Melissa Storm Susan Skipper Jennifer Gelman April 7, 2005

1. Melissa Storm Susan Skipper Jennifer Gelman April 7, 2005

2. Access Center National Technical Assistance Center Funded by the U.S. Department of Education, OSEP Focus on issues of Access Active learning of the content and skills that define the general education curriculum for students with disabilities Five year project � 2002-2007 One of over 40 TA&D projects Increase Awareness Assist Educators in becoming Informed Consumers Facilitate implementation and evaluationFive year project � 2002-2007 One of over 40 TA&D projects Increase Awareness Assist Educators in becoming Informed Consumers Facilitate implementation and evaluation

3. Scientifically Based Research: The �Gold Standard� Quality of Evidence Clear description Well-designed Valid measures Data Quantity of Evidence Multiple sites Similar setting (U.S. Department of Education, Institute of Education Sciences) Summary of the indicators of rigorous evidence (by the Institute of Education Sciences, DOE). Interventions w/these = �strong� evidence. Quality of Evidence: 1. Study should clearly describe the intervention, the control group treatment, and how the intervention is supposed to affect outcomes. 2. Well-designed random assignment. 3. Data should show no differences between the treatment and control group before the intervention. 4. Valid measures used � measures accurately determine the outcomes the intervention is designed to affect, objective 5. Attrition of participants should be documented and should not differ between groups. 6. Data on long-term outcomes, effect size, all outcomes measured (positive and negative) Quantity of Evidence: 1. Demonstrate effectiveness in more than one site of implementation taught by typical teachers in a typical school 2. Should be demonstrated in a school setting similar to yours (results in a study may be dependent on site-specific factors) Summary of the indicators of rigorous evidence (by the Institute of Education Sciences, DOE). Interventions w/these = �strong� evidence. Quality of Evidence: 1. Study should clearly describe the intervention, the control group treatment, and how the intervention is supposed to affect outcomes. 2. Well-designed random assignment. 3. Data should show no differences between the treatment and control group before the intervention. 4. Valid measures used � measures accurately determine the outcomes the intervention is designed to affect, objective 5. Attrition of participants should be documented and should not differ between groups. 6. Data on long-term outcomes, effect size, all outcomes measured (positive and negative) Quantity of Evidence: 1. Demonstrate effectiveness in more than one site of implementation taught by typical teachers in a typical school 2. Should be demonstrated in a school setting similar to yours (results in a study may be dependent on site-specific factors)

4. Continuum of Research Effectiveness Evidence *--------------------------*--------------------------* Emerging Promising Evidenced Practices Practices Based Practices It is not always possible to include all of these indicators in research studies when studying students, teachers, and schools. The Access Center developed this research continuum to categorize the research that is available in the field. Therefore, this type of research can not be found on all strategies. Emerging practices: Includes practices that are not based on research or theory and on which original data have not been collected, but for which anecdotal evidence and professional wisdom exists. These include practices that practitioners have tried and claimed effectiveness. Emerging practices also include new technologies that have not yet been researched. Promising practices: Includes practices that were developed based on theory or research, but for which an insufficient amount of original data have been collected to determine the effectiveness of the practice. If a study uses a weak design (e.g., one-group pretest posttest) resulting evidence will be categorized as promising. If original data have been collected and a strong design has been used but the study only uses a general education sample, we will note this and consider the practice may be promising with the special education population but also that these practices need systematic study with students with disabilities. Evidenced based practices: Includes practices for which original data have been collected to determine the effectiveness of the practice for students with disabilities. The research utilizes scientifically-based rigorous research designs (i.e., randomized controlled trials, regression discontinuity designs, quasi-experiments, single subject, and qualitative research). Other less rigorous research designs may be categorized here depending on how they compare to CEC quality indicators.[1] Subcategories within this category as well as promising practices may be subdivided later, depending on the type of information found. [1] Findings within this category need to be footnoted (i.e., findings based on RCTs should be footnoted as showing cause and effect whereas findings based on correlational designs only demonstrated relationships between variables). The coding guide has additional details. This is why the Access Center developed the continuum to assist educators with finding strategies that are on the high end.It is not always possible to include all of these indicators in research studies when studying students, teachers, and schools. The Access Center developed this research continuum to categorize the research that is available in the field. Therefore, this type of research can not be found on all strategies. Emerging practices: Includes practices that are not based on research or theory and on which original data have not been collected, but for which anecdotal evidence and professional wisdom exists. These include practices that practitioners have tried and claimed effectiveness. Emerging practices also include new technologies that have not yet been researched. Promising practices: Includes practices that were developed based on theory or research, but for which an insufficient amount of original data have been collected to determine the effectiveness of the practice. If a study uses a weak design (e.g., one-group pretest posttest) resulting evidence will be categorized as promising. If original data have been collected and a strong design has been used but the study only uses a general education sample, we will note this and consider the practice may be promising with the special education population but also that these practices need systematic study with students with disabilities. Evidenced based practices: Includes practices for which original data have been collected to determine the effectiveness of the practice for students with disabilities. The research utilizes scientifically-based rigorous research designs (i.e., randomized controlled trials, regression discontinuity designs, quasi-experiments, single subject, and qualitative research). Other less rigorous research designs may be categorized here depending on how they compare to CEC quality indicators.[1] Subcategories within this category as well as promising practices may be subdivided later, depending on the type of information found.

5. Strategies that Promote Access Research Supported Strategies Chart Development What do the columns mean? �Green light� or �Yellow light� Improving access Supporting research Implications for practice We are going to share some strategies with you today that are on the high evidence of effectiveness side of the research continuum. The Access Center developed a strategies chart (which you can find in your packet). Development � based on research that suggests specific programs and practices are effective with particular students. Analysts at the Access Center classified strategies on the chart Strategies have research support although they have not necessarily undergone the highest level of scientific review Green light � backed by significant research support Yellow light � some research support, but need more validation How it improves access � explains how effective implementation can improve access to the general education curriculum for students with disabilities Implications for practice � outlines considerations for implementation, including time and cost required Now we�ll jump into some specific strategies. We are going to share some strategies with you today that are on the high evidence of effectiveness side of the research continuum. The Access Center developed a strategies chart (which you can find in your packet). Development � based on research that suggests specific programs and practices are effective with particular students. Analysts at the Access Center classified strategies on the chart Strategies have research support although they have not necessarily undergone the highest level of scientific review Green light � backed by significant research support Yellow light � some research support, but need more validation How it improves access � explains how effective implementation can improve access to the general education curriculum for students with disabilities Implications for practice � outlines considerations for implementation, including time and cost required Now we�ll jump into some specific strategies.

6. Curriculum Based Measurement: Definition Is a scientifically based practice that is used to assess students� academic performance and evaluate the effectiveness of instruction. It allows for data-based decision making through a multiple-step process involving testing, analysis, and planning. It can be implemented with individual students or an entire class.

7. Curriculum Based Measurement: Implementation The student�s current levels of performance are determined and goals are identified for learning that will take place over time. The student�s academic performance is measured on a regular basis (weekly or monthly). Progress toward meeting the student�s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed.

8. Curriculum Based Measurement: Advantages Good overlap with the curriculum Quick to administer Can be given often Sensitive to short-term gain in academic skills

9. Curriculum Based Measurement: Results More efficient and appropriately targeted instructional techniques and goals, which together, move all students to faster attainment of important state standards of achievement.

10. Curriculum Based Measurement: Writing Example CBM writing probe Track, total words, number of correctly spelled words, number of correct writing sequences, number of correct punctuation

11. Concrete-Representational-Abstract Instructional method which incorporates hands-on materials and pictorial representations. Students first represent the problem with objects - manipulatives. Then, advance to representational phase and draw or use pictorial representations of the quantities. Finally, Abstract phase of instruction involves numeric representations, instead of pictorial displays.

12. Concrete-Representational-Abstract: Concrete Stage In State College, Pennsylvania, the temperature on a certain days was -2F. The temperature rose by 9�F by the afternoon. What was the temperature in the afternoon? Students first search the word problem (read the problem carefully, regulate their thinking through self-questions, and write down facts. Second step �Translate the words into an equation in picture form� prompts students to identify the operations and represent the problem using concrete manipulatives. Students first put two tiles in the negative area of the work mat to represent -2 and 9 tiles in the positive area to represent +9 and then cancel opposites. +2 and -2 Third step, Answer the Problem: involves counting the remaining tiles +7 and the fourth step �Review the solution� involves rereading the problem and checking the reasonableness of the answer. Need 80% mastery on two probes before going to representational stage.

13. CRA Example: Representational to Abstract Stage Structured worksheet provided to cue students to use the first two steps of STAR. However, instead of manipulatives, students represent word problems using drawings of the algebra tiles.

14. STAR Search the word problem Read the problem carefully Ask yourself questions �What facts do I know? What do I need to find?� Translate the words into an equation in picture form Choose a variable Identify the operations Represent the problem with the Algebra Lab Gear (concrete application) Draw a picture of the representation (semi-concrete application) Write an algebraic equation (abstract application) Answer the problem Review the solution Reread the problem Ask question �Does the answer make sense? Why? Check answer

15. CRA Example: Representational to Abstract Stage Third phase of instruction- students represent and solve math problems using numerical symbols, answer the problem using a rule, and review the solution. The problem described would be -2F + (+9F) = x, apply the rule for adding integers, solve the problem (x = +7).

16. PALSPeer Assisted Learning Strategies Structured approach to peer tutoring Specific programs in math and reading Player and coach roles Structured Approach to Peer Tutoring Requires a set period of time for implementation 25-35 minutes 2 to 3 times per week Specific programs in Math and Reading Reading preschool-6th and 9th-12th Math K-6 Designed to complement, not replace existing classroom reading and math curricula Player and Coach Roles Students exchange roles of player and coach during tutoring sessions Higher- and lower-achieving students are paired, but students are still within the same skill level so there is not a huge discrepancy Teachers carefully monitor rolesStructured Approach to Peer Tutoring Requires a set period of time for implementation 25-35 minutes 2 to 3 times per week Specific programs in Math and Reading Reading preschool-6th and 9th-12th Math K-6 Designed to complement, not replace existing classroom reading and math curricula Player and Coach Roles Students exchange roles of player and coach during tutoring sessions Higher- and lower-achieving students are paired, but students are still within the same skill level so there is not a huge discrepancy Teachers carefully monitor roles

17. PALS There are three parts to PALS sessions in which the partners take turns reading and describing what they read to each other. Task 1: Partner Reading Task 2: Paragraph Shrinking Task 3: Prediction Relay *Pairs earn points for every correct prediction and for appropriate summaries. Retrieved January 22, 2004, from http://kc.vanderbilt.edu/kennedy/pals/about.html#reading Partner Reading - the higher-achieving student reads aloud while their partner follows along correcting mistakes. After five minutes the students switch roles and reread the same selection. Paragraph Shrinking - students must state the main idea in ten words or less which encourages them to display and monitor comprehension while taking turns reading one paragraph at a time. They earn points when the goals of the exercise are met. Prediction Relay - a partner predicts what information will be in the next half page of text, and then reads out loud to find the information. This reading exercise includes use of the prior tasks (i.e., correcting errors and summarizing the text). Partner Reading - the higher-achieving student reads aloud while their partner follows along correcting mistakes. After five minutes the students switch roles and reread the same selection. Paragraph Shrinking - students must state the main idea in ten words or less which encourages them to display and monitor comprehension while taking turns reading one paragraph at a time. They earn points when the goals of the exercise are met. Prediction Relay - a partner predicts what information will be in the next half page of text, and then reads out loud to find the information. This reading exercise includes use of the prior tasks (i.e., correcting errors and summarizing the text).

18. Differentiated Instruction Differentiated Instruction is not so much a strategy, but rather an umbrella approach under which strategies are applied to meet specific student needs. You differentiate because - All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum. Differentiated Instruction is not so much a strategy, but rather an umbrella approach under which strategies are applied to meet specific student needs. You differentiate because - All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum.

19. What is Differentiation? A teacher�s response to learner needs The recognition of students� varying background knowledge and preferences Instruction that appeals to students� differences To differentiate instruction is to recognize students� varying background knowledge, readiness, learning styles, and interests and to react to that The intent of differentiated instruction is to maximize each student�s growth and individual success by meeting each student where he or she is and designing instruction that matches students� needs. To differentiate instruction is to recognize students� varying background knowledge, readiness, learning styles, and interests and to react to that The intent of differentiated instruction is to maximize each student�s growth and individual success by meeting each student where he or she is and designing instruction that matches students� needs.

20. Content � What is being taught Process � How the student learns what is being taught Product � How the student shows what he/she has learned Readiness � Skill level and background knowledge of child Interest � child�s interest or preferences Learning Profile � learning style, preferences for environmental or grouping factors You pick a differentiation strategy based on why you are differentiatingContent � What is being taught Process � How the student learns what is being taught Product � How the student shows what he/she has learned Readiness � Skill level and background knowledge of child Interest � child�s interest or preferences Learning Profile � learning style, preferences for environmental or grouping factors You pick a differentiation strategy based on why you are differentiating

21. Examples of Differentiation in Science Tiered Assignments Learning Contracts Compacting Tiered Some students are provided with direct instruction on the characteristics of living vs. non-living things, and are given guidance in identifying members of both groups. Other students work in teams to identify members of both groups and come up with original examples. Learning Contracts A student wants to trace his or her family tree and genetic traits. With the teacher�s guidance, the student develops a plan for researching family traits and for learning about genetics. The student decides to make a poster of his or her family tree (with graphics representing genetic traits) to present to the class. Compacting In a science class, students who already know the process of photosynthesis are given a lab assignment in which they must develop and test hypotheses related to the topic, while other students are given more direct instruction on the concept. Tiered Some students are provided with direct instruction on the characteristics of living vs. non-living things, and are given guidance in identifying members of both groups. Other students work in teams to identify members of both groups and come up with original examples. Learning Contracts A student wants to trace his or her family tree and genetic traits. With the teacher�s guidance, the student develops a plan for researching family traits and for learning about genetics. The student decides to make a poster of his or her family tree (with graphics representing genetic traits) to present to the class. Compacting In a science class, students who already know the process of photosynthesis are given a lab assignment in which they must develop and test hypotheses related to the topic, while other students are given more direct instruction on the concept.

22. Best Practice in Teaching Strategies Pretest Describe Model Verbal Practice Controlled Practice Grade-Appropriate Practice Post test Generalization (Schumaker & Deshler, 1992) Pretest: Measure students� skills prior to training and get their commitment to learning. Describe: Explain the steps of the strategy, where the strategy can be applied, and how the strategy will be beneficial to students. Model: Demonstrate how to use the strategy by �thinking aloud� while applying the strategy to content material. Verbal practice: Students memorize the strategy steps and key usage requirements. Strategies Can�t just be a one-shot deal. Students have to learn and get used to them Controlled practice: Ensure student mastery of the strategy using simplified materials in controlled settings. Grade-appropriate practice: Ensure student mastery of the strategy in situations similar to those in the student�s general education classrooms. Posttest: Measure students� skills following training. Generalization: Help students apply strategies in general education and nonacademic settings. (Boudah & O�Neill, 1999; Ellis, Deshler, Lenz, Schumaker, & Clark, 1991). Pretest: Measure students� skills prior to training and get their commitment to learning. Describe: Explain the steps of the strategy, where the strategy can be applied, and how the strategy will be beneficial to students. Model: Demonstrate how to use the strategy by �thinking aloud� while applying the strategy to content material. Verbal practice: Students memorize the strategy steps and key usage requirements. Strategies Can�t just be a one-shot deal. Students have to learn and get used to them Controlled practice: Ensure student mastery of the strategy using simplified materials in controlled settings. Grade-appropriate practice: Ensure student mastery of the strategy in situations similar to those in the student�s general education classrooms. Posttest: Measure students� skills following training. Generalization: Help students apply strategies in general education and nonacademic settings. (Boudah & O�Neill, 1999; Ellis, Deshler, Lenz, Schumaker, & Clark, 1991).

23. Things to Consider Start slowly Base strategies on lesson objectives Provide ample time for student practice and feedback

24. Resources The Access Center www.k8accesscenter.org National Center on Student Progress Monitoring www.studentprogress.org More information about CBM is available from www.interventioncentral.org