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Minnesota FAED Project Survey

Minnesota FAED Project Survey. Deaf Education Summit April 22, 2010. Survey Background. New Minnesota legislation requires reporting of performance data for D/HH students Teachers were surveyed to identify a common accountability database regarding student performance. Survey Objectives.

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Minnesota FAED Project Survey

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  1. MinnesotaFAED Project Survey Deaf Education Summit April 22, 2010

  2. Survey Background • New Minnesota legislation requires reporting of performance data for D/HH students • Teachers were surveyed to identify a common accountability database regarding student performance.

  3. Survey Objectives • To identify performance data currently collected on D/HH students • To identify how data collected is used • To identify professional development priorities

  4. Participants • 74 responses • 93% D/HH teachers • 54% itinerant teachers • 50% >15 years experience

  5. Students Served by Respondents • Direct service: 810 students • Indirect service: 277 students • Compensatory/self-advocacy instruction only: 158 students • 504 only: 86 students • 18% of school districts had a policy regarding direct vs. indirect services

  6. Student Performance Indicators • Below grade level in reading: 61% • At grade level in reading: 28% • Above grade level in reading:13% • Please note that averages do not add to exactly 100% because data entered by participants did not always equal 100%.

  7. Student Performance Indicators • Below grade level in content areas (e.g., math, science): 137% • (data possibly entered incorrectly) • At grade level in content areas: 35% • Above grade level in content areas: 11%

  8. Data Used to Determine Performance • Achievement test data (N = 56) • Minnesota Comprehensive Assessment (MCA) (N = 52) • General education teacher reports (N = 49) • Northwest Evaluation Association: Monitoring Academic Progress (NWEA: MAP) (N = 41) • Report cards (N = 38) • Diagnostic test data (N = 35) • Psychology reports (N = 15)

  9. How Data is Utilized • NWEA data • Develop IEP goals and objectives: (N = 32) • Establish benchmarks: (N = 27) • Set instructional goals: (N = 26) • Develop instructional strategies: (N = 25) • Determine instructional effectiveness: (N = 24) • Determine service delivery time: (N = 15) • Create lesson plans: (N = 13) • MCA data • Develop IEP goals and objectives: (N = 27) • Establish benchmarks: (N = 26) • Determine instructional effectiveness: (N = 25) • Set instructional goals: (N = 22) • Develop instructional strategies: (N = 21) • Determine service delivery time: (N = 13) • Create lesson plans: (N = 8)

  10. Student Progress Monitoring • Classroom-based assessments: (N = 60) • Running records: (N = 52) • District-wide measures: (N = 52) • Compensatory Skills Checklist: (N = 52) • Cumulative records: (N = 48) • Portfolio: (N = 24)

  11. Professional Development Needs • Top Three Rated as “Most Important:” • Use of data to determine service delivery models • Progress monitoring practices • Collaboration practices with general education and special education teachers

  12. Professional Development Needs • Top Three Rated as “Most Challenging:” • Due Process • Identify the role of the D/HH teacher as different from the SLP, LD or general special education teacher • Resources and instructional materials

  13. Recommendations to Improve Services for D/HH Students • Comprehensive curriculum with teacher supports; best practices resources (7) • Increased collaboration between professionals (4) • Networking opportunities for teachers of deaf and hard of hearing (4) • Built in time for due process paperwork; simplified paperwork (3) • Computers and other technology such as videophones available in the classroom (3) • Administrative supports (2) • Manageable caseloads (2) • Compensatory skills curriculum/resources available (1) • Classroom data from regular education teachers (1) • D/HH teacher advocacy training (1) • Communication methods trainings (1) • Consistency of information (1) • Visual phonics information (1) • Greater recognition of ASL as a true language (1) • Districts collaborating together (1) • Support or recognition from MDE of unique needs of DHH students (1) • Additional prep time (1) • High interest, low reading level materials in all subject areas (1) • Role of interpreter training to other professionals (1)

  14. Additional Challenges • Need additional staff trained in ASL or sign language • HS transition courses round table needed • Monetary resources lacking • Working with DHH students whose home language is not English • Challenging trying to obtain appropriate CEUs (esp. 60 hours of ASL for itinerant teachers) • Why do students whose primary language is spoken English not qualify for an interpreter? • Would like additional information about visual materials • Administrative supports needed • Providing mental health services to students • Ordering appropriate textbooks and workbooks for each content area and grade level • Additional preparation needed when working with students that have a difficult time communicating with their family • Lack of parental involvement • Spread thin • Incessant paperwork • Service delivery concerns – issues with cross-categorical teaching model • Becoming more difficult for students with hearing loss to make social connections with general education peers • Difficult finding licensed DHH teachers

  15. Next Steps? • Identify a process of collecting common accountability data • Provide instructional support to teachers regarding how to use the data to inform teaching

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