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ELA & Mathematics Data Focused: Special Education

Christina L. Wawrzyniak St. John Fisher College GEDA 563: Leadership by Collaboration Dr. Diane Reed & Professor Shaun Nelms. ELA & Mathematics Data Focused: Special Education. GCSD Demographics: Race/Ethnic. GSCD Demographics: Economically Disadvantaged.

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ELA & Mathematics Data Focused: Special Education

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  1. Christina L. Wawrzyniak St. John Fisher College GEDA 563: Leadership by Collaboration Dr. Diane Reed & Professor Shaun Nelms ELA & Mathematics Data Focused:Special Education

  2. GCSD Demographics: Race/Ethnic

  3. GSCD Demographics: Economically Disadvantaged

  4. Percent of Students with Disabilities Scoring at Levels Three or Four on NYS ELA Assessments*HS at least a 55% on Regents Exam

  5. Percent of Students with Disabilities Scoring at Levels Three or Four on NYS Math Assessments*HS at least a 55% on Regents Exam

  6. Grade 3 Special Education Data% of students meeting/exceeding standards

  7. Grade 4 Special Education Data% of students meeting/exceeding standards

  8. Grade 5Special Education Data% of students meeting/exceeding standards

  9. Grade 6Special Education Data% of students meeting/exceeding standards

  10. Grade 7Special Education Data% of students meeting/exceeding standards

  11. Grade 8Special Education Data% of students meeting/exceeding standards

  12. High School Special Education Data% of students meeting/exceeding standards

  13. School Improvement Plan Outlines Improvement Priorities Identifies Goals the School wants to Achieve Requires Schools to Continuously Measure Progress toward Achievement of those Goals Supports a Rich Academic Environment

  14. SCHOOL GOALS AND ACTION PLANS • State the goal that has resulted from your needs, assessment data, and your comprehensive data analysis. • Descriptively list the action steps to ensure that you will be able to progress toward your goal. • The action steps are strategies and interventions and should be researched based where possible. • For each action plan, give the timeline for the step, person(s) responsible, and the evaluation strategy.

  15. How do you put the PLAN into ACTION? Implement Change: Help General Education & Special Education teachers build instructional strategies that will increase Special Education assessment scores

  16. Purpose of Goals • Address a student’s unique needs • Help build a foundation or set of strategies needed for the student to access and progress in the general education curriculum • Monitor progress to adjust instruction

  17. Responsibility to Goals • Measure & Report student progress towards IEP goal achievement • Evaluate progress through the creation and execution of an evaluation plan • Gather & Analyze performance data that is directly linked to instruction

  18. Monitoring/Measuring Goals • What type of progress data do you have? • SOFT DATA: Unsubstantiated, opinion-based data • SOLID DATA: Data that was collected frequently, measurable per IEP Evaluation Plan

  19. Soft Data vs. Solid Data • Term such as “will improve”, “will increase”, . . . are not specific enough • Data should be able to verify the progress (student work, tables, graphs, charts . . .) • To be a measurable goal it must be observable and quantitative

  20. A little humor . . .

  21. Solid Data • Example: Given 5th grade material, Johnny will read orally at 80-100 wpm, with 1-3 errors, for 3 trials consecutively. METHOD: 1 min oral reading probe

  22. Educational Benefit • Student Progress Monitoring “Practice that helps teachers use student performance data to continually evaluate the effectiveness of their teaching & make more informed Instructional decisions.” –Safer & Fleischman,2005 *Not just 4 times a year . . . Measuring IEP Goals

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