Docstoc

Student Accountability Standards _SAS_ and Personalized Education

Document Sample
Student Accountability Standards _SAS_ and Personalized Education Powered By Docstoc
					                2004-2005
 Student Accountability Standards
              (SAS)/
Personalized Education Plan (PEP)
                 Welcome
 Overview of Student Accountability Standards
               Gateway Grades
         Personalized Education Plan
  Guidelines for Promotion/Retention Rubric
              SAS/PEP Timeline
              Learning Compact
             Questions & Answers                1
  THE GATEWAY PROCESS


Student Accountability Standards
             (SAS)
              and
  Personalized Education Plan
             (PEP)
                               2
                    Outcomes

At the end of the training sessions, participants
  will
• Have an in-depth knowledge of state and local
  student accountability.
• Understand the components and process for
  developing a personalized education plan.
• Understand the differences and similarities in
  PEPs and IEPs.
• Understand how the SASs and PEPs relate to
  students with disabilities (EC or 504) students.
• Understand how the SASs and PEPs relate to
  limited English Proficient (LEP) students.
                                                     3
Student Accountability Standards
Philosophy
 Higher student/teacher expectations and
standards result in higher student achievement.

 Every student in North Carolina should be
provided “an opportunity to receive a sound, basic
education.”

   Workplace skills are critical for students.

 Intervention for students not meeting the
present or future higher standard is a must.
                                                     4
Personalized Education Plan (PEP)
Who Gets It?
  Any student who fails to meet the Student
Accountability Standards.
  Any student who scores an achievement level I or
II on End-of-Grade Tests, does poorly on End-of-
Course Tests or performing below grade level
proficiency.

Who Monitors the Implementation of the Plan?
   The developers
                                               5
                    Gateway Standards

    GATEWAY                               STANDARD
    Elementary      oLevel III on Math and Reading EOG (or within 1 SEM)
Gateway 1—Grade 3   oLocal promotion requirements
    Elementary      oLevel III on Math and Reading EOG (or within 1 SEM)
Gateway 2—Grade 5   oLevel III or higher on grade 4 NC Writing Test or
                    evidence of adequate progress in writing during grade 5
                    oLocal promotion requirements
  Middle School     oLevel III on Math and Reading EOG (or within 1 SEM)
Gateway 3—Grade 8   oLevel III or higher on grade 7 NC Writing Test or
                    evidence of adequate progress in writing during grade 8
                    oLocal promotion requirements
   High School      oMeet state and local course requirements
   Graduation       oMeet state competency requirements
                    oPass Computer Skills Performance and Multiple Choice
                    Tests
                                                                        6
DPI uses the standard error of measure (SEM) to
give a student the benefit of the doubt, when
his/her score is too close to call.

  Level 1   Level 2   Level 3 Level 4




                 1 SEM


                                                  7
Three Non-Negotiables for the Student
      Accountability Standards

    Communicating the Gateway
          Standards

    Teaching the North Carolina
Standard Course of Study (NCSCOS)

    Providing targeted intervention
                                       8
       Safeguards of the Policy

1.   Multiple testing opportunities

2.   Targeted Intervention

3.   Parental involvement

4.   Review process



                                      9
   Multiple Testing Opportunities
    GATEWAY                             STANDARD
    Elementary    oRetest 1: reading and/or math; end of May
Gateway 1—Grade 3 oRetest 2: reading and/or math; end of summer
                  school
    Elementary    oRetest 1: reading and/or math; end of May
Gateway 2—Grade 5 oRetest 2: reading and/or math; end of summer
                  school
                  oWriting monitored with grade 5 PEP
  Middle School   oRetest 1: reading and/or math; end of May
Gateway 3—Grade 8 oRetest 2: reading and/or math; end of summer
                  school
                  oWriting monitored with grade 8 PEP
   High School      o2 opportunities per year to pass Computer Skills
   Graduation       o2 opportunities per year to pass Competency tests
                                                                         10
      Targeted Intervention
• A specific strategy put in place to
  support/develop a specific skill for
  struggling students
           KEY:
• Document and maintain on grade level
  student work samples
• Date work samples & Indicate the NCSCOS
  Goal
                                        11
Parental Involvement

Parental Involvement

       Equals

   Positive Student
    Achievement

                       12
         The Review Process

 Membership
 Training
 Documentation
 Notification/Involvement of parents
 Recommendation to Principal


                                        13
Personalized Education Plan (PEP)

What Is It?
• A plan for targeted intervention that is tailored to address a
  specific student’s individual needs.
Who Develops It?
• Classroom Teachers, Counselors, Administrators, Social
  Workers, Parents or Guardians, etc.
When Is it Developed?
• As soon as it is recognized that a student is falling behind.

                                                               14
    Personalized Education Plan (PEP)
What Are The Components?

   Personal/descriptive information
   Objective/Diagnostic Data
   Strengths and Weaknesses
   Intervention Plan Addressing Weakness
   Monitoring – Adjusting Coursework when necessary
   Signatures

                                               15
Personalized Education Plan (PEP)
 Why Is The Plan Important?

 • Provides targeted academic support/assistance to
   students who need it.
 • Documents the school/teachers efforts to support
   students who are functioning below grade level.

 When Implemented, What Happens To The Plan?
 • Placed in student’s permanent record file for future
   reference.

                                                          16
Exceptional Children
      and the
        PEP




                       17
Exceptional Children

        IEP VS. PEP



What                   What
            What is
is an       common     is a
IEP?        to both?   PEP?




                              18
     Heads Up Regarding EC Children
      Not Meeting Gateway Standards

• EC students need a PEP for any content
  area not addressed in an IEP
• The IEP and the PEP serve different
  purposes
  – IEPs require prior planning and goal-setting
    according to a student’s actual learning level
  – PEPs provide intervention after grade level
    goals are not met
                                                     19
                 Exceptional Children and the PEP

EC                   Commonalities                PEP
•Mandated by         •Individualized              •Mandated by State
Federal Law                                       Board of Education

• Developed          •Focus on identified needs   •Developed after a
prior to                                          student has performed
delivery of                                       below proficiency
spec. ed/related
and related
services

•Subject to due      •Developed by a team         •Not subject to due
process rights       which includes parents       process rights

•Based on            •Must report progress        •Based on grade level
student’s                                         standards for the
assessed                                          student’s assigned grade
                                                                      20
learning level
Limited English Proficient Students
             and the
               PEP


                                  21
     Limited English Proficient
             Students
• In accordance with federal law, lack of
  English language proficiency cannot be the
  factor that determines that a student has not
  met performance standards.
• A parent, teacher or other school personnel
  can request a waiver from promotion
  standards for an LEP student.

                                              22
Waiver Process for LEP Students

•   Work Samples
•   Local Committee with LEP Representative
•   Adequate Progress
•   Parent Notification
•   Interpretation provided if needed


                                          23
   LEP Students who may Waive
       Gateway Standards:

• Students who are in their first year in the
  U.S. and below intermediate high on IPT
  reading
• Students who are on the NCAAAI
• Students who are within 2 years of having
  lost eligibility for the NCAAAI

                                                24
  Targeted Intervention for LEP
            Students
• School districts shall provide targeted
  intervention for LEP students until they
  have met promotion standards

• LEP students should have a PEP that
  includes assistance in the development of
  English language proficiency

                                              25
     Language Intervention
• ESL Services
• Classroom Strategies such as:
  --Graphic organizers
  --Hands-on activities
  --Visual Support
• Sheltered Instruction
• Two-way/dual immersion
                                  26
                           Questions?
•   State and Local Student Accountability Standards (SAS)
    –  Janice Davidson, Education Services
      janicel.davidson@.... , or 980-343-6266
    – Betsy Anderson, Assessment Department
       b.anderson@.... , or 980-343-6264
•   SAS Review Process
    –   Janice Davidson, Education Services
•   PEPs
    - Janice Davidson
    – Carolyn Hubbard (c.hubbard/2689), Elementary Curriculum and
       Instruction; LaPonda Parker (l.parker/2782), Middle School Curriculum
       and Instruction
•   SAS and EC Students
    –   Laura Hamby (l.hamby/2676), Exceptional Children
•   SAS and Second Language Students
    –   Kathy Meads (k.meads/2649), Second Languages Department            27
                  2004-2005
    Student Accountability Standards (SAS)
      Personalized Education Plan (PEP)



         Coordinator: Janice Davidson
980-343-6266 or janicel.davidson@cms.k12.nc.us



                                             28

				
DOCUMENT INFO