Ervin Knezek

1
Inclusion in the Age of AccountabilityIEP to AYP

• Ervin Knezek
• ervin.knezek_at_esc13.txed.net

2
(No Transcript)
3
Our outcomes

• Principals will
• Have a clearer picture of what should be
  happening in the classroom to aid students and
  accelerate achievement.
• Be able to dialogue with their teachers about
  their present status (SDAA II levels and scores)
  and what strategies need to be put into place to
  raise achievement levels.
• Generate two strategies to implement at their
  campus next year.

4

• The Rules of the Game
• New Assessments
• Instructional Issues
• Staff Issues
• Resources

5
The Forces of Transition
Federal
State
Local
Leadership
Data/Information/Updates
Refocus, Renew, Retool
Abandon
Transition
Adopt
6
The Context

• Two systems
• State (AEIS, State Compensatory, PBMAS)
• Federal (AYP/AMAOs/Technology)
• Assessments
• TAKS
• SDAA II
• On enrolled grade level
• Off enrolled grade level
• LDAA (Locally Determined Alternate Assessment)
• RPTE
• TELPAS (RPTE TOP)

7
NCLBThe Federal Accountability System
8
NCLB The Big Picture

• Ratified by congress in December 2001 and signed
  by President Bush on January 8, 2002
• Four key elements
• Stronger accountability for results
• Expanded flexibility and local control
• Expanded options for parents
• Emphasis on research-based methods

9
Texas AYP Targets Reading/English Language Arts
and Mathematics
Grades 3-8 and 10 summed across grade levels by
subject for reading/language arts and mathematics
10
What Student Groups are Assessed for AYP?

• All students
• White
• Hispanic
• African-American
• Economically Disadvantaged
• Special Education
• Limited English Proficient (LEP)

Demographic Groups
Program Groups
11
NCLBAssessment of students with disabilities
12
Title I Monitoring Visit Findings and TEA
Response
13
Title I Monitoring Visit Findings and TEA
Response
14
Title I Monitoring Visit Findings and TEA
Response
15
Title I Monitoring Visit Findings and TEA
Response
16
Title I Monitoring Visit Findings and TEA
Response
17
(No Transcript)
18
Performance Standards
19
Collecting the right data

• Texas Growth Index (TGI)
• By intervention
• By teacher
• By student group

20
(No Transcript)
21
Objective Level Data

• What do they tell us?
• What else do we need?
• What if the tests arent released?
• How do we revive and renew with old stuff?

22
Item Analysis Considerations

• Patterns in errors
• Even distribution of incorrect answers
• A highly chosen incorrect answer
• Errors made by high performers
• Reasons for errors
• Instruction
• Content (Not taught)
• Context (Not taught the way it was assessed)
• Complexity (Not taught at the level of
  complexity)
• Crossover issues (reading level, technology use,
  etc)

23
When do students drop out of school?

• Physically
• Emotionally
• Instructionally
• What data sets help inform us of that?

24
Collecting the right data

• Consecutive failers
• By grade level
• By content area

25
(No Transcript)
26
Collecting the right data

• LEP
• Monitor 1
• Monitor 2
• RPTE/TELPAS Level x Student performance

27
From the student perspective
28
Meaning of RPTE and TELPAS Levels

• Beginning Student Has no real functional
  ability to derive meaning from grade-level texts
  in English.
• Intermediate Student Can read simplified texts
  on highly familiar topics but interprets English
  very literally.
• Advanced Student Can move beyond literal
  interpretation and begin to apply abstract
  thinking but still has some difficulties with
  English comprehension.
• Advanced High Student Can move beyond literal
  interpretation and begin to apply abstract
  thinking but can master most content in English

29
What might a beginning student understand?
------- ----- ----- game -- --- basketball
-------, Fernando --- ----- - ----- -- 73 ----.
He ------ 20 ---- -- --- ----- game, ------- ---
----- ----- 15.5 ----- --- game. ---- ----
the---- ----- number --- games he ------, first
----- ---- ----- -- 73 and 20 and ----   F ----
---- ---- --- 15.5 G ---- ---- ---- --- 73 H ----
---- ---- --- --15.5 J ---- ---- ---- --- 15.5
30
What might an intermediate student understand?
------- ----- last game -- --- basketball ----,
Fernando --- scored -- ----- -- 73 points. He
scored 20 points --- --- --- game, ---- his
------ ------- 15.5 points --- game. --- find
---- total number -- games -- -------, first
---- --- --- -- 73 and 20 --- -----   F add ---
--- to 15.5 G subtract 15.5 --- 73 H multiply ---
sum -- 15.5 J divide --- sum --- 15.5
31
What might an advancedstudent understand?
Before the last game -- --- basketball season,
Fernando --- scored - total of 73 points. He
scored 20 points in the last game, making his
season average 15.5 points -- game. -- find the
total number -- games he played, first find the
sum --- 73 -- 20 and then   F add the sum ---
15.5 G subtract 15.5 -- 73 H multiply ---- sum --
15.5 J divide --- sum -- 15.5
32
The complete question Advanced High?
Before the last game of the basketball season,
Fernando had scored a total of 73 points. He
scored 20 points in the last game, making his
season average 15.5 points per game. To find the
total number of games he played, first find the
sum of 73 and 20 and then   F add the sum to
15.5 G subtract 15.5 from 73 H multiply the sum
by 15.5 J divide the sum by 15.5
33
Reminder
Many students who take TAKS are at the beginning
or intermediate level on RPTE. Look to Monitor 1
and Monitor 2 for program efficacy!
34
(No Transcript)
35
Thinking through your data
36
Why Data are Important

• Replace hunches with facts
• Enable us to tackle root causes instead of
  symptoms
• Enable us to determine if we are accurately
  tracking effects
• Assist in understanding the impact of various
  efforts

37
The Model

• Multiple Measures
• Demographics
• Student Learning
• School Process
• Perception
• Multiple Levels
• 10 Levels of increasing interaction over time

38
(No Transcript)
39
Using the TAKS Summary Reports

• Determine which parts speak to each kind of
  data
• Demographic
• Student Learning
• School Processes
• Perception

40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
Assessment of Students with Disabilities TAKS to
SDAA II (and LDAA)
44
Objectives

• Discuss changes in assessment of students with
  disabilities
• Determine appropriate use of accommodations and
  modifications
• Discuss using the ARD process to increase the
  level of rigor

45
How did we get here?
46
An example from a district
47

• Instructional decisions should always inform and
  guide assessment decisions.

48
Differences Between SDAA II and TAKS

• Larger font size
• More white space
• Slightly shorter reading and writing passages
• More illustrations accompanying passages and test
  items
• Slightly fewer items on some tests

• SDAA II assesses ALMOST all the same TEKS as TAKS
  (see SDAA II/TAKS/TEKS Correlation Guide)
• Differences between TAKS and SDAA II do not
  affect level of TEKS curriculum assessed

49
Blueprints
50
Blueprints
51
A Tool
Sorting Cards!
TAKS
SDAA II
52
A Tool
Think about how to get the right answer. Think
about how to get the wrong answer!
Thinking Thing
53
Develop a Common Vocabulary!

• Intervention
• Strategies for strengthening processes for
  learning
• Does NOT change the content of instruction.
• Accommodation
• a change in teaching or learning strategies based
  on the specific needs of a student with a
  disability (e.g., oral testing, highlighted
  textbooks, short answer tests) (strategy to
  bypass a process)
• Does NOT change the content of instruction.
• Modification
• a change in the curriculum of a course (e.g.,
  eliminating one or more of the TEKS or changing
  the grade level of certain TEKS)
• Changes the content of instruction

54
Understanding the difference

• Intervention
• Strengthen
• Link material to previous learning
• Chunking
• Mnemonics
• Tutoring

• Accommodation
• By-pass
• Copy of notes
• Recorded text
• Highlighted text
• Shortened assignment

• Modification
• Change
• Reduce the number of TEKS to be mastered
• Off grade level instruction

55
Accommodations Analysis or Paralysis?

• How do we prepare students for success?

State Assessment
56
A Tool
Frequently Accommodating
How long has the student had the accommodation?
57
How do we accommodate?

• Presentation Accommodations
• Response Accommodations
• Timing/Scheduling Accommodations
• Setting Accommodations

58
?
?
59
Youre not ready
Rigor of content
60
Using the modifications sheet (or is it an
accommodations sheet?)

• Working with your table team, use the assessment
  guide from your toolkit (p. 15) to highlight the
  non-allowable accommodations.
• Which of these are ones frequently used on your
  campus?
• Choose one and discuss how you can scaffold it?

61
Math Test/Assignment Activity
62
Unit Accommodations Rubric
63
(No Transcript)
64
Getting on the Same Page with the TEKS

• Key vocabulary
• Language of instruction
• Level of rigor

65
What Are the Priority Standards?

• EEssential Most Critical 50 of Objectives
• IImportant Next 30
• Important now but master later
• CCondensed Last 20
• Scaffolded objectives
• Less instructional time required

• Plan for the essential first, never compromise on
  time with essentials
• The more students are at risk, the more time
  allocated to essentials
• Focus on essentials for remediation and
  acceleration

66
SDAA II TAKS RPTE Correlation Guide

• Which Student Expectations (SEs)are assessed on
  each test?
• Which SEs are assessed on both TAKS and SDAA?
• What is the content?
• What is the context?
• What is the cognitive level?

67
Organization of SDAA II

• Instructional Levels
• Objectives (Umbrella Statements)
• Presented across grade levels
• Information Booklets
• Information that clarifies how to read the TEKS
• An overview of the subject within the context of
  SDAA II
• A blueprint of the testthe number of items under
  each objective and the number of items on the
  test as a whole
• The reasons each objective and its TEKS student
  expectations are critical to student learning and
  success
• Additional information about each objective that
  will help educators understand how it might be
  assessed on SDAA II
• Sample items that show some of the ways
  objectives might be assessed
• FOR YOUR INFORMATION

68
Where do we start?

• The Student
• The TEKS
• The IEP

69
When in ARDWhich test? Which level?
Instruction
Assessment Decision
Instruction
Previous Assessment Formative AND Summative
70
A Tool
Instruction Assessment?
71
(No Transcript)
72
Another Tool
Use your SDAA II Reports!
73
IDEA 2004
74
Thinking about instruction
Vary in Intensity, Duration, Purpose

• There is not a separate pedagogy for struggling
  learners (Turner, 2005)
• Staff expectations and beliefs influence student
  outcomes
• Achievement gains are more consistent when
  instruction is
• structured, explicit, and teacher directed for
  new learning (Darling-Hammond, 1992)
• at the appropriate level of challenge (Vygotsky)
• Respectful activities (Tomlinson)
• at the appropriate level of challenge (Vygotsky)
• at the appropriate level of challenge (Vygotsky)
• scaffolded (Chang, 2002)
• mastered before moving on (Ellis, 1997)
• repeated
• presented in discreet steps
• monitored

75
Where do we start?

• The Student
• The TEKS
• The IEP

76
When in ARDWhich test? Which level?
Instruction
Assessment Decision
Instruction
Previous Assessment Formative AND Summative
77
A Tool
Instruction Assessment?
78
IDEA 2004
79
Thinking about instruction
Vary in Intensity, Duration, Purpose

• There is not a separate pedagogy for struggling
  learners (Turner, 2005)
• Staff expectations and beliefs influence student
  outcomes
• Achievement gains are more consistent when
  instruction is
• structured, explicit, and teacher directed for
  new learning (Darling-Hammond, 1992)
• at the appropriate level of challenge (Vygotsky)
• Respectful activities (Tomlinson)
• at the appropriate level of challenge (Vygotsky)
• at the appropriate level of challenge (Vygotsky)
• scaffolded (Chang, 2002)
• mastered before moving on (Ellis, 1997)
• repeated
• presented in discreet steps
• monitored

80
Reading

• (AND Listening)

81
SDAA II - Reading

• Instructional Levels
• K
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• Passage lengths somewhat shorter
• IL K-1 objectives represent learning to read
  tasks
• IL 2-8 objectives represent a direct correlation
  with TAKS on content, context, cognitive level

82
SDAA II Reading

• Reading Selections
• Narrative
• Expository
• Mixed (starting at IL 2)
• Paired (starting at IL 4)
• Triplets (Starting at IL 9)

83
Expository Text (Quinn)

• Science
• Social Studies
• Mathematics

8
84
SDAA II Reading IL 1
85
SDAA II IL 3 -8

• Beginning at Instructional Level 3, paragraphs
  are numbered
• When appropriate, each selection is preceded by a
  title.
• At Instructional Levels 6, 7, and 8, narratives
  are formatted so that students have the option of
  taking notes.

86
SDAA II
TAKS
87
SDAA II IL 9

• Triplet of three published pieces
• Narrative
• Expository
• Viewing and Representing
• Multiple Choice
• Open ended items
• Dictionary

88
SDAA II IL 9
89
Scaffold

• Instructional
• Teacher does, student watches
• Teacher does, student helps
• Student does, teacher helps
• Study Guides
• Advance Organizers
• Graphic organizers
• Tiered Activities

90
A ResourceSpecial Connectionshttp//www.specialc
onnections.ku.edu/
91
Supporting Students with Disabilities for
Success on SDAA II or TAKS Reading

• Connected text
• VOCABULARY!
• Scaffolded materials
• Cognitive walkthrough
• Talkbacks
• Construct of text
• Paragraph stop points

92
Writing and ELA (IL 10)

• And Speaking

93
Writing is important because it

• Contributes to intelligence.
• It requires analysis and synthesis of
  information.
• Develops initiative.
• The writer must supply EVERYTHING.
• Develops courage.
• The writer must give up ANONYMITY.
• Increases personal knowledge and self esteem.
• Encourages reading skills.
• From Donald Graves

The vulnerable writer
94
Writing

• Instructional Levels
• K/1
• 2
• 3/4
• 5
• 6/7
• 8/9

95
SDAA II Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Voice
• Conventions

96
SDAA II Revising and Editing
97
Supporting Students with Disabilities for
Success on SDAA II or TAKS Writing

• Multiple journal writing opportunities
• Joke telling
• Connections with reading passages
• Multiple story telling opportunities
• Peer review
• Emphasis on voice
• Structuring revising and editing based on high
  success opportunities

98
A Tool

• The student sample

99
Mathematics
100
What do we know about characteristics of students
with math problems?(Bryant, 2003)

• Significant differences on
• Basic skills
• Higher order mathematical problem solving

101
What do we know about characteristics of students
with math problems?(Bryant, 2003)

• Skills ranked as most problematic for students
  with learning disabilities and math weaknesses
• Has difficulty with word problems
• Has difficulty with multi-step problems
• Has difficulty with the language of math

102
SDAA II Mathematics

• Instructional Levels
• K
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• Increased rigor
• Very few differences from TAKS

Not tested at IL K or 1
103
SDAA II Mathematics

• Some items may include application context and
  extraneous information.
• Each item will extend across the page rather than
  appear in a multicolumn format.
• Most items will be in a multiple-choice format
  with four answer choices.
• There may be a limited number of open-ended
  griddable items.
• Mathematics charts

104
IL 3
IL 5
105
A Tool

• Charting Progress!
• Content knowledge
• Instructional Resources
• Usage Patterns

106
Polygon Tree
107
Charts Side by SideMath volume on charts
Gr. 6
Gr. 7
Gr. 8
Gr. 9
108
IL 8
IL 7
109
(No Transcript)
110
(No Transcript)
111
Mathematics Intervention (Bryant)

• Sequencing of instructional skills
• Controlling difficulty or processing demands of
  task
• Establishing instructional routines
• Modeling making use of think aloud
• Daily assessment of skills, distributed review
  and practice, redundant materials or text
• Teaching to criterion

112
Supporting Students with Disabilities for
Success on SDAA II or TAKS Math
8

• Structure of math text
• Viewing and representing
• TEKS vocabulary particularly object naming/math
  vocabulary confusion
• Deconstruction of passage
• Number
• Process
• Using released tests
• Paired talk throughs
• Deconstructing distractors

113
Arranging for Instruction

• Continuum of Services
• Need for support
• Who helps?

114
(No Transcript)
115
Collaboration

• A general term that is used to describe a
  particular type of working relationship among
  professionals characterized by
• Shared Goals
• Parity
• Shared responsibility for decision-making
• Shared accountability of outcomes
• Shared resources, and the emergence of trust,
  respect and a
• Sense of community.

116
Accommodations Only
Support Facilitator
Content Mastery
Alternative Campus
Co-teaching
Resource
Monitor Only
Self-contained
Continuum of options for inclusive settings
Alternative Setting Support
External Support
In Class Support
General Ed Classroom
Alternative Setting
Member
Visitor
117
Co-Teaching is

• A service delivery system in which
• Two (or more) educators or other certified staff
• Contract to share instructional responsibility
• For a single group of students
• Primarily in a single classroom
• For specific content (objectives)
• With mutual ownership, pooled resources, and
  joint accountability
• Although each individuals level of participation
  may vary.

118
Monitoring the Inclusive Classroom

• Five types of co-teaching (Friend, Reising, and
  Cook, 1993)
• Lead and Support
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching

Who needs to know the curriculum content?
119
Successful Cooperative Teaching

• Presence
• Planning
• Presenting
• Processing
• Problem-solving

120
Elements of Cooperative Teaching
Cooperative problem-solving/processing/
presenting/planning/presence Cooperative
presenting/planning/ presence Cooperative
planning/presence Cooperative presence
Cooperative Teaching
Cooperative Instructing
Cooperative Working
Cooperative Existing
Low
High
Levels of Involvement
121
www.powerof2.org
122
Professional Development

• Planning
• TEKS
• Assessment
• Evaluation

123
Planning Time

• A focus on the curriculum
• Assigned tasks demonstrating that teachers are
  sharing materials and resources
• Common assessments being developed
• Discussion of student work around a priority
  objective

124
Making use of Teacher Leader TeamsWho is on your
staff?
125
ARD Committee Decision-Making Process
126

• Instructional decisions should always inform and
  guide assessment decisions.

127
(No Transcript)
128
Putting the Assessment Decisions in Context

• Components of Effective ARD Committee Decision
  Making
• Required ARDC Members
• Eligibility
• Educational Needs
• Educational Program/Placement
• Statewide/Districtwide Assessment

129
What decisions?
Statewide and Districtwide Assessment

• Which assessment?
• Which version?
• Which level?
• Instructional
• Achievement
• What accommodations?

130
A Tool
131
Statewide and Districtwide Assessment

• Instructional decisions should always inform and
  guide assessment decisions.

132
Statewide and Districtwide Assessment
Determining which State Assessment to
Administer
133
(No Transcript)
134
Questions
135

• Contact Information
• ervin.knezek_at_esc13.txed.net