empowering students with disabilities to succeed on ...€¦ · downplay the mcas ! “this is...
TRANSCRIPT
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+
Empowering Students with Disabilities to Succeed on Standardized Tests
Nina Scupp, Ed.M. City on a Hill Charter Public Schools
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+ The Boston Compact Partnership, Purpose, & Process
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+The Boston Compact: Partnership
n 3 Boston education sectors n Charter n District n Independent Catholic
n Triad model n City on a Hill Charter Schools n New Mission High School n Cathedral High School
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+The Boston Compact: Purpose
n Foster communication across sectors
n Share resources and best practices
n Identify replicable strategies for supporting jstudents with disabilities
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+The Boston Compact: Process
n 2 cycles of research over 3.5 years
n Study skill strategies
n Test prep case studies
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+ Research Cycle 1 Study Skills
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+Guiding Questions
n Does explicitly teaching study skill strategies have a measurable impact on student outcomes?
n Are some strategies more effective than others for SWDs?
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+Research Cycle 1: Methods
n Examined schools’ current strategies
n Created pool of strategies n Review packets n Flashcards n Practice tests n Online video platforms
n Isolated and tested strategies n 9th and 10th grade math n Straightforward unit test/re-test format n Concrete and skill based
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+ Predict: Which strategy had the greatest impact?
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+Research Cyle 1: Outcomes
Study Skill Type of Student Gains No Change Decline
Practice Test
SWD 90% 0% 6%
Non-SWD 63% 19% 18%
Flash Cards SWD 81% 8% 12%
Non-SWD 92% 0% 8%
Online Video
SWD 94% 8% 0%
Non-SWD 79% 13% 8%
Review Packet
SWD 88% 12% 0%
Non-SWD 78% 11% 11%
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+Research Cyle 1: Outcomes
n All yielded significant gains for all students n Overall 30% increase
n Closed the gap between SWD and lnon-SWD by 16%
n Efficacy: Online videos, practice tests, jreview packets, flashcards
n SWD benefited more than non-SWD on 3 jout of 4 strategies
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+ Discuss: What caused these results?
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+Research Cyle 1: Outcomes
n SWD never explicitly taught study skills
n Rote memorization had lowest impact
n Online videos had greatest impact 1. Familiar format 2. Extrinsic rewards 3. Immediate feedback 4. Self-paced 5. Mobile 6. Reduced distractions 7. Oral rather than written
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+ Research Cycle 2 Test Prep Case Studies
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+Research Cycle 2: Methods
n Identified 4 schools with records of success
n Developed observation protocol
n Three rounds of site visits
n Focus groups and in-depth interviews
n Tested strategies at home institutions
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+Guiding Questions
n Are there any commonalities among these schools?
n Did any contribute to student success?
1 Curriculum and Instruction
2 School Structure
3 School Culture
n Can any be replicated?
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+School 1: The Mary Lyon School
n Pilot school
n Grades 9-12
n 140 students; 44% SWD
n Full inclusion model n 14 general education students n 6 students with social-emotional impairments
n School focus n Explicit and hidden curriculum n Life skills, emotional behavioral skills
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+School 1: The Mary Lyon School
1. Curriculum & Instruction:
n Dual-certified teachers
n Spiraling content
n MCAS-style prompts all year with 1 week intensive
n Responsive data-driven instruction
n Bimonthly data meetings
n Action plans
n Regroup students
n Culture of sharing
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+School 1: The Mary Lyon School
2. School Structure:
n Small student body
n Foundational classes
n Extended day
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+School 1: The Mary Lyon School
3. School Culture:
n Downplay the MCAS
n “This is important but not that important.”
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+School 2: Boston Collegiate
n Charter school
n Grades 5-12
n 300 students; 21% SWD
n Inclusion classes and small sub-separate cohort
n College prep focus
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+School 2: Boston Collegiate
1. Curriculum & Instruction:
n Anticipated needs and doubled support staff
n Co-taught classes
n 2 content teachers
n 1 content and 1 special ed teacher
n Extensive and intensive explicit MCAS prep
n 12 weeks/one class a week
n Data-driven instruction
n Baseline and benchmark exams
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+School 2: Boston Collegiate
2. School Structure:
n Extended day
n Mandatory weekly after school tutoring session
n Tutoring run by certified math teachers
n Individual in-school academic support
interventions
n Weekly department meetings
n Vertical alignment
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+School 2: Boston Collegiate
3. School Culture:
n Banners in school entrance
n Party morning-of exam
n Rock paper scissors tournament
n Faculty dance off
n Video montage of encouragement messages
n Results party
n T-shirts
n Web page
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+School 3: Fenway High School
n Pilot school
n Grades 9-12
n 300 students; 19% SWD
n Slow transition to full mainstreaming n Sub-separate program n Inclusion classes
n Partnerships with local colleges n Interns n Tutors
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+School 3: Fenway High School
1. Curriculum & Instruction:
n Five weeks of explicit test prep
n Aligned with senior internships
n Senior teachers become MCAS prep teachers
n Incentivized opt-in after school support
n Explicit test taking strategies
n Data-driven instruction
n Spiraling curriculum
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+School 3: Fenway High School
2. School Structure:
n Dual-certified teachers through Boston Teacher
JResidency Program
n Weekly meetings for student data
n Flexibility to regroup students in adjacent rooms
n Weekly double block “labs”
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+School 3: Fenway High School
3. School Culture:
n Positive framing
n Reduce anxiety through repetition
n Urgency
n Community responsibility
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+School 4: Codman Academy n Charter school
n Grades 9-12
n 150 students; 38-50% SWD
n Maximum inclusion goal n Inclusion with small group pull out n Inclusion associates n One sub-separate classroom with push-in
n School focus n Expeditionary learning n Restorative justice
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+School 4: Codman Academy
1. Curriculum & Instruction:
n Use MCAS-style language throughout the year
n Demand students show work to mimic open response
n Explicit multiple choice and annotation strategies
n Data-driven instruction
n Complete diagnostic test in December
n Use Quia to drill down to specific weak strands
n Regroup students with targeted work
n Repeatedly track and analyze data
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+School 4: Codman Academy
2. School Structure:
n Bimonthly Saturday school
n Extended day
n Average class size 20
n Bimonthly field work day
n Extensive teacher PD and meeting time
n 3 full weeks a year; half day every Friday
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+School 4: Codman Academy
3. School Culture:
n Teacher-created MCAS pump-up videos
n “The less we explicitly talk about it the better.”
n Reduce anxiety
n Positive messaging
n Strong relationships
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+Commonalities and Conclusions
n Low student : teacher ratio
n Inclusion models
n Strong relationships
n Data-driven instruction
n Positive framing
n Explicit test taking strategies
n Common planning time
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+ Q&A Methods, Findings, Impacts
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+ Thank You Questions? Email [email protected]