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ALL means ALL – students, teachers, leaders, support organizations…. Ensuring all students achieve at high levels

ALL means ALL – students, teachers, leaders, support organizations…. Ensuring all students achieve at high levels. Rachel Quenemoen, National Center on Educational Outcomes. Just WHO do YOU mean by ALL? Overview of IDEA and NCLB purpose Access to the General Curriculum

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ALL means ALL – students, teachers, leaders, support organizations…. Ensuring all students achieve at high levels

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  1. ALL means ALL – students, teachers, leaders, support organizations…. Ensuring all students achieve at high levels Rachel Quenemoen, National Center on Educational Outcomes

  2. Just WHO do YOU mean by ALL? Overview of IDEA and NCLB purpose Access to the General Curriculum Link to school improvement WHO is ALL?

  3. “…to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments” Purpose of No Child Left Behind

  4. Improve results for student with disabilities through improved teaching and learning Raise expectations for students with disabilities Increase access to the general curriculum Provide parents information about their child’s achievement in relationship to the performance of other children in their school Purpose of Assessment Requirements of IDEA

  5. Students with disabilities previously exempted from assessment and accountability system Students with disabilities previously received instruction in separate curriculum Change from low to high expectations for students with disabilities State leadership in fostering school and district accountability Issues in both NCLB and IDEA

  6. Standards-Based Reform Context High Standards All Students --- Everything else is negotiable --- schedules, place, time, structure, curriculum, instructional methods, methods of assessment. . . AcCOUNTability

  7. Improving America’s Schools Act (IASA) 1994 Theory of Action, 1990s; National Research Council Publication, 1999 Individuals with Disabilities Education Act, (IDEA) 1997 No Child Left Behind Act (NCLB) 2001 Individuals with Disabilities Education Improvement Act 2004 Standards-based Reform Accountability: Timeline

  8. What has been your journey into standards-based reform What is your understanding of your responsibilities for NCLB and IDEA requirements related to standards-based reform? By jurisdiction…. Discuss…

  9. “Children with disabilities have the right to a program designed to help them meet the same high standards expected for all children. The written individualized education plan (IEP) should spell out how the child’s special needs will be addressed so that they do not pose a barrier to reaching those standards. (continued) School reform and enforceable rights to quality education – Paul Weckstein, chapter in Heubert, ed., 1999, Law and School Reform.

  10. An IEP that sets lower goals and does not focus on these standards is usually illegal. Nor is it generally legal to assign a student with disabilities to a low-track regular program that does not teach to these standards. These rights are protected by the federal IDEA and Section 504 of the Rehabilitation Act of 1973.” p. 314. Weckstein, continued

  11. From McLaughlin, M. (2000). “Access to the General Education Curriculum: Paperwork and Procedure or Reinventing Special Education.” Online CASE Journal of Special Education, http://members.aol.com/casecec/maggie.htm WHY don’t IEPs typically reflect what the law requires?

  12. ChallengesMcLaughlin, 2000 • Many teachers don’t understand the meaning of “curriculum” (lessons plans? units? textbooks? Scope and sequence not considered in IEP planning!) • New subject matter standards and curricular frameworks very challenging (numbers of skills and concepts, as well as complexity) • Competing priorities: content vs. remediation? Content vs. content? How does a decision now affect opportunities in the future?

  13. Professional orientations – functional skills vs. abstract academics Perhaps a false dichotomy? Readiness/remediation – developmental perspective “ready means never” Finding time for “strategies” while progressing in general curriculum How accommodate the “content” while building the skills? Complicating factorsMcLaughlin, 2000

  14. MORE collaboration of general and special education Joint understanding of WHAT the general curriculum IS Not all facts are equal in implementation Must continue to move forward in content PRIOR to every skill being in place Emphasis on instructional accommodations and differentiated instruction WHILE receiving intensive instruction on targeted skills SO WHAT ARE THE SOLUTIONS? McLaughlin, 2000

  15. Define critical knowledge and performance expectations in general curriculum Identify aids, supports, services necessary Reflect longitudinal view of learning Integrate and align content and instruction What does access to the general curriculum – at grade level – look like? McLaughlin (2000) A collaborative planning process, parents, students, teachers?

  16. State/district system of academic content standards What all students should know and be able to do for future success Curriculum and instructional plans What (general curriculum) and how (instruction) all students will learn – varied and rich, multiple settings, resources, authentic applications Individual student needs, strengths consideredServices and supports to be successful Assessment of student performance Appropriate formative and summative assessments to document knowledge and skills rather than disabilities How can we ensure all are successful?

  17. What would such a schooling system look like? • How do we make the opportunities happen in OUR schools?

  18. Assessment Standards Instruction Assessment has been the critical “lever”

  19. Hawaii’s Journey through Standards-based Reform Dr. Paul Ban

  20. Do you have a “WHY?” What are key partnerships you can develop? Are you working together on common priorities? Where are your strengths? Where are your challenges?

  21. Report Out

  22. What are the choices we have to move forward on the assessment “lever?” How do we include ALL well? Accommodations, Alternate Assessment, Universal Design, Reporting

  23. General assessment General assessment with accommodations Alternate assessment based on grade level achievement standards Alternate assessment based on alternate achievement standards Assessments based on modified achievement standards * (Notice of Proposed Rulemaking) Assessment Options

  24. ALL assessments are aligned to the grade-level content

  25. Check us out! NCEO Resources Visit: www.nceo.info or Search for NCEO

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