Special Education Summit 2

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Special Education Summit 2
California Standards And Students with
Disabilities Diane K. Youtsey ACSA Council
President
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Purpose of Presentation

• To present the Summit participants with
  information on how Students with Disabilities can
  demonstrate competency in reading, writing and
  math with state content standards and the State
  Assessments.

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(No Transcript)
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Current Policy Requirements

• Measurable annual goals that facilitate access
• Supports and Accommodations (including program
  modifications and teacher supports) to ensure
  participation in general education curriculum and
  large-scale assessments
• Extent of participation in general curriculum and
  large-scale testing as well as alternatives
• Participation of the general educator and parents
• Inclusion of State standards

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Standards Based Education

• What do we know about standards-based
  education?
• Standards are general statements of what all
  students should know and be able to do.
• Standards identify specific content critical to
  the students successful progress through the
  California Content Standards
• Satisfy general curriculum requirements of IDEA
  97 and now IDEA 04.

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Standards of Excellence and Greater
Accountability for Results

• Tie the IEP to the general education curriculum
• Provide positive directions for goals and
  interventions
• Standards are necessary to promote high
  expectations for all students and to bridge the
  documented disparities that exist in educational
  opportunities.
• Standards can help us ensure that all students
  become informed and participate fully in society

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Standards Based Education
Why Standards?

• If students with disabilities fail to be included
  when implementing standards, then there is the
  risk that they will be viewed as second-class
  citizens for whom educators are not responsible.
• Rather than reducing expectations for their
  achievement, schools should provide them with a
  quality education as one of the ways to help them
  attain high expectations.

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Standards of excellence and greater
accountability for results

• This focus is leading to further concerns about
  the fairness of holding students responsible for
  reaching high academic standards when they have
  not been provided with the opportunity to learn.
• Most Americans want all students, including
  students with disabilities, to have the
  opportunity to learn the skills and knowledge set
  in content standards

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CAHSEE Results for Special Education Students
(Mathematics and English Language Arts)
CAHSEE results for 2004 are not to be compared to
results from previous administrations due to
changes in test content and score scales.
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CAHSEE results for 2004 are not to be compared to
results from previous administrations due to
changes in test content and score scales.
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Students with Disabilities in Standards-based
Assessment and Accountability SystemsSynthesis
Report 37byNCEO
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Benefits for including students with
disabilities in standards-based assessment and
accountability systems

• Higher levels of learning and achievement toward
  common standards
• Access to general education curriculum
• Opportunity to learn, mastery of grade level
  material
• Accountable system and students, meaningful
  diplomas

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Summary of the 9th survey of state directors of
special education by the NCEO
States identify positive consequences of
involving disabled students in standards,
assessments and accountability
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Benefits

• Increased
• Inclusion in accountability systems
• Participation in State assessment
• Higher academic expectations and standards
• Participation of special educators in standards
  and assessments
• Teaching strategies
• Mandated remedial programs/Academic interventions

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Benefits Cont.

• Increased
• Access to content standards, general education
  curriculum
• General and special education networking
• Use of appropriate accommodations
• Performance on assessments
• Alignment with state standards
• Use of test data

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References

• Quenemoen, R. F., Lehr, C. A., Thurlow, M. L.,
  Massanari, C. B.  (2001). Students with
  disabilities in standards-based assessment and
  accountability systems Emerging issues,
  strategies, and recommendations (Synthesis Report
  37). Minneapolis, MN University of Minnesota,
  National Center on Educational Outcomes.
  Retrieved 8/25/2004, from the World Wide Web h
• Ysseldyke, J., Thurlow, M., Shin H. (1995).
  Opportunity-to-learn standards (Policy Directions
  No. 4). Minneapolis, MN University of Minnesota,
  National Center on Educational Outcomes.
  Retrieved 11/26/04 from the World Wide Web 
  http//education.umn.edu/NCEO/OnlinePubs/Policy4.h
  tml

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References

•  Thompson, S., Thurlow, M. (2003). 2003 State
  special education outcomes Marching on.
  Minneapolis, MN University of Minnesota,
  National Center on Educational Outcomes.
  Retrieved 08/26/2004, from the World Wide Web
• http//education.umn.edu/NCEO/OnlinePubs/2003State
  Report.htm./
• Ysseldyke, J., Dennison, A., Nelson, R. (2003).
  Large-scale assessment and accountability
  systems Positive consequences for students with
  disabilities(Synthesis Report 51). Minneapolis,
  MN University of Minnesota, National Center on
  Educational Outcomes. Retrieved 11/29/04 from the
  World Wide Web http//education.umn.edu/NCEO/Onli
  nePubs/Synthesis51.html