POSTER TEMPLATE BY:

www.PosterPresentations.com

Supporting SPED Students During a Schedule Change: Improving Support and Outcomes

Lesa HaleyEDLD 655 University of Oregon, Winter 2012

CURRENT SPED STRUCTURE:

References:

REASONS FOR CONCERN : INTRODUCTION & BACKGROUND INFORMATION

SCHOOL IMPROVEMENT GOAL: SCHOOL IMPROVEMENT GOAL:

X High School is a large comprehensive high-school serving approximately 1500 students. Currently X High School is on a trimester, 5 period per day, schedule. A schedule change to A/B Hybrid Block Schedule is being implemented in the 2012-2013 school year at both comprehensive high schools in District X due to low 4 year cohort graduation rates, new diploma requirements, lower ACT scores, and poor 9th grade success.

X High School will increase the number of SPED students who improve academic achievement through a resource class and utilize collaboration/teaming structure between regular education and special education teachers.

FUTURE PLANNING AND RESOURCE NEEDS:

QuickTime™ and a decompressor

are needed to see this picture.

2008-2009 2009-2010 2010-2011

X District 59.0% 60.17% 61.54%

State 66.2% 66.4% 67.2%

4 YEAR COHORT GRADUATION RATES

TIMELINE & PREPARATION LEADING TO SCHEDULE CHANGE

4 Year Cohort Graduation rate

SCHOOL BOARD KEY REASONS FOR SCHEDULE CHANGE

X HIGH 2009-2010 2008-2009

SPED 31.11% 48.15%NON SPED 68.75% 72.61%

POSSABILITIES

Currently X High School uses an inclusion model where most SPED students are in regular education classes through out the day. SPED students are scheduled up to 3-4 periods in regular education classes with one support class and possibly an additional intervention class.

The support class is staffed with up to two SPED teachers and up to two educational assistant depending on the number of students and need. Case management is currently being done by grade level.

DISADVANTAGES OF BLOCK SCHEDULE FOR SPED STUDENTS

Establishment of a block schedule does have disadvantages & concerns, however there are NO unique disadvantages to SPED students. (Weller & McLeskey, 2000)

Attendance may be a bigger issue and harder to make-up assignments. Inconsistent research data on academic achievement because of

number of variables that are hard to control and variations of strategies used by teachers.

Need buy in from teachers and willingness to change current teaching practices. Move away from lecturing and/or study halls to instructional strategies that promote more student involvement.

Teachers need professional development and time to effectively develop and change current practices.

*This is an example and not a complete list of all disadvantages.

PROPOSED STRUCTURE FOR SPED:

Teacher Survey 3-4 years after Implementing(Stokes & Wilson, 2000)

WHAT RESEARCH STATES:

PHASE 1: Fall 2010-Spring 2011:Collected staff input through site based processes

PHASE 2: FALL 2011: High School Leadership Team was formed from both sites to process input, review data, and research best practices. They participated in professional development activities, looked at several options, and made school site visitations.

PHASE 4: Winter 2012:*Site based communication plan for stakeholders designed and approved by school board. *Site Based Professional Development Plan developed by each department and began implementation by January 2012.

When looking at implementing the A/B Hybrid Block Schedule there was not detailed information or data reviewed on how special education students (SPED) may be affected or impacted even though they continue to lag behind their peers in academic achievement.

2011-2012 9th Grade Students

PHASE 5: Spring/Summer 2012:*Continue Professional Development Activities*Finish implementing communication plan*Develop Master Schedule that reflects board goals that incorporate teaming and collaboration

1. To continue with our current inclusion model and structure where students would have one support class. Would not allow our SPED teachers time in their work day to

collaborate with general education teachers which will be looking at curriculum and instructional practices.

According to Santos, Karen E. & Rettig, Michael D for the block schedule to work there must be communication and collaboration between the SPED teachers and regular ed teachers. They also must use different instructional strategies during the longer blocks.

2. To go back to a more self contained program where SPED students are mostly taught by SPED teachers with little or no access to regular education teachers and classes.

*IDEA law however states students should be placed in the least restrictive environment, which this model would not meet. *Teachers licensure issues may occur due to not being endorsed in the proper subject areas to be able to grant high school credit.

3. Implement a structure that provides a support class for SPED students who need it every day, and still allows SPED teachers to collaborate in a teaming structure with regular education teachers.

1. SPED students in grades 9 will still have one support class each day. Grades 10-12 will have a support class as determined by student need.

2. Two SPED teachers will be assigned to two of the four freshmen grade

level teams. Example: Teacher A= Teams 1 and 2Teacher B= Teams 3 and 4

3. Case management: 2 teachers: 9th grade (50-60 students) 4 teachers: 10-12 grades (150 students)

3. 9th grade SPED teachers would have one period (90 minutes) for case management/collaboration scheduled during the same period the 9th grade level team has for collaboration.

FUNDING AND STAFFING:The district is facing a budget deficit,however has received grant resources(over $400,000) from the US Department of Education. Grant Funds provided were used by X High School for:

3.0 FTE =Implementation & Embedded CollaborationStaff Professional Development

The affect on staffing is a bigger issue. The size of classes will remain about the same as students may not have a full schedule,which is consistent with our current schedule. This may or may not require additional staff.

There were no benefits unique to students with disabilities. A resource class was emphasized as a needed support, but teachers felt many students could benefit from the same kind of academic support. (Weller & McLeskey, 2000)

Increased collaboration between general and special education teachers to adapt curricula and instructional methods which encourages teachers to utilize a variety of teaching strategies, including cooperative learning, problem solving, and more hands on projects.

Improvement of school behavior (attendance, less suspensions) Stronger Interpersonal Relationships:Teachers get an opportunity to

know their students better. Lesson Fragmentation reduced and can go into more depth, offered at

an individual pace, while providing real time interventions.*This is not a complete list of all advantages but a representation.

1. Provide Professional Development that :Demonstrates how to utilize a variety of teaching strategies effectively in a block schedule Introduces protocols that can be utilized for effective collaborationHelps utilize data & continue to develop tiers of intervention (RTI)

2. Explore how all students may access a resource class if needed.3. Explore and secure resources necessary to continue embedded

collaboration when grant funds are exhausted.4. Explore how to expand teaming and collaboration into the 10th grade.

They found teachers still believed that block scheduling is more effective than traditional scheduling.The three factors that they mentioned as being critical to the success of the schedule were:

*Daily teacher planning*Multiple-activity lessons in one period*The use of hands-on activities

ADVANTAGES OF BLOCK SCHEDULE FOR SPED STUDENTS

PHASE 3:Winter 2012: The District Leadership Team and School Board made decision to change both high schools to an A/B Hybrid Block schedule for 2012-2013 school year.

PHASE 6: FALL 2012: Implement A/B Hybrid ScheduleContinue Professional Development

A study completed by Weller and McLeskey results indicated that an inclusion model and block scheduling were complementary and supportive of each other and school reform.

A DAY B DAY

Math English

Science Social Studies

Resource Resource

PE Elective

A DAY B DAY

Math English

Science Health or

Elective

Resource Resource

Elective Elective

A DAY (Mon & Wed) B DAY (Tue & Thurs)

PREP Resource 10-12

(2 SPED Teachers + EA)

Resource 10-12

(2 SPED Teachers + EA)

Resource 10-12

(2 SPED Teachers + EA)

Resource 9 Resource 9

Collaboration/ Case Man PREP

OUTCOMES:1. Continue positive graduation trend with SPED students.2 Increase the number of 9th grade SPED students who earn at least 6.0 credits and above a 2.0 GPA.

X HIGH Below 6 credits Below 2.0

SPED 44% 47%

NON SPED 28% 25%

A/B Block: Mon – Thurs Friday HybridA(Mon/Wed) B(Tu/Th) TIME

1 2 8:00-9:30

BREAK BREAK 9:30-9:45

3 4 9:45-11:15

Lunch A Lunch A 11:15-11:50

5a 6a 11:20-12:50

Lunch B Lunch B 12:50-1:25

5b 6b 11:55-1:25

7th 8th 1:35-3:05

A/B HYBRID SCHEDULE

1st 8:00 - 8:44 2nd 8:49 - 9:33 3rd 9:38 - 10:22 4th 10:27 - 11:11 Lunch A - 11:11 - 11:54 5th - 11:54 - 12:38 6th - 12:43 - 1:27

5th - 11:16 - 12:00 6th - 12:05 -12:49 Lunch B - 12:49 - 1:32

7th 1:32 - 2:16 8th 2:21- 3:05

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

Weller,Donald R. & McLeskey,James. Block Scheduling and inclusion model in a high school: teacher perceptions of the benefits and challenges. Remedial & Special Education,v21 n4 p209-12 July-Aug2000.Santos,Karen E. & Retting, Michael D. Going on the block: Meeting the needs of students with disabilities in high schools with block scheduling.Teaching Exceptional Children, v31 n3 p54-59 Jan-Feb1999.Block Scheduling: Some Benefits But No Magic Fix,, Wisconsin Center For Education Research(WCER). January 2004.Themes in Education: Block Scheduling: Innovations with TIME, Wisconsin Center for Education Research (WCER) May 1998.Vermillion,Tammie. Changes Special Education Teachers Make in the Transition from Traditional to Block Scheduling. Master’s Thesis.1998.ERIC.

In district X only 50% of freshmen complete their first year of high school with above a 2.50 GPA. About 28% of the students complete 9th grade with lower than a 2.0 GPA. 25% of 9the graders finish the year credit deficient. (less than 6.0 credits)

Provides a structure to help support teachers to make changes in the curriculum and improve instructional practice.

Provides a structure that supports “teaming”, so teachers have a shared group of students, which allows them to get to know the student better and be able to collaborate among each other to provide strategies and interventions for those students on their team at the 9th & 10th grade level.

Aligning the schedule which allows students to utilize opportunities available and take classes at LCC and U of O.

Maintain comprehensive programs that support a well rounded student, maximizes opportunities for students, and supports elective programming.

Semester 1HYBRID

Math

English

Science

Social Studies

Resource

Resource

PE

Elective

Semester 2HYBRID

Math

English

Science

Health

Resource

Resource

Elective

Elective

HYBRID(Fri)

PREP

Resour. 10-12

Resour. 10-12

Resour. 10-12

Resource 9

Resource 9

Case Man 9

PREP

SAMPLE 9th GRADE SPED TEACHER SCHEDULE

SAMPLE 9th GRADE SPED STUDENT SCHEDULE