Facilitator Notes

1. Facilitator Notes • All of the slides with Red backgrounds are copies of handouts that are available for the participants – they are hidden because they are there for your reference only • All of the slide hidden are slides that fit with the conversations but are not necessary – you may keep them hidden or reveal them dependent upon your audience.

2. Integrating Multiple Sources of Data for a Evaluation and Design of Instruction for Students With Specific Learning Disabilities SLD Manual Trainers Community of Practice and Special Education Policy Division Minnesota Department of Education Vicki.weinberg@state.mn.us

3. Where in the Training Sequence are we? What are the Big Ideas that are being presented?

4. You Will Need More Training and Support Joyce & Showers 2002

5. Don’t Get Stuck: Focus on What is Within Our Control

6. Turn and Talk • Brainstorm common list of concerns regarding a student who is being discussed • Review the list and star those that are within their circle of influence

7. The Manual Documents Changes in SLD Practices Rationale for change: • End circular arguments in the identification process • Focus on “What data?" for “Which purpose?” to accelerate skill acquisition to make progress towards grade-level standards

8. Making the General Curriculum Accessible to Students with Disabilities These are the 5 Big Ideas We are Including in Training This Year

9. 1. All Students Need to Make Progress Towards Proficiency Job #1 =Make progress towards grade level content standards . . . Eligibility Determination Choral Read

10. A Student With a Learning Profile that Suggests a Disability Must Have Access to the General Curriculum Phonemic Awareness Math Fact Retrieval Concepts Listening comprehension Emotional Regulation Vocabulary Adapted from Sugai 2009

11. 2. We Improve Achievement with Problem Solving 1. Identify gaps between performance and grade-level expectations. 4. Evaluate the data and determine if the plan is working. 3. Carry out the intervention as intended. 2. Identify the instructional variables to be included in plan to address the gap. Chapter 4-15, 6, 8, 9, 10

12. Even Comprehensive Evaluation is Problem Solving Evaluation report reflects all that is known from previous cycles Comprehensive evaluation is next formal cycle of problem solving Chapter 9 and 10

13. We Are Always Evolving a Picture of the Learner to Improve Response to Instruction • Problem Solving Prior to Suspicion of Disability • Present Levels of Academic and Functional Performance Formal Evaluation Process

14. 3. Sequence the Data Collection to Find Patterns Review records Conduct Interviews Make Observations Corroborate Suspicions with Testing

15. Coaches Corner • Remember to use ICEL and RIOT in your conversations. • Your questions when talking to teachers should include ICEL and RIOT components • As a coach you will need to guide teachers into gathering data from different sources (or consider the sources of data they have access to)

16. 4. All Data is Important for Creating a Picture of the Learner What does learner need

17. Both SLD Criteria Options Require Integrating Data from Multiple Sources Full page in handouts

18. 5. We Will Find Patterns in the Data What do you notice? See full page in handouts Chapter 9-13

19. The 5 Big Ideas In Training • A___ students make progress towards p_________ • We improve a_______ with p______ s_______ • We use a s________ to integrate and prioritize data feeding it f_______ at each step of problem solving • All d____ is important for creating a picture of the learner • We will find p______ that link a______ and b_____ p_______ p_______

20. Guiding Questions Are Useful for: Applying to quality practices that help us make the next right instructional step. Ensuring we are in compliance.

21. Guiding Questions Are at the End of Each Chapter : Chapter 8-11

22. Participant Handout Chapter 8-11

23. Coaches Corner: • Review the handout • Consider who might you need to work with to ensure the guiding questions are answered • Identify people who currently may be able to answer the guiding questions. Is this an effective and efficient use of resources?

24. Identifying theLearning Problem What is the Gap Between Grade Level Content Standards and Student’s Performance?

25. What is the Learning Problem? What is grade-level content standard or peer group expectation? Do we understand what grade-level performance looks like? Do we see the where the learning is breaking down? Do we have data that targets what we thought was constraining growth? Grade Level Expectation Current level of functional performance Chapter 4-28 through 31

26. Grade Level Expectations Compared to Present Level of Performance Back

27. What is the Learning Problem? What is grade-level content standard or peer group expectation? Do we understand what grade-level performance looks like? Do we see the where the learning is breaking down? Do we have data that targets what we thought was constraining growth? Grade Level Expectation Current level of functional performance Chapter 4-28 through 31

28. What is the Standard and What Does Grade Level Performance Look Like?

29. Reading Development Maps to the Standards Metacognition Comprehension Application of strategic thinking Meaning Making Vocabulary elaboration and morphology Word analysis FLUENCY Phonics Phonemic awareness Language development Alphabetics

30. 3rd Grade Standards: Cross-referenced with Development • The student will use a variety of strategies to expand reading, listening and speaking vocabularies. • Acquire, understand and use new vocabulary through explicit and indirect vocabulary instruction. . . • Identify and correctly use antonyms, synonyms, homonyms and multiple-meaning words. • The student will apply word recognition strategies to decode unfamiliar multi-syllabic words and will read grade-appropriate text with accuracy and fluency. • Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis. • Read narrative and expository text with fluency, accuracy and comprehension. . . • The student will understand the meaning of texts using a variety of comprehension strategies and will demonstrate literal, interpretive, and evaluative comprehension. • Recall and use prior learning . . . • Monitor comprehension and use strategies to self-correct when needed.

31. 8thGrade Standards: Cross-referenced with Development • The student will use a variety of strategies to expand reading, listening and speaking vocabularies. • Acquire, understand and use new vocabulary through explicit and indirect vocabulary instruction. . . • Recognize and interpret words with multiple meanings. • The student will read with accuracy and fluency. • Read unfamiliar complex and multi-syllabic words . . . • Read narrative and expository text with fluency, accuracy and comprehension. . . • The student will understand the meaning of texts using a variety of strategies and will demonstrate literal, inferential, interpretive, and evaluative comprehension. • Recall and use prior learning . . . • Make inferences and draw conclusions based on explicit and implied information from texts.

32. Do We Know What the Needs are? What is grade-level content standard or peer group expectation? Do we understand what grade-level performance looks like? Do we see the where the learning is breaking down? Do we have data that targets what we thought was constraining growth? Grade Level Expectation Current level of functional performance Chapter 4-28 through 31

33. Turn and Talk • What is the Key Message in Slides 35-42 • How does the "stairs" graphic relate to the key message • Take turns with partner explaining these slides

34. Coaches Corner: Good questions to ask teachers when coaching include: • How do you know that? (watch your tone – point is to learn what sources of data they have, not be accusatory) • Tell me more about that. • Do you see this deficit across areas? If teachers are not able to provide data to support what they are saying, your role is to guide them to gather that data

35. Stages of Learning the Breakdown Adaptation

36. Illustrative Example of Clarified Learning Problem Jim is currently reading at 60 (WCPM) on 3rd grade passages. To reach grade level expectations he needs to acquire and reach maintenance with strategies for decoding multi-syllabic and approaching irregular words he encounters in 3rd grad texts. He needs to consistently apply self-monitoring and fix-up strategies to improve comprehension to grade-level text (fiction and non-fiction).

37. Coaches Corner: • These last few slides usually elicits murmurs and/or “ah-ha” moments in training. Since you won’t be training, how can you get this information to teachers/teams? When might you bring this information into a discussion/dialogue with teachers/teams? • Grade level team meetings, Problem-solving team meetings, graph analysis meetings, etc.

38. Gathering Multiple Sources of Data The framework helps us organize, prioritize, integrate, and efficiently in collecting data to identify the problem

39. RIOT - ICEL Sequence • Record Review • Interview • Observation • Test Within our control • Instruction • Curriculum • Environment • Learner

40. Sources of Evidence that Can be Mined for Decision Making Levels of Analysis School-wide Grade or classroom Group Individual SRBI 1 SRBI 2 Evaluation for Special Education Standards-based IEP Data feeds forward

41. Sources of Evidence that Can be Mined for Decision Making Levels of Analysis School-wide Grade or classroom Group Individual SRBI 1 SRBI 2 Evaluation for Special Education Standards-based IEP Data feeds forward

42. Sources of Evidence that Can be Mined for Decision Making Levels of Analysis School-wide Grade or classroom Group Individual SRBI 1 SRBI 2 Evaluation for Special Education Standards-based IEP Data feeds forward

43. Coaches Corner • What activities can you use in your coaching to help teams understand what data they have and where the gaps are in their data? • When would these activities fit into the schedule? • You may need to guide teams in discussions about data they have. They may not realize some sources (eg. ODRs)

44. Integrate the Analysis At Each Phase • Benchmark below grade level expectations (20-30% ile) • ELL progress data corroborates • Teacher test data and noted behaviors(QRI, IRI, error analysis) Screen • Problem statement—(synthesis of prior data+ parent input) • Progress monitoring data • Interviews and or observations for fidelity check Intervene • Revisit problem statement with additional data (incorporates all prior data) • Continue to progress monitor and check fidelity • If evidence indicates lack of response, consider referring student • Observe student to further target what to assess in comprehensive evaluation Intervene Chapter 4, 5, and 6

45. Different Representations of Integrating Problem Solving Over Time Student participates in first cycle of intervention Screen Intervene Intervene • Studentparticipates in second cycle of intervention Chapter 4, 5, and 6

46. Are We Confident that the Data Gathered Reflects the Students True Abilities? Chapter 4, 5, and 6

47. Fill in the Blanks Sequence • R • I • O • T Within our control • I • C • E • L

48. Record Reviews: Inform how the Learner Functions within. . . Instruction • Record Review • Record Review Curriculum • Record Review • Environment Chapter 4-11, 4-21 & 23, 6-7

49. Record Review Prioritize Your Analysis of Existing Data • Standardized test results • Level of performance and area of concern • Trends across time • Fidelity • Attendance • Student work • Uncorrected performance and response to feedback • Mis-understandings • Productivity Chapter 4-21 and 30

50. Record Review: Trend Data Data dashboards MCA-II and NWEA data compared with Survey of Enacted Curriculum Attendance Office discipline referrals Oral reading fluency, etc. Observations academic engaged time (group, individual)