oconee county schools committed to student success
TRANSCRIPT
OCONEE COUNTY SCHOOLS
Committed to Student Success
• Suzanne Korngold - Director of Special Education
• Lydia Murphey -Speech Pathologist
• Jeff Thornton -Middle School Special Education Teacher
• Dallas LeDuff - Assistant Principal
• Michael Williams -High School English Teacher, Special Education Teacher
Presenters- Oconee County
Oconee County School System’s Success in High School Graduation Rates of SWDs
◦ Overview of all supports in place (K-12)• Snapshot of Elementary Education Early Identification
Process• Snapshot of Middle Education Self-Directed Learning• Personalized and Blended Learning• Snapshot of High School Education Strategies in Co-
teaching and Targeted Instruction◦ County-Wide Data/ Annual Event Rate◦ Trends of Our Success
Learning Objectives
All states were required to develop a State Systemic Improvement Plan (SSIP) that includes a comprehensive, multi‐year focus on
improving results for Students with Disabilities (SWD).
Georgia has branded its SSIP as Student Success: Imagine the Possibilities (SSIP)
andwill address graduation outcomes for SWD
Oconee County SSIP
2013 2014 2015 2015 2016 2017
Actual Actual Target Actual Target Target
1 Graduation Rate: All students % graduating CCRPI 91 91.9 92 93 94
2 Graduation Rate: SWD % graduating Annual Event Rate 77 72.7 75 85.4 86.5 88
3 Graduation Rate: Number of SWD drop out 2 3 3 4 TBD TBD
4 Graduation Rate: SWD % graduating- CCRPI 64.4 64.7 66 67 68
5Graduation Rate Predictor: % of 9th grade students earning all attempted credits
62 70 75 80
6
Graduation Rate Predictor: % of 8th grade student passing five core content areas
61 65 67 70
7Graduation Rate Predictor: % of 8th grade students meeting their growth projection on MAP Reading
26 52.6 60 65 70
8Graduation Rate Predictor: % of 8th grade students meeting their growth projection on MAP math
56 45.9 50 53 55
9Graduation Rate Predictor: % of 5th grade students passing at least 5 courses in core content areas
65 68 70 73
10Graduation Rate Predictor: % of 5th grade students meeting their growth projection on MAP Reading
64 54.3 60 63 65
11Graduation Rate Predictor: % of 5th grade students meeting their growth projection on MAP math
66 67.4 70 73 75
12
SSP/APR #3
Goal Area I: Special Education Score Card
Performance Objective(s)
Performance Measure(s)
1 . Prepare students for college and career success SSP/APR #1 & #2
Pre-K Screenings - Early Identification Data Teams - ABCs
• Attendance
• Behavior
• Course Completion
• Home History/ Psychologist Response to Intervention (RTI)
• Development of interventions• Weekly and bi-monthly data collection• Monthly monitored meetings
Overview of Supports in OCSS
Overview of Supports in OCSS
Early Intervention Program (EIP) / Remedial Education Program (REP) / Math Support and Basic Reading & Writing
• Identification of at-risk students• CRCT/ Milestones• MAP
Counselor Involvement• Individual and group sessions• Home visits
Parent College
Multi Sensory Reading Programs• Herman• Orton Gillingham• Wilson• Read 180
Co-Teaching Models Assistive Technology
• SOLO• Snap ‘n Read
Blended Models of Instruction ASPIRE (Active Student Participation Inspires Real Engagment) Mock Interviews
Overview of Supports in OCSS
https://sites.google.com/a/oconeeschools.org/rti-demo/
Oconee County RTI Mock Website
What is an IE2
system?Definition
Relative Advantages/ Disadvantages
Federal/State Compliance
Self Directed Learning Within a Co-
Taught Classroom• Our primary goal is to begin
shifting student thinking so that they are in control and responsible for their own learning
Main Objectives:
• Continue driving students forward who are ready
• Target instruction for students that require additional assistance through one on one and small group
Definition
Facts & Features
Relative Advantages/Disadvantages
• When we begin a new unit, students are given their packet/guide for the strand we are introducing
• Students then watch the teacher created video and engage in different activities which can include interactive games or websites
• One of the major benefits of the teacher created video is that both teachers are able to provide attention to students with the highest needs throughout the instructional process
• As these students are identified they will be placed in a small group for more intensive instruction
• https://www.dropbox.com/s/5pn0ig29230vvxm/Thornton.mp4?dl=0
12
The Process
• Students are self-reporting their work throughout the process
• The only formative grades taken are All-In Learning Quick checks. 10-12 Questions
• 80 or above student continues to next strand
• Students who need motivation have daily goals for completion, based on student choice, PBIS signatures, etc.
Student Progress
• Student profiles are developed at the beginning of the school year based on the psychological evaluation
• Student profiles are developed based on student’s strengths and weaknesses- processing deficits
• Learning strategies and accommodations target student deficits from day 1
• Student profiles eliminate guess work and a foundation for student success is developed immediately
• Pre-determined learning strategies and accommodations assist our general education teachers to best serve our students
Learning Strategies & Accommodations
Student strengths and weaknesses
Strategies tailored to assist this child’s
processing disorder(s)
Learning Profile
• The underlying goal of implementing a blended learning model for students with disabilities is meeting students where they are based on their readiness, learning profiles, and interest.
Blended Learning
Blended LearningBenefits
Challenges-Flexibility-Individualized learning in pace and content-A scaffold of support can be provided without falling behind in content
-Minimal Interaction with classmates-Lack of face to face instruction-Time commitment and cost can be high to get started
In some cases students are ready to move on cognitively, but there are other mitigating factors hindering success in a traditional environment
• EBD
• Autism
• Processing Deficits
It is not just for SWD…
• Credit Recovery
• Transfer Students
• Gifted/Accelerated Students
• Remediation
Blended Learning
The Learning Continuum
Wicked Wednesdays
• Highly qualified teachers who are willing to plan collaboratively with special educators using virtual curriculum
• A strong partnership with the provider of your online platform
• School leaders that are willing to think “outside the box” when creating successful environments for EVERY student
Blended Learning Keys to Success
• Blended learning is another tool that educators use to differentiate instruction
• It is not the answer for all students, but it provides flexibility when combining resources to facilitate student success
Blended Learning
• Mutual planning periods for co-teaching teams • Data Teams comprised of co-
teaching teams • Co-teachers stay within
discipline • HQ content area co-teachers • Opportunities to present
successes and failures with other teams
• Successful Co-teaching Alignment • Successful co-teaching teams
stay together • Co-teachers follow students
from year to year
Successful Co-Teaching
Incorporation of and training on all 6 co-teaching models 1. One Teach, One
Observe2. One Teach, One
Assist 3. Parallel Teaching 4. Station Teaching 5. Alternative
Teaching 6. Team Teaching
Successful Co-Teaching
Problem:• Growing SPED population requires more specialized instruction• Large class sizes• Co-teachers not specialized in content area
Solution:• Incorporation of direct instruction classes comprised of a small
population of SPED students with a HQ instructor certified in both their content area and SPED practices
**Classes are not modified curriculum, but offer special needs students the challenging and uniquely tailored environment they need to succeed**
HQ Content Area Classes
Results (SLO Scores)Direct Instruction pretest avg.
45%
SWD inclusion pretest avg.
45%
On level pretest avg.29%
D.I. post test 62%
SWD inclusion post test 55%
On level SLO Posttest 57%
D.I. growth18%
SWD inclusion growth10%
On level growth28%
Annual Event Rate Data
2013 2014 2015 2015 2016 2017
Actual Actual Target Actual Target Target
Graduation Rate: All students % graduating CCRPI 91 91.9 92 93 94
Graduation Rate: SWD % graduating Annual Event Rate 77 72.7 75 85.4 86.5 88
Performance Measure(s)
Graduation Gap 2014 (CCRPI)
GAP SWD All Students
• State Gap for SWD (36%) 36.5% 72%
• Oconee Gap for SWD (7%) 65% 72%
• Oconee District Gap (26%) 65% 91%
Making a Difference Every Day…
• A Continuum of Services (K-12)• A Maximizing of Staff Potential • A Use of Technology for Targeted Instruction • Highly qualified teachers who are willing to plan
collaboratively with special educators using virtual curriculum
• School leaders that are willing to think “outside the box” when creating successful environments for EVERY student
• Addressing Individual Student Barriers to Learning
Trends of Our Success
The End
Suzanne Korngold: [email protected] Murphey: [email protected] Thornton: [email protected] LeDuff: [email protected] Williams: [email protected]