SPED Data Retreat Adapted from Judy K. Sargent , PhD .

*TEAMWORKBarb Rowenhorst ESA 7

*Professional educators honor the privacy of student, staff and family information.

I pledge to honor the privacy and confidentiality regarding data and discussions involving students, staff and other school-related issues. I understand that the data and discussions shared at this retreat are for professional school improvement purposes. I will not divulge this confidential information to any persons outside of the professional education arena.Team TaskRead and honor the pledge of confidentiality.

#1: IEP/Non-IEP Data#2: Removal from Classes#3: Engagement#4: Meaningful IEPs

*

*Which students are reflected in your achievement gaps?

They are primarily students of high incidence disabilities such as speech/language, learning disabled and emotional behavior disorders.

Shouldnt these students be able to reach proficiency?

*Successful teams know the achievement proficiency levels of ALL students and subgroups of students.

1. How did special education students perform on the D-STEP assessment compared to non-special education students?

2. What achievement gaps exist?

*1. Data Table Summarize the data in a table4. Hypotheses Pose Hypotheses for data patterns observed5. Classroom Connection Jot down immediate ideas of classroom strategies to improve data patterns2. Graphic RepresentationGraph or highlight the data3. Observe, Discuss & DocumentNote data patterns (facts)

**1. Data Table Summarize the data in a table (done)Find the proficiency data for students with disabilities and without disabilities. Team Task

*Team TaskPlot the proficiency levels. Indicate the gap. Draw a dotted line of trajectory toward 100% for ALL and for Students with DisabilitiesState Annual AMOs

Trajectory of Improvement for SwDsSampleGap2. Graphic Representation Graph and/or highlight the data

Chart1

504975

504772

665080

664678

725284

725585

722008-092008-09

772009-20102009-2010

832010-20112010-2011

892011-20122011-2012

942012-20132012-2013

1002013-20142013-2014

State AMOs

SwD

Non-SwD

Year

% at P & A

South Dakota AYP Proficiency Graph: READING 9-12School: Grade:

Sheet1

% at P & A

200360

200460

200566.7

200666.7

200766.7

200873.3

200973.3

201073.3

201180

201286.7

201393.3

2014100

Sheet1

% at P & A

% at P & A--Reading & English/LA

Year

AYP Graph

K-8 MATH

MATH K-8

% at P & A

2002-0345

2003-0445

2004-0554

2005-0665

2006-0765

2007-0872

2008-0972

2009-201072

2010-201179

2011-201286

2012-201393

2013-2014100

K-8 MATH

State AMOs

Year

% at P & A

South Dakota AYP Proficiency Graph: MATH K-8School: Grade:

K-8 READING

READING K-8

% at P & A

2002-0365

2003-0465

2004-0578

2005-0678

2006-0782

2007-0882

2008-0982

2009-201086

2010-201190

2011-201294

2012-201396

2013-2014100

K-8 READING

State AMOs

Year

% at P & A

South Dakota AYP Proficiency Graph: READING K-8School: Grade:

9-12 MATH

MATH 9-12

% at P & A

2002-0360

2003-0460

2004-0567

2005-0654

2006-0754

2007-0863

2008-0963

2009-201063

2010-201172

2011-201281

2012-201390

2013-2014100

9-12 MATH

State AMOs

Year

% at P & A

South Dakota AYP Proficiency Graph: MATH 9-12School: Grade:

9-12 READING

READING 9-12

% at P & A

2002-0350

2003-0450

2004-0566

2005-0666

2006-0772

2007-0872

2008-0972

2009-201077

2010-201183

2011-201289

2012-201394

2013-2014100

9-12 READING

State AMOs

Year

% at P & A


sample gap graph

READING 9-12

% at P & ASwDNon-SwD

2002-03504975

2003-04504772

2004-05665080

2005-06664678

2006-07725284

2007-08725585

2008-0972

2009-201077

2010-201183

2011-201289

2012-201394

2013-2014100

sample gap graph

State AMOs

SwD

Non-SwD

Year

% at P & A


GR 10

SWDNONALL

% at P & A

2001-0237

2002-033771

2003-043776.4

2004-0547.51085.772.9

2005-0647.581.3

2006-0747.508475

2007-085814.389.577.8

2008-0958

2009-201058

2010-201168.5

2011-201279

2012-201389.5

2013-2014100

GR 10

Year

% at P & A

AYP Proficiency Graph for ALGOMA: MATHSchool: Algoma Grade: 10

GR 7 MATH

SWDNONALL

% at P & A

2001-0237

2002-0337

2003-0437

2004-0547.5

2005-0647.581.1

2006-0747.591.2

2007-0858149677.4

2008-0958

2009-201058

2010-201168.5

2011-201279

2012-201389.5

2013-2014100

GR 7 MATH

Year

% at P & A

AYP Proficiency Graph for ALGOMA: MATHSchool: Elm Creek Intermediate School Grade: 7

GR 6 MATH

SWDNONALL

% at P & A

2001-0237

2002-0337

2003-0437

2004-0547.5

2005-0647.584.8

2006-0747.537.58774.2

2007-08582580.669.2

2008-0958

2009-201058

2010-201168.5

2011-201279

2012-201389.5

2013-2014100

GR 6 MATH

Year

% at P & A


GR 5 MATH

SWDNONALL

% at P & A

2001-0237

2002-0337

2003-0437

2004-0547.5

2005-0647.533.377.367.9

2006-0747.537.589.377.8

2007-085865.2

2008-0958

2009-201058

2010-201168.5

2011-201279

2012-201389.5

2013-2014100

GR 5 MATH

37

37

37

47.5

47.584.8

47.537.58774.2

582580.669.2

58

58

68.5

79

89.5

100

Year

% at P & A


GR 4 MATH

SWDNONALL

% at P & A

2001-0237

2002-033785

2003-043793.9

2004-0547.577.8

2005-0647.533.390.974.2

2006-0747.585

2007-085864.3

2008-0958

2009-201058

2010-201168.5

2011-201279

2012-201389.5

2013-2014100

GR 4 MATH

Year

% at P & A

AYP Proficiency Graph for ALGOMA: MATHSchool: Algoma Grade:4

Gr 3 Math

SWDNONALL

% at P & A

2001-0237

2002-0337

2003-0437

2004-0547.5

2005-0647.584.2

2006-0747.584.4

2007-085808477.8

2008-0958

2009-201058

2010-201168.5

2011-201279

2012-201389.5

2013-2014100

Gr 3 Math

Year

% at P & A

AYP Proficiency Graph for ALGOMA: MATHSchool: Algoma Grade:3

Gr 10 Rdng

SWDNONALL

% at P & A

2001-0261

2002-036181

2003-046174.5

2004-0567.53085.776.3

2005-0667.585.4

2006-0767.533.38882.1

2007-087457.178.975.6

2008-0974

2009-201074

2010-201180.5

2011-201287

2012-201393.5

2013-2014100

Gr 10 Rdng

Year

% at P & A

AYP Proficiency Graph for ALGOMA: READINGSchool: Elm Creek Intermediate School Grade:10

Gr 8 Rdng

SWDNONALL

% at P & A

2001-0261

2002-0361188768

2003-046137.583.373.7

2004-0567.55091.984.4

2005-0667.5509687.1

2006-0767.533.393.383.3

2007-087494.1

2008-0974

2009-201074

2010-201180.5

2011-201287

2012-201393.5

2013-2014100

Gr 8 Rdng

Year

% at P & A


Gr 7 Rdng

SWDNONALL

% at P & A

2001-0261

2002-0361

2003-0461

2004-0567.5

2005-0667.589.2

2006-0767.594.1

2007-087414.3010080.6

2008-0974

2009-201074

2010-201180.5

2011-201287

2012-201393.5

2013-2014100

Gr 7 Rdng

Year

% at P & A


Gr 6 Rdng

SWDNONALL

% at P & A

2001-0261

2002-0361

2003-0461

2004-0567.5

2005-0667.590.9

2006-0767.52510080.6

2007-08745093.584.6

2008-0974

2009-201074

2010-201180.5

2011-201287

2012-201393.5

2013-2014100

Gr 6 Rdng

Year

% at P & A

AYP Proficiency Graph for ALGOMA: READINGSchool: Elm Creek Intermediate School Grade 6

Gr 5 Rdng

SWDNONALL

% at P & A

2001-0261

2002-0361

2003-0461

2004-0567.5

2005-0667.533.390.978.6

2006-0767.55096.486.1

2007-087465.2

2008-0974

2009-201074

2010-201180.5

2011-201287

2012-201393.5

2013-2014100

Gr 5 Rdng

Year

% at P & A


Gr 4 Rdng

SWDNONALL

% at P & A

2001-0261

2002-036186

2003-046193.9

2004-0567.588.9

2005-0667.533.390.974.2

2006-0767.570

2007-087471.4

2008-0974

2009-201074

2010-201180.5

2011-201287

2012-201393.5

2013-2014100

Gr 4 Rdng

Year

% at P & A


Team Task What are your data findings?

Write your findings on chart paper just facts.

Note the data, years, source and/or grade levels.

**3. Observe, Discuss & DocumentNote data patterns (facts)

Team Task Why do we think these patterns occur?

Pose possible explanations for the data patterns you observe.

Write your hypotheses in maybewe are or maybe we arent statements.

Example: Maybe we arent providing high interest books for boys.**4. Hypotheses Pose hypotheses for data patterns observed

Team Task Are there some immediate classroom strategies that might help ?

Brainstorm a list of logical classroom connections.**5. Classroom Connections jot down immediate ideas of classroom strategies to improve data patterns

*Find your data prevalence of disabilities. http://doe.sd.gov/ofm/statdigest/07digest/profiles.asp

Profile best done by level elementary/middle/high

December 2006 Federal Child Count SAMPLE

Deaf-BlindEmot DisturbedM Retardation271%Hearing ImpLearning Disab1114.4%Multiple DisabOrt ImpVisually ImpDeafSpeech/Lang672.6%O Health Imp16.6%Autism10.4%Tr Brain InjuryDev Delay361.4%TOTAL277

*Enrollment By Primary Disability CD EBD LD SL Other w/o Dis 2002-03 471 0.4% 2.8% 3.6% 0.2% 0.6% 92.4% 2003-04 462 1.3% 3.2% 9.1% 0.0% 1.1% 85.3% 2004-05 459 1.3% 2.2% 7.0% 0.2% 2.4% 86.9% 2005-06 436 1.6% 2.1% 6.2% 0.0% 2.5% 87.6% 2006-07 455 2.2% 2.0% 5.1% 0.0% 2.0% 88.8% 2007-08 431 1.6% 3.0% 5.1% 0.2% 2.3% 87.7%

*

Team TaskWhat is each students proficiency results?Find your results by individual student.On the report, highlight proficiency levels.Use color coding according to criteria likeGreenWow! Advanced/Above ExpectationsYellowGood! Proficient/Meets ExpectationsPinkAlmost! Below Prof./Doesnt Quite Meet ExpectationsPinkUrgent! Minimal Proficiency/Far Below ExpectationsSuccessful schools are standards-based and know how all students are performing on academic standards.They are able to identify struggling learners and provide services to help them be successful.

Student 1Student 2Student 3

#1: IEP/Non-IEP Data#2: Removal from Classes (LRE)#3: Engagement#4: Meaningful IEPs

*

*

In successful schools, special and regular education teachers work together on the leadership team to keep track of the extent of general education participation and removal.

They want 64% or more of the IEP kids to be removed from the classroom less than 21% of the time.Goal is for 7% or less of the IEP kids to be removed from the classroom more than 60% of the time.

*To what extent are students with disabilities removed from general education classes and provided replacement curriculum with a lower and slower approach?

K 1 2 3 4 5 6 7 8 9 10 11 12Learning RateTeach like your hair is on fire!

*To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities,

are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

*Time% of Time in General Education?Resource Room?Self-Contained Special Education Classroom?Focus% of Time focused on General Education Standards, Content and Expectations?Critical power standards to meet grade level expectationsReplacement lower and slower curriculum objectives?When and Where?Whats happening?

*Steps to ensure that

General Ed and Special Ed teachers collaborate professionally on a continual basis about shared students learning

Special education teachers are full participants on leadership teams and committees that represent the entire staff

Collaborative Culture of Improvement


*

*To what degree are students with disabilities actively ENGAGED in learning?

To what degree have we created lifelong learners and the desire to continue to learn?

To what degree do we see high on task time with our students in both general education classes and in special education classes?

To what degree are best practice instructional strategies used with students with disabilities?

Behavior Analysis

*When students are ENGAGED in learning, they

Want to come to school Attendance Data

Want to stay in classSuspension/Expulsion Data

Want to graduate and seek post-high school career and schoolGraduation/Drop-Out/Post-High School Data:

*

In successful schools, student attendance rates are very high. You cant improve student achievement if students dont come to school.

Essential Question

What are the attendance patterns of your students?

*

Essential Question

What are the patterns of in-school and out-of-school suspensions among your students?

*

Successful high schools have high graduation rates among all students.

Essential Question

What are the graduation rates for disabled and non-disabled students longitudinally?


*

*

According to IDEA 2004, an IEP includes:A statement of measurable annual goals, including academic and functional goals designed to:

Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; andmeet each of the child's other educational needs that result from the child's disability;

How do your students IEPs express an educational plan that ensures success in the general curriculum?

*

Essential Question

What curriculum is followed for students with disabilities?

*

RatingStandards AlignmentOptimum Environment4Optimum SuccessAligns to General Ed standards with acceleration on critical power standardDescribes full participation through team teaching or differentiation in General Ed core curriculum with additional accelerated instruction aligned to General Ed3Supports ProficiencyAligns to General Ed standards at proficiency levelsDescribes full participation in General Ed core curriculum with additional instruction aligned to General Ed2 Supports Basic LevelAligns with some General Ed standards and basic level objectivesDescribes partial participation in General Ed core classes and additional and/or replacement instruction1 Lower & SlowerDeveloped with achievement toward lower and slower learning objectivesDescribes pulled out of General Ed core classes and instruction in a replacement curriculum

*

What We Have

Primary academic concernsAchievement Gaps/ IEP/Non-IEPEngagement and behavior findingsGraduation/Suspension/Drop-out RatesLearning environment and instructional findings LRE/StrategiesIEP observations

*Districts/schools are required to include a goal reflecting the identified area or subgroup that did not make AYP requirements.

*Classroom Instruction and Learning EnvironmentPerformance ExpectationsClimate for Students

Assessment, Grading and DataParent Involvement

Professional DevelopmentOperations, Schedules, Resources, StructuresStaff Culture

*Universal Classroom StrategiesIssuesWe will

Interventions IssuesWe will

Assessment, Grading & Data UseIssuesWe will

Collaborative CultureIssuesWe will

Reflect on the day (ESA eval last man standing)

Celebrate your hard work and accomplishments!

Whahoo!**

Major Thnking Points:High incidence disabilities and achievement expectationsRemoval from Gen. Ed class (when, how, what happens once removed (huge) if not improving scsoreswhy not) has to have something in plan about improving this subgroupEngagement worksheets in classroom and SPED pull-out computation and fluency concrete, not concept because they think SPED cant do it drill and kill flashcard and skips thinking part how do you engage students in thinking and understandingMeaningful IEP its in the IEP we cant do that, IEP rules, its legal so we have to educate admin needs to be part of it and take ownersip and set the stage guanteed right to guaranteed and viable curriculum (Everyday math K-3, at grade 4 pull and do Saxon math, and once you pull them from the reg. ed. journey you cant put them back in because they dont have the same journey how does the gap start? Why does it start? - once we identify the at risk student, we accelerate their learning but do it in everyday math, not a different curriculum double the dose with small group , we have to determine what is essential in the curriculum and then support and teach that to them teach those things with intensity, then maybe we can keep them on trackHow do our IEPs support those thinking point and support the gen. curriculum

***Major Thnking Points:High incidence disabilities and achievement expectationsRemoval from Gen. Ed class (when, how, what happens once removed (huge) if not improving scsoreswhy not) has to have something in plan about improving this subgroupEngagement worksheets in classroom and SPED pull-out computation and fluency concrete, not concept because they think SPED cant do it drill and kill flashcard and skips thinking part how do you engage students in thinking and understandingMeaningful IEP its in the IEP we cant do that, IEP rules, its legal so we have to educate admin needs to be part of it and take ownersip and set the stage guanteed right to guaranteed and viable curriculum (Everyday math K-3, at grade 4 pull and do Saxon math, and once you pull them from the reg. ed. journey you cant put them back in because they dont have the same journey how does the gap start? Why does it start? - once we identify the at risk student, we accelerate their learning but do it in everyday math, not a different curriculum double the dose with small group , we have to determine what is essential in the curriculum and then support and teach that to them teach those things with intensity, then maybe we can keep them on trackHow do our IEPs support those thinking point and support the gen. curriculum

***Major Thnking Points:High incidence disabilities and achievement expectationsRemoval from Gen. Ed class (when, how, what happens once removed (huge) if not improving scsoreswhy not) has to have something in plan about improving this subgroupEngagement worksheets in classroom and SPED pull-out computation and fluency concrete, not concept because they think SPED cant do it drill and kill flashcard and skips thinking part how do you engage students in thinking and understandingMeaningful IEP its in the IEP we cant do that, IEP rules, its legal so we have to educate admin needs to be part of it and take ownersip and set the stage guanteed right to guaranteed and viable curriculum (Everyday math K-3, at grade 4 pull and do Saxon math, and once you pull them from the reg. ed. journey you cant put them back in because they dont have the same journey how does the gap start? Why does it start? - once we identify the at risk student, we accelerate their learning but do it in everyday math, not a different curriculum double the dose with small group , we have to determine what is essential in the curriculum and then support and teach that to them teach those things with intensity, then maybe we can keep them on trackHow do our IEPs support those thinking point and support the gen. curriculum

*Major Thnking Points:High incidence disabilities and achievement expectationsRemoval from Gen. Ed class (when, how, what happens once removed (huge) if not improving scsoreswhy not) has to have something in plan about improving this subgroupEngagement worksheets in classroom and SPED pull-out computation and fluency concrete, not concept because they think SPED cant do it drill and kill flashcard and skips thinking part how do you engage students in thinking and understandingMeaningful IEP its in the IEP we cant do that, IEP rules, its legal so we have to educate admin needs to be part of it and take ownersip and set the stage guanteed right to guaranteed and viable curriculum (Everyday math K-3, at grade 4 pull and do Saxon math, and once you pull them from the reg. ed. journey you cant put them back in because they dont have the same journey how does the gap start? Why does it start? - once we identify the at risk student, we accelerate their learning but do it in everyday math, not a different curriculum double the dose with small group , we have to determine what is essential in the curriculum and then support and teach that to them teach those things with intensity, then maybe we can keep them on trackHow do our IEPs support those thinking point and support the gen. curriculum

****

SPED Data Retreat Adapted from Judy K. Sargent , PhD .

Documents

Transcript of SPED Data Retreat Adapted from Judy K. Sargent , PhD .