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Growing the Proficiency of Students with Disabilities

Growing the Proficiency of Students with Disabilities. Jim Canter Assistant Superintendent Curriculum Snowline Joint Unified School District. Growing SWD Proficiency. The Challenge: SWD consistently scored low on state assessments

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Growing the Proficiency of Students with Disabilities

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  1. Growing the Proficiency of Students with Disabilities Jim CanterAssistant Superintendent Curriculum Snowline Joint Unified School District

  2. Growing SWD Proficiency The Challenge: • SWD consistently scored low on state assessments • Based on SWD subgroup failing AYP in ELA two consecutive years, Snowline District was designated “Program Improvement”

  3. Growing SWD Proficiency The Plan of Action • First, Conduct a Comprehensive Self Study: • Perception surveys • More in-depth analysis of SWD subgroup data

  4. District Distribution of SWD by Disability

  5. Growing SWD Proficiency • Analyze SWD subgroup performance by categories, 2004: • Only 7% of SLD scored proficient in ELA • Only 14 % of SLI scored proficient in ELA

  6. Growing SWD Proficiency Second, Modify the District Plan • Include SWD and especially SWD TEACHERS in the district instructional improvement process – Focus On Standards (FOS)! • Teach common STANDARDS • Backward map STANDARDS • Administer Common FORMATIVE assessments • COLLABORATE about data from formative assessments, state assessments, and student work • Develop NEXT STEPS

  7. Growing SWD Proficiency Strategies to Include SWD Teachers in FOS: • Expect most students to participate in formative assessments • Influenced inclusion in standards-based instruction • Provided data for all student groups • Expect all teachers to participate in collaboration • Provide additional, follow-up collaboration for SWD teachers • Assign SWD Coaches to facilitate process

  8. Growing SWD Proficiency Strategies to Include SWD Teachers in FOS: • Align Staff Development with District Plan • Strengthen Intervention Program • Implement a RtI Program • Write Standards-Based IEPs • Maintain Family Involvement Program • Initiate Lesson Study collaboration

  9. Growing SWD Proficiency The Results: • Proficiency rate more than tripled for SWD subgroup in ELA • The district met all AYP criteria for all subgroups for 2005 – 2007 • The district no longer was designated as a “Program Improvement” district in 2006

  10. The Results – ELA Proficiency RatesPercent Proficient

  11. The Challenge Continues… • Continue to grow academic achievement by including SWD in the standards-based instructional process, ensuring: • Standards-Based instruction for SWD • Data analysis of student achievement • Teacher collaboration about best practices, student achievement • Improve regular and SWD classroom instruction in order to grow SWD achievement by providing: • Staff development about mastery, formative assess-ments, differentiation! • Researched-based practices –RtI! • More involved collaboration between SWD teachers, speech therapists, administrators, and regular education teachers

  12. Thank You! Jim Canter Assistant Superintendent Curriculum and Instruction Snowline Joint Unified School District (760) 868-5817 x 7101 jim_canter@snowline.k12.ca.us

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