West Virginia Achieves Professional Development Series. Volume XIX. Valuing All Students and Addressing Social, Emotional and Physical Needs. West Virginia Department of Education Mission.
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Valuing All Students and Addressing Social, Emotional and Physical Needs
The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.
“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
Segment 1: Culture that Accepts Responsibility
for ALL Students
Segment 2: Support Systems for Students’
Physical, Social and Emotional Needs
Segment 3: Research-based Approaches for
meeting needs of sub-groups
Culture that Accepts Responsibility for ALL Students
(adapted from Confronting the Racism of Low Expectations,
(adapted from Confronting the Racism of Low Expectations,
White, J.L. & Cones, J. H. (1999). Black man emerging:
Facing the past and seizing a future in America. New York:
W. H. Freeman
“The Bottom Line: Closing the Achievement Gap”In every grade, every student will reach Proficiency on MCAS: regular education students, special education students, and English language learners.”
(3 Essentials relate to Curriculum and Instruction)
3. Focus professional development to improve instruction
4. Identify & replicate best practices for instruction
Six Essentials of 5 Year School Improvement Plan
(3 Essentials relate to Student/Parent Support)
2. Use Student Work/Data to identify student needs, improve instruction and assess progress
5. Align all resources with instructional focus
6. Engage families, community and partners to support school improvement
Support Systems for Addressing Student Physical, Social, and Emotional Needs
z z z z7th Grade Class of 25(Typical Instructional Day)
Healthy Kids MakeBetter Students.Better Students MakeHealthy Communities.
The Solution--CSH is about- Involving parents- Keeping kids healthy over time- Supporting a student’s capacity to learn- Imparting skills, knowledge, & judgment to help kids make smart choices for life- Reinforcing positive behaviors- Connecting good health & learning
“Schools could do more thanperhaps any other single institutionin society to help young people,and the adults they will become,live healthier, longer, more satisfying,and more productive lives.”— Carnegie Council on Adolescent Development
Research-based Approaches to Meeting Specific Needs of Subgroups
Student Needs Addressed
INSTRUCTIONAL METHODS AND PRACTICES
Computer Assisted Instruction (CAI)
Fine motor challenges
Minimal organizational strategies
Difficulty decoding and comprehending text
Weak problem-solving skills
Difficulty with abstract concepts
Computer programs or high-tech equipment provide content instruction to students to enable them to meet standards and goals.
Independent instruction for student
May measure student skill and progress
Allows multiple means of interacting with curricular materials
Allows teachers to individualize lessons to meet children’s specific goals while helping them meet state and local standards
CAI may be an academic motivator for students with disabilities (Hitchcock & Noonan, 2000).
CAI increases wait time and builds on mastered skills (Hitchcock & Noonan, 2000; Zimmerman, 1998).
Effectiveness is attributed to the higher interaction required for responses and active learning (Lahm, 1996).
Varying results of effectiveness from research (Kroesbergen & Van Luit, 2003)
Allows great flexibility in use because it is not subject specific
Requires professional development for use in classrooms
Requires purchase of technology and software, if not currently available
Requires that individuals with expertise be available for trouble shooting
Requires time for teacher planning and instructing students to use software
African American Children Students with Disabilities?
Lahm, E. (1996). Software that engages young children with disabilities: A study of design features. Focus on Autism and Other Developmental Disabilities, 11(2), 115–125.
Hauser, J., & Malouf, D.B. (1996). A federal perspective on special education technology. Journal of Learning Disabilities, 29(5), 504–512.
Hitchcock C.H., & Noonan, M.J. (2000). Computer-assisted instruction of early academic skills. Topics in Early Childhood Special Education, 20(3), 145–159.
Hutinger, P.L. (1996). Computer applications in programs for young children with disabilities: Recurring themes. Focus on Autism and Other Developmental Disabilities, 11(2) 105–115.
Kroesbergen, E.H., & Van Luit, J.E.H. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24, 97–115.
Office of U.S. Special Education Programs (2000). Twenty-second annual report to Congress, (Chapter 3, pp. 37–48). Washington, DC: U.S. Department of Education
Zimmerman, S.O. (1998). Problem-solving tasks on the microcomputer: A look at the performance of students with learning disabilities. Journal of Learning Disabilities, 21(10), 637–641.
Web Resources: The Access Center: Improving Outcomes for All Students K – 8. Available at http://www.k8accesscenter.org. Go to Resource, then Universal Design.
CAST. Available athttp://www.cast.org/