All Means ALL: Strategies for Special Education Students Sue Szachowicz

1. All Means ALL: Strategies for Special Education Students Sue Szachowicz Principal, Brockton High School Senior Advisor, International Center for Leadership in Education WISCONSIN, NOVEMBER 2009

2. TODAY’S AGENDA: • Implementing the Literacy Initiative Across the Curriculum • What Gets Monitored Is What Gets Done • All Means ALL: Strategies for Special Education Students • Building Relationships with Faculty, Students, and Parents

3. Key Elements to Improve Performance for Students Receiving Special Education Services • Ownership • Expectations • Intervention Systems • Inclusion/Collaborative teaching • Organization

4. A reminder: We could make lots of excuses… 4

5. BROCKTON HIGH SCHOOL Comprehensive 9 – 12 Enrollment: over 4,300 Poverty Level: 72 % 30 different languages represented 38% do not speak English as their primary language Approximately 12% enrolled in Transitional Bilingual Education Approximately 11% receive Special Education Services 5 5

6. Student Population 55.5% Black - includes African-American, Cape Verdean, Haitian, Jamaican, and others 27.3% White 14% Hispanic 2.7% Asian .5% American Indian 6 6

7. You MUST pass to graduate!!! NO EXCEPTIONS! And remember… 7

9. MCAS 1998 Failure ELA – 44% MATH – 75% MCAS 1998 Advanced+Proficient ELA – 22 % MATH – 7 % 9 9

10. FOR SPECIAL EDUCATION ELA Failure rate - 78% Math Failure rate - 98% So, do you think what we’re doing is working??? 10 10

11. Brockton HS Special Ed Case Study: The Situation Everyone was failing Special Ed Students taught in separate classrooms Teachers not certified in subject area Lower student expectations

12. We HAD to do something… and FAST!!! 12

13. OWNERSHIP • There needs to be greater ownership of educational performance of students receiving special education services by the general education faculty.

14. OWNERSHIP • The term “too much separation” between the general education and special education program and faculty is used frequently.

15. OWNERSHIP • My Kids/Your Kids – more often at secondary level.

16. OWNERSHIP: My kids/Your kids? 16

17. What we had 17

18. We had “Empires” Brockton High: The Medieval Feudal System 18

19. What we did 19

20. Structured Interdisciplinary Faculty Discussion Groups Facilitated by Restructuring Committee members Guided questions provided 20

21. 1. What do you see as the major obstacle our special education students face in your class? 2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our students with disabilities in your classes? 3. What do you think you need to help your students with disabilities be successful in your class? 21

22. Faculty Meetings became Literacy Workshops 22

23. THINKING ABOUT WORDS Literacy Writing and Speaking: To explain one’s thinking in complete sentences Literacy Reasoning: To identify and explain a pattern DIRECTIONS: You will use the list of vocabulary words you are currently working with to do the following activities. A. CATEGORIZE: group words according to similarities. Directions: Create three categories of at least three words each. Each group must be labeled with a detailed phrase that clearly indicates the nature of the similarity. Be creative! Ex: Words that indicate a person’s state of mind when taking MCASNervous Confident Depressed 23

24. EXPECTATIONS • Issues • Low expectations by administrators can be particularly problematic. • There is confusion between expectations and holding students to the same standards.

25. EXPECTATIONS • Most admit to low expectations for students receiving special education services in their schools. • Lack of expectations can lead to “watered down” curriculum and over use of modifications for students receiving special education services.

26. EXPECTATIONS • The level of expectation often drives delivery services models. • The lack of a clear district vision and clear goals for special education services often results in mixed expectations.

27. HIGH EXPECTATIONS: Some kids can/some kids can’t? 27

28. What we had 28

29. We had a flawed belief system: “Students have a right to fail.” Former BHS Principal 29

30. Clearly defined tracks with separate curriculum – and NOT equal!!! In ELA: Different selections In Math: Different courses 30

31. What we did 31

32. Raising the Standards – ALL MEANS ALL!!! 32

33. Two pronged approach: 1. Literacy skills for ALL – NO EXCEPTIONS!!! 2. Safety nets and interventions for stuggling learners 33

34. 34

35. OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS(LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY,USING YOUR MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE. 35

36. Evaluated by: Self Peer Teacher (Circle One)SCORING 13-14 = Advanced 11-12 = Proficient 8-10 = Needs Improvement 0-7 = Failing 36

37. CONTENT: 8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. Evaluated by: Self Peer Teacher (Circle One) SCORING 13-14 = Advanced 11-12 = Proficient 8-10 = Needs Improvement 0-7 = Failing 37

38. INTERVENTIONS • Intervention teams morph into “pre-referral” teams. • Intervention approaches across buildings are often inconsistent and inefficient.

39. INTERVENTIONS • Intervention systems are frequently not data driven processes and effectiveness is measured by the number of referrals to special education rather than improvement in performance as a result of successful interventions.

40. ESTABLISHING AN EFFECTIVE INTERVENTION SYSTEM IN CARTHAGE RESULTED IN A 13% REDUCTION IN SPECIAL EDUCATION EXPENDITURES

41. INTERVENTION SYSTEMS: “Fair” doesn’t mean the same 41

42. What we had 42

43. Our reality… LEARNED DEPENDENCE We had to get to INDEPENDENCE!!! 43

44. And in “regular ed” classes… SINK OR SWIM!! 44

45. What we did 45

46. Improving Student Academic Achievement Assess ALL: aggregate & subgroups Develop a system of “safety nets” Interventions Special programs for struggling learners 46 46

47. EPT process through regular ed Academic Support Contracts 47

48. Brockton High School Academic Success Plan Brockton High School seeks to teach our students in a safe, supportive environment the knowledge, skills, values, and behaviors necessary to become responsible and productive members of a diverse society. Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. I will agree to the following academic goals: * To attend school daily and on time. I have read and understand the school attendance policy. * To attend all classes regularly and on time. I have read and understand the school disciplinary policy. * To give my best effort in all my classes. To achieve the following specific academic goals: (Check all that apply) * To meet with peer mediators and academic tutors available in the Access Center. * To meet with my guidance and/or adjustment counselor regularly. * To demonstrate consistent acceptable behavior throughout the school day. * To attend Anger Management classes. * To submit a completed weekly progress notice to the Housemaster. __________________________ * To attend meetings each term with my Student Support Team. * Other __________________________________________________________________________________________________ Additional Academic Supports Peer tutoring - available during the school day in the Access Center, G121. Homework assistance - available daily in R331, 2:30-4:00 PM. Club Boxer - academic support Monday and Wednesday in A324 2:30-3:15 PM. Student Signature ____________________________________________________________________ Parent/Guardian Statement of Support I understand that I must support and cooperate with the school staff to reinforce provisions outlined. I will also reinforce and encourage my child to uphold the contract and to strive to succeed academically. ____________________________ Parent's Signature Date ____________________________ School Official's Signature Date 48 48

49. Brockton High School Academic Success Plan Brockton High School seeks to teach our students in a safe, supportive environment the knowledge, skills, values, and behaviors necessary to become responsible and productive members of a diverse society. Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. I will agree to the following academic goals: * To attend school daily and on time. I have read and understand the school attendance policy. * To attend all classes regularly and on time. I have read and understand the school disciplinary policy. * To give my best effort in all my classes. To achieve the following specific academic goals: (Check all that apply) * To meet with peer mediators and academic tutors available in the Access Center. * To meet with my guidance and/or adjustment counselor regularly. * To demonstrate consistent acceptable behavior throughout the school day. * To attend Anger Management classes. * To submit a completed weekly progress notice to the Housemaster. __________________________ * To attend meetings each term with my Student Support Team. * Other __________________________________________________________________________________________________ Additional Academic Supports Peer tutoring - available during the school day in the Access Center, G121. Homework assistance - available daily in R331, 2:30-4:00 PM. Club Boxer - academic support Monday and Wednesday in A324 2:30-3:15 PM. Student Signature ____________________________________________________________________ Parent/Guardian Statement of Support I understand that I must support and cooperate with the school staff to reinforce provisions outlined. I will also reinforce and encourage my child to uphold the contract and to strive to succeed academically. ____________________________ Parent's Signature Date ____________________________ School Official's Signature Date Brockton High School Academic Success Plan Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. 49 49

50. Brockton High School Academic Success Plan Brockton High School seeks to teach our students in a safe, supportive environment the knowledge, skills, values, and behaviors necessary to become responsible and productive members of a diverse society. Instruction focuses on enabling students to demonstrate the literacy skills of reading, writing, speaking, and reasoning and preparing them to participate actively as citizens in a technologically advanced society. In order to provide such a place for our students, we require you, in turn, to agree to the terms of the contract prescribed below. I will agree to the following academic goals: * To attend school daily and on time. I have read and understand the school attendance policy. * To attend all classes regularly and on time. I have read and understand the school disciplinary policy. * To give my best effort in all my classes. To achieve the following specific academic goals: (Check all that apply) * To meet with peer mediators and academic tutors available in the Access Center. * To meet with my guidance and/or adjustment counselor regularly. * To demonstrate consistent acceptable behavior throughout the school day. * To attend Anger Management classes. * To submit a completed weekly progress notice to the Housemaster. __________________________ * To attend meetings each term with my Student Support Team. * Other __________________________________________________________________________________________________ Additional Academic Supports Peer tutoring - available during the school day in the Access Center, G121. Homework assistance - available daily in R331, 2:30-4:00 PM. Club Boxer - academic support Monday and Wednesday in A324 2:30-3:15 PM. Student Signature ____________________________________________________________________ Parent/Guardian Statement of Support I understand that I must support and cooperate with the school staff to reinforce provisions outlined. I will also reinforce and encourage my child to uphold the contract and to strive to succeed academically. ____________________________ Parent's Signature Date ____________________________ School Official's Signature Date • I _____________________________will agree to the following academic supports: • (Check all that apply) • To meet with peer mediators and academic tutors available in the • Access Center. • * To meet with my guidance and/or adjustment counselor regularly. • To demonstrate consistent acceptable behavior throughout the day. • To submit a completed weekly progress notice to the Housemaster. • To attend the Extended Day Support Program • To work with Boxer-2-Boxer • To attend meetings each term with my Student Support Team. • Other ____________________________________________ 50 50