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Moving Our Numbers Examining the Gaps that Exist for Today’s Learners; Tomorrow’s Wage Earners PowerPoint Presentation
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Moving Our Numbers Examining the Gaps that Exist for Today’s Learners; Tomorrow’s Wage Earners

Moving Our Numbers Examining the Gaps that Exist for Today’s Learners; Tomorrow’s Wage Earners

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Moving Our Numbers Examining the Gaps that Exist for Today’s Learners; Tomorrow’s Wage Earners

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  1. Moving Our NumbersExamining the Gaps that Exist for Today’s Learners; Tomorrow’s Wage Earners

  2. 2013-2014Change

  3. Flexibility Request

  4. Flexibility Request

  5. How Student Groups Overlap

  6. Percentage of WV Students with Disabilities Who Belong to Other Groups

  7. Schools Across West Virginia Get a Snapshot of Student Growth as Part of State's New Accountability SystemPosted: September 04, 2013 "It is important for our schools to understand that the new accountability system is not about comparing one school to another," added Phares. "The system is about keeping your eye on the finish line despite where a student starts and moving that individual student forward to proficiency."

  8. State Board Goal The West Virginia Board of Education will provide a statewide system of education that ensures all students graduate from high school prepared for success in high-quality postsecondary opportunities in college and/or careers.

  9. Rationale The future quality of life for the citizens of West Virginia is directly linked to the performance of our students. Today's students are tomorrow's wage earners and tax payers. Low student achievement levels, decreasing graduation rates and ranking among the nation's lowest levels of post-secondary transition are all bleak predictors of West Virginia's future. We must strive to prepare our graduates to meet the requirements of high quality jobs needed within West Virginia and nationally. In addition to career preparedness, many systemic public issues like obesity, drug dependence, teen pregnancy, and crime are statistically linked to the overall level of education. Thus, unless our education system improves and our young people are prepared to be productive and responsible members of our society, the state will have decreasing resources to support the infra-structure and services essential to attracting economic growth and elevating the overall quality of life of its citizens.

  10. Subgroup Intervention for Low SES Subgroup Intervention for SWD

  11. Purpose of SPL The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students. SPL is designed to improve outcomes for students with a variety of academic and behavioral needs.

  12. TCTW and SPL Assessment Curriculum and Instruction Teams and Processes Family and Community Partnerships Climate and Culture Leadership

  13. “Too often in education we admire our data instead of analyze it.” Dr. Judy Elliott, Educational Consultant and Former Chief Academic Officer Los Angeles USD and Assistant Superintendent, Long Beach USD

  14. SWD versus SWOD

  15. Low SES Versus Non Low SES

  16. Poverty continues to manifest itself in ways that affect a child’s readiness to learn: expectations, background experiences, nutrition, health, stress, uncertainty, instability. http://www.youtube.com/watch?v=Ahhj3wxxkdM

  17. CTE Data and Additional Student Outcomes

  18. Based upon WorkKeys Assessment Participation as reported by LEA

  19. How will Career and Technical Instructors help students master skills sets to move from today’s learner into being tomorrow’s wage earner?

  20. SPL and HSTW/TCTW Similarities • Is characterized by high expectations for all students and takes place in an academic environment that is safe, challenging, engaging and allows students to take academic risks without fear of failure. • All students need access to high quality instruction.

  21. SPL and HSTW/TCTW SPL operates with the understanding that student learning increases when the right supports are available and responsively revised or removed as each student’s learning advances and deepens. The HSTW effort is based on the belief that, in the right school environment, most students can learn complex academic and technical concepts. The initiative targets high school students who seldom are challenged to meet higher academic standards.

  22. SPL and HSTW/TCTW • All students need access to high quality instruction. • It is characterized by high expectations for all students and takes place in an academic environment that is safe, challenging, engaging and allows students to take academic risks without fear of failure.

  23. Access to the General Curriculum Accommodations affect how a student learns, not what they are expected to learn.

  24. The glossary entry in the SPL Guidance for West Virginia Schools and Districts defines accommodations as considerations that are given so that a student may access the general education curriculumand content skill sets. Accommodationsdo not change the content and are not considered interventions. Toprepare students for college, the workplace or community educators must provide access to the general education curriculum and content skills sets to the greatest extent possible.

  25. ESEA Flexibility Waiver Menu of Interventions

  26. Cognitive Strategies Instruction In SPI, Cognitive Strategies Instruction is described as a specific form of scaffolding that supports learners in using thinking processes that are typically overt and even sub-conscious for highly skilled users. While many learners independently work their way to successful management of these cognitive processes, others have been found to benefit from instructional supports, customized to their personal needs.

  27. Shifts in Teaching and Learning…

  28. Office of Special Programs WV Department of Education January 2013 Standards-Based Individualized Education Programs Guidance for West Virginia Schools and Districts