Transcript SPED 586 Planning and Teaching for Understanding

RtI
The Role of Special Educators
If you were a struggling student in the school
where you currently teach explain:
a) How would the teachers know you are struggling?
b) What kind of help would you receive for reading,
math, and social difficulties?
c) Who would recommend the help?
d) Who would provide the help?
e) For how long would you receive help?
f) How would the school know when you do not need
help or need a different kind of support?
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Bobbae’s Math Performance
Special Education
Regular Education
140
# CORRECT DIGITS
120
Slope = .97
(SD = .14)
Motivational
Contract
Explicit
Instruction
Strategy
Instruction
Extra Fact
Practice
100
80
G
60
40
20
0
Sep
Oct
Nov
Dec
Jan
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Mar
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May
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RtI- Tiered Instruction and Intervention
Tier 1: Benchmark
 School-wide (not Title I) research-supported instruction available to ALL
students including standards-aligned concepts and competencies, and
instruction.
Tier 2: Strategic
 Academic and behavioral strategies, methodologies and practices designed
for students not making expected progress in the standards-aligned system.
These students are at risk for academic failure.
Tier 3: Intensive Interventions
 Academic and behavioral strategies, methodologies and practices designed
for students significantly lagging behind established grade-level
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benchmarks in the standards aligned
Typical approach: Step 1
• The school or teacher notes a student who
has difficulty in an academic area
• A support team decides some ideas to
improve instruction for the student
• Teacher reports the effectiveness of the idea
• Assessment is part of the district or schoolwide plan
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Differentiated Instruction
(the other DI) in tier 1
• Differentiated Instruction is an instructional
concept that maximizes learning for ALL
students—regardless of skill level or background.
It's based on the fact that in a typical classroom,
students vary in their academic abilities, learning
styles, personalities, interests, background
knowledge and experiences, and levels of
motivation for learning. When a teacher
differentiates instruction, he or she uses the best
teaching practices and strategies to create
different pathways that respond to the needs of
diverse learners (SDE, 2010).
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Typical Approach Step 2
• If the ideas do not improve the student’s
performance on assessments, then the
support team develops a plan specific to the
student’s needs and the class environment
• Teacher implements the plan for 20 minutes
per day for 20 days with 4-5 students (Roberts et al,
2007)
• Data is examined (at least) biweekly (Vaughn &
Roberts, 2007)
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Step 2 assessment
• If no progress is noted, then a decision is made for
eligibility / entitlement and the student may be
provided special education services
• **Usually the deciding factor has to do with the
teacher not being able to provide the student the
necessary instructional supports to be successful
– ie., the scope of support is more than can be handled by
the general education teacher
• Once eligibility is determined, then more traditional
assessments are used to learn the full picture of the
student’s performance
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Typical Approach: Step 3
• Intensive services are designed around the
student’s needs in the appropriate setting.
• 45-60 minutes per day
• May temporarily replace core curriculum
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Essential Elements of RtI
1.
2.
3.
4.
5.
6.
Strong “Tier 1” programming/screening
Referral (identification of students)
Problem definition (initial assessment)
Intervention selection
Intervention implementation (fidelity)
Decision-making/outcome evaluation
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Academic Systems
Behavioral Systems
Intensive, Individual
Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
Intensive, Individual
Interventions
•Individual Students
•Assessment-based
•Intense, durable
procedures
1-5%
5-10%
5-10%
Targeted Group
Interventions
•Some students (atrisk)
•High efficiency
•Rapid response
Universal
Interventions
•All students
•Preventive,
proactive
Targeted Group
Interventions
•Some students (atrisk)
•High efficiency
•Rapid response
80-90%
80-90%
Universal
Interventions
•All settings, all
students
•Preventive,
proactive
RtI in
Context
From Tilley, W. D. (in press). The evolution of school psychology to science-based practice. In A. Thomas & J. Grimes (Eds.) Best
practices in school psychology (5th ed.). Silver Springs, MD: National Association of School Psychologists.
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Who might RtI help?
• Overrepresentation and misrepresentation of
English Learners and some specific
populations
• Those struggling academically
• Children who struggle early
• Children who experience poverty and other
environmental disadvantages
• Students who deserve research-based and
research-supported instruction
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Oh yeah!
Students with LD should benefit as well
It is estimated that the percent of LD (5-7) should remain the
same or, in some cases, come closer to the theoretical
number
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Lesson Overview
• A changing school
• Collaboration and consultation
– Accommodations where needed
– Task analysis
– Reinforce systematic instruction
• Identification
– Ruling out the teacher factor
• Tier 3
– Intensive intervention
– Modifications in Tier 1
A Changing School
Team developer
• Lead and Support
One teacher leads and another offers assistance and support to individuals or small groups. In this role, planning must occur by
both teachers, but typically one teacher plans for the lesson content, while the other does specific planning for students' individual
learning or behavioral needs.
• Station Teaching
Students are divided into heterogeneous groups and work at classroom stations with each teacher. Then, in the middle of the
period or the next day, the students switch to the other station. In this model, both teachers individually develop the content of
their stations.
• Parallel Teaching
Teachers jointly plan instruction, but each may deliver it to half the class or small groups. This type of model typically requires joint
planning time to ensure that as teachers work in their separate groups, they are delivering content in the same way.
• Alternative Teaching
One teacher works with a small group of students to pre-teach, re-teach, supplement, or enrich instruction, while the other teacher
instructs the large group. In this type of co-teaching, more planning time is needed to ensure that the logistics of pre-teaching or reteaching can be completed; also, the teachers must have similar content knowledge for one teacher to take a group and re-teach or
pre-teach.
• Team Teaching
•
Both teachers share the planning and instruction of students in a coordinated fashion. In this type of joint planning time, equal
knowledge of the content, a shared philosophy, and commitment to all students in the class are critical. Many times teams may not
start with this type of format, but over time they can effectively move to this type of co-teaching, if they have continuity in working
together across 2-3 years.
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=collaboration&section=main&subsection=coteaching/types#top
Curricular Coach:
Mods and Accomms
• The term “modification” is occasionally used
interchangeably with the term “accommodation”
(Hollenbeck, Tindal, & Almond, 1998).
• They are actually very different in concept and
purpose
• A modification is considered a change in the content
of the test, whereas an accommodation is
considered a change in the way a test is
administered.
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Modifications
• Content modifications likely change what the test
measures (McDonnell et al., 1997).
• Modifications, for example, may include deleting
certain items that are inappropriate for an examinee
or making constructed-response questions into
multiple-choice questions.
• These types of modifications are presumed to
change the nature of what is being tested.
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What is an accommodation?
• Changes that can be made to the way students with
disabilities are instructed and assessed.
• Accommodations can be made to instructional
methods and materials, assignments and
assessments, learning environment, time demands
and schedules, and special communication systems.
(FL Department of Education)
• Tindal & Fuchs (2000) define accommodation as a
change in presentation or response format that does
not alter the construct / purpose / standard.
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Accommodations
• Testing accommodations are changes in the way a test is
administered or responded to by the person tested.
• Changes are intended to offset or correct for distortions in
scores that may be caused by a student’s disability (Elliott,
Kratochwill, & Schulte, 1998; McDonnell et al., 1997).
• Accommodations are used to help students show what they
know on assessments without being impeded by their
disability. Accommodations are not intended to change the
nature of the construct being measured for the examinee;
rather, they are meant to make the measurement of a
particular construct comparable across examinees.
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Making accommodations work
• AERA (1999) adds that when a disability warrants
change in testing protocol, then accommodations
may be presented.
– Example is eye glasses as an accommodation on a reading
test but a modification on a driving test (Elliott, McKevit, &
Kettler, 2002).
• Implementing accommodations before the testing
situation will improve the student’s adaptations with
the accommodations (Helwig & Tindal, 2003).
• For more on testing accommodations, go to
http://www.wcer.wisc.edu/testacc/publications/AERApaper4-2000.htm
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Potential accommodations
• Extra wait time
• Procedures clarification
• Minimize classroom
distractions
• Homework reminders and
planners
• Weekly progress report and
home checks
• Increased 1:1 assistance
• Peer tutoring or reciprocal
teaching
• Homework from previous
week
• Classroom signals for
attention
• Visual organizer
• Scribe or notetaker
• Guided notes
• Shortened assignments
• “Chunked” lesson of brief
assessed activities
throughout a lesson
• Frequent praise to teach
proper academic and social
behaviors
Any more????
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Potential modifications
• Altered grading procedures
• Alternate but related
standard during lesson
• Different reading
assignments
• Different questions
• Alternate assessment
content and / or
expectations
• Elimination of parts of
assignments if they remove
a standard
• Calculator during math
fluency assignment
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Modifications and Accommodations are
important to the success of students with
special needs in inclusive settings. Educate
colleagues as to the potential of
differentiating instruction to help students
achieve at their optimal levels.
Question: Is the use of a calculator an
accommodation?
Question: Is a sheet of formulas a modification?
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Modifications and Accommodations
• What are modifications to a teacher’s instruction?
– A 3rd grade teacher assigns students to read a passage on
colonial life, answer 2 inferential questions on the passage,
and write how life would be in those times. How might you
modify the assignment for a student with dyslexia reading
at the 1st grade level?
• What are accommodations?
– The same teacher decides not to modify the assignment
but instead provide accommodations. What
accommodations could be applied and how?
Difficulties with implementation
• Helwig & Tindal (2003) teachers were no more than chance
able to predict who would benefit from the read-aloud
accommodation during large-scale math tests
• Fuchs, Fuchs, Eaton, et al (2000) reading questions and
scenarios aloud may help children with reading difficulties. In
this situation, we must consider their listening comprehension
and processing
• Helwig & Tindal also found that 45% of elementary school
students and 57% of middle school students were incorrectly
assigned accommodations during math testing. For example,
during video testing, 88% of middle school teachers stated an
accommodation would not help their student when in fact, it
had a significant effect.
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Judging the difference
• How should accommodations be used in
tier 1
tier 2
tier 3?
• How and when should modifications be used in
tier 1
tier 2
tier 3?
Who must follow section 504?
• "If something is being funded by the Federal
government, shouldn't it be accessible to
everyone?"
It is the stated intent of the Federal government that
all of its programs and activities should be available
to all citizens. Discrimination on the basis of disability
is not allowed. Activities and programs provided by a
Federal executive agency or anyone receiving Federal
financial assistance are governed by Section 504 of
the Rehabilitation Act. (ITTATC, 2006)
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Enlarging the 504 fine print
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Virtually all public school districts are covered by Section 504 because they receive some
Federal financial assistance. Most public and private colleges and universities receive
some type of Federal financial assistance also.
The main difference between Section 504 and Title II of the ADA is that one applies to
the recipients of grants from the Federal government (Section 504) and the other applies
only to state and local public entities (Title II).
The law also highlights organizations that are "principally engaged in the business of
providing education, health care, housing, social services, or parks and recreation."
Each Federal agency has its own set of Section 504 regulations that apply to its own
programs and to the entities that receive Federal aid from them. These regulations
generally include requirements for reasonable accommodation for employees with
disabilities; program accessibility; effective communication with people who have
hearing or vision disabilities; and accessible new construction and alterations.
An agency does not have to provide an accommodation that would impose an undue
hardship on the operation of the agency. In determining an undue hardship, the Federal
agency is required to weigh the cost and type of the accommodation against the size,
budget, and nature of the agency. The agency need not make an accommodation that
would require significant difficulty or expense.
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Instructional Coach
(the other DI)
• Differentiated Instruction is an instructional
concept that maximizes learning for ALL
students—regardless of skill level or background.
It's based on the fact that in a typical classroom,
students vary in their academic abilities, learning
styles, personalities, interests, background
knowledge and experiences, and levels of
motivation for learning. When a teacher
differentiates instruction, he or she uses the best
teaching practices and strategies to create
different pathways that respond to the needs of
diverse learners (SDE).
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What are Scientifically-Based Research
Strategies?
 To meet the definition of "scientifically based,"
research must:
 employ systematic, empirical methods that draw on
observation or experiment;
 involve rigorous data analyses that are adequate to test the
stated hypotheses and justify the general conclusions;
 rely on measurements or observational methods that provide
valid data across evaluators and observers, and across multiple
measurements and observations; and
 be accepted by a peer-reviewed journal or approved by a panel
of independent experts through a comparatively rigorous,
objective, and scientific review.
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The Assessor: Curriculum Sampling
• Each probe is a proportional sampling of
the annual curriculum
• Advantages
– May conduct skills analysis
– May evaluate maintenance and generalization
of skills
• Disadvantages
– Tend to be longer in duration
– May not generalize to other curricular
programs
– Are grade-level specific
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RANKED SCORES - Computation
From
Monitoring
Basic Skills
Progress:
Basic Math
Computation
(2nd ed.)
(1998)
T eac her: Mrs . Smith
Report through 3/17
Name
S amantha S pain
A roun Phun g
Gary Mc Kni ght
Y as mine S allee
K athy T aylo r
J ung Lee
Matthew Hayes
E mily W aters
Charles Mc Bride
Mic hael Ell iott
J enna Clover
B ec c a J arrett
David A nders on
Cindy Linc o ln
K aitlin Laird
V ic toria Dil lard
V ic ente Go nzalez
A dam Qual ls
Mic hael Sa nders
J onathan Nic hols
A manda Ra mirez
A nthony J o nes
E ric a J ernigan
Ic on
S c ore
Growth
57
56
54
53
53
53
51
48
43
42
42
41
38
36
35
34
29
26
25
25
23
19
18
0
+1.89
+1.60
+1.14
+1.34
+1.11
+1.23
+1.00
+1.04
+1.12
+0.83
+0.78
+1.14
+0.79
+1.04
+0.71
+0.64
+0.28
+0.60
+0.70
+2.57
+0.85
+0.05
+0.23
+0.00
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Name _______________________________
One page of
a three-page
measure for
mathematics
concepts and
applications
(24 problems
total)
Measure taken
from Monitoring
Basic Skills
Progress: Basic
Math Concepts
and Applications
(1999)
Date ________________________
Test 4 Page 1
Applications 4
Column A
(1)
Column B
(5)
Write a number in the blank.
Write the letter in each blank.
1 week = _____ days
•
(A) line segment
Z
•K
•M
•
(B) line
•N
(C) point
L
(6)
Vacation Plans for Summit
School Students
Summer
School
(D) ray
Camp
(2)
Look at this numbers.:
Travel
356.17
Stay home
Which number is in the hundredths place?
0
10
20
30
40
50
60
70
80
90 100
Number of Students
(3)
Solve the problem by estimating the sum or
difference to the nearest ten.
Jeff wheels his wheelchair for 33 hours
a week at school and for 28 hours a week
in his neighborhood. About how many
hours does Jeff spend each week wheeling
his wheelchair?
(4)
Write the number in each blank.
Use the bar graph to answer the questions.
The P.T.A. will buy a Summit School
T-Shirt for each student who goes
to summer school. Each shirt costs
$4.00. How much money will the
P.T.A. spend on these T shirts?
$
.00
How many students are planning to
travel during the summer?
How many fewer students are planning
to go to summer school than planning
to stay home?
(7)
3 ten thousands, 6 hundreds, 8 ones
2 thousands, 8 hundreds, 4 tens, 6 ones
To measure the distance of the bus
ride from school to your house you
would use
(A) meters
(B) centimeters
(C) kilometers
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Fluency and Progress Monitoring
• You may choose to assess your students’
growth daily and chart the changes.
• One minute probes at the end of later lessons
designed to increase the speed of
computation and reasoning in the current
concept
• Students graph their progress in fluency
• Attempt one …
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Sample CBM
Math
Computation
Probe
Random numerals
within problems
(considering
specifications of
problem types)
Random placement
of problem types on
page
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Caroline’s Math Performance
General
Education
Intervention
Education
140
# ITEMS CORRECT
120
Slope = .97
(SD = .14)
PALS
CBI Practice
100
CRA with
fractions
and facts
80
G
60
40
20
0
Oct
Nov
Dec
Jan
Feb
Mar
Apr
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We are highly needed
Intervention Central: Samples
• http://interventioncentral.org/htmdocs/
interventions/rdngcompr/txtlkbk.php
• http://www.interventioncentral.org/htmdocs/
interventions/math/math_increm_rehearsal.p
hp
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Additional Web Resources for Research-based
Interventions
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http://core.ecu.edu/psyc/rileytillmant/rileytillman.html
This website has a link to an Evidence Based Intervention Manual on the left hand side of the home page.
The manual contains specific information on how to implement research based academic and behavioral
interventions. It was developed as a class project at East Carolina University under Dr. Chris Riley-Tillman.
http://www.k8accesscenter.org/training_resources/programsandpractices.asp
Of particular help on this site is the document “Strategies to Improve Access to the General Education
Curriculum”
http://www.k8accesscenter.org/training_resources/universal_design.asp
This site has a lot of information about Universal Design to improve learning of all students. Some of the
strategies might be used with an individual student.
http://www.k8accesscenter.org/training_resources/default.asp
This site has content specific information.
http://research.nichcy.org/subject.asp?SublD_x10x
(There is a small “L” after Sub) This site has twenty-one research articles on Teaching Methods. Some can
be adapted for individual students.
http://serge.ccsso.org
This site has resources for teachers in general education working with students with disabilities. Some of
these can be used as interventions.
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Additional Web Resources for Research-based Interventions
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http://www.promisingpractices.net/
This site contains information about practices and programs that help with behavioral and emotional skill development.
Although most of the programs are for groups of students, some may be adapted to individual students.
http://www.colorado.edu/cspv/
This site contains programs that are considered effective violence prevention program. Although most of the programs are
for groups of students, some may be adapted to individual students.
http://childtrends.org/lifecourse/programs_ages.htm
This site contains information about practices and programs that help with behavioral and emotional skill development.
Although most of the programs are for groups of students, some may be adapted to individual students.
http://www.unl.edu/csi/study.shtml
This website from the University of Nebraska allows access to some empirically-based cognitive strategies. Strategies are
targeted at promoting a child's awareness of their cognition during learning. There is a related review about self-regulation
and self-monitoring on the site as well.
http://www.autismnetwork.org/modules/behavior
This website from the University of Oregon of activity-based interventions (ABI) is appropriate for young children with
disabilities. There are interventions in the following broad areas academic, behavior, communication, environmental,
sensory and social skills. Some specific links included are contingency management, stress management, discrete trial, toilet
training etc.
http://www.circleofinclusion.org
This is the University of Kansas Circle of Inclusions Project site. This site also has lots of academic learning strategies.
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Additional Web Resources for Research-based Interventions
•
http://www.newhorizons.org/strategies/front_strategies.html
On website is information about some of the best researched and the most widely implemented
methods of helping all students to learn more successfully. The information includes a description
of how the teaching and learning strategies work, where they have been applied, results, and
where to find further information from experts in the field, books, websites, and other resources.
•
http://www.clas.uiuc.edu/ This site from the CLAS Institute, University of Illinois at Urbana
Champaign, has research-based motor and language skills interventions.
•
http://www.free-reading.net This site is the Free Reading website. Free Reading is a high-quality,
open-source free reading intervention program for grades k-3.
•
http://www.centeroninstruction.org This is the website for the Center on Instruction which
contains collection of scientifically based research and information on K-12 instruction in reading,
math, science, special education, and English language learning. Part of the Comprehensive Center
network, the Center on Instruction is one of five content centers serving as resources for the 16
regional U.S. Department of Education Comprehensive Centers.
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Additional Web Resources for Research-based Interventions
•
http://www.ed.gov/about/bdscomm/list/mathpanel/index.html
On March 13, 2008, the National Mathematics Advisory Panel presented its Final Report
to the President of the United States and the Secretary of Education. Copies of these
ground-breaking reports, rich with information for parents, teachers, policy makers, the
research community, and others, can be accessed at this website.
•
http://www.ed.gov/inits/Math/silver.html
Results from the Third International Mathematics and Science Study (TIMSS) are found
on this website. Teachers, principals, parents, policy makers, and others wishing to
improve mathematics education in the middle grades can learn much from TIMSS by:
reviewing some major TIMSS findings related to grades 7 and 8; considering these
findings in light of other relevant research on mathematics curriculum content,
classroom instruction, and student achievement; and then pondering the lessons from
TIMSS and related research about what must be done to ensure that US students have
access to better mathematics education that will prepare them for the challenges of
today and tomorrow.
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For Progress Monitoring and Computerbased Instruction Sites
• http://www.mhdigitallearning.com
Yearly Progress Pro
• http://www.oci-sems.com/
Otter Creek Institute
• http://www.studentprogress.org
National Center on Student Progress Monitoring
• http://www.renlearn.com
Accelerated Math; Renaissance Math Place
• http://www.aimsweb.com/
Progress Monitoring and RtI System
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