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LaRue County Schools

LaRue County Schools. Transformation. In 2003, LaRue County. Ranked 131 st out of 176 districts in state assessment results. Was labeled a Tier 3 district. Had the largest achievement gap between regular and disability students in Kentucky.

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LaRue County Schools

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  1. LaRue County Schools Transformation

  2. In 2003, LaRue County . . . • Ranked 131st out of 176 districts in state assessment results. • Was labeled a Tier 3 district. • Had the largest achievement gap between regular and disability students in Kentucky. • Was assigned a Special Education Mentor due to the achievement gap.

  3. The Learning Team responded . . . • Setting a goal to provide rigor in READING and MATH for ALL students. • Committing to the goal by making decisions and aligning resources to support the vision. • Setting clear expectations for improvement, providing training, monitoring implementation and following up with additional support, as needed.

  4. Additional Commitments to Address the Disability Population include. . . • Provision of staff and resources to include students with disabilities in the regular classroom to the maximum extent possible. • Analysis of Individual Education Programs to ensure that each child receives appropriate instruction, intervention, and accommodations congruent with the specific needs of the child and the disability.

  5. Least Restrictive Environment

  6. Graduation Rate for Students with Disabilities

  7. Dropout Rates for Students with Disabilities

  8. Community Based Work Transition Program • Program began in 2006-2007 • Serves Juniors and Seniors • Dramatic improvement in student grades • Improved behavior - some students previously placed at the Alternative Center have exited and are successful in the regular classroom. • Improved attendance

  9. Scheduling - LaRue County High School • Special education students are scheduled first. • Co-Teaching takes place in all core areas (L.A., Math, Science and Social Studies classes). • Supports are in place for some elective classes. • Intervention day on Friday – There is a block of time in the overall schedule to pull both regular and special education students who need interventions in reading, math, science or social studies.

  10. LaRue County High School Student Progress Checks • LaRue County High School special education teachers meet with regular education teachers every two weeks to discuss student progress. • Other targeted students are monitored by high school staff, as well. • Student’s grades, IEP goals/objectives, provision of accommodations, etc., are discussed and students and parents are brought in for conferences as deemed necessary.

  11. Scheduling - LaRue County Middle School • Schedule special education students first. • All core teachers teach reading. LA teachers have “neediest” kids, both regular and special ed., in their reading classes. Special education teachers and/or instructional assistants are scheduled into these classes. • Seminar classes are offered every day. – Seminars are scheduled at the same time as band and chorus. Interventions are provided for regular and special education students. Math teachers have struggling math students and Language Arts teachers have struggling readers.

  12. Reading Intervention for Targeted Students • Leveled Literacy Intervention • Earobics • Soar to Success • Barton Reading and Spelling System • *Reading Mastery, DIBELS, Carbo, and Great Leaps were used through 2009. • Reading Support, LCMS and LCHS (Reading Support Personnel)

  13. Math Interventions for Targeted Students • Do-The-Math • Accelerated Math • Drops in the Bucket • Mastering Math Facts • SNAP Activities • PAS Probes • KCCT Coach • Math Support, LCMS and LCHS (Math Support Personnel)

  14. WHAS Crusade for Children Grant LCHS and LCMS • 2006-2007 $20,000 - Reading Support Position • 2007-2008 $19,000 - Reading Support Position • 2008-2009 $17,000 - Math Support Position LCHS and LCMS • 2009-2010 $17,000 - Math Support Position • 2010-2011 $16,000 – Reading Support Position • 2011-2012 Projected – Reading Support Position

  15. ESS Daytime Waivers LCMS • 2006-2007 Math Interventionist • 2007-2008 Math Interventionist • 2008-2009 Reading Interventionist • 2009-2010 Reading Interventionist LCHS • 2006-2007 Math Tutor • 2007-2008 Math Tutor • 2008-2009 Reading Tutor • 2009-2010 Reading Tutor • 2010-2011 Math Tutor

  16. IDEIA ARRA Funds • Fountas & Pinnell Leveled Literacy Intervention Kits • Early Literacy Skills Builders - Structured Classroom • Reading Professional Development PreK – Grade 5 (Literacy Links - Joan Knight Training/Coaching) • Funding for resources recommended by Joan Knight for reading intervention • Math Professional Development (SNAP Training - Offered through Math Recovery, Karen Karp Training, etc.) • Co-Teaching Training to be a Model Site - LCHS • Subs to cover for regular and special education teachers attending math, reading, co-teaching trainings, etc.

  17. Early Release Fridays 2010-2011 • Elementary Schools release students at 1:15 • Middle and High Schools release students at 1:30 • Early Release Fridays will be in place for the 2011-2012 school year, also.

  18. Early Release Activities – LaRue County High School • Technology Training – The Tech Team works with small groups of teachers on various programs. • Department Meetings – Teachers review lesson plans, score common assessments, or analyze CATS, PAS, ACT and PLAN data. Instructional decisions are made based upon data. Each department documents activities and submits to the principal. • Special Education Teachers work with staff on various co-teaching strategies. They also meet in grade/content level teams to determine interventions for students.

  19. Early Release Activities – LaRue County Middle School • Grade Level Teams meet to plan reading instruction for the next week. • Content Area Teams meet to score common assessments, review curriculum maps, identify gaps in learning, or analyze data.

  20. Early Release Activities – Elementary Schools • Review curriculum maps and common assessments to ensure alignment with core content and new common core standards. • Principals meet with teachers in grade level teams to coach them on the aspects of the new reading and math programs. • Teachers review benchmarking data and PAS data in order to inform instruction and meet the needs of students.

  21. Early Release Activities – Elementary Schools, continued • Teachers plan reading and math lessons based on feedback from the training that has occurred throughout the year. • Grade level teams revise common assessments, score common assessments and analyze data to inform instruction.

  22. Walkthroughs • Walkthroughs targeting specific areas (math, reading, other instructional areas, co-teaching, etc.) are completed by principals and other district level administrative staff and provide descriptive feedback and coaching to teachers.

  23. Laptops of LaRue • 2010-2011 - First year of implementation • Each student at LCHS issued a laptop • Train the Trainer Model - Core group of teachers trained. They become experts of various tools. • Each teacher at LCHS receives extensive training on use of technology in instruction. • Used Early Release time to provide training for teachers. • LCHS expanding technology integration with writing to learn, writing to demonstrate learning, and formative assessment strategies with student laptops (all subjects).

  24. Q & A • How many special education students do you have in grades 9-12? • The December 1, 2010 Child Count reported 106 special needs students in grades 9-12. • Of the 106, 82 are enrolled at LCHS. • 1 student receives homebound services. • 23 students are enrolled at The Life Connection facility – State Agency Children.

  25. Q & A • What is the percentage breakdown, at the high school level, regarding removal? • Decisions are made each year based upon the unique needs of the student population. • 84% - 69/82 are removed from the regular classroom less than 21% of the school day. • 6% - 5/82 are removed from the regular classroom between 40 and 80% of the school day.

  26. Q & A • 9% - 8/82 are removed from the regular classroom greater than 60% of the school day. • 1% - Homebound

  27. State Agency Children – The Life Connection • Staff includes: 1 Principal/Regular Education Teacher; 3 Special Education Teachers • Dec. 1, 2010 Child Count documents: • 33 special needs students serviced in residential placement • 10 middle school special needs students • 23 high school special needs students

  28. Q & A • Describe how special education staff is utilized – how many teachers? Instructional assistants? Additional staff? • Current LaRue County High School enrollment is 702. • LCHS Staff 5.5 LBD Certified Teachers 1 FMD Certified Teacher 3 Instructional Assistants • Alternative Center (LCMS and LCHS Students) 1 LBD Certified Teacher 1 Emergency Certified Special Education Teacher

  29. Q & A • Current LaRue County Middle School enrollment is 554. • LCMS Staff 3.5 LBD Certified Teachers 1 FMD Certified Teacher 4 Instructional Assistants

  30. Q & A • Current Hodgenville Elementary School enrollment is 598. • HES Staff 5 LBD Certified Teachers (1 teaches in a Structured Classroom for Behavioral Needs) 1FMD Certified Teacher

  31. Q & A • Current Abraham Lincoln Elementary School enrollment is 503. • ALES Staff 5 LBD Certified Teachers (1 teaches in a Structured Classroom for students with autism and others with significant language delays.)

  32. Q & A • What training have you provided for general education setting? • LCHS and LCMS Teachers have participated in Co-Teaching training with Dr. Marilyn Friend through RRC. • The district has committed funds, $7,000-$8,000, for LCHS Teachers to work with Dr. Marilyn Friend, through RRC, to become a “model site” for co-teaching.

  33. Q & A • What is the ratio of special education students/general education students in the collaboration classes? • Special Education Teachers work with guidance counselor to schedule students into collaborative classes. • Special Education Students are scheduled first. • 12 or fewer special education students in classes of 25-30 students.

  34. Q & A • What additional supports are being provided to students? LCHS – Reading • Interventions in Friday rotations (monthly) • Small group interventions with Reading Support Teacher using Open Book. LCMS – Reading • Targeted students working with Reading Support Teacher • ESS Reading

  35. Q & A – Supports continued LCHS - Math • Targeted interventions during Friday rotations. • Additional intervention, as needed. • Math XL – Small targeted groups. • Math Lab - Math Teacher working with students one period per day, students come from electives a few days per week, rotating groups – emphasis on 11th grade.

  36. Q & A – Supports continued LCMS - Math • Seminar classes target struggling math students. • Flexible grouping of low math groups in 8th grade. • Intentional planning in 6th and 7th grades for math instruction.

  37. Q & A • Is student performance (grades, earning credits, etc.) aligning with improved KCCT performance? • 2009-2010 Exit Data LCHS - 19 Diplomas 2 Certificates of Attainment 0 Dropouts TLC - 5 Diplomas 2 Certificates of Attainment 0 Dropouts

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