Post on 01-Jan-2016
transcript
Closing the Opportunity to Learn Gap for Students with Disabilities
Cross-State Research ResultsOpportunity To Learn– Instructional
Alignment
Least Restrictive Environment
Impacts on Student Achievement
Summary: What Was Learned?
A report of the KS State Consortium SEC Special Education Project
US ED Enhanced Assessment Grant
The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S.
Department of Education and you should not assume endorsement by the Federal government.
Opportunity to Learn (OTL) Analysis of Instruction
Question examined:
How well aligned is Instruction in Classrooms to Standards and
Assessments?
Opportunity to Learn
Language Arts & Reading
*
*
Alignment By Teacher Position
Notable distinctions between General Ed. and Special Ed. teachers across all alignment targets
Alignment By SWD Status
Only alignment to Common Core is notably different when grouped on SWD Status
CCSS CCSS
Mod. Test
State Test
Ext. Stnds.
State Stnds.
General Ed. Teacher
Special Ed. Teacher
Mathematics
Opportunity to Learn
Alignment By Position
Alignment By SWD StatusCCSS
Mod. Test
State Test
Ext. Stnds.
State Stnds.
NCTM Stnds.
Only alignment to Common Core is notably different when grouped on Position
Alignment to Common Core and NCTM Standards are notably different when grouped on SWD status
General Ed. Teacher
Special Ed. Teacher
Least Restrictive Environment
LRE >80% Test Z Score
OTL CCSS State Ext. Stnd.
OTLState Stnd
Low -0.07 0.48 0.32 0.44
Med -0.08 0.46 0.30 0.41
High 0.30 0.52 0.32 0.45
LRE >80% Test Z Score
OTL CCSS State Ext. Stnd.
OTLState Stnd
Low -1.27 0.45 0.33 0.42
Med -1.45 0.43 0.30 0.38
High -0.58 0.52 0.35 0.45
Language Arts and Reading – School LRE Category A (>80% time) by Performance & OTL
For All Students
For SWD Students
Performance | Opportunity To Learn |
Performance | Opportunity To Learn |
Least Restrictive Environment
LRE >80% Test Z Score
OTL CCSS OTLNCTM
OTLState Stnd
Low -0.26 0.44 0.50 0.43
Med 0.17 0.43 0.47 0.43
High 0.06 0.45 0.44 0.41
LRE >80% Test Z Score
OTL CCSS OTLNCTM
OTLState Stnd
Low -1.66 0.43 0.45 0.42
Med -0.53 0.46 0.46 0.44
High -0.93 0.47 0.47 0.40
Mathematics – School LRE Category A (>80% time) by Performance & OTL
For All Students
For SWD Students
Performance Opportunity To Learn |
Performance Opportunity To Learn |
0.00 0.10 0.20 0.30 0.40 0.50 0.60
State Standards (cg)*
CCSS (cg)**
Extended Standards (cg)*
ModifiedAssessment (cg)**
StateAssesment (cg)
Special Population (201) General Population (1068)
0.00 0.10 0.20 0.30 0.40 0.50 0.60
State Standards (cg)
CCSS (cg)
Extended Standards (cg)
ModifiedAssessment (cg)
StateAssesment (cg)*
Special Population (179) General Population (1290)
Chart 6: Opportunity To Learn by Level of InclusivenessMathematics
Low Levels of Inclusiveness (<62%) High Levels of Inclusiveness (>80%)
* Significant at p < 0.05 ** Significant at p < 0.01 Whisker = 1 Standard Deviation
Special Population (n=179) General Population (n=1290)Special Population (n=201) General Population (n=1068)
0.00 0.10 0.20 0.30 0.40 0.50 0.60
StateStandards (cg)**
CCSS (cg)**
Extended Standards (cg)
Modified Assessment (cg)
State Assessment (cg)
Special Population (n=218) General Population (n=1709)
0.00 0.10 0.20 0.30 0.40 0.50 0.60
StateStandards (cg)*
CCSS (cg)
ExtendedStandards (cg)**
Modified Assessment (cg)**
State Assessment (cg)
Special Population (n=188) General Population (n=1472)
Chart 7: Opportunity To Learn by Level of InclusivenessLanguage Arts & Reading
Low Levels of Inclusiveness (<62%) High Levels of Inclusiveness (>80%)
* Significant at p < 0.05 ** Significant at p < 0.01 Whisker = 1 Standard Deviation
Variable Standardized Beta Coefficient
Significance
Prior achievement 0.70 0.000
Disability status -0.096 0.000
Economic Disadvantage -0.069 0.000
Level of Inclusion (LRE Cat. A) 0.048 0.001
State Standard (pre-CCSSM) 0.065 0.000
CCSSM -0.073 0.000
NCTM 0.132 0.000
Analyzing Information 0.040 0.000
Mathematics Multivariate Regression Equation predicting mathematics achievement
Variable Standardized Beta Coefficient
Significance
Prior Achievement .777 .000
Disability Status -.076 .000
Economic Disadvantage -.065 .000
Level of inclusion (LRE Cat. A)
.045 .000
State Standard -.178 .000
CCSS .090 .000
State Mod. Test .062 .000
State Ext. Standard .030 .004
Generate Written Text .022 .037
Language Arts/Reading Multivariate Regression Equation predicting achievement
What have we learned? (so what?)SEC Special Education Consortium Project –Final (1)
• Instructional content data from classrooms in 3 states show general consistency in opportunity to learn between general ed. and special ed. but instruction differs at the fine grain (specific topic) level in many schools
• The SEC data reported by teachers reveal wide variation in instructional practices used in Math and ELA, and among classes taught by special education and general education teachers
• Demonstrated for schools, districts, & states a method of analyzing and using data on alignment of instruction to standards –two dimensions are important – Topics by Cognitive expectations
• Cognitive expectations for teaching and learning were found to be a major gap between current instruction and Common Core Standards— SEC charts proved useful to focus shifts needed for transition to CCSS
What have we learned? (so what)SEC Special Education Consortium Project –Final (2)
• Analyzed school LRE indicator and instruction– Schools with more inclusive classrooms (higher LRE scores) had greater alignment of instruction to Standards –both students with IEPs and Gen.Ed. students
• Tested a new method of reporting on instruction to students with significant cognitive disabilities (1% group), and reporting on relation of instruction to Extended Standards
• Analyzed effects of instructional alignment on gains in student achievement: a) Better alignment of ELA instruction to Common Core positively related to student achievement gains, b) Math instruction alignment to prior standards related to gains in achievement
• Model for professional development with use of data at school level, involving teacher teams by grade level (Online PD Modules)