STRATEGIES TO IMPROVE AEIS, AYP, & PRESSuRES FROM ABOVE!

75 Pages·2012·10.09 MB·English

by  Christina's Comp

3!
2
Strategies to
improve
AEIS, AYP, & pressures
from above!
The Real Priority:
Improving Outcomes For Struggling
Students
!
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SESSION OBJECTIVES
(cid:3)(cid:51)articipants will:!
1.  Identify the variables impacting your district’s performance with regard to struggling
students and AEIS and AYP.
2.  Integrate these factors into a framework for increasing success in closing the
pervasive and persistent achievement gap.
3.  Complete a Knowing-Doing self assessment instrument for gap analysis of practices.
4.  Review the imperative of shared ownership for all students and its impact on
achievement of struggling students.
5.  Gain specific techniques and resources to address priority areas for improving the
academic and behavioral performance for all students, with a focus on struggling
students.
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1.!
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Things to remember …!
When students
with disabilities, !
ELL Students,
disadvantaged
students are the
subgroups of To what extent is there shared
ownership for these students in
concern…. your district or school?
Shared Responsibility for All
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EVIDENCE OF SEPARATE SYSTEMS
The special education director or other special programs
directors are assigned full responsibility (or blame) for
student performance.
Yet every major study has identified inadequate
instruction in the general education classroom as a
primary determinant.
LACK OF SHARED OWNERSHIP FOR ALL
STUDENTS
Your experiences?
•
•
•
•
•
Variables that Impact
Variables that Impact
AEIS & AYP Measures
AEIS & AYP Measures
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hav e access to (and the opportunity to progress in) the general education
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acr oss the grade levels and subjects they are assigned. Action Needed?
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education peers.
4. Special population teachers plan collaboratively with their grade level or subject
area colleagues on a regular basis.
5. If I determine that a teacher requires additional core curriculum content
knowledge, I have access to one or more options for increasing his or her skills.
* Note: Throughout this document the term “special population” teachers include special education teachers, Title I teachers,
teachers of English Language Learners and teachers of gifted students.

! 2012, Stetson and Associates, Inc. | Page 1 |
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1. Shared Ownership for All
2. Curriculum Aligned Materials
3. Teacher Content Proficiency
4. Maximize Academic Learning
E Time (ALT)
N
O 5. Pre-Assess before Instruction
T 6. Accelerated versus Remedial
E N ng Strategies
N hi
O ac 7. Accommodations/Scaffolding
O M P ce in Te 89..  DStiuffdeernent tEinatgeadg eInmsetrnutc tion
C en
ell 10. Flexible Grouping
c
Ex 11. Positive Behavioral Supports and
Effective Classroom Management
12. Progress Monitoring
FINDING WAYS TO SUCCEED!
“Clearly, students come to school
unequally prepared, but high-performing
schools – even in the toughest situations –
somehow find ways to succeed with
virtually all students.”!
Blankstein, A.M., Cole, R., & Houston, P.
(2006). Engaging every learner. Corwin Press.
CRITICAL INTENTIONAL ACTS!
“Teachers (all educators) possess the power to create
conditions that can help students learn a great deal – or
keep them form learning much at all. Teaching is the
intentional act of creating those conditions…”
From: The Courage to Teach, Parker Palmer
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Signs of Trouble!
Take a careful inventory of the content and
curriculum offered to different student
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AEIS & AYP Measures
An Instrument to Guide Principals in Campus Level Planning

1. Shared Ownership ! Priority Level
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and specific conferencing from the principal.
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the decisions he or she makes throughout the school year.
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orA sner viIcness.t r ument to Guide Principals in Campus Level Planning

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knowledge, I have access to one or more options for increasing his or her skills.
* Note: Thro ughout this document the term “special population” teachers include special education teachers, Title I teachers,
teachers of English Language Learners and teachers of gifted students.

! 2012, Stetson and Associates, Inc. | Page 1 |
! 2012, Stetson and Associates, Inc. | Page 1 |
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3.!
VariabT les that Impact
N
AEISTE & AYP Measures
N
An InstrumentC Oto YG uide Principals in Campus Level Planning
R C
1. Shared OwnHerEshiEp N ! Priority Level
12.. TwTsatnhhaitdeenh d ppstpahrriireenndTc cc eiffiiEonippcrPtaai rtAllche ohhR eCfnaa acssfOce adsurmeFeilsttnIpy csc uuhiiCnssna.Is gr seTe tdfrdero ao eoncmxwghp entaehrncesetrd a swp hteihrioxiponpn cflsvoii cipfrooi atalr al tl.selt eh rs mattuhrsedi.sd e nsrtetassn padosa narsd ni broeinlci-teyni evfogeor i tnaialdlb isvlteiud dueanl ts """Ac tHMLiooienwgd hN i u emed ed?
3. Tsthaen dparirndc oipf ashl calreeadr loyw dneemrsohnipst rtahtreosu hgihs ionrf ohremr aolw cno npveersrsoantaiol ncso wmimthi tfmaceunltt yto a tnhdis
the decisions he or she makes throughout the school year.
4. Tphotee nprtiianlc nipeawl ifnaccluuldtye sm tehmis beexrpse acntadt idounr ionfg s hteaarcehde or wevnaelrusahtiipo nwsh. en interviewing
5. Tarhee n soc hsoepoal rfaatcei lwityin dgose os rn loabt eselsg roerg saitgen sst uddeesingtns aotinn gth sep beacsiaisl oofr tsheepiar rlaatbee pl.r oTghrearme s
or services.

2. Curriculum aligned materials ! Priority Level
1. Ip paretriicoudlaicralyll yth roesvei einw wthhei cchu rsrtiucduelunmts amrea tsetrriuaglsg liinn gu stoe ianc heiveevrey AclYaPss troo omma,k e "" HMiegdhi u m
certain that they conform to the district’s curriculum standards. " Low
2. I have a firm policy that does not allow non-aligned curriculum materials to be Action Needed?
used in your classrooms?
3. Teachers are aware of their responsibility to ensure that students with disabilities
have access to (and the opportunity to progress in) the general education
curriculum. IDEA Requirement, §1400(c)(5)(A)
4. I am able to clearly articulate the reasons that students with disabilities and
struggling students Vmuast bre itaaughbt lwiethisn thte ghenaeratl ed uIcmatiopn acurcricutlum .
5. Ia pvipsriot psprieacteia cliuzrerdic suAulupmpEo mrIt a(Spteu rlil&aolus t a) rAcel ainsYs uessP et oa ndMde tmeremakiaen ecs ethrutea idnre tghreaete ss ttou dwehnitc h
Amnat erIinalss tarrue mageen-apt prtoop riGatue.i de Principals in Campus Level Planning

1. 3Sh. Taeraedc hOwern eCroshnipt ent Proficiency ! Priority L!ev el Priority Level
12.. 12..TwTsa tnhhaitdeenhAtA dh ppstpallhrrelliire enn dgscc cc peiefofiionppiencrrtaaci e ertllchie rohhaca efnaalo al cssf ceen eadsurdmtdeeilesuttnupy cnscc uuchitianssn aa.tst gr thseiTei otdfoerdero naoy neoncm x wpgahtp eeorntaehearncepse ctrd uaa swhp htselihreaisoxiponirtpn gi scflsvooi ni cippfnrooei aotal*rd al tl.s selt ts eh terseo mattauhsr scetdsi.esd h e aa nsert cetahrsshns ipa dg.aos ah nrare sd lni ebrpoeivnlrcieo-teynlfi eivfocogefior ie tpnainaldrlbto i svlifteinuid cd uiteaehnln etsc cyu w rriicthu lrue"""Amgca trHMLidooi enwgtdo hN i u emed ed? """ HMLoiewgdh i u m
3. Tsthaena dpcarrirnodc soispf asthhl caelr eegadrr aloydw dene emlresovhneipslt srtah atreonsu dhg ihss uionbrf ojheremcr taoslw ctnho enpvyeer sarsoranetai oal ncssos iwmgimnthei tfdma.ce u nltt yto a tnhdis Action Needed?
45.. 34..tTpTao hrhohree tees eSreSend enpsrpdpeocvrtlc ieuehiaisancioccetcslcee ipoiianoisaadpal.etn llraif ws aaotlpp otch inefinoo ea l cwic cppptoluyuiuuuern lr ddtllesgryaaoehirs cstte smeiio su. toom e rhnl nnmiluaosa kmbbttte eeeeesxse raalp assgtcce hnraochhernrdtog eeads uatrrii itggdnssoehn u nsapsosrt t irorluudneauftdeg nsctes ihhtin ntegecaitacno srosce alncoulhdtlhiane danoo lrgbte owhem dolsevn py raeebpeaelrtuacasrthsiiahoravio.tis flipe deooo lnswofry ss tlhs .ihow eoeepgnniiari ta ierhlnaals tt be tedaher epvlle.oirv eioTnrewgh lggrieoansrrmpgiaed mdse ee tnlh etev isere lgs oseirno senursab lj ect
area colleagues on a regular basis.
21*.. 5NC.Ipc o uepatrreerttIk:arif icn iroTnIuo dh lidtaiwrhccreoaalluytutlee l gtytdrlhhh mregooueyuseive mtn,ci eioeIntw nh h at wfihtoahlshrav emiited cg c ha otuao nc rs tcurtteiuhemccadeduece elsdnunh simmts testt r roaiamt crh retoaet’e stn sqe etctrerureiuua rigrorlmirsgeiar cl is inumnl “ alguussod psmt oredee csiia inttcoaia ohenplivnd eteiavaporreylodn pAsccs.louY a flPrsoaes trrt oo ici oonmumncrar,”rk ie eca tuesaliuncmhge rhcs ios in n!oterc lnhuted P"""re rs skpHMLiioeoliclewgsird.ha ii lut myed uLceatvioenl teachers, Title I teachers,
2t.e acIu hhseeardvs ein oa f y foiErumnr cgplloailsisschryo oLthmaants ?dg uoaegs en oLte aalrlnower ns oann-adli gtneeadc hcuerrsr icoufl ugmi fmteadt ersitaulds etno tbse. Action Needed?
!"3#$. "#Thc%uea&arv'rce(ich )auec* lrucs) emas+rs.'e It DoaEw (Aaa nRrede qothfu etih roeepimrp eronersttup, no§i1nt4ys0i bt0oi(l cipt)yr(5o t)g(oAr e)e snss uinr)e tthhea tg estnuedreanl tesd wucitaht idoinsa bilities
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5. Ia pvipsriot psprieacteia cliuzrerdic suulupmpo mrt a(pteurlilaolus ta) rcel ainss uess et oa nddet emrmakien ec ethrtea idne tghraete s ttou dwehnitc h
materials are age-appropriate.

3. Teacher Content Proficiency ! Priority Level
12.. AtAahcllellr o gscspeosen rtceehi racealo l g enerdtadeuduncecta alttethiiovoeneynl spat eoraeapn cuadhsl eassuirtgisbo npjneeo*dcs t tssteeo ats hctsee haaye c hrahsir g.ea h rae ls epsvirgeonlf ieocdfi e.p n rto ifnic itehnec cyu wrriicthu lruemga rd to """Ac tHMLiooienwgd hN i u emed ed?
3. Special population teachers are included professional development sessions
related to curriculum and instructional methodologies alongside their general
education peers.
4. Special population teachers plan collaboratively with their grade level or subject
area colleagues on a regular basis.
5. If I determine that a teacher requires additional core curriculum content
knowledge, I have access to one or more options for increasing his or her skills.
*te aNcohteer:s S TohfMr oEunghgolAuitsh t hLLiasn dgLuoacuge m LeGneatr ntRheres taeOrnmd “tUesapcechieaPrsl opf o pgBiufltaedtRi osntu”dA etneatsc.I h eNrs inScluTde spOeciaRl eduMcation teachers, Title I teachers,

! 2012, Stetson and Associates, Inc. | Page 1 |
What are your
options for
enhancing teacher
content
knowledge?
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4.!
CAN YOU IMAGINE THIS SCENARIO?
Is there a correlation
Or is time alone
between the amount of
irrelevant to student
instructional time and
performance?
student performance?
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!"#$%&'%()*(+#,-&#./0&-1*2)#345#
four essential types of time
#
Allocated time
Instructional
Time
Engaged Time
Academic
Learning Time
The time in the school day specifically set
aside for instruction, such as classes, as
opposed to non-instructional activities, such as
recess, lunch, passing time, etc.
four essential types of time
#
Allocated time
Instructional
Time
Engaged Time
Academic
Learning Time
The in-class time that a teacher
devotes to instruction (as
opposed to management-
oriented activities)
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