Anywhere High School

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Anywhere High School
CAHSEE Program

Jeri Stickney Phillips

EXC 658 Advanced Specialization in Mild/Moderate
Disabilities

Unit 1 Assignment

Instructor: Jason Siegel

Problem Statement

Many Special Education Students at YVHS do
not pass the CAHSEE by their Senior Year
which precludes them from earning a diploma.

Solution

Articulate, develop, and implement a
specific class curriculum for ELA and
Math to meet student needs to pass
the CAHSEE.


Literature Review


State Mandated


Probable Benefits


Disadvantages


Remedial Strategies

State Mandated



Mandated by California Department of Education


Diploma if pass


Response to concerned stakeholders and NCLB


Purpose: Improve academic performance in reading, writing, math


2 sections of test taken in 2 days: English
-
Language Arts and Math


Score 350 each section to pass (Aronson, 2009)

Probable Benefits


Proponents believe:


-

Raise the bar of academic achievement


-

Serves as an incentive to students to achieve basic skill sets.


-

Students will work harder to pass


-

Schools and districts will work harder to assist students to pass






(Reardon et al., 2008)


Disadvantages


Student


Infrastructure


Content


Transition

Student Disadvantages


African
-
Americans, English Learners, and Special Education
students less likely to pass.


More likely to drop out if fail test more than 1 time.


Little increase in effort or perseverance for passing subsequent
tests. (Reardon et all, 2008, 2009)


25% of students do not pass on first attempt.


Less likely to reenroll if do not pass as a Senior (Zau & Betts, 2008)


Infrastructure Disadvantages


Cost high due to retakes of test (Warren & Grodsky, 2009)


May decrease graduation rates


No set curriculum provided by California


Leaves remediation to Individual teachers, schools, districts


Wide variance in remediation across classrooms, schools, districts
(Reardon et al., 2008)


Need to begin remediation in elementary (Zau & Betts, 2008)


Lower percentage of credentialed teachers in low
-
income schools.


Funding not adequate (Jaquish, 2006).


Content Disadvantages


Exam content taught at lower grades


not at high school so students forget


Narrows curriculum to ensure student’s pass


Unfair to students who need more time, i.e. EL and Special Education
students.


Intensive content
-
based tutoring more effective than test
-
taking strategies


Computer based remediation effective.

Transition Disadvantages


Lowers graduation rates (Warren & Grodsky, 2009)


Non
-
indicator of non
-
cognitive skills, i.e. cooperation, motivation, tenacity,
perseverance (Rumberger, 2006)


Barrier to jobs, including military (Warren and Grodsky, 2009; “High
-
stakes
exams for special education: Does it help or hurt?”, 2004)


Stereotype threat


Minorities need a 1/6 standard deviation more knowledge to pass


Females need a 1/12 standard deviation more knowledge to pass (Reardon
et al., 2009)


Remedial Strategies


Little Research


CAPP Project


Backward Mapping


Focus on Collaboration


Staff need to perceive students are capable


Teachers visit classrooms


After school programs (Aronson, 2009, Zau & Betts, 2008)


More comprehensive IEP strategies


Professional development to implement strategies (“Questions and answers
about the CAHSEE test variations,” 2004)


New Program Description


Anywhere High School (AHS) CAHSEE Program


Articulate, develop, and implement a specific class curriculum for ELA and
Math to meet student needs to pass the CAHSEE.


Five Phases


Research


Planning


Training


Implementation


Assessment


Conclusions


Intensive, repetitive content
-
based tutoring more effective than test
-
taking
strategies


BrainX online program will provide repetition and intensity for reading and
math skills


BrainX may not be adequate for writing skills


Provide a face
-
to
-
face writing component in tandem with BrainX


Insure adequate infrastructure to support computer lab


State funding crisis will not effect YVHS CAHSEE Program…so far


Provide professional development and ongoing collaboration and support to
CAHSEE teachers


Develop CAHSEE accommodation and modification strategies for SPED
students to use when taking the CAHSEE


Provide professional development and ongoing collaboration and support to
general teachers for accommodations and modifications

References

Aronson, J. Z. (2009). How lower performing schools can help students pass the high school exit exam and prepare for
college: Promising practices from the CAPP CAHSEE Initiative. Retrieved 5/20/09, from
http://www.calstate.edu/CAPP/projects/docs/HowLow_PerfHS_Pass_CAHSEE
-
acc.pdf


High
-
stakes exams for special education: Does it help or hurt? (2004).
District Administration, 40
(5), 39
-
39.


Jaquish, S. (2006). Effect of computer
-
based preparation for the California high school exit exam. Retrieved 5/20/09,
from
http://imet.csus.edu/imet8/jaquish/Portfolio/ShowcaseAR.htm


Questions and answers about the California high school exit examination (CAHSEE) test variations. (2004). Retrieved
5/20/09, from
http://www.cde.ca.gov/ta/tg/hs/qandatestvar.asp


Reardon, S. F., Arshan, N., Atteberry, A., & Kurlaender, M. (2008). High stakes, no effects: Effects of failing the
California high school exit exam. Retrieved 5/20/09, from
http://www.stanford.edu/group/irepp/cgi
-
bin/joomla/index.php?option=com_content&task=view&id=27&Itemid=43


Reardon, S. F., Atteberry, A., Arshan, N., & Kurlaender, M. (2009). Effects of the California high school exit exam on
student persistence, achievement, and graduation. Retrieved 5/20/09, from
http://www.stanford.edu/group/irepp/cgi
-
bin/joomla/index.php


Rumberger, R. W. (2006). California's exit exam fails employers. Retrieved 5/20/09, from
http://articles.latimes.com/2006/jan/29/opinion/op
-
rumberger29


Warren, J. R., & Grodsky, E. (2009). Exit exams harm students who fail them
-

and don't benefit students who pass
them. Retrieved 5/20/09, from
http://www.soc.umn.edu/~warren/Warren%20&%20Grodsky.pdf


Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California high school
exit exam. 2009, from
http://www.earlylearningfoundation.com/pdf's/California%20prediction%20of%20Passing%20HS%20Test%20,%20
2008.pdf