Strategies for Closing the Achievement Gap of High School Students with Disabilities: What High Performing High Schools Do - PowerPoint PPT Presentation

Loading...

PPT – Strategies for Closing the Achievement Gap of High School Students with Disabilities: What High Performing High Schools Do PowerPoint presentation | free to download - id: 5e0619-YjUxO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Strategies for Closing the Achievement Gap of High School Students with Disabilities: What High Performing High Schools Do

Description:

Strategies for Closing the Achievement Gap of High School Students with Disabilities: What High Performing High Schools Do High Schools That Work – PowerPoint PPT presentation

Number of Views:143
Avg rating:3.0/5.0
Slides: 41
Provided by: JimFr9
Learn more at: http://www.cew.wisc.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Strategies for Closing the Achievement Gap of High School Students with Disabilities: What High Performing High Schools Do


1
Strategies for Closing the Achievement Gap of
High School Students with DisabilitiesWhat High
Performing High Schools Do
High Schools That Work 20th Annual Staff
Development Conference Orlando World Center
Marriott Orlando, Florida
Directed Research Projects US Department of
Education Office of Special Education
and Rehabilitative Programs
James R. Frasier, Ph.D. Center on Education and
Work University of Wisconsin-Madison http//www.ce
w.wisc.edu
2
Purpose of Research
  • Identify and describe school-wide approaches in
    nationally
  • recognized high schools that consistently
    support and produce
  • good results for students with disabilities.

3
Research Objectives
  • Describe how special education services are
    delivered.
  • Describe how students with disabilities are
    attaining their goals in the general education
    curriculum.
  • Describe how special education and regular
    education programs have coordinated the education
    services for students with disabilities.
  • Describe how the above 3 issues and other issues
    are related to positive results for students with
    disabilities.

4
Research Design
  • Nationally recognized high schools
  • High schools with a 3-year pattern of data
    illustrating consistent attainment of or gains in
    state and/or locally determined core academic
    learning outcomes.
  • Identifying nationally recognized high schools
  • Dispelling the myth . . . Over time The
    Education Trust May 2002
  • Letter to State Supt. Of Schools requesting
    nominations
  • National School of Excellence Award List (Blue
    Ribbon School)
  • Letter to State Directors of Special Education
    requesting nominations
  • Reform School Networks (e.g. HSTW, Coalition of
    Essential Schools)
  • Letter to OSEP Parent Centers in all 50 states
  • Online State Department of Public Instruction
    Data Bases

5
Research Design
  • Qualifying schools as potential candidates for
    study
  • 40 or more of all students enrolled are eligible
    to receive a free or reduced price lunch
  • Ethnically balanced student enrollment
  • At least 10 of total school enrollment is
    composed of students with disabilities
  • At least 70 of students with disabilities are
    enrolled for 80 or more of their school day in
    regular education classes

6
Research Design
  • Selection of potential high schools for
    participation in the study
  • 1500 initially identified as high performing
    high schools
  • Eligibility for free or reduced price lunch
    and/or ethnically balanced student enrollment
    requirements reduced the number to 106 schools
  • Enrollment of at least 10 of students with
    disabilities reduced the number to 73 schools
  • Enrollment of 70 of students with disabilities
    for 80 or more of the school day in regular
    education classes reduced the number to 18
    schools.

7
Research Design
  • Selection of potential high schools for
    participation in the study
  • 18 identified as finalists for high performing
    high schools study
  • 4 rural
  • 6 urban
  • 8 inner city
  • 12 selected by researchers to recommend to
    National Advisory Panel
  • 2 rural
  • 4 urban
  • 6 inner city

8
Research Design
  • High schools participating in the 3-year study
  • Anchorage (2,600 students)
  • Greater Los Angles metropolitan area (2,800
    students)
  • Inner city of Chicago (650 students)
  • Inner city of Atlanta (950 students)
  • Rural Virginia (690 students)
  • Inner city of Boston (290 students)

9
Research Design
  • Data collection 1st round 5 days duration
  • Individual interviews with 40 individuals at
    each research site
  • 3-5 parents of students with a disability
  • 5 students with a disability (junior and senior
    grade level)
  • 3-5 students with a disability who were recent
    graduates
  • 5 students without disability
  • 3-5 English faculty members
  • 3-5 Math faculty members
  • 3-5 Social Studies faculty members
  • 3-5 Science faculty members
  • 3-5 Special Educators
  • 5-8 School administrators (including guidance,
    nurse, Dir. Sp. Ed)
  • 3-5 Employers of students with a disability
  • 3-5 Social service agency professionals (Voc.
    Rehab., Social Security, Health and Family
    Services, Social Welfare)

10
Research Design
  • Data collection 2nd round 5 days duration
  • Group interviews with 30 individuals at each
    research site
  • 3-5 parents of students with a disability
  • 5 students with a disability (junior and senior
    grade level)
  • 5 students without disability in senior year
    (school leaders)
  • 3-5 English faculty members
  • 3-5 Math faculty members
  • 3-5 Social Studies faculty members
  • 3-5 Science faculty members
  • 3-5 Special Educators
  • Individual interviews with 5-8 School
    administrators (including guidance, nurse,
    security staff)
  • Other persons as determined by the school
    principal

11
  • Final Research Report Available after 12/1/06 at
  • http//www.cew.wisc.edu/highschools

12
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 1
  • Schools have created a culture that celebrates
    diversity
  • Individually we are different together we
    are one.

13
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 1
  • Schools have created a culture that celebrates
    diversity
  • Individually we are different together we are
    one.
  • How they do it - - -
  • Constant respect for one another.

14
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 1
  • Schools have created a culture that celebrates
    diversity
  • Individually we are different together we are
    one.
  • How they do it - - -
  • Constant respect for one another.
  • Uncompromising integrity in everything we do.

15
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 1
  • Every Individual is expected to walk the talk . .
    .

16
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 2
  • All high school staff participate in
    transitioning students with
  • disabilities from middle school to high
    school.

17
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 2
  • All high school staff participate in
    transitioning students with
  • disabilities from middle school to high
    school.
  • Westminster High School Page 5

18
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 2
  • All high school staff participate in
    transitioning students with
  • disabilities from middle school to high
    school.
  • Westminster High School Page 5
  • Arcadia High School Page 9

19
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 2
  • All high school staff participate in
    transitioning students with
  • disabilities from middle school to high
    school.
  • Westminster High School Page 5
  • Arcadia High School Page 9
  • Boston Arts Academy Page 13

20
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 3
  • Schools have found a way to make time during the
    school day for
  • ALL students to have common time together.
  • Open Microphone during lunch on Wednesday.

21
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 3
  • Schools have found a way to make time during the
    school day for
  • ALL students to have common time together.
  • Open Microphone during lunch on Wednesday.
  • Low Incidence Students with Disabilities in the
    schools swimming pool during open/general swim
    time.

22
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 3
  • Schools have found a way to make time during the
    school day for
  • ALL students to have common time together.
  • Open Microphone during lunch on Wednesday.
  • Low Incidence Students with Disabilities in the
    schools swimming pool during open/general swim
    time.
  • X Period after the school day begins.

23
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 3
  • Schools have found a way to make time during the
    school day for
  • ALL students to have common time together.
  • Every student throughout the school reads
    silently for 15 minutes at the beginning of every
    class.

24
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 3
  • Schools have found a way to make time during the
    school day for
  • ALL students to have common time together.
  • Every student throughout the school reads
    silently for 15 minutes at the beginning of every
    class.
  • Common school lunch period All students eat at
    the same time.

25
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 3
  • Schools have found a way to make time during the
    school day for
  • ALL students to have common time together.
  • Every student throughout the school reads
    silently for 15 minutes at the beginning of every
    class.
  • Common school lunch period All students eat at
    the same time.
  • Partners club Page 35

26
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 4
  • Schools emphasize career exploration, career
    planning, and
  • integration of career/academic curricula.
  • Individual student portfolio (spanning 4 years)
    formally presented to parent and selected school
    professionals required of all students before
    they can receive their high school diploma.

27
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 4
  • Schools emphasize career exploration, career
    planning, and
  • integration of career/academic curricula.
  • Individual student portfolio (spanning 4 years)
    formally presented to parent and selected school
    professionals required of all students before
    they can receive their high school diploma.\
  • Each student entering the 9th grade has a plan
    that states their individual education goals for
    high school and what core academic courses they
    will need to take to attain their education
    goals.

28
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 4
  • Schools emphasize career exploration, career
    planning, and
  • integration of career/academic curricula.
  • Westminster High School Page 16

29
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 4
  • Schools emphasize career exploration, career
    planning, and
  • integration of career/academic curricula.
  • Westminster High School Page 16
  • Chicago High School for Agricultural Sciences
    Page 20

30
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 4
  • Schools emphasize career exploration, career
    planning, and
  • integration of career/academic curricula.
  • Westminster High School Page 16\
  • Chicago High School for Agricultural Sciences
    Page 20
  • Chicago High School for Agricultural Sciences
    Page 23

31
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 5
  • The school faculty hold the belief that they are
    individually and
  • collectively accountable for the academic
    achievement of ALL
  • students.
  • Academic and special educators collaboratively
    teach core subjects within inclusive classrooms
    settings.

32
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 5
  • The school faculty hold the belief that they are
    individually and
  • collectively accountable for the academic
    achievement of ALL
  • students.
  • Academic and special educators collaboratively
    teach core subjects within inclusive classrooms
    settings.
  • A Student Support Team composed of a core
    membership of student support service
    professionals, academic faculty, and the school
    vice-principal meet weekly to review each student
    having difficulty, or beginning to exhibit the
    potential of having difficulty, in sustaining a
    positive school experience and/or academic
    outcome. Page 39.

33
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 5
  • The school faculty hold the belief that they are
    individually and
  • collectively accountable for the academic
    achievement of ALL
  • students.
  • Students with great spontaneously volunteer that
    faculty are - - -
  • Always on my case !

34
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 6
  • Students with disabilities are exhibiting
    self-advocacy skills and they are attaining their
    educational goals within the general education
    curriculum.
  • Students with disabilities electing to receive a
    regular high school diploma are self-identifying
    with academic faculty and work closely with them
    to devise strategies for successfully completing
    assignments and passing tests.
  • Students with and without disabilities are aware
    of special accommodations that are or can be made
    for students with disabilities in order to assist
    them in demonstrating their competency in regular
    education classrooms.

35
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 6
  • Students with disabilities exhibit self-advocacy
    skills and are
  • attaining their educational goals within the
    general education
  • curriculum.
  • Students with disabilities are involved in
    extra-curricular activities, school leadership
    positions, peer support programs, and have close
    relationships with friends and classmates who
    help them with homework and preparing for tests.

36
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 7
  • Parents of students with disabilities exhibit
    sophisticated advocacy skills and are actively
    involved in supporting their childs educational
    goals within the general education curriculum.
  • Testified before Congressional Committee on
    Reauthorization of IDEA

37
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 7
  • Parents of students with disabilities exhibit
    sophisticated advocacy skills and are actively
    involved in supporting their childs educational
    goals within the general education curriculum.
  • Testified before Congressional Committee on
    Reauthorization of IDEA
  • Petitioned the State Board of Education to make
    the school increase the water temperature of the
    swimming pool.

38
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 7
  • Parents of students with disabilities exhibit
    sophisticated advocacy skills and are actively
    involved in supporting their childs educational
    goals within the general education curriculum.
  • Testified before Congressional Committee on
    Reauthorization of IDEA
  • Petitioned the State Board of Education to make
    the school increase the water temperature of the
    swimming pool.
  • Joined class action suit to delay implementation
    of state mandated graduation examination for
    students with disabilities.

39
Strategies for Closing the Achievement Gap of
High School Students with Disabilities
  • Research Finding 7
  • Parents of students with disabilities exhibit
    sophisticated advocacy skills and are actively
    involved in supporting their childs educational
    goals within the general education curriculum.
  • Testified before Congressional Committee on
    Reauthorization of IDEA
  • Petitioned the State Board of Education to make
    the school increase the water temperature of the
    swimming pool.
  • Joined class action suit to delay implementation
    of state mandated graduation examination for
    students with disabilities.
  • Member SAT National Panel to standardize testing
    accommodations processes for students with
    disabilities.

40
Strategies for Closing the Achievement Gap of
High School Students with DisabilitiesWhat High
Performing High Schools Dohttp//www.cew.wisc.ed
u/highschools
High Schools That Work 20th Annual Staff
Development Conference Orlando World Center
Marriott Orlando, Florida
James R. Frasier, Ph.D. jfrasier_at_education.wisc.e
du
About PowerShow.com