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Special Education Lesson Plan Template

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Special Education Lesson Plan Template Powered By Docstoc
					    Ridge View Academy

How we, as a school community,
 capture data to consistently and
   effectively improve student
           achievement.
School Overview

 Ridge View Academy was opened July 2001.
 Watkins, CO
 School is a diploma based program.
 Current student population is 289.
 Free and Reduced
 At-Risk
 Over 50% Identified as Special Education
School Overview

 Ridge View Academy is an accredited
 Denver Public Schools High School and
 Division of Youth Correction facility.

 We serve adjudicated youth from the state of
 Colorado.

 Ridge View Academy made AYP for 2009.
How we capture data

   Teachers / School Community

   RVA is a data driven school focusing on both long
    term and everyday data to make key institutional
    decisions.

   Lexile scores

   Everyday classroom assessment to drive
    instruction
How we capture data

   Teacher collaborative environment focused
    on our student’s performance in class to
    better the teacher’s instruction.
   Orientation Teachers student performance
    assessment. (Math and reading progression)
   How our daily lesson plan template is used to
    gauge student performance. This is also a
    key instrument for teachers to use to reflect
    on the effectiveness of their lesson.
How we capture data

   RVA is a data driven school focusing on both
    long term and everyday data to make key
    institutional decisions.



   Data based decision making
How we capture data

   How can we use data to reinforce everyday
    student growth and achievement?
   CBM (Curricular Based Measurement)

   Give real time, immediate feedback to the teacher on student progress.

   Verbal assessment, written assessment, student demonstration of mastery
    of the content.

   Every teacher at RVA is expected to know and understand the essentials of
    CBM’s and we can collect, analyze, and then implement the “known” data
How we capture data

   Lexile scores
   Every student at RVA takes the MAP (Measures of
    Academic Progress) assessment four times a year
    (every quarter).

   This assessment and the data it provides gives the
    school community a continuous set of data that
    measures our students achievement in Math, Science,
    and Language Arts.

   We use these scores to accurately place our students in the
    appropriate classes based on their individual needs.
Prescriptive Reading Classes

   Note on Lexile score ranges: Students are placed in
    reading classes based on Lexile scores to the extent
    that these scores are consistent with academic
    records, individualized educational test results,
    classroom performance, and teacher observation.
   Where these sources are inconsistent, staff makes
    judgments about the most appropriate
    placement. Students are assessed quarterly.
Prescriptive Reading Classes

   Lexile Score of 0-600
   Hours: 2 hours per day (four classes)
   Class Size Limit: 15 students with no more
    than one class exceeding the limit.
   Description: This Lexile range targets the
    neediest readers - those with Lexile scores
    less than the 2nd grade average. Students in
    this class will receive intensive reading and
    writing instruction aimed at growing basic
    competency
Prescriptive Reading Classes

   Lexile Score of 500-800
   Hours: 1 hour per day (two classes)
   Class Size Limit: 15 students with no more
    than one class exceeding the limit
   Description: Students with Lexile scores
    between 500 and 800 have reading levels
    between the 2nd and 4th grade
    averages. The goal of this class is to grow
    reading and writing competency and teach
    students how to “read to learn.”
Prescriptive Reading Classes

   Lexile Score of 600-1000
   Hours: 1 hour every other day (one class)
   Class Size Limit: 25 students
   Description: Students whose scores range between
    600 and 1000 have reading levels between 4th and
    7th. The goal of this class is to grow reading levels
    to at least a 7th grade Lexile score (1000). In
    addition, intensive instruction in composition will be
    provided to both improve writing competency and
    reading.
Prescriptive Reading Classes

   Lexile Score of 800 and above
   Reading is taught through language arts and other content
    courses.
   Class Size Limit: 25 students
   Description: Students having Lexile scores at or near the 7th
    grade reading level will engage in reading activities that are
    reinforced throughout the school within content areas. Students
    will have access to available reading support systems and will be
    expected improve their reading skills as they progress through
    the program. In these classes vocabulary development will also
    include helping students to learn to use the following strategies to
    improve comprehension:
Teacher Collaboration

   Orientation Program

   Brief overview

   Educational Component

   Educational Assessment
Teacher Collaboration

   Read 180
   Lexile Scores
   Every student is assessed in their reading
    ability while in Orientation.
   This score is communicated to the main population
    teachers, assistant principal, and registrars
   This score is used in the prescriptive academic
    placement of the student.
Teacher Collaboration

   Math

   Every student is assessed in their mathematical
    ability prior to progressing to main population.

   This information is communicated to the main
    population math teacher, assistant principal, and
    registrars so the student can be placed in the class
    that best suites their academic ability.
Teacher Collaboration

   Our daily lesson plan template is used to gauge
    student performance.

   This is a key instrument for teachers to use to
    reflect on the effectiveness of their lesson.

   The RVA daily lesson plan is used as a model of
    effective instruction in the classroom for teachers
    to demonstrate data reinforced and purposeful
    classroom instructional practices.
RVA Daily Lesson Plan Template

Objective/Learner Outcomes:

Standards (www.cde.state.co.us):

Anticipatory Set:

Teaching Procedures/Modeling   Universal Interventions   Strategic/Targeted   Intensive (names/strategies)
                                                         (names/strategies)




Guided Practice



Independent Practice



Closure

Post-Assessment
Lesson Plan Template

   Our use of MAP scores for our
    implementation of RtI

      Student with lexile scores below 700 (ex) are
      identified for Tier III interventions / Students
      with lexile scores _____ identified for Tier II
      interventions / students above lexile score
      ______ Tier I or no identified interventions
Lesson Plan Template

   This data is used everyday to reinforce HOW
    we deliver instruction, what we use to deliver
    instruction, and how we collect, analyze, and
    implement student achievement data.
   Remember that we have every student
    complete the MAP assessment four times a
    year. This means that twice a semester, our
    teachers are collecting achievement data on
    our students.
Lesson Plan Template

   Another example:

   Read 180 and the use of lexile scores in
    everyday reading to consistently monitor the
    reading abilities of our students
D.I.T.

         Data Implementation Team

    Collect, analyze, disseminate, implement all data
        sources to support our continued student
                      achievement.
D.I.T.

   Use of the MAP scores
   This focuses on the immediate use of data
    during testing
   Each proctor is tasked with keeping all
    student scores from the current test, as well
    as, all previously completed tests.
   This allows the proctors to show the students
    real time immediate achievement
    demonstrating student growth.
D.I.T.

   Increase student achievement on testing
       This has shown to boost student achievement on
        testing. It also allows the proctors to show the
        students if the went up or down on the test and
        allows the majority of our students to retake the
        test in an effort to increase their score.
   Increase student buy-in and investment in the
    process
       Students are immediately bought into the process
        as they can see first hand and immediately the
        impact of their scores.
D.I.T.

   The long term use of data for our scheduling

     As a school community we can use this data to
     place students in academic classes that will meet
     their academic needs.
D.I.T.

   How we used this data to successfully
    request a waiver to limit class size to 15
    students which is proven to increase student
    achievement in the classroom environment.
D.I.T.

   Teacher pre-test interviews with students /
    teacher post-test interviews with students
       One week prior to each MAP testing window,
        each teacher is tasked to discuss the students
        MAP scores with the student prior to taking the
        test. This shows the student that, we as a school
        community, are invested in their continued growth
        on the MAP. The teachers repeat the interview
        with the students the week after testing discussing
        how the students did on the test and whether or
        not they meet their desired goals.
Key aspects that make everyday work
easier

Daily lesson plans

Use of lexile scores

Consistent communication between teachers

Accuplacer testing (highlight the PS program)
How it is used with each stakeholder
audience
Parent teacher conferences
  Our teachers use data to demonstrate to
   the parents the success of their student
   athletes.
  Growing lexile scores.
  In class assessment
  Standards based instruction
  Daily lesson plans
  Data driven; reflection based
Successes/challenges
School community buy-in




How do we establish a data driven culture?
Successes/challenges

   The focus is not on the INDIVIDUAL class, but on
    how we as education staff can work collectively to
    better the instruction of our students.

   How does the everyday lesson plan benefit us, the
    average teacher?

   This is a cultural shift focusing our staff on the “us”
    and “we” instead of “me”.

				
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