1. Framework for Effective Special Education Services Ruth Lilly Coordinator for Special Education Sara Newton Learning Specialist for Curriculum & Instruction Horry County Schools

2. Framework for Effective Special Education Services Participants will: become familiar with the strategic planning process undertaken by Horry County Schools to address accelerating the learning of students with disabilities understand the 4 target areas of the Framework become knowledgeable about the materials being used by Horry County Schools as strategic and intensive interventions in the areas of Reading/ELA and Math at the Elementary, Middle and High School levels.

3. 209 238 189 Student Performance Grace Norm Daniel MAP testing PACT HSAP DRA

4. How Do We Get All Students There? We chart the course with new tools, a way to measure longitude. Kindergarten HSAP

5. Mapping Our Way to the Standards Using the longitudinal measures to customize instruction HSAPL-3K L-16+1 L-282 R-2053 R-2144 R-2266 R-2307 R-2328 R-2359 R-238 10 R-2245

6. How Do We Get Them There? Grace Norm Daniel On Target Accelerated Instruction Advanced Instruction HSAP

7. PACT- ELA 12,470 students administered PACT- ELA 2,513 SWD 859 SWD administered on grade level 1,654 SWD administered off grade level

8. PACT -- ELA Results by % - SWD taking on grade level 3rd 10 20 30 40 50 60 Grade 4th5th6th7th8th P BBBB B A 859

9. PACT -- ELA Results by % - SWD taking off grade level 1st 10 20 30 40 50 60 Grade 2nd3rd 4th5th7th P BBBB B 6th 1654

10. Intensive 1 – 7% Strategic 5-15% Core 80-90% Levels of Intervention Adapted from Sugai and Horner School-Wide Systems to Support Student Achievement

11. Building Our Own Railroad Tracks June work group Design our tracks….. What do we believe about special education services in HCS? What is our purpose of special education services in HCS? What do we see as the necessary ingredients for quality special education services in HCS?

12. Meet the varied needs of students with disabilities related to the state standards by setting high expectations in an appropriate environment. Be a support system to move students with disabilities through the general curriculum using research-based interventions. Instill within students with disabilities skills such as responsibility, independence and advocacy necessary for them to make smooth transitions throughout their educational career and into adulthood. Move beyond the “letter-of-the-law” to focus on the intent of the laws, regulations and policies that govern the education of students with disabilities. We believe special education services must…

13. Follow a consistent framework for: –identifying and targeting students’ strengths and weaknesses through meaningful assessment; –designing and implementing early/on-going interventions; –guiding instruction; and –monitoring student progress. Enable families of students with disabilities to support instruction at home. Foster inquisitiveness that leads to life-long learning. Embrace collaborative teaching partnerships to ensure that students with disabilities receive the quality and caliber of instruction equal to their non-disabled peers. We believe special education services must…

14. T he mission of special education in Horry County Schools is to provide the highest quality educational services to students with disabilities by implementing individualized, research and standards-based interventions, instruction and assessments as we prepare them to become productive, responsible members of their community.

15. PreventionAssessment and Progress Monitoring InstructionInstructional Grouping/Planning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction Students access the general curriculum through enhanced and differentiated instruction Personnel collaborate to plan and implement student-centered instruction Framework for Delivering Effective Special Education Services What elements/qualities need to be in place for HCS to accomplish this mission?

16. Framework for Delivering Effective Special Education Services Prevention… What should we see? A problem-solving process is implemented for analyzing students’ behavioral or academic difficulties. This analysis provides the foundation for a planned, systematic set of interventions. Interventions are monitored and evaluated to determine effectiveness. Resources of general, compensatory and special education are integrated to best meet students’ needs. Accurate information about student progress is communicated regularly.

17. Framework for Delivering Effective Special Education Services Assessment & Progress Monitoring … What should we see? A baseline of functional data provides a profile of student skill, strategy and/or performance deficits and strengths. This baseline serves as the starting point for instruction. On-going data collection is used to determine instructional needs and monitor student progress.

18. Framework for Delivering Effective Special Education Services Instruction … What should we see? Collaborative teaching partnerships ensure students’ access and acquisition of information. Standards-based content, process and/or product is enhanced with research-based devices, routines and/or specialized strategies. Instructional accommodations are implemented across environments as needed. What students learn as well as how students go about making sense of ideas and information is addressed. Coaching, monitoring and support is available to facilitate the provision of consistent and research-based instruction.

19. Framework for Delivering Effective Special Education Services Instructional Grouping/Planning … What should we see? Collaborative planning is valued and meaningful. Flexible, data-driven student scheduling and grouping is based on instructional needs. Parents are partners throughout the process. Communication facilitates the transfer of interventions across grade levels and schools. Class/group sizes facilitate student learning.Whole-class, small group and individual instruction is blended to address students’ strategy, skill and/or performance deficits. Procedures are consistently monitored and implemented.

20. PreventionAssessment and Progress Monitoring InstructionInstructional Grouping/Planning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction Students access the general curriculum through enhanced and differentiated instruction Personnel collaborate to plan and implement student-centered instruction Quality Indicators…. What should we see? Guiding Questions Framework for Delivering Effective Special Education Services How do we support the implementation of this Framework?

21. PreventionAssessment and Progress Monitoring InstructionInstructional Grouping/Planning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction Students access the general curriculum through enhanced and differentiated instruction Personnel collaborate to plan and implement student-centered instruction Quality Indicators…. What should we see? Guiding Questions STAFF DEVELOPMENT 2003-2004 Intensive Reading Interventions (Corrective Reading, Reading Mastery Plus) Learning Strategies/Teaching Routines (Direct Instruction, Differentiated Instruction, Marzano, Deshler, Payne) Curriculum Based Measurement Problem-Solving Model (Heartland Education Agency) Framework for Delivering Effective Special Education Services

22. PreventionAssessment and Progress Monitoring InstructionInstructional Grouping/Planning Students’ academic and behavioral needs are met when concerns arise to prevent the need for special education Students’ skill, strategy and/or performance deficits are diagnosed and monitored to adjust/plan instruction Students access the general curriculum through enhanced and differentiated instruction Personnel collaborate to plan and implement student-centered instruction Quality Indicators…. What should we see? Guiding Questions STAFF DEVELOPMENT 2003-2004 Intensive Reading Interventions (Corrective Reading, Reading Mastery Plus) Curriculum Based Measurement Problem-Solving Model (Heartland Education Agency) Framework for Delivering Effective Special Education Services Learning Strategies/Teaching Routines (Direct Instruction, Differentiated Instruction, Marzano, Deshler, Payne)

23. CURRICULUM/MATERIALS/RESOURCESCURRICULUM/MATERIALS/RESOURCES ElementaryMiddleHigh Reading Math CORE  Elementary Literacy Model  PALS  DIBELS  Content Enhancement Routines  Marzano’s 9  MS Literacy Model  Content Enhancement Routines  Marzano’s 9  Glencoe Math  HS Literacy Model  Content Enhancement Routines  Marzano’s 9  Coursework STRATEGIC  Early Reading Intervention (K-3)  Comprehension Plus (3-5)  Vocabulary for Achievement (3-5)  Phonics Lessons (K-5)  Non-fiction TFK (K-5)  Sentence Writing Strategy (4-5)  Paragraph Writing (4-5)  Write!  High Performance Writing (K-5)  Everyday Math  Extensions in Math  Math to Learn (1-2)  Math to Know (3-4)  READ 180  All SIMS Strategies  Comprehension Plus  Vocabulary for Achievement  Focus on Reading  Passageways  Specific Skill Series  Gourmet Curriculum Press  Write!  Non-fiction R/W  Extensions in Math  Math at Hand  Math to Know  Math to Learn  Options Interventions  Math First  Larson’s Math (3- 6)  READ 180  All SIMS Strategies  Passageways  Comprehension  Vocabulary  Write!  High Performance Writing  Navigating the Course for Strategic Readers  Reading Strategies for Non- fiction  Strengthening Reading, Listening, notetaking/writing  Test Ready Science/SS  Math 180  Larson’s Math  CAMS/STAM S  Math Graphic Organizers  AGS Texts  Word Problem Wrkbk INTENSIVE  Reading Mastery Plus (K-3)  Corrective Reading (4-5)  Reasoning & Writing  Sentence Writing Strategy (4-5)  Paragraph Writing (4-5)  Math Steps  Corrective Reading  Reasoning & Writing  Sentence Writing Strategy  Paragraph Writing  Math Steps  Math Topics  Corrective Reading  AGS Texts  CARS/STARS  Write!  Passageways  Test Ready Sci/SS  READ 180  All SIMS Strategies  TPI (T)  Next Step (T)  Math 180  AGS Texts  CAMS/STAM S  Algebra’scoo l  Larson’s Math  Algebra to Go  Math to Learn  Math Graphic Organizers

24. Thank You! Questions????