Closing the Opportunity to Learn Gap for Students with Disabilities
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Closing the Opportunity to Learn Gap for Students with Disabilities. Cross-State Research Results. Opportunity To Learn– Instructional Alignment Least Restrictive Environment Impacts on Student Achievement Summary: What Was Learned?.

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Closing the Opportunity to Learn Gap for Students with Disabilities

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Closing the opportunity to learn gap for students with disabilities

Closing the Opportunity to Learn Gap for Students with Disabilities

Cross-State Research Results

Opportunity To Learn– Instructional Alignment

Least Restrictive Environment

Impacts on Student Achievement

Summary: What Was Learned?


A report of the ks state consortium sec special education project us ed enhanced assessment grant

A report of the KS State Consortium SEC Special Education ProjectUS ED Enhanced Assessment Grant

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal government.


Opportunity to learn otl analysis of instruction

Opportunity to Learn (OTL) Analysis of Instruction

Question examined:

How well aligned is Instruction in Classrooms to Standards and Assessments?


Closing the opportunity to learn gap for students with disabilities

Opportunity to Learn

Language Arts & Reading

Alignment By Teacher Position

*

CCSS

CCSS

Notable distinctions between General Ed. and Special Ed. teachers across all alignment targets

Mod. Test

State Test

*

Ext. Stnds.

Alignment By SWD Status

State Stnds.

Only alignment to Common Core is notably different when grouped on SWD Status

General Ed. Teacher

Special Ed. Teacher


Closing the opportunity to learn gap for students with disabilities

Opportunity to Learn

Mathematics

Alignment By Position

Mod. Test

Only alignment to Common Core is notably different when grouped on Position

State Test

Ext. Stnds.

NCTM Stnds.

CCSS

Alignment By SWD Status

State Stnds.

Alignment to Common Core and NCTM Standards are notably different when grouped on SWD status

General Ed. Teacher

Special Ed. Teacher


Closing the opportunity to learn gap for students with disabilities

Least Restrictive Environment

Language Arts and Reading – School LRE Category A (>80% time) by

Performance & OTL

For All Students

Performance | Opportunity To Learn |

For SWD Students

Performance | Opportunity To Learn |


Closing the opportunity to learn gap for students with disabilities

Least Restrictive Environment

Mathematics – School LRE Category A (>80% time)

by Performance & OTL

For All Students

Performance Opportunity To Learn |

For SWD Students

Performance Opportunity To Learn |


Closing the opportunity to learn gap for students with disabilities

Mathematics Multivariate Regression Equation predicting mathematics achievement


Closing the opportunity to learn gap for students with disabilities

Language Arts/Reading Multivariate Regression Equation predicting achievement


What have we learned so what sec special education consortium project final 1

What have we learned? (so what?)SEC Special Education Consortium Project –Final (1)

  • Instructional content data from classrooms in 3 states show general consistency in opportunity to learn between general ed. and special ed. but instruction differs at the fine grain (specific topic) level in many schools

  • The SEC data reported by teachers reveal wide variation in instructional practices used in Math and ELA, and among classes taught by special education and general education teachers

  • Demonstrated for schools, districts, & states a method of analyzing and using data on alignment of instruction to standards –two dimensions are important – Topics by Cognitive expectations

  • Cognitive expectations for teaching and learning were found to be a major gap between current instruction and Common Core Standards— SEC charts proved useful to focus shifts needed for transition to CCSS


What have we learned so what sec special education consortium project final 2

What have we learned? (so what)SEC Special Education Consortium Project –Final (2)

  • Analyzed school LRE indicator and instruction– Schools with more inclusive classrooms (higher LRE scores) had greater alignment of instruction to Standards –both students with IEPs and Gen.Ed. students

  • Tested a new method of reporting on instruction to students with significant cognitive disabilities (1% group), and reporting on relation of instruction to Extended Standards

  • Analyzed effects of instructional alignment on gains in student achievement: a) Better alignment of ELA instruction to Common Core positively related to student achievement gains, b) Math instruction alignment to prior standards related to gains in achievement

  • Model for professional development with use of data at school level, involving teacher teams by grade level (Online PD Modules)


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