A Bridge to Success. Lilli O Donnell & Andrea Dillingham IDEAS Conference St. Simons Island, GA June 2013

Transcription

1 A Bridge to Success Lilli O Donnell & Andrea Dillingham IDEAS Conference St. Simons Island, GA June 2013

2 Essential Questions 1. What is the Bridges program, and what are the requirements for placement in the Bridges program? 2. How does the Bridges program provide the appropriate instruction and support in the general curriculum for academically struggling students? 3. How does the Bridges program meet current academic requirements for a high school diploma for struggling students?

3 Learning Targets I can summarize requirements for the Bridges program and identify the students and their academic needs. I can identify the needs and accommodations required for success in the regular high school curriculum. I can integrate the accommodations and support students need into my high school program.

4 Currently, students are required to adapt... to the prevalent teaching practices and instructional materials and assessment instruments. Those who can t adapt are viewed as being deficient in their ability to learn. - Marie Carbo, Educating Everybody s Children

5 What is the Bridges Program?

6 A program designed to : Bridge the skill gap for students struggling academically across the board Provide instruction in the general curriculum (not self contained) Provide additional support and specialized instruction to help bridge the gap

7 Bridges Consideration To be considered for Bridges placement, a BRIDGES CONSIDERATION SUMMARY must be completed by the case manager: Summary of research-based strategies implemented (include duration, intensity, results). Summary of specific programs/methodologies implemented (include duration, intensity, results). Summary of accommodations implemented and overall effectiveness (include duration, intensity, results, reasoning for the accommodation). Summary of assistive technology implemented and overall effectiveness (include duration, intensity, results, reasoning for the AT). Summary of concerns of the teachers who work directly with this student and summarize why a referral to Bridges programming is being recommended.

8 BRIDGES CONSIDERATION SUMMARY

9 When is Bridges programming recommended? Determination is made by the IEP committee after prerequisites are met. Case manager completes Bridges Consideration Summary and submits to consultant over Bridges programming Process begins of observations, data collection review, assessment review, AT consultation, math specialist involvement, reading specialist involvement IEP committee meets to discuss appropriate placement for service delivery in Bridges program

10 Bridges Elementary School Program

11 Bridges - Elementary School Level Previously designed to bridge the gap and move students back to the regular classroom.

12 Bridges Middle School Program

13 Bridges - Middle School Level Current Staffing: 2 special education teachers 2 instructional Para pros 1 aide Support personnel SLP Vision Impaired Teacher Hearing Impaired Teacher OT and PT Bridges teachers, SLP, LEA, and general education teacher plan together two times a month.

14 Bridges -Middle School Level Current Student Population students in Grades 6-8 Representing all eligibility categories except EBD Students perform significantly below grade level in all academic areas Significant language deficits Low processing speeds Below average cognitive skills Most students have multiple eligibilities

15 Bridges - Middle School Level Current Middle School Day: 7 segments Modified self-contained setting for core academics (Reading, English, Math) and Social Studies (4 segments) Learning Skills class in the Bridges program (1 segment) General Education Science class with para pro support (1 segment) 1 Connection/Exploratory Class with typical peers (1 segment)

16 Bridges Middle School Schedule Teacher 1 st 2 nd 3 rd 4 th 5 th 6th Mrs. Orr Mrs. Spurlock 8 th grade Math 6 th grade World Geo. 6 th grade Math 6 th grade ELA/Read 6 th grade Math 6th grade ELA/Read Planning 7th grade ELA/Read 8 th Grade Ga. History & 7 th /8th grade Science Plan Study Skills Study Skills Paras 7 th graders in Connection class 8 th graders in General Ed. Science 8 th graders in Connection Class 6 th Graders in General Ed. Science 6 th graders in Connection Class

17 Typical Bridges Student Profile: Functions in the low average range Verbal and Non-verbal reasoning abilities are in the Borderline range. Difficulty concentrating, sustaining attention, and exerting mental control Strengths in processing verbal reasoning, social skills, spatial relations, visual-spatial perception, and shortterm visual memory Weaknesses in long-term memory, ability to verbalize meaningful concepts, abstract categorical reasoning ability, and attention to details Exhibits weaknesses in all academic areas Diagnosed medical conditions

18 Interventions & Practices Math Segment TRANSMath Series Publisher: Voyager Learning Triumph Learning: Coach Series: Progress Coach, Ladders to Success, Kuta Math Software: create customized worksheets Thinking Maps from Thinking Maps, Inc.

19 Interventions & Practices Social Studies Segment Georgia Experience from Gallopade International publishers. It is a Carol Marsh series that utilizes small bits of instruction. It has engaging visuals, integrated skill practice; reinforcing hands-on activities. Thinking Maps from Thinking Maps, Inc. Interactive Student Notebooks

20 Interventions & Practices General Education Science Segment Wonders of Science Series from Steck Vaughn publishers Science resource binders from PCI Education publishers Discovery School website for video instruction Thinking Maps from Thinking Maps, Inc.

21 Study Skills Class Class is utilized for reteaching, remediation, and homework completion Social Skills instruction Learning Skills instruction I m Determined Program from Virginia Department of Education Self-Determination Project.

22 Program Effectiveness Subtest Reading CRCT-M 303 CRCT-M 324 CRCT-M ELA CRCT-M 318 CRCT-M Math CRCT-M 299 CRCT-M 321 CRCT-M Science Social Studies

23 High School Bridges Program

24 Bridges - High School Level Current Staffing: 5 special education teachers 5 instructional Para pros Support personnel SLP OT and PT

25 Sandy Creek High Students 1200 Students Gold School of Excellence for % minority 28% free and reduced lunch

26 High School Transition Math (HSTM) CRCT Math Math 1a HST Math 1a Math 1b EOCT ESY ESY A X X 74 B X X 74 C D* 81 E F X X 73 G Math 2a ** * Old Math Track ** 9 weeks progress report

27 Bridges - High School Level Students Struggling significantly with GPS requirements in spite of maximum support available Not making progress on IEP goals and objectives Demonstrating skill deficits Academics Language Prior knowledge Displaying Learned helplessness Eligible for special education under various categories

28 Bridges Plan for Success 5 to 6 year plan for graduation Resource English for 4 years One less academic class each year) Math I (Coordinate Algebra) spread over 2 years Additional support thru study skills each year Career tech electives

29 Bridges -Graduation Plan Year 1 Year 2 Year 3 Year 4 Year 5 9th lit 10th lit 11th Lit 12th Science HST Math 1A Math 1B Math Math Basic Reading Math Support Math Support Math Support Math Support Biology Environ. Sci US History W. History Gov't/Econ Health/PE Elective Elective Elective Elective Study Skills Study Skills Study Skills Study Skills Study Skills

30 BRIDGES Projected Classes by Year

31 Getting Started Tackle skill deficits Meet the student where he/she is Pull forward while working on grade level expectations Teach to multiple learning styles

32 Getting Started Expand language Create a language rich environment Teach and use grade level language, offering explanations Engage in dialogue with students frequently, develop relationships

33 Getting Started Build prior knowledge Provide multiple examples Utilize a variety of manipulatives when possible Relate content to information students already have

34 Getting Started Combat learned helplessness Offer assistance, help students problem solve without providing answers Encourage students to attempt uncomfortable tasks Provide positive praise as students attempt tasks for new concepts

35 Provide Continuity Move with students Co-teaching High expectations in every class every day Maintain constant classroom and behavior management

36 HSTM 1st Semester 9th Grade Integers Exponents Factoring Order of Operations One-step Equations Inequalities

37 HSTM 2nd Semester 9th Grade Proportions Two-step equations Function families Graphing Lines Slope Linear equations

38 Keys to Success in math program Break each topic down into very Basic components to start Find Patterns where they exist Students must Verbalize the math daily Students must Practice the math daily Goal is for End product to be the same as for any other Math 1 class Students also take Math Support

39 Collaborative Effort Communication and planning between staff: General education Math teachers Special education collaborative teachers Special education Math support teachers Parents Students

40 Bridges Math IA Students CRCT HST A HST B Math 1A* new student NA NA NA NA * 9-week report card

41 Bridges High School Summary of Standardized Assessments

42 Study skills Focus on reteaching GHSGT remediation EOCT preparation Work on Organizational skills NOT just homework

43 Key Instructional techniques Presentation of material Student Response Focus on essential concepts Break material down Reteach material Slow down pace of instruction Review, review, review

44 Keys to success of the program Administration Flexible scheduling by Registrar Teachers Relationships with students Relationships with co-teachers Knowledge and understanding of students Flexibility Parapro support in career tech electives

45 Lessons Learned along the way Beginning Teachers followed students Currently Departmentalized Tap into teachers strength Scheduling is key Importance of Relationships

46 LINKS TO LEARN MORE ABOUT CURRICULUM MODIFICATION Special Needs Students The information found through this link provides teachers with practical and do-able strategies for curriculum modifications. Suggestions are provided for modifications of both assignments and assessments, for students with special needs in a regular education classroom. Although these suggestions are mainly geared toward a mathematics curriculum, they can be carried over into many other subject areas as well. The home site is operated by Connected Mathematics Project and provides a wide array of information from curriculum and assessment to research and professional development. A Process for Making Changes in the General Education Curriculum This article is made available by the Chicago Public Schools web site and it contains suggestions for potential accommodations and modifications to instruct students with disabilities for general education classroom teachers. Examples are included to help introduce a process that teachers may follow to teach students with disabilities using general education academic standards. The article begins with a brief overview of standards-based instruction and then includes a list of considerations for teachers. Philosophy of Curriculum Modification This brief is located on the Barrier Free Education Web site created by the produced the Center for Rehabilitation Technology and the IMAGINE Group at the College of Architecture at Georgia Tech. Barrier Free Education is a resource site devoted to facilitating the access to math and science education for students with disabilities. This particular article provides a philosophy of curriculum modification.

47 References Comfort, R. (1990). On the idea of curriculum modification by teachers. Academic Therapy, 25(4), King-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with disabilities. Intervention in School and Clinic, 37(2), MacMackin, M. C. & Elaine, M. B. (1997). A change in focus: Teaching diverse learners within an inclusive elementary school classroom. Equity & Excellence in Education, 30(1), Reis, S. M., Westberg, K. L., Kulikowich, J. M. & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42(2),

48 Our Contact Information Lilli O Donnell odonnell.lilli@mail.fcboe.org Andrea Dillingham Dillingham.andrea@mail.fcboe.org