State Target: AYP (98%), Participation (95%), Proficiency (varies)
Indicator Contact(s):
· Replace with from experts this group and email addresses
Data Source(s): Count/Report:
· None (all online) / Online Resource:
· Data for Student Success
· MI School Data
· BAA Secure Site
Compliance indicators Only Possible source(s)/cause(s) of noncompliance (#15, VR, etc.):
· None
Link to Determinations (if any):
· Timely data
· Valid/Reliable data
· CAPs
· Other: Apply for the 2% for alternative assessments
Are your special education students being exposed to the general education curriculum? (B-5 Indicator)
Gap Statement:
Ex: Our Fall 2010 MEAP Reading Proficiency for 6th grade students with IEPs was 53%m which was significantly below the district rate for 6th grade MEAP Reading Proficiency of 68% which was also below the MDE target of 83%.
Root Cause Hypothesis:
· High percentages of transient population – few “matched students” from previous year
· MEAP Access offered Fall 2009 – few “matched students” from previous year
· Lack of universal screener/assessment for: Response to Intervention framework, potential intake process for foster children
· Lack of co-teaching model
· Lack of differential instruction
· Lack of scope sequence, pacing guide, and vertical alignment of /for curricula across grades and subjects
· Merit Core Curriculum causing difficulty for some special education students passing MEAP and getting diploma
· Students with low Math MEAP scores qualified LD in math (8th grade-25% proficient. 7th grade-38% proficient)
· New student to our district have not had time for interventions and strategies to “take effect”
· Lack of exposure to general education curriculum
· Across grade levels and across Reading and Math, the key areas tested are areas of deficit for students with disabilities
· Math curriculum is not aligned with MEAP
· Vocabulary/terminology for math not consistent across grade levels
· Pull-out% if students with IEPs too high students with IEPs lack of exposure to general education curriculum
· Transient population
· Students with IEPs had been pulled out of the general education curriculum in Math for instruction in resource rooms
· Special education teachers did not have general education curriculum materials
· Special education teachers at elementary and middle school levels lack training in the general education curriculum
· Paraprofessional lack of training in the general education curriculum
· Reading strategies are not taught in 6th-12th grades
· Upper grade level teachers have not received training in reading strategies and how to teach within other content areas
Root Cause Hypothesis / Possible Activities for CAPs / Links to Training Materials/Guidance
Documents
· High percentages of transient population – few “matched students” from previous year
· MEAP Access offered Fall 2009 – few “matched students” from previous year
· Lack of universal screener/assessment for: Response to Intervention framework, potential intake process for foster children
· Lack of co-teaching model
· Lack of differential instruction
· Lack of scope sequence, pacing guide, and vertical alignment of /for curricula across grades and subjects
· Merit Core Curriculum causing difficulty for some special education students passing MEAP and getting diploma
· Students with low Math MEAP scores qualified LD in math (8th grade-25% proficient. 7th grade-38% proficient)
· New student to our district have not had time for interventions and strategies to “take effect”
· Lack of exposure to general education curriculum
· Across grade levels and across Reading and Math, the key areas tested are areas of deficit for students with disabilities
· Math curriculum is not aligned with MEAP
· Vocabulary/terminology for math not consistent across grade levels
· Pull-out% if students with IEPs too high students with IEPs lack of exposure to general education curriculum
· Transient population
· Students with IEPs had been pulled out of the general education curriculum in Math for instruction in resource rooms
· Special education teachers did not have general education curriculum materials
· Special education teachers at elementary and middle school levels lack training in the general education curriculum
· Paraprofessional lack of training in the general education curriculum
· Reading strategies are not taught in 6th-12th grades
· Upper grade level teachers have not received training in reading strategies and how to teach within other content areas / · Review proficiency subgroup data
· Review cut scores (by grade level, etc.)
· Compare all the subgroups (free-reduced lunch, gender, ethnicity, etc.)
· District administration will utilize PLCs to ensure general and special education collaboration and use of best-practices
· District administration will ensure district curricula are aligned with State content standards
· District administration will develop and implement a Response to intervention framework including universal screeners
· Implement/schedule planning and development time for collaboration for PLCs
· Development of evaluation of co-teaching/teaming approach
· Development and implementation of scope/sequence, pacing, vertical alignment of curricula
· Development and implementation of Rtl and co-teaching strategies/framework
· Implemented and will continue to co-teach for ELA and Math
· Will implement credit recovery
· Implemented and will continue after-school tutoring
· Will hire LRE paraprofessional staff to support special education staff
· Will implement summer school
· Align IEP accommodations to MEAP needs
· Staff will attend MEAP student/practices classes
· Staff will implement co-teaching where appropriate and/or available
· Staff will utilize differentiated instruction
· We will implement co-teaching and differentiate instruction for math 7-8
· We will utilize differentiated instruction in grades 2-5 for reading , math and writing
· We will implement new math curriculum resource (Think Math K-5) and (Holt Math 6-8)
· Summer school K-7 for reading and math
· Small group and focused instruction for grades 2-8 Math on identifying concepts
Statewide Assessment B-3 Indicator Tamer Page 1