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High School Students with Disabilities Curriculum Project

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Title: High School Students with Disabilities Curriculum Project


1
High School Students with DisabilitiesCurriculum
Project
  • Regional Work Group
  • Introductory Meeting
  • February 27, 2007

2
Todays Agenda
  • Project Goal
  • Overview of Requirements for Students and
    Districts
  • Evaluation of Resources Available
  • Presentation of Project

3
Long Range Outcomes for Students with Disabilities
  • Create a relatively universal document as to what
    constitutes core curriculum for a lower level
    Student with Disability
  • Increase number of SWD completing assessments,
    passing assessments and graduating.

4
Who Are We Not Talking About?
  • Advance Designation Diploma Students
  • Regents Diploma Students
  • Some Local Diploma Students
  • Students with Disabilities passing most/all
    Regents in the 55-64 range and above
  • Alternate Assessment Students
  • These students are not required to take
    Regents/RCTs

5
Alternate Assessment Participation Criteria
  • The CSE determines whether or not a student with
    a severe
  • cognitive disability is eligible to take NYSAA
    based on the following
  • criteria
  • The student has a severe cognitive disability and
    significant deficits in communication/language
    and significant deficits in adaptive behavior
    and
  • The student requires a highly specialized
    educational program that facilitates the
    acquisition, application, and transfer of skills
    across natural environments (home, school,
    community, and/or workplace) and
  • The student requires educational support systems,
    such as assistive technology, personal care
    services, health/medical services, or behavioral
    intervention.
  • Source 2006-2007 NYSAA Administration Manual

6
Who Are We Talking About?
  • Some Local Diploma Students
  • Students who will require very focused
    instruction to pass Regents with a 55-64
  • Students who may need to take the RCT due to an
    inability to pass the Regents
  • Some IEP Diploma Students
  • Students who are unsuccessful at passing all
    required Regents and RCTs

7
School Exiting Options
  • Regents Diploma
  • Local Diploma
  • IEP Diploma
  • GED
  • Dropout

8
What Do Students Need (to Graduate)?
  • Preparation for Life
  • Assessments
  • Regents
  • RCT
  • Credits

9
What Does the District Need?Accountability
Requirements
  • High schools are accountable for three areas
  • English and mathematics performance
  • English and mathematics participation and
  • graduation rate.
  • A different cohort of students is measured in
    each of these areas.

10
2006-07 High School Accountability
11
Secondary-Level Accountability Assessments
At the secondary level, the assessments that are
used when determining performance indices for an
accountability group are shown below.
12
Participation Rate Secondary Level
For an accountability group with 40 or more
students to make Adequate Yearly Progress in
English language arts (ELA) and mathematics, 95
percent of seniors must take an assessment that
meets the students graduation requirement in
that subject.
13
Resources in Place
  • General Education Curriculum Work
  • (50-Essential, 30-Important, 20-Nice to Know)
  • Standards
  • Regents Exams
  • RCTs
  • Test Maps

14
What will this group do? The Project
  • Confirm agreement on essential knowledge for
    required assessments
  • Science and Math decide on recommended assessment
  • Further identify and prioritize essential content
  • The 50-70 of the 50 (The essential of the
    essential)

15
Students with Disabilities Curriculum Guidance
Documents Integrated Algebra
16
Your Turn!
  • What is needed to accomplish this?
  • What questions need to be answered?
  • What resources do you or your colleagues have to
    help in this task?

17
Next Steps
  • March 15 and May 7, 830-300 at Madison-Oneida
  • BOCES TriPlexus
  • Completion of Curriculum prioritization documents
  • Summer 07 and next year, based on the teams
    recommendations
  • Form teams to develop curriculum maps,
    integration guidance documents and additional
    support materials

18
Thank you for coming, see you on March 15.
19
High School Students with DisabilitiesCurriculum
Project
  • Regional Work Group
  • Workday 1
  • March 15, 2007

20
Todays Agenda
  • Review Project Goal and Overview
  • Curriculum Prioritization Process
  • Evaluation of Progress
  • Next Steps

21
Long Range Outcomes for Students with Disabilities
  • Create a relatively universal document as to what
    constitutes core curriculum for a lower level
    Student with Disability
  • Increase number of SWD completing assessments,
    passing assessments and graduating.

22
Who Are We Not Talking About?
  • Advance Designation Diploma Students
  • Regents Diploma Students
  • Some Local Diploma Students
  • Students with Disabilities passing most/all
    Regents in the 55-64 range and above
  • Alternate Assessment Students
  • These students are not required to take
    Regents/RCTs

23
Who Are We Talking About?
  • Some Local Diploma Students
  • Students who will require very focused
    instruction to pass Regents with a 55-64
  • Students who may need to take the RCT due to an
    inability to pass the Regents
  • Some IEP Diploma Students
  • Students who are unsuccessful at passing all
    required Regents and RCTs

24
School Exiting Options
  • Regents Diploma
  • Local Diploma
  • IEP Diploma
  • GED
  • Dropout

25
What Do Students Need (to Graduate)?
  • Preparation for Life (L)
  • Assessments
  • Regents
  • RCT ()
  • Credits

26
What Does the District Need?Accountability
Requirements
  • High schools are accountable for three areas
  • English and mathematics performance
  • English and mathematics participation and
  • graduation rate.
  • A different cohort of students is measured in
    each of these areas.

27
Resources in Place
  • General Education Curriculum Work
  • (50-Essential, 30-Important, 20-Nice to Know)
  • Standards
  • Regents Exams
  • RCTs
  • Test Maps
  • Additional Resources

28
The Project
  • 1. Discuss how RCT will be addressed
  • Separate team? Key individuals?
  • Integrated or after the initial work
  • Review documents you have
  • Printer and copiers available
  • Regents link http//www.nysedregents.org/testing/h
    sregents.html

29
The Project
  • Confirm agreement on essential knowledge for
    required assessments
  • Record on form or highlight for SETRC to record
    later
  • 4. Further identify and prioritize essential
    content
  • The 50-70 of the 50 (The essential of the
    essential)

30
Students with Disabilities Curriculum Guidance
Documents Integrated Algebra
31
Next Step
  • What is needed next in accomplishing this?
  • What additional questions need to be answered?
  • What additional resources do you or your
    colleagues have to help in this task?
  • Who should see the work to this point?

32
Next Steps
  • Work to this point will be input and editted
  • Day 2 workday
  • May 7, 830-300 at Madison-Oneida BOCES
    TriPlexus
  • Completion of Curriculum prioritization documents
  • Summer 07 and next year, based on the teams
    recommendations
  • Form teams to develop curriculum maps,
    integration guidance documents and additional
    support materials

33
Thank you for coming, see you on May 7.
34
High School Students with DisabilitiesCurriculum
Project
  • Regional Work Group
  • Day 2 Workday
  • May 7, 2007

35
Todays Agenda
  • Quick Review
  • FYIs
  • Credits
  • CTE
  • Next Steps
  • Completion of Project
  • Your done when

36
Long Range Outcomes for Students with Disabilities
  • Create a relatively universal document as to what
    constitutes core curriculum for a lower level
    Student with Disability
  • Increase number of SWD completing assessments,
    passing assessments, earning credits and
    graduating.

37
Who Are We Not Talking About?
  • Advance Designation Diploma Students
  • Regents Diploma Students
  • Some Local Diploma Students
  • Students with Disabilities passing most/all
    Regents in the 55-64 range and above
  • Alternate Assessment Students
  • These students are not required to take
    Regents/RCTs

38
Who Are We Talking About?
  • Some Local Diploma Students
  • Students who will require very focused
    instruction to pass Regents with a 55-64
  • Students who may need to take the RCT due to an
    inability to pass the Regents
  • Some IEP Diploma Students
  • Students who are unsuccessful at passing all
    required Regents and RCTs

39
School Exiting Options
  • Regents Diploma
  • Local Diploma
  • IEP Diploma
  • GED
  • Dropout

40
Credits and CTE
  • We know what they need.how do we help them get
    them????

41
Students with Disabilities Curriculum Guidance
Documents Integrated Algebra
42
Subject Area
43
Earth Science
44
English
45
Living Environment
46
Math A
47
Global
48
US History
49
What is Next?
  • Final Edit and Team approval
  • Presentation to Administration
  • Dissemination to Districts
  • Creation of binders
  • Cover letter
  • Guidance Document with Special Notes pages
  • Standards

50
What is Next?
  • Summer Work
  • Content Map
  • Unit Plan
  • Coursework mapping
  • Next Year
  • Integration with life skills content
  • Networking regarding resources and instructional
    methods

51
Your Turn!
  • What are the next steps you consider priority?
  • What questions still need to be answered?
  • What resources do you or your colleagues have to
    help in implementing effective use of this
    document?

52
Your Done When
  • The most essential knowledge for the target group
    is compiled in the format your group develops
  • Compilation is linked to NYS standards
  • RCT content is prioritized and aligned to Regents
    content
  • Special Notes document is completed
  • Next steps are brainstormed
  • Workday feedback is completed

53
Without further ado
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