement in more restrictive settings than any other racial or ethnic group.  In 2010, almost two thirds of students with disabilities surveyed were either enrolled in a post-secondary institution or competitively employed (62.8%).  In this same survey 20.3% of students with disabilities report they are neither enrolled in an educational program nor employed other

Statewide Assessments Minnesota Comprehensive Assessments (MCAs)  Regular assessments using grade level academic content standards MCA-Modified  Based on modified achievement standards  Student must fail to meet proficiency standards on the regular MCA for two consecutive years Minnesota Test of Academic Skills (MTAS)  Alternate assessment against alternate achievement standards  For students with the most significant cognitive disabilities  Student is assessed with an alternate assessment

 % of students with disabilities in the Minnesota school system participated in state assessments  Combined proficiency scores had been steadily improving  There was an increase from 55.7% proficiency in 2007 to 59.4% in 2010  Students that take the MTAS show a much larger percentage of proficiency (88.3%) (84.6%) then those that take the MCA (52.6%) (76.9%) or modified MCA (34.4%) (62.1%)  Under the ESEA Title I, the MDE set a target for all students of 88.0% proficiency in math for grade 3, and 60% in grade 11 for 2010, which were not met by students with disabilities.  Under the ESEA Title I, the MDE set a target of 84.1% proficiency in reading for grade 3, and 79.9% in grade 10 for 2010, both of which were not met. *(5 th grade math ) *(5 th grade reading ) Data Source: MDE Assessment Database ( ) Test Scores

Support Structure Individuals with Disabilities Education Act (IDEA)  federal special education law  public schools serve the educational needs of students with disabilities  parents participate in the team that discusses Child Find  school districts must try to find students who need special education services  Schools screen all children for learning disabilities  In Minnesota screening starts at birth

Pre-Referral Interventions  Teacher must facilitate 2  Pre-planed and outlined  Documentation of results  recommend student for eval. Educational Evaluations  assessments tests  Gather student records  determine if the student needs special education

Individualized Education Program (IEP)  Required for all special education students  Outlines services and support the school will provide  Developed by team including teachers and parents  Must be developed prior to student participation Must Include:  How the student is currently performing in school  How the student can achieve educational goals in the coming year  How the student will participate in the general education curriculum

Best Practice  Accommodations and assistive technology are not meant to lower expectations of what a student with a disability can learn or accomplish. They are intended to "level the playing field" in order to give the student a realistic chance to succeed in school.  If a student has been formally diagnosed with a learning disability, the accommodations that he or she needs should already be listed in their IEP

Incorporating Adaptive Curriculum  Collaborate with special education teachers and para professionals  Get to know your students  Consider adaptations for each lesson  Be aware of students needs in their IEP  Provide opportunities for physical movement  Have a structured classroom with lots of visuals  Post and review schedules and classroom rules  Plan transition times  Provide opportunities for students to work in small groups  Have flexible means of engagement as students learn  Multiple means of representing content (visual, oral or kinesthetic)  Differentiate instruction  Teach learning strategies along with content material  Employ active learning strategies that allows students to reflect  Use assessments to help inform instruction and monitor student progress  Be patients and understanding

References National Center for Learning Disabilities. Minnesota Disability Law Center. Identifying and Evaluating Students For Special Education Services. mn.gov/mnddc/resources/factsheets/Identifying_and_Evaluating.htm. Minnesota department of Education: Special Education Administration. education.state.mn.us/MDE/SchSup/SpecEdComp/ Casey, Meghan. 3 in 10 Children in the Juvenile Justuce System have learning disabilities. NCLD Policy & Advocacy. 3-in-10-children-in-the-juvenile-justice-system-have-ld. Minnesota Department of Education Minnesota Annual Report on Special Education Performance. Land, Sue. Effective Teaching Practices for Students in Inclusive Classrooms. education.wm.edu/centers/ttac/resources/articles/inclusion/effectiveteach/.