Credit for Proficiency in the Classroom

1. Credit for Proficiency in the Classroom COSA SPECIAL EDUCATION ADMINISTRATORS CONFERENCE, OCTOBER 1, 2010 SUSANNE DAGGETT, ODE – SUSANNE.DAGGETT@STATE.OR.US JACKIE BURR, ODE – JACKIE.BURR@STATE.OR.US VAL HELM – SCAPPOOSE HIGH SCHOOL -- SPECIAL EDUCATION TEACHER – VHELM@SCAPPOOSE.K12.OR.US SEAN MEURISSE – SCAPPOOSE HIGH SCHOOL -- SPECIAL EDUCATION TEACHER – SMEURISSE@SCAPPOOSE.K12.OR.US

2. Highlights –Proficiency in Oregon • 2003: First credit options rule adopted by SBE • 2004-2006: Pilot sites implement rule • 2007: SBE established Diploma Proficiency Task Force • 2007- present: BEC focuses PD sessions on proficiency • 2008: ADM reporting manual revised • 2008: ODE distributes Applied Academic Credit Guidance • 2009: Oregon Business Council White Paper • 2009: Revised rule adopted by SBE • 2007 – 2010: ExEl project/Harvard focuses on Algebra I proficiency (PPS, Eugene SD, S-KSD, Beaverton SD)

3. National Highlights • Rhode Island – Gates-supported Diploma Tool Kits • New Hampshire – Follow the Child Initiative • Maine – RISC (Re-Inventing Schools Coalition) http://www.reinventingschools.org/ • Michigan – Applied Academic Credit • Alaska – Chugach • Colorado – Adams 50 School District (RISC) • Ohio – Credit Flexibility • More information: http://www.ode.state.or.us/search/page/?id=1197

4. The Modified Diploma is not a “default” diploma! • Failure to meet the requirements for an Oregon Diploma does not automatically make the student eligible for a Modified Diploma. Students must meet the full set of eligibility criteria in order to receive a modified diploma. • Students must not be pushed into a modified diploma instead of teachers adapting the curriculum, instruction or assessment to accommodate the students disability.

5. Identification of Learning Disability Lack of Appropriate Instruction? • Are Expectations Clear? • Is Instruction Differentiated for Each Student? • Did Teaching and Learning Move On? • Was Student Given Multiple Opportunities? • Is Material Engaging? • Are Assessments Differentiated for Every Learner?

6. Special Education--Specially designed instruction "Specially designed instruction" means adapting the content, methodology, or delivery of instruction: • To address the unique needs of the child that result from the child's disability; and • To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the school district that apply to all children.

7. Modified Assessments • Modifications are changes to the achievement level, construct, or measured outcome of an assessment. • This means that IEP teams may adjust the administration of the assessment and or the assessment’s achievement standard. • Example: • successful demonstration would be a 220 on the OAKS Reading instead of the regular “meets” cut score of a 236 • a minimum score of 9 on each work sample as opposed to the minimum of 12 for a regular work sample.

8. Post Secondary Goal/Course of Study • IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. • The course of study should identify the courses that the student will take, whether special education or general education, that relate directly to helping the student meet his/her specific postsecondary goals.

9. IEP Accommodations With student enrolled in traditional grading/assessment courses • More time on written assignments • May retake test if grade lower than C • May take test in resource room • May use student-generated notes on tests • May write ½ of written assignment when over 5 pages • May have tests read aloud or taken orally • Student may leave class when feeling frustrated • Will have the option of enrolling in a Credit by Proficiency class when offered With student enrolled in credit by proficiency courses • May re-take standard to demonstrate proficiency in special education setting; proctored by special education staff. (when reading or behavior, emotional issues dictate)

10. “Tear down that wall, Mr. Gorbachev!” • Barriers to achievement Traditional, point-based model Seat Time Tardiness Homework Subjectivity Preparedness On-task, “appropriate” behavior • Assessing what matters Proficiency based model Multiple Opportunities Diversified Instruction Transparent Learning Targets Assessment of Learning

11. IEP Goals/STOs(Writing) Before Proficiency Student will… Score a 4 or better on two consecutive writing samples. Increase spelling skills to a 5th grade level Increase writing skills in the area of organization to a 9th grade level. After Proficiency GOAL: Using graphic organizers as pre-writing tools the student will demonstrate proficiency in the writing process including pre-writing, drafting, revising, editing and publishing. GOAL: Using a proofreading checklist to edit his writing, the student will demonstrate proficiency in the writing process including pre-writing, drafting, revising, editing and publishing. (This is the Oregon State Standard WR.05)

12. IEP Goals/STOs(Math) Before Proficiency Student will… Increase knowledge of multiplication facts to the 6th grade level. Be able to add and subtract fractions with like and unlike denominators at the 7th grade level. Will graph a linear equation given the slope and initial value (y-intercept.) After Proficiency GOAL: Given instruction and guided practice, the student will represent and solve a two-step equation with 90% accuracy. GOAL: The student will graph a linear equations given the slope and initial value (y-intercept) with two variables using simultaneous equations and by graphing. (This is the Oregon State Standard AR.07)

13. Why Proficiency? Why Now? • New Oregon Diploma: Higher accountability for all students based on proficiency, not seat time • How we manage instruction and assessment for all students will determine their success • Classroom models built around standards and proficiency to those standards are focused and adaptable for all students