TN Diploma Project: Implementation of the NEW High School Policy for Students with Disabilities Brian Mast, Coordinator of Exceptional Education & Gerry.

TN Diploma Project: Implementation of the NEW High School Policy for Students with DisabilitiesBrian Mast, Coordinator of Exceptional Education&Gerry Altieri, Coordinator of Exceptional Education

TN Diploma Project GoalsProduce students who are workplace

and/or college readyProduce students who have a deeper

understanding of math and science and their relationship to technology

Produce students who can work cooperatively in groups

Produce students who are ready to demonstrate responsibilities in their own lives and in service to their community

TN Diploma Project Affects the 2009-2010 9th Grade ClassSenior Capstone Project (recommended)Revised Curriculum with more rigorRequirement for four years of math

(additional one credit in math)Requirement for .5 credit in Personal

Finance CourseAdditional .5 credit requirement for P.E.

Impacts on Students with DisabilitiesSWD will be included in regular classes

to the degree possible and with appropriate support and accommodations.

School districts should be making every effort to begin the process of getting SPED teachers endorsed in the core academic courses they are to teach.

Focused Plan of StudyDuring the second semester of 8th grade,

all students along with their parents, school counselor and administrator will jointly prepare at a minimum an initial 4 year plan of study.

www.collegefortn.org www.kuder.comhttp://tcids.tbr.edu/

Focused Plan of StudyBy the end of the 10th grade, the same

team will focus the plan to ensure the completion of the program of study and a smooth transition to postsecondary study and/or to work.

The plan will be reviewed annually by the student and the advisor/school counselor, and revised based on changes in the student’s interest and career goals.

Focused Plan of StudyHigh School and middle grades faculty

will collaborate in planning curriculum and the transition between missle grades and high school.

Work-based learning (WBL) will be available to all students including SWD.

Students will have access to a system of structured WBL experiences that allow practical problems and explore career options at the work site.

Tennessee Code Annotated 49-6-6001 (b) states:“As a strategy for assessing students readiness

to enter and succeed in postsecondary training, every public school student shall take a series of three (3) examinations, one (1) administered at grade eight (8), one (1) administered at grade ten (10), and one (1) at grade eleven (11). These assessments shall be approved by the commissioner of education and provide educators with diagnostic information to assist in developing interventions for the purpose of increasing high school graduation rates and improving student preparation for postsecondary achievement…”

ACT battery of exams

8th Grade…EXPLORE (accommodations listed in IEP)

10th Grade…PLAN (pre-ACT test)(accommodations listed in IEP)

11th Grade…ACT (2 options for accommodations…State or ACT)

Regular Diploma

• English 4 units• Mathematics 4 units• Science 3 units• Social Studies 3 units• Foreign Language 2 units• Fine Arts 1 unit• Health, Physical Fitness & Wellness 1.5

units• Personal Finance .5 units

Transition CertificateA Transition Certificate may be

awarded to SWD who, at the end of the 4th year of high school, have failed to earn a regular diploma but have satisfactorily completed an IEP, and have satisfactory records of attendance and conduct.

SWD may continue to work towards the high school diploma through the end of the school year in which they turn twenty-two years old.

IEP CertificateAn IEP certificate will be awarded to SWD

who have (1) satisfactorily completed and IEP, (2) successfully completed a portfolio, and (3) have satisfactory records of attendance and conduct.

PLEASE NOTE: This replaces the “Special Education Diploma”

Graduation RequirementsStudents with qualifying disabilities as

documented in the IEP shall be required to achieve at least Algebra I and Geometry (or equivalent)

The required number of credits in math will be achieved through increased instructional time, appropriate methodologies, accommodations and other differentiated instruction as determined by the IEP team.

Math RequirementsSWD Option Must be enrolled in a math course

each year of high school

9th Grade Algebra I A10th Grade Algebra I B End of Course

Test11th Grade Geometry A12th Grade Geometry B End of Course

Test

Algebra I A and I BGeometry A and BAn appropriately endorsed general

education teacher who has demonstrated HQ status in math may serve as the teacher of record and award credit to general education and students with an IEP.

An appropriately endorsed SPED teacher who has demonstrated HQ status in math may serve as the teacher of record and award credit to students with an IEP.

Science Requirements SWD Option Note: Only one Lab Course is needed

if Biology A and B are taken for credit

9th Grade Choose from Physical, Environmental, Earth or

Agri science10th Grade Biology I A11th Grade Biology I B End of Course

Test

Impact on Students with DisabilitiesStudents with qualifying disabilities as

documented in the IEP are required to achieve at least Biology I and two other lab science credits. The required number of credits in science will be achieved through increased instructional time, appropriate methodologies, and accommodations and other differentiated instruction, as determined by the IEP team.

Only one additional lab course is needed if Biology IA and IB are taken for credit.

Biology I A and Biology I BAn appropriately endorsed regular education

teacher who has demonstrated HQ status in biology may serve as the teacher of record and award credit to regular education and special education students

An appropriately endorsed SPED teacher who has demonstrated HQ status in biology may serve as the teacher of record and award credit to SPED students.

English I, II, III, IV

An appropriately endorsed SPED teacher who has demonstrated HQ status in English may serve as the teacher of record and award credit to SPED students (only).

2009-2010 EOC Exams

New EOC assessments aligned to new curriculum standards

New student achievement performance standards aligned with college and career readiness…(below basic, basic, proficient, and advanced)

EOC ExaminationsThe High School Transition Policy requires

students to be assessed in the following end of course assessments:

• English I, English II and English III• Algebra I• Geometry• Algebra II• U.S. History• Biology I• Chemistry and Physics

EOC ExaminationsThe weight of the EOC examination on

the student's course average is as follows for entering 9th graders: fall of 2009 and 2010 – 20%, fall of 2011 and 2012 – 25%, fall of 2013 and thereafter – 25%...”

The EOC test grade will count toward the second semester grade.

Transition Plan for Gateway/EOC

The Gateway assessments will continue to be administered to repeat takers that have not satisfied their diploma requirements by passing the assessment at the proficient or above level. These repeat takers would have fulfilled their credit requirements and would no longer be in a class for instruction. These students would continue to have access to an intervention for the Gateway assessments.

Alternative Performance Based Assessment (APBA)Background The High School policy adopted by the

State Board of Education in January of 2008 States that “Students with disabilities will be included in regular classes to the degree possible and with appropriate support and accommodations. To earn a regular high school diploma, students with disabilities must earn the prescribed number credit minimum.

Background cont.Students failing to earn a yearly grade of

70 in a course that has an end- end-of-course test and whose disability adversely affects performance on that test will be allowed, through an approved process, to add to their end-of- course assessment scores by demonstrating the State identified core knowledge and skills contained within that course through an alternative performance-based assessment

Background Cont Cont’dThe Department of Education called

together curriculum committees of practitioners in the various subject areas which currently have end-of- course assessments to identify the core knowledge and skills contained within those courses that may be demonstrated by students in a performance- based assessment. These committees produced documents identifying the core knowledge and skills and a rubric for teacher assessment of those skills in a performance-based format.

The Master Plan Connection This supports the Board’s Master Plan

by providing a rigorous curriculum for all students by identifying core knowledge and skills contained in courses with end-of-course tests and allowing students with disabilities to demonstrate proficiency in the regular course curriculum in ways that may not be reflected on the State end -of-course tests.

Implementation The pilot project for the identified core

knowledge and skills rubric scoring process for alternative performance-based assessments will be in the areas of Math, Science, English and U.S. History for the 2009-2010 school year.

Rubrics have been developed for Algebra I & II, Geometry, Biology, Chemistry, Physics, English I, II & III, and U.S. History.

Key Requirements These students must receive appropriate

support and accommodations with the goal of mastering course content and passing the EOC assessment.

Students with disabilities must participate in the State End of Course (EOC) assessment.

However, a student on an active IEP whose disability interferes with performance on the EOC assessment may demonstrate mastery of core knowledge and skills for that course through the approved alternative performance based assessment

Requirements Continued The IEP team should determine if the disability is

likely to have an adverse effect on performance on the EOC test, but an IEP Team recommendation is NOT required.

Discussion of the potential need for the alternative performance based assessment may take place at the annual IEP meeting and be appropriately documented.

In the event the student fails to earn a passing grade for the course, the alternative performance based rubric will be used to assess the level of mastery of the course content.

The student’s level of achievement of the core knowledge and skills for each State end of course test is determined by the teacher of record in consultation with the IEP team and special education providers, using the State approved alternative performance based assessment document.

PLEASE NOTE Results of the performance based

assessment will not improve Adequate Yearly Progress calculations for the school, but will count toward graduation rate.

Students with disabilities who successfully participate in this process will meet the course requirement leading to a regular high school diploma.

PROCEDURE Before the course begins, the special education

teacher and the teacher of record* for any course requiring a State End of Course Assessment should familiarize themselves with the core knowledge and skills outlined on the State rubric.

Discussion and planning should take place around the types of documentation needed as evidence for meeting the core knowledge and skills identified on the rubric (see Key that gives examples of Methods of Assessment) in the event that a student’s disability may cause him/her to fail to earn a passing grade in the course.

PROCEDURE During the course, the rubric can be used

for reference and the types of documentation being collected on a regular basis should be kept in mind. The special education teacher can and should assist in the process.

Procedure Cont Cont’dIf the student fails to earn a yearly grade of 70

in a course that has an end-of course test and that student’s disability adversely affects his/her performance on that test, the teacher of record (with the assistance of the special education teacher*) will complete the rubric and assign a score for each essential skill area listed based on evidence from the student’s performance during the course.

Evidence should be available for review to document that the student has satisfactorily demonstrated proficiency or above of the essential skills for the course.

Procedure Cont Cont’dThe Method of Assessment should be

documented by coding from the rubric Key.

The teacher will then assign a score based on the degree to which the student has demonstrated proficiency or above in each specific knowledge or skill area, based on a 0-2 scale.

This percent score will be used for calculating the student’s course grade.

The rubric will be kept on file as documentation .

PLEASE NOTE

*The teacher of record assesses thestudents and assigns the grade, ANDmust be highly qualified in the coursecontent.

*In some instances the Special Education teacher may be the teacher of record.

Rubrics Access State Board of Educationhttp://tennessee.gov/sbe/2009Julypdfs/

IVAIdentification of Core Knowledge and Skills for Performance Based Assessment of Students with Disabilities.pdf

State Special Education Webpage

speced/ http:// www.State.tn.us/education/speced

assessment.shtml

Questions

CreditThis power point is a compilation of power

points that can be found on The Tennessee Department of Education, Division of Special Education website.

www.tennessee.gov/education/speced