Download - Facilitator Notes
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.
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 DivisionMinnesota Department of Education
Where in the Training Sequence are we?
What are the Big Ideas that are being presented?
You Will Need More Training and Support
Training Components
Knowledge Skill Demonstration
Use in the Classroom
Theory and Discussion
10% 5% 0%
…+Demonstration in Training
30% 20% 0%
…+Practice and Feedback in Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce & Showers 2002
Don’t Get Stuck: Focus on What is Within Our Control
Circle of Concern
Circle of Influence
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
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
Making the General Curriculum Accessible to Students with
Disabilities
These are the 5 Big Ideas We are Including in Training This Year
1. All Students Need to Make Progress Towards Proficiency
Job #1 =Make progress towards grade level content standards . . .
Eligibility Determination
Choral Read
A Student With a Learning Profile that Suggests a Disability Must Have Access to the
General Curriculum
Adapted from Sugai 2009
Phonemic Awareness
Math Fact Retrieval
Emotional Regulation Vocabulary
Listening comprehension
Concepts
2. We Improve Achievement with Problem Solving
2. Identify the instructional variables to be included in plan to address the gap.
3. Carry out the intervention as intended.
4. Evaluate the data and determine if the plan is working.
1. Identify gaps between performance and grade-level expectations.
Chapter 4-15, 6, 8, 9, 10
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
• Problem Solving Prior to Suspicion of Disability
• Present Levels of Academic and Functional Performance
Formal Evaluation Process
We Are Always Evolving a Picture of the Learner to Improve Response to Instruction
3. Sequence the Data Collection to Find Patterns
• Observe• Test
• Interview
• Record Review
1st 2nd
3rd4th
1. Review records
2. Conduct Interviews
3. Make Observations
4. Corroborate Suspicions with Testing
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)
4. All Data is Important for Creating a Picture of the Learner
Quantitative Data What’s working or not
Qualitative DataWhy is it working
or not
Expert ReviewWhy is it working
or not
What does learner
need
Both SLD Criteria Options Require Integrating Data from Multiple Sources
Full page in handouts
5. We Will Find Patterns in the Data
What do you notice?
See full page in handouts
Chapter 9-13
The 5 Big Ideas In Training
1. A___ students make progress towards p_________2. We improve a_______ with p______ s_______3. We use a s________ to integrate and prioritize data
feeding it f_______ at each step of problem solving4. All d____ is important for creating a picture of the
learner5. We will find p______ that link a______ and b_____
p_______ p_______
Guiding Questions Are Useful for:
A. Applying to quality practices that help us make the next right instructional step.
B. Ensuring we are in compliance.
Guiding Questions Are at the End of Each Chapter :
Chapter 8-11
Guiding Questions
Core Instruction Supplemental Intervention Specialized Instruction (IEP)
Access to high quality scientific-research-based instruction
How has the team determined the student has had sufficient access to high quality instruction and opportunity to perform within grade level standards?
Rule 3525.1341. Subp.1B
What supplemental efforts, aligned with grade level standards, were implemented to accelerate the student’s rate of learning and level of performance?
Statute 125A.56
Rule 3525.1341. Subp.2D
What has and has not worked to increase access and participation in the regular classroom environment?
What additional supports, accommodations or modifications are necessary to provide access to the grade level standards?
Limitations in adequate achievement or performance
(ELL, lack of appropriate instruction in reading or math).
What areas of educational performance/ achievement continue to be below grade level expectations?
34 C.F.R. § 300.8(a)(2)
34 C.F.R. § 300.304(b)(3)
34 C.F.R. § 300.304(c)(2) Rule 3525.1341. Subp.2A
What factors limit performance? What supplemental efforts have been successful in mediating the impact?
34 C.F.R. § 300.304(c)(1)(ii)
What about the student’s profile leads the team to suspect a disability and the need for special education and related service supports?
34 C.F.R. § 300.306(b)
What special education supports would be sufficiently rigorous to accelerate performance towards grade level achievement standards?
OR
Given previous efforts, what additional supports are required to help the student gain control over academic, non-academic, and transition goals?
Impairment/ Disability
(Sensory, cognitive delay, emotional or behavioral)
How is the student functionally limited from making progress towards grade level standards?
34 C.F.R. § 300.304-.306
How is the student limited from participating in the 5 areas of transition namely work, recreation and leisure, home living, community participation, postsecondary training and learning opportunities
Minnesota Rule 3525.2900, subp. 4(A)
What evidence is there that indicates the student needs protections afforded through Reauthorized Federal IDEA 2004 for specific learning disability to make progress towards grade level standards?
34 C.F.R. § 300.8(a)(1)
34 C.F.R. § 300.304(c)(2)-(7)
34 C.F.R. § 300.8(b)
What are all the needs that must be addressed and the evidence based instruction that will accelerate achievement towards grade-level standards?
34 C.F.R. § 300.305(a)(2)
34 C.F.R. § 300.304(b)(1)
Minnesota Rule 3525.2710, subp. 4(D)-(E)
Participant Handout
Chapter 8-11
Guiding Questions
Core Instruction Supplemental Intervention Specialized Instruction (IEP)
Access to high quality scientific-research-based instruction
How has the team determined the student has had sufficient access to high quality instruction and opportunity to perform within grade level standards?
Rule 3525.1341. Subp.1B
What supplemental efforts, aligned with grade level standards, were implemented to accelerate the student’s rate of learning and level of performance?
Statute 125A.56
Rule 3525.1341. Subp.2D
What has and has not worked to increase access and participation in the regular classroom environment?
What additional supports, accommodations or modifications are necessary to provide access to the grade level standards?
Limitations in adequate achievement or performance
(ELL, lack of appropriate instruction in reading or math).
What areas of educational performance/ achievement continue to be below grade level expectations?
34 C.F.R. § 300.8(a)(2)
34 C.F.R. § 300.304(b)(3)
34 C.F.R. § 300.304(c)(2) Rule 3525.1341. Subp.2A
What factors limit performance? What supplemental efforts have been successful in mediating the impact?
34 C.F.R. § 300.304(c)(1)(ii)
What about the student’s profile leads the team to suspect a disability and the need for special education and related service supports?
34 C.F.R. § 300.306(b)
What special education supports would be sufficiently rigorous to accelerate performance towards grade level achievement standards?
OR
Given previous efforts, what additional supports are required to help the student gain control over academic, non-academic, and transition goals?
Impairment/ Disability
(Sensory, cognitive delay, emotional or behavioral)
How is the student functionally limited from making progress towards grade level standards?
34 C.F.R. § 300.304-.306
How is the student limited from participating in the 5 areas of transition namely work, recreation and leisure, home living, community participation, postsecondary training and learning opportunities
Minnesota Rule 3525.2900, subp. 4(A)
What evidence is there that indicates the student needs protections afforded through Reauthorized Federal IDEA 2004 for specific learning disability to make progress towards grade level standards?
34 C.F.R. § 300.8(a)(1)
34 C.F.R. § 300.304(c)(2)-(7)
34 C.F.R. § 300.8(b)
What are all the needs that must be addressed and the evidence based instruction that will accelerate achievement towards grade-level standards?
34 C.F.R. § 300.305(a)(2)
34 C.F.R. § 300.304(b)(1)
Minnesota Rule 3525.2710, subp. 4(D)-(E)
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?
Identifying the LEARNING PROBLEM
What is the Gap Between Grade Level Content Standards and
Student’s Performance?
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
Spring of 3rd Grade
Expectations
Identifying Gaps in Performance
•Reads 60 words correct per minute•Acquiring intermediate word
analysis skills•Inconsistent generalization of self-
monitoring skills
•Reads 110 words correct per minute with expression
•Generalizes advanced word analysis skills
•Generalizes self-monitoring of reading and self-corrects when comprehension breaks down.
Grade Level Expectations Compared to Present Level of Performance
Back
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
What is the Standard and What Does Grade Level Performance Look Like?
FLUENCY
Phonemic
awareness
Language developmen
t
PhonicsWord
analysis
Alphabetics
Comprehension
Metacognition
Vocabulary elaboration
and morphology
Application of strategic
thinking
Mea
ning
Mak
ing
Reading Development Maps to the Standards
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.
8th 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. . .
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.
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
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
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
Adapted from Teaching the Learning Disabled (p. 68) bgy D. D. Smith, 1981, Englewood Cliffs, NJ: Prentice Hall.
AIMAccuracy(90-100%)
Fluency(desired rate)
Retention Expansion
Acquisition Initial Advanced
Proficiency Maintenance Generalization
0 to
25%
65%to
80%
Highrate and
accuracy High
rate and accuracy
Transferto new
settings
EntryLevel
No orlow
frequency
Adaption
Capitalize on
knowledge
Extension
Stages of Learning the Breakdown
Adaptation
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).
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.
GATHERING MULTIPLE SOURCES OF DATAThe framework helps us organize,
prioritize, integrate, and efficiently in collecting data to identify the
problem
RIOT - ICELSequence• Record Review
• Interview
• Observation
• Test
Within our control
• Instruction
• Curriculum
• Environment
• Learner
Leve
ls of
Ana
lysis
Sources of Evidence that Can be Mined for Decision Making
Data feeds forward
SRBI 1 SRBI 2Evaluation for Special Education
Standards-based IEP
School-wide
Grade or classroom
Group
Individual
Leve
ls of
Ana
lysis
Sources of Evidence that Can be Mined for Decision Making
Data feeds forward
SRBI 1 SRBI 2Evaluation for Special Education
Standards-based IEP
School-wide
Grade or classroom
Group
Individual
Leve
ls of
Ana
lysis
Sources of Evidence that Can be Mined for Decision Making
Data feeds forward
SRBI 1 SRBI 2Evaluation for Special Education
Standards-based IEP
School-wide
Grade or classroom
Group
Individual
I dentify Data Source
Excerpt of 8th Grade Reading Standards
The student will read with accuracy and fluency.
MCA I I
The student will use a variety of strategies to expand reading, listening and speaking vocabularies.
1. Acquire, understand and use new vocabulary through explicit and indirect vocabulary instruction and independent reading. 2. Determine the meaning of unknown words by using a dictionary or context clues. 3. Recognize and interpret words with multiple meanings.
Content Limit: Vocabulary items require context clues from a passage to determine word meanings (i.e., word structure may provide support but not the sole basis for the item). 6–8 Word structure may only assist in determining meaning and may include prefixes, suffixes, syllabication or root words. Dictionary clues are provided in the item when required. No more than one dictionary item exists on an operational test. Multiple-meaning words are the same as synonyms for this benchmark.
4. Describe the influences of other languages on the English language. 5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. 6. Determine word meanings by using definition, restatement, example, comparison or contrast. 7. Identify and explain analogies, similes and metaphors. 8. Apply correct word pronunciation and inflection.
MCA I I
MCA I I
The student will understand the meaning of texts using a variety of strategies and will demonstrate literal, inferential, interpretive, and evaluative comprehension.
1. Summarize and paraphrase main idea and supporting details. Content Limit: Items will require a summary or paraphrase solely from the text given. Items will require the identification of the explicit or inferred main idea and/or its relevant details solely from the text given.
2. Recall and use prior learning and preview text to prepare for reading. 3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies before, during and after reading. 4. Make inferences and draw conclusions based on explicit and implied information from texts. 5. Trace the development of an author’s argument, point of view or perspective. 6. Evaluate the adequacy, accuracy, and appropriateness of the author’s evidence in a persuasive text.
Content Limit: Adequacy and appropriateness are synonymous in these items. Items do not require verification of accuracy outside the text given. Persuasive text can be an element of persuasive text found in any genre.
7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information.
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)
Integrate the Analysis At Each Phase
Screen
• Benchmark below grade level expectations (20-30% ile)• ELL progress data corroborates• Teacher test data and noted behaviors(QRI, IRI, error analysis)
Intervene
• 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
Chapter 4, 5, and 6
Different Representations of Integrating Problem Solving Over Time
Student participates in first cycle of intervention
Student participates in second cycle of intervention
Screen
Intervene
Intervene
Chapter 4, 5, and 6
Are We Confident that the Data Gathered Reflects the Students True Abilities?
Chapter 4, 5, and 6
Fill in the BlanksSequence• R• I• O• T
Within our control
• I• C• E• L
Record Reviews: Inform how the Learner Functions within. . .
Instruction
Curriculum
Environment
• Record Review
• Record Review
• Record Review
Chapter 4-11, 4-21 & 23, 6-7
Record ReviewPrioritize 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
•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)
Record Review: Trend Data
Record Review Scaffolded in the ManualDomain Source Data Outcome
Instruction Permanent Products Nature of instructional demands reflected in paper-pencil tasks (e.g., style demands of the task, difficulty levels, skill requirements). Teacher records of: o How expectations are communicated and the criteria for success. o How content delivery is structured. o Specificity of feedback on performance. o Student response to directions. o Teacher response to students request for clarification or assistance. o Opportunities and methods of practice.
Curriculum Permanent Products (ex. Books, worksheets, curricular guides)
Nature of instructional demands reflected in: o Stated outcomes, standards and benchmarks. o Scope and sequence of instruction. o Arrangement and timing of curriculum sequence. o In curriculum and instructional materials. o Instructional approaches. o Learning tasks and pre-requisite skills.
Pacing for stages of learning (acquisition, accuracy, fluency, generalization/application).
Environment School and Classroom Procedures
o Discipline policies and procedures that define what is deemed as “situationally appropriate.”
o Positive behavioral supports, e.g., explicit instruction in expectations (task, classroom, school) and routines.
o Relational influences (peer to peer, student to instructor, student to family).
o Physical arrangement of the classroom (noise, position relative to focus of instruction, etc.).
Chapter 6-7 through 6-9
Critical Questions
• What does the data say about how the learner functions?
• What data are missing or under represented (Instruction, Curriculum, Environment)?
• Are there areas where you have only qualitative data? quantitative data? No data?
Practice on Tara
Coaches Corner
• As you are building consensus through coaching, you will have some teachers ready to start learning/doing the process before others. Discuss with your partner how you could go about working through this process with a teacher. Think about the Tara/Jim case study.
Interviews: Inform How the Learner Functions Within. . .
Instruction
Curriculum
Environment
• Record Review• Interview
• Record Review• Interview
• Record Review• Interview
Chapter 4-11, 4-22 & 23, 6-7 to 9
Interviews: Further Clarify Learning Problem(s)
Use existing data to generate interviews • Parents
– Concerns and input on interventions– Relevant medical, homework, tutoring, observations
• Teachers and Student– Nature of concern – Context and expectations– Positive and negative influences on performance– Compensatory strategies
Chapter 4-24, 6-9, 7-24
Interviews: Further Clarify Learning Problem(s)
Use ________ data to generate interviews • Parents
– Concerns and ________ on interventions– Relevant medical, _________, tutoring, observations
• Teachers and Student– ________ of concern – Context and __________– _________ and _________ influences on performance– _____________ strategies
Chapter 4-24, 6-9, 7-24
Interviews Further Define the Problem(s)Concern happens… (when, where, with whom?)
What about performance is concerning?
What is expectation (e.g. grade level, rate of progress, peer comparison)
When he is doing independent s reading
He last read 15 words per minute with 20 errors...
…. his 2nd grade peers in the group read on average 70 words per minute with 3 errors.
When given directions by teachers to complete work…regardless of teacher or group size
…she responds with a loud voice and feet stomping, throwing materials. . .and takes up to 5 minutes to get to work
…while her kindergarten peers respond by getting to work within 5-10 seconds of direction.
Chapter 4-23, 6-10, and 7
Critical Questions
• Does the data say about how the learner functions?
• What data are missing or under represented (Instruction, Curriculum, Environment)?
• Are there areas where you have only qualitative data? quantitative data? No data?
Practice on Tara
Observations Inform how the Learner Functions within. . .
Instruction
Curriculum
Environment
• Record Review• Interview• Observation
• Record Review• Interview• Observation
• Record Review• Interview• Observation
Chapter 4-11, 4-22 & 23, 6-7 and sample form in handouts
Observations: Targeted to Hypothesis and Suspected Basic Psychological Processes
1. Observe student while learning– Goodness of fit (better and worse)– Tailor later instructional and accommodations
2. Observe suspected basic psychological processes– Nature of concern—targets testing in comprehensive
evaluation– Teacher’s natural differentiation or accommodation and
students response – Identify compensatory strategies and their effectiveness
Chapter 6-11 through 16, and sample draft in materials
Use a Variety of Evidence Because it Provides ContextQualitative Quantitative– Observation– Interviews/
conference notes– Record reviews– Notable behaviors
– Tests, GOM/CBM– Checklists/rating scales– Duration, intensity,
frequency measures
Provides context for numbers
Provides standard for comparison
Chapter 8-15 Professional Judgment
Turn and Talk
• The Principal/Psychologist/Leadership Committee member says that the general ed staff in your district/building doesn’t know how to systematically collect RIO data. Or, they say they don’t think the general ed staff in their district/building will follow this procedure. Turn to the person next to you and practice addressing these comments.
Critical Questions
• What does the data say about how the learner functions?
• What data are missing or under represented (Instruction, Curriculum, Environment)?
• Are there areas where you have only qualitative data? quantitative data? No data?
Practice on Tara/Jim
Using RIOT to Write A Problem Statement
Now what do we know about how the student is performing? What
makes it better/worse?
Writing a Problem Identification Statement From the Data
Grade Level Expectation
Current level of functional performance
•Define it in observable and measurable terms
•Target specific parts of performance
•Focus on alterable variables
Effective Problem Statement: Pete 3rd
• Reads passages 60 WCPM--slow but accurate reader
• Reads word lists 110 WCPM--has difficulty with connected text
• Decoding errors are with irregular and multi-syllabic words
• Uses a letter by letter decoding strategy
• Adjusts his reading rate according to prior knowledge
• Vision screening test 20/20
Critical Features addressing questions
• Defined in observable and measurable terms
• Targets specific parts of performance
• Focuses on alterable variables
Problem Statement: Pete
Pete is currently reading at 60 (WCPM) on 3rd grade passages. Peers are reading at 120 (WCPM). 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 grade texts. He needs to consistently apply self-monitoring and fix-up strategies to improve comprehension to grade-level text (fiction and non-fiction).
Trainer Tip
• Participants may say this is more specific data than they have ever received from general ed staff. Acknowledge that we are all getting better and there are places in the state where teams are receiving this type of data. If teams were to receive this type of data, how would it impact their planning and problem solving? What would they be prepared to contribute?
Common Challenges with Problem Analysis?
• Maintaining a focus on learning vs. learner• Having relevant data from a variety of sources• Focusing on right mix of variables
– Instruction– Curriculum– Environment
• Successfully discriminating “can’t do” from “won’t do” problems using data
See Checklist for Improving Problem Statements in Handouts
Unacceptable Descriptors• Focus on unimportant or factors beyond the control
of instructor • Have unclear measures—does it pass the “stranger
test” • Indicate conflicting views between grade level
expectations and student’s current performance• Lack baseline data • Lack standard of comparison • Provide a standard that is not related to the behavior
With the Problem Statement You have to Match Needs with Instruction
Chapter 4-15
Activity: Create a Hypothesis for Tara
Check your understanding
Problem Identification Statement : Grade Level Expectations for Tara
Accurate and Fluent reading: The expected rate for 8th grade benchmark assessments is 133 wcpmComprehension Standard: 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 and preview text to prepare for reading.Comprehend, interpret and evaluate information in a variety of texts using a combination of strategiesMake inferences and draw conclusions based on explicit and implied information from texts.
Vocabulary: Acquire, understand and use new vocabulary through explicit and indirect vocabulary instruction and independent reading.
Determine the meaning of unknown words by using a dictionary or context clues.
Effective Problem Statement: Tara 8th
• Tara an 8th grader who reads at 110 wcpm
• Not able to summarize what she reads
• Misses 90% of inferential and vocabulary questions
• Is a second generation immigrant• Spends extensive amounts of time
with extended family who speak but are not literate in English
• Spends 1 month in Mexico during school year
• Defined in observable and measurable terms
• Targets specific parts of performance
• Focuses on alterable variables
Data Relevant for Assessing Culturally & Linguistically Diverse Learners
Chapter 7-15
When do English Learners really “catch up?”
60
55
50
45
40
35
30
25
20
15
10
5
Formal instruction
begins
After 5 years of
instruction 47,450 hrs.
CALP
Cumulative Hours
of Language Exposure
in Thousands
-18,000
B 1 2 3 4 5 6 7 8 9 10 11 12 13 14 K 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th
Age and Grade Level
21,900 hrs.
3,650 hrs.
23, 725 hrs.
-24,000Native EnglishSpeaker (L1)
ENGLISH LANGUAGE EXPOSURE
Awake AsleepAge 0 to 5: 12 12
365days x 12hrs. x 5yrs.= 21,900 hrs
Age 5 to 10+: 14 10
365days x 14hrs. x 5yrs.= 25,550 +21,900 47,450
Limited English Speaker (L2)
ENGLISH LANGUAGE EXPOSURE
Native (L1) English(L2)
Age 0 to 5: 10 2
365days x 2hrs. x 5yrs. = 3,650 hrs.
Age 5 to 10+ 3 11
365days x 11hrs. x 5yrs.= 20,075 +3,650 23,725
Ortiz, S. 2010
Activity: Create a Hypothesis for Tara
Check your understanding
Problem Statement cont: Current Performance
• She needs to support decoding skills in connected text at grade level.
• As a 8th grader Tara misses 90% of inferential and vocabulary questions in 6th grade level passages.
• She must develop strategies for acquiring vocabulary with application to selecting the appropriate meaning from multiple meanings.
• She must acquire a larger body of prior knowledge, figurative language, and conceptual knowledge to make inferences, find the main idea when implied, and understand author’s intent when reading 8th grade text.
Problem Statement cont: Current Performance
• She needs to develop strategies to independently activate prior knowledge when using vocabulary, solving math problems, applying to new situations.
• She needs strategies to organize her ideas, sequence and connect ideas to support a point.
• She shows difficulty in writing paragraphs that draw comparisons and contrasts, persuasion, and supporting opinions with facts.
Problem Statement cont: Current Performance
• She needs to develop better problem solving, conceptual understanding of fractions, decimals, solving equations, etc.
• She needs to be able to translate word problems into mathematical sentences.
• Tara is most successful when she works with a partner or in small groups on tasks.
• She responds to information presented visually.
Coaches Corner:
• Tara is an example of an EL student, and her case is complicated. What are the biggest learner challenges in your building(s)? Finding ways to help teachers make progress in working with these students may be a good way to build consensus.
• As a coach you need to make it ok for teachers to seek help in writing problem statements.
You Are Ready To Implement and Monitor
Chapter 6
Cycle Repeats for Second Pre-referral Intervention or For Tier 3
Intervention
Brain Break
Suspecting a Disability
Integrating What is Known into the Prior Written Notice
When Interventions Are Ineffective You Suspect a Disability
Chapter 6
Indicators of a Disability
Inadequate Instruction Suspicion of Disability
Progress is Unexpected Given other Strengths
Size of Gap + Lack of Progress
SRBI effective and consistently provided
Progress is Evident
No SRBI
Chapter 7
Partner Work
• Use the script to explain the previous slide to your partner. Include any data that you may collect in your school.
• Switch roles• List any questions you and your partner may
still have.
Suspicion of Disability: Integrate What You Know into the Prior Written Notice
• The District proposes to conduct an evaluation/reevaluation for the following reason(s);
• Describe the other options considered and the reasons why those options were rejected;
• Description of each evaluation procedure, . . . ;• Statement of adaptations needed to conduct this evaluation;• Other factors affecting this proposal
INDIVIDUALIZING THE COMPREHENSIVE
EVALUATIONFeeding Data Forward
Individualize the Comprehensive Evaluation: Don’t Reinvent the Wheel
• Problem statement and
• Corroborating data (records, parent input, observation)
Existing Data
• Complete guiding questions with existing data
• Identify gaps in data
Gap Analysis • Fills in gaps• Corroborates data
with less technical validity
Gather Additional Data
Planning of evaluations are not dictated by test-kits
Chapter 8
Activity – Guiding Questions
Prepare for Comprehensive Evaluation
Don’t Lose What you learned in Problem Solving
Comprehensive evaluation is next formal cycle of problem solving
Chapter 8
Comprehensive Evaluation is More Intensive Problem Solving with Different Experts Is there a disability?
Data with high technical adequacy, focused on variables intrinsic to learner
Data focused on alterable variables outside learner available
Data focused on performance compared with expectation available
Chapter 8
Gather Additional Evidence For ContextQualitative Data• Attitude toward task• Comprehension and follow
through• Attempts to change task
approach mid-stream• Self-awareness/monitoring• Thinking aloud• Flexibility in problem
solving and persistence• Response to success or
failure
Quantitative DataWork sample analysis
-before and after feedbackAdditional areas of concern Amount of instructionError AnalysisFidelity
Chapter 6 and 8-16 Notable Behaviors
Turn and Talk
• Share with your partner:– Difference between Quantitative and Qualitative
Data– Examples of each available within your district – How that information is incorporated into the
problem solving process
RIOTest: Corroborate Findings and Plan for Instruction
Administer tests of processing
Apply added value procedures
Corroborate Data
Suspected Disability from RIOT
Provide Access
to general curriculum
Accelerate skill
acquisition
Facilitate Progress towards
proficiency
Comprehensive Evaluation Yields One of Three Results
Problem IdentificationPresent Levels of Academic and Functional Performance
Formal Evaluation Process
What is the Difference Between a Problem Statement and a Present Levels Statement?
Standards-based PLAAFP
• How does the data come together to identify the disability and how it impacts student performance in grade level content standards
• See PLAAFP guided discussion • Illustrative example
Instructional Level
Content
Enrolled Grade Level
Content
Results of Evaluation Should Help us Balance Access with Intensive
Instruction•Analysis of grade-level content standards•Differentiated instruction
•Content•Process•Product
•Accommodations to reduce barriers•Mapping of teaching sequence with what it takes to increase student understanding
Coaches Corner:
• Know your audience• Validate points of views of the various staff
members during your coaching sessions.• Validate people that are at different levels of
understanding.
Does it Feel Like This
Or
Addressing Exclusionary Criteria While Solving the Learning
Problem
Applying the Framework of Integrating Data to Systemic Problem
Solving
How do we determine “access to appropriate instruction in reading
and math. . .?”
What data should we triangulate? How early should this start?
Address the Problem at the Right Level
Adap
ted
from
Chr
ist, T
. (20
08),
Best
Pra
ctice
s in
Prob
lem
Ana
lysis
.Be
st P
racti
ces i
n Sc
hool
Psy
chol
ogy.
NAS
P.
Chapter 4-10
Leve
ls of
Ana
lysis
Sources of Evidence that Can be Mined for Decision Making
Data feeds forward
SRBI 1 SRBI 2Evaluation for Special Education
Standards-based IEP
School-wide
Grade or classroom
Group
Individual
Leve
ls of
Ana
lysis
Sources of Evidence that Can be Mined for Decision Making
Data feeds forward
This should be familiar to you now. Fill in each of the levels and the progression
• MCA-II—school-wide trends and annual results
• Survey of Enacted Curriculum results or curriculum maps
• Measures of Academic Progress benchmarks
• General Outcome Measure benchmarks
• Attendance
• Office discipline referrals
• Principal walk through observations
Leve
ls of
Ana
lysis
School-wide
Grade or classroom
Small Group
Individual
School Improvement– School-wide Evidence Indicating Progress Towards Achievement Goals
Effectiveness of instruction • Data suggests how well
instructional practices and materials are meeting needs of all students
• Data is used proactively to formulate core instructional match to student needs
All Native Amer
ELL0%
20%
40%
60%
80%
100%
School-wide Evidence Can be Used for Judging Effectiveness
Chapter 4-12 and 13
Low SES
• MCA-II grade level results -disaggregated
• Survey of Enacted Curriculum results or curriculum maps
• Measures of Academic Progress benchmarks
• General Outcome Measures Benchmarks change from Fall to Winter to Spring
• PLC work—analysis of student work samples
• Formative assessment data
Leve
ls of
Ana
lysis
School-wide
Grade or classroom
Small Group
Individual
Grade or Class Level Data Indicates Progress Towards Achievement Goals
Goal 70%Target: 43 72 90
Total Enrollment: 68 67
Fall Winter Spring
5 students
Intensive <26
17 students25%
Intensive10 students
15%
Intensive
Strategic
4 Students
Benchmark45 students05-06 66%04-05 61%03-04 56%
Benchmark47 students05-06 70%04-05 69%03-04 61%
Benchmark05-06 04-05 68%03-04 54%
Strategic 6 students
9%
Strategic10 students
15%2nd
grad
e
42
Peggy N 43-71Tom T 65-70
2
10
Slide Originally Presented at the Midwest Leadership Conference, 2007 By Kim Gibbons.
Class or Grade Level Data Can be Used to Judge Effectiveness
Grade Level Progress Over Time
• Measures of Academic Progress change (F, W, S)
• General Outcome Measures Benchmark (F, W, S)
• Progress Monitoring Data –group comparison
• Minutes of Instruction Delivered
• Observation or fidelity checks
Leve
ls of
Ana
lysis
School-wide
Grade or classroom
Small Group
Individual
Group Level Evidence Indicates Progress Towards Achievement Goals
• Near 50%ile Benchmark
AIMS-web Data Indicating Effectiveness
Above 50%ile Benchmark
Below 50%ile Benchmark
Below 25%ile Benchmark20 19.429.4
Leve
ls of
Ana
lysis
School-wide
Grade or classroom
Small Group
Individual
•MCA-II trend and Learning Locator (across grades)•Measures of Academic Progress (across grades)•General Outcome Measures benchmark (F, W, S)•Progress monitoring data –individual and compared to peer group•Minutes of instruction delivered •Interview of teacher and parent •Observation of student engaged and responding to instruction
Individual Response– Documented Progress Towards Achievement Goals
How do we determine if it is Poor Attendance ?
What data should we triangulate? How early should this start?
Likely scenarios:• Minutes received is less
than scheduled
• Inconsistent data or instruction
• Critical features of intervention missing
Was intervention implemented as
intended?
Re-examine Results of Intervention
Chapter 5-15
How do we determine if it is EBD or SLD?
What data should we triangulate? How early should this start?
Chapter 7-8 through 10
Questions to Tease Apart SLD/EBD
• How well does the student respond to academic instruction once individual positive behavioral supports are in place?
• What happens to academic performance when behavioral or social/emotional skills are taught?
• What happens to behavior when instruction is provided at the student’s instructional level?
• Is student performance different across classrooms, teachers, and content areas? In which combination of circumstances is behavior better or worse? Is there a teacher that the student performs better for than others?
• What happens to behavior as achievement improves? Expectations rise?
Chapter 7-8 through 10
Leve
ls of
Ana
lysis
Ignore the Technical Adequacy column.
Activity: Brainstorm school and grade-level improvement data that could be used could to answer the guiding questions in your materials.
Follow up questions:•How often would you need to •access it?•Who has access?
Activity – Guiding Questions
Illustrative Example
For ideas see handouts
Illustrative Example
Additional Handout Resource