Secondary Education and Students with Disabilities:

What's New? What's Changed?

Presenter: Freda M. Lee, Consultant Exceptional Children Division

North Carolina Department of Public Instruction

High School Has Changed!!!!!!!

Disability Category Age14 15 16 17 18 19 20 21

Intellectual Disabilities 1,687 1,715 1,877 1,938 1,597 645 290 176

Deaf/Hard of Hearing 148 145 162 127 97 33 11 4

Speech /Language 200 123 73 44 15 10 5 1

Visual Impairment 42 38 45 38 25 10 6 0

Severe Emotional Disabilities 713 734 773 686 350 102 29 8

Orthopedic Impairment 73 80 64 67 42 6 4 3

Other Health Impairment 3,202 2,976 2,754 2,377 1,355 331 58 14

Specific Learning Disabilities 6,174 5,975 5,499 4,833 3,008 778 118 25

Deaf-blindness 2 5 3 2 2 2 2 0

Multiple Disabilities 148 146 121 150 120 110 91 61

Autism 733 676 610 514 395 170 140 82

Traumatic Brain Injury 36 46 40 54 28 11 5 2

Developmental Delay

Total 13,158 12,659 12,021 10,830 7,034 2,208 759 376

EC Headcount (Ages 14-21)Source: U.S. Department of Education, EDFacts (SY2010-1011)

General Population

2006 2007 2008 2009 2010

Four-Year Rate 68.3% 69.5% 70.3% 71.8% 74.2%

SWDs

Four-Year Rate 50.0% 49.4% 56.6% 56.8% 57.6%

Graduation Trend Data

2006 2007 2008 2009 2010General Population

5.04% 5.24% 4.97% 4.27% Not Available

SWDs 9.21% 7.79% 8.0% 5.2% Not Available

Dropout Trend Data

How Are We Doing?

Measurement A: Measurement B: Measurement C: Not Engaged

Percent 34% 58% 70% 30%

10%

30%

50%

70%

90%

34%

58%

70%

30%

NC 2011 Post-School Outcomes Survey

214 189365 436Count

Indicator 14 Engagement Rate for Students with Disabilities

What’s New

• Large Increase in Co-Teaching and Inclusive Classrooms (HQ and NCLB Requirements)

• New Standards (Essential and Common Core)• New Accountability Model• New Teacher Evaluation Method• Increased Use of Technology• New More Rigorous Occupational Course of

Study and Extended Standards

RtI Secondary Pilot Project

• March 2011-2013• Three sites

– Asheville City Schools• Randolph Learning Center• Asheville Middle School

– Cabarrus County Schools• Jay Robinson High School• Winkler Middle School

– Johnston County Schools• South Johnston High School• Benson Middle School

RtI: What’s Going On?

• Established leadership teams• Looking at Universal Screening• Training in Problem-Solving• Training in Content Literacy Continuum

– Content Enhancement Strategies– Xtreme Reading

• Goal: Demonstration sites for the state

The Occupational Course of Study (OCS) assessments did not meet approval through the peer review process because the OCS curriculum had different academic content standards than the general curriculum for the assessments used for adequate yearly progress (AYP) purposes.

10

Problem:North Carolina and the Federal Government had different ways of modifying and accommodating for the 2% population who are most typically in the FR-OCS in NC.

FR-OCS Standards

FR-OCS Tests

FR-OCS Cut Scores

North Caroli

na

USDE

Can be Different from General

Can be Different from General

Can be Different from General

Can be Different from General

Can be Different from General

Cannot be Different from General

Solution:• Move up the timeline for FR-OCS students to be taught the new Common

Core/Essential Standards with crosswalks to the NC Standard Course of Study for the assessed subjects

• Require FR-OCS students to take certain End-of Course (EOC) assessments in English I (along with the Grade 10 Writing assessment), Algebra I and Biology until new NCEXTEND II assessments are developed

• Allow the FR-OCS students’ scores from a combination of the English I EOC assessment and the Grade 10 Writing assessment, Algebra I, and Biology to be included in AYP

• Waive 25% requirement in SBE Policy (GCS-C-003)

• Eliminate the current OCS NCEXTEND II assessments from the statewide testing program and ABCs accountability program (GCS-C-020).

• Create new EXTEND II assessments to be used by students participating in the FR-OCS and other students with disabilities

Future-Ready OCS Science Sequence

Note: All classes require a HQ Teacher of Science Biology aligned exactly to NC Essential Standards

Settings– General Education Co-Teaching Class– Exceptional Children Co-Teaching Class– Exceptional Children Class w/dually

certified EC teacher– OCS/NCVPS Co-Teaching Class

Applied Science OCS-Biology

Future-Ready OCS English I-IV Sequence

English III English IVEnglish II

English I to be closely aligned to Common CoreEnglish II to be aligned exactly to Common CoreEnglish III and English IV extended from Common Core (more applied)All classes require a HQ Teacher of English

English I

SettingsGeneral Education Co-Teaching ClassExceptional Children Co-Teaching ClassOCS/NCVPS Co-Teaching ClassExceptional Children Class w/dually certified EC teacher

Future-Ready OCS Math Sequence

Note: All classes require a HQ Teacher of MathematicsAlgebra aligned exactly to Common Core

Settings– General Education Co-Teaching Class– Exceptional Children Co-Teaching Class– OCS/NCVPS Co-Teaching Class– Exceptional Children Class w/dually

certified EC teacher

Introduction to

MathematicsOCS-Algebra I Financial

Management

Alternate Assessments

Operational 2010-11 2011-12 2012-13

Math General Algebra I /No Alt. Same

Algebra I NCEXTEND2

English

General English I/No Alt.

General Writing/No Alt.

SameNote: Writing

Removed

English II NCEXTEND2

Note: Writing Removed

Science

General Biology/No Alt.

Same Biology NCEXTEND2

Math Item Tryouts Field TestsSpring 2012

Operational

English

Item Tryouts Field TestsSpring 2012

Operational

Science

Item Tryouts Field TestsFall 2011

Operational

Field Tests

Models of Implementation:Co-Teaching General Education Classroom

• Promotes inclusion• Requires lots of collaborative planning and

professional development• Requires shared teaching responsibilities• Requires use of differentiated instruction and

Principles of Universal Design (UDL)• Requires classroom support structures (individual

tutoring, assistive technology and close monitoring of student progress)

Models of Implementation:Co-Teaching Special Education Classroom

• Familiar environment for students • Requires lots of collaborative planning and

professional development• Requires shared teaching responsibilities• Requires use of differentiated instruction and

Principles of Universal Design (UDL)• Requires fewer outside classroom support

structures due to smaller class size and more flexible pacing

• Can be difficult to maintain class rigor and pace

Models of Implementation:Dually Certified EC Teacher

Provides Instruction• Familiar environment for students • EC teacher may not be comfortable teaching certain

content areas or units due to lack of familiarity with curriculum reforms in subject area

• Requires use of labs or materials not typically available in EC classrooms

• Requires use of differentiated instruction and Principles of Universal Design (UDL)

• Requires fewer outside classroom support structures due to smaller class size and more flexible pacing

• Can be difficult to maintain class rigor and pace

Models of Implementation: OCS/NCVPSBlended Online Co-Teaching Classroom

• Technology infrastructure issues• Comfort/skill level of EC teacher and students with

technology• Provides excellent documentation of instruction provided• Requires lots of collaborative planning• Requires shared teaching responsibilities• Requires use of differentiated instruction and Principles

of Universal Design (UDL)• Provides access to all written text in audio format

Interactive Games: Equation Matching

Interactive Games: Space Invader Graphing

Graphing Calculators

Virtual Teaching Using Pronto

Daily Announcements

Mastery Tests

Instructional Videos

Universal Design for Learning (UDL) and Measures of Student Learning (MSL)

• CAST.org (great resource) • Relevant and/or applied• Hands-on• Formative, Benchmark and Summative• Built-in Scaffolding• Rigorous• Encourage higher level thinking in regards to

application• THINK OUTSIDE THE BOX!!!!!!!!!!!