using problem solving to improve proficiency among secondary … · 1/11/2018 1 using problem...

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Using Problem Solving to Improve Proficiency among Secondary Students with Disabilities

January 9, 2018 – ChipleyJanuary 17, 2018 – TampaJanuary 23, 2018 – Boca RatonFebruary 6, 2018 – Lake City

Amber Brundage – [email protected] Beth Hardcastle – [email protected]

Kelly Justice – [email protected] Ristow – [email protected]

Tara Jeffs – [email protected]

Access materials on our Wikispace:http://2018problemsolving.wikispaces.com/

Network:Wifi passcode:

Connect with us: #SecondaryMTSS #flpsrti @flpsrti

Housekeeping

• Restrooms• Breaks• Lunch• Door Prizes• Agenda, PowerPoint and Worksheets• Resources

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Working Agreements

Please: • Participate and listen actively • Prepare technology for learning and engagement

• Return from breaks and lunch on time • Pause conversations while individuals are addressing the group

• It’s okay to have fun!

The Day at a Glance

• Welcome and Introduction• Problem Identification• Team work time• Problem Analysis • Team work time• Intervention Design• Team work time • Prepare products for upload• Evaluation

Two Breaks: A.M and P.M Lunch: 11:30a – 12:30p

2015‐162015‐16 2016‐172016‐17 2017‐182017‐18

Secondary MTSS Professional Learning Series

Goal: Build capacity of districts to educate secondary students such that instruction is matched to need which results in college and career ready on‐time graduates

Face to Face Session• Importance of tiered

system • Universal Design for

Learning • Data analysis • Data sources • Beliefs and practices• Infrastructure • Scheduling

Webinar• Interventions I

Webinar• Building Consensus

Face to Face• Problem Solving

Mini‐Modules • Secondary E/LA Interventions• Secondary Math Intervention

Today’s Professional Learning Objectives

Participants will: 1. Build knowledge about the contributors to SWD

(students with disabilities) performance gaps, and data‐based problem‐solving

1. Use data‐based problem‐solving skills to improve secondary level student outcomes: SWD proficiency rates

1. Use a variety of data sources to develop action plans

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District and School Leaders Survey

Identified areas of “high need” at secondary level:

• SWD Proficiency• Attendance/Chronic Absenteeism• Student Engagement

OSEP “Dear Colleague” Letter

Reinforces and clarifies: 1. SWDs can reach high expectations when

provided appropriate instruction and supports2. IEP goals must be aligned with the standards of

the grade in which the student is enrolled 3. Goals should be sufficiently ambitious “to close

the gap” over time 4. Access to general education curriculum that will

prepare for college and career success(OSEP, 2015)

STRUCTURED PROBLEM‐SOLVINGOrientation to

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Data‐Based Problem‐Solving

• The use of a structured, process to improve outcomes for ALL students

• Four‐step problem‐solving approach: 1. Defining the goals and objectives to be attained2. Identifying possible reasons why the desired goals

are not being attained3. Developing a plan for and implementing evidence‐

based strategies to attain the goals4. Evaluating the effectiveness of the plan

School Capacity to Support At‐Risk Students

Lilgengren & Walker, 2017

• School counselors, interventionist or staff mentors can support students

0‐20 Students

• Will take a coordinated team effort with multiple staff member support off‐track students

20‐50 Students

• Will need multiple teacher/staff teams and possible external support, may need someone to oversee efforts

50+ Students

Tier 1 Problem/Goal Identification

Defining the goals and objectives to be attained

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4‐Step Problem Solving

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Data‐Based Problem Solving: Problem/Goal Identification

• The focus is on the overall health and wellness of the system First– Goal is at least 80% of your population on‐track

(Davis, Herzog, & Legters, 2013)

• Overall• By indicator• By subgroup

• What is the gap between goal and student performance at all levels?

• Problem‐solve at the student‐level after system analysis

Step 1 – Problem/Goal ID

Expected/benchmark level of performanceCurrent level of performance

P = E – CProblem = Expected – Current

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Organizing Framework for Problem‐Solving

Are there school trends* that need to be communicated to inform classroom PLCs?

Are there school trends* that need to be communicated to inform classroom PLCs?

Course Performance(Credits, GPA)

School‐wide standards‐Based Assessments

Benchmark Assessments

Unit Assessments

Classroom Assessments

Formative Assessments

*by grade, content area, subgroup (students with disabilities, minorities, etc.)

Are students at school?

Are students adhering to

rules, routines, expectations?

Tier 1 Problem/Goal ID

Tier 1 Data Analysis Questions:

1. Are approximately 80% of students meeting benchmark?

2. Which students may be in need of additional support?

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Your System and Procedures

Consider: 1. What data are available to analyze Tier 1?

(student outcomes and fidelity)2. When are these data reviewed? 3. Who is responsible for analyzing and

responding to the data? 4. How is student response monitored?

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Team Time 1: Problem Solving WorksheetStep I – Problem/Goal Identification

Work with your team to review your proficiency data for SWDs and complete Step I of the Problem Solving Worksheet

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Tier 1 Problem Analysis

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4‐Step Problem Solving Problem Analysis

• Develop hypotheses

• Develop prediction statements

to determine…

• Why is there a difference between what is expected and what is observed?

• How do we target the intervention that will have the highest probability of being successful?

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High Probability Root Causes by Indicator

Attendance‐– Barriers (Can’t) – Aversions (Won’t) – Disengagement (Don’t)

Behavior‐– Obtain something

• Attention– Escape or avoid something

• Task• Setting• People

– Poorly developed skills– Chronic stress– Mental health

Course Performance‐– Engagement

• Attendance• Work completion

– Study skills– Self‐regulation

• Accuracy• Perceived relevance• Time on task• Behavior• Relationships• Classroom environment• Environmental factors

– Skill deficits– Instructional/curricular mismatch– Educator policies/practices

HYPOTHESIS DOMAINS

Examples

IInstruction

Frequency of interaction, Reinforcement, Presentation Style

CCurriculum

Difficulty, Presentation, Length, Format, Relevance

EEnvironment

Peers (Expectations, Reinforcement, Values, Support), Classroom (Rules, Distractions, Seating, Schedule, Physical Plant), Home/Family Support

LLearner

Skills, Motivation, Health

Domains for Hypotheses

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Data‐Based Problem‐Solving: Problem Analysis

• In order to solve the problem, you have to first understand why it is occurring– ICEL Framework– 5 Whys– Observations– Interviews– Focus Groups– Surveys– Screeners– Work Samples

“Every problem has in it the seeds of it’s own solution”-Norman Vincent Peale

Assessment Methods

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Generate HypothesesHypotheses…

• State reasons for why the replacement behavior is not occurring

• Should be based on research relevant to the target skills

Focus on alterable variablesShould be specific, observable, and measurableShould lead to intervention

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Hypothesis & Prediction Statement

Hypothesis:The Problem is occurring because

_________________________________.

Prediction Statement:If ___________________ would occur, then

the problem would be reduced.

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RIOTby

ICELDOMAINS R

ReviewI

InterviewO

ObserveT

Test

IInstruction

CCurriculum

EEnvironment

LLearner

Domains for Assessment

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RIOTby

ICEL

DOMAINS RReview

IInterview

OObserve

TTest

IInstruction

Permanent products, e.g., written pieces, tests, worksheets projects

Teachers’ thoughts about their use of effective teaching and evaluation practices, e.g., checklists

Effective teaching practices, teacher expectations, antecedent conditions, consequences

Classroom environment scales, checklists and questionnaires; Student opinions about instruction and teacher

CCurriculum

Permanent products, e.g., books, worksheets, materials, curriculum guides, scope & sequence

Teacher & relevant personnel regarding philosophy (e.g., generative vs. supplantive), district implementation and expectations

Classroom work, alignment of assignments (curriculum materials) with goals and objectives (curriculum). Alignment of teacher talk with curriculum

Level of assignment and curriculum material difficulty; Opportunity to learn; A student’s opinions about what is taught

EEnvironment

School rules and policies.

Ask relevant personnel, students & parents about behavior management plans, class rules, class routines

Student, peers, and instruction; Interactions and causal relationships; Distractions and health/safety violations

Classroom environment scales, checklists and questionnaires; Student opinions about instruction, peers, and teacher

LLearner

District records, health records, error analysis,Records for: educational history, onset & duration of problem, teacher perceptions of the problem, pattern of behavior problems, etc.

Relevant personnel, parents, peers & students (what do they think they are supposed to do; how do they perceive the problem?

Target behaviors –dimensions and nature of the problem

Student performance; find the discrepancy between setting demands (instruction, curriculum, environment) and student performance

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POSSIBLE BARRIERS TO INCREASING PROFICIENCY FOR SWD SUBGROUP

Problem Analysis

CHRONIC ABSENTEEISM

Chronic Absenteeism (CA)

• No standard definition– Often based on total number

of days missed• Does not differentiate reasons

for absences– Includes: excused, unexcused

and suspensions

• Frequently defined as:– Missing 10% or more of

instructional days• HB7069 K‐8 EWS• FL reports students missing 21

or more days per year– Missing 15 or more days of

school per year

• Important Differences ‐• Truancy = unexcused

absences (s. 1003.26(b), F.S.)• Average Daily Attendance =

how many students show up each day

• Chronic Absence = missing so much school for any reason that a student is academically at‐risk ‐missing 10% or more of school

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Easy to Overlook Patterns of Chronic Absence in Individual

Students

Get Schooled Interactive webpage:

https://getschooled.com/dashboard/tool/343‐attendance‐counts?type=tool

Prevalence of CA in FL

• According to data reported to FL DOE during the 2015/2016 school year, 10.10% of K‐12 students were absent 21+ days

318,787 students‐ an increase from

304,060 students in 14/15

2015‐16 District 21+ Absence Rates

Source: Education Information and Accountability Services, Florida Department of Education

0 – 9.9%

10% – 14.9%

15% – 19.9%

20% – 30+%

Statewide Average 10.10%

Chronic Absenteeism by Demographics

Balfanz & Byrnes, 2012

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Prevalence and Patterns of CA Among SWD

• 9th grade SWD absent 50% more days than GenEdpeers

• OCR data report:– SWD in elementary 50%

more likely to be CA than GenEd

• NYC study (elementary):– SWD more likely to be CA

than GenEd peers– ED 20+ percentage points

more likely to be CA– LD 10.2 percentage points

more likely to be CA– Those in exclusive settings

16.7 percentage points more likely

• ED in exclusive 25 percentage points more likely CA

• ED inclusive 12.6 percentage points more likely CA

– Those in inclusive settings 4.9 percentage points more likely

National OCR Data from 13/14

12.910.1 11.8

18.118.915.6

17.9

24.6

0

5

10

15

20

25

30

35

40

45

50

Overall Elementary Middle High

Percen

tage of S

tude

nts

Non‐DisabledSWD

2015‐16 SWD Chronic Absenteeism Rates

Source: Education Information and Accountability Services, Florida Department of Education

0 – 9.9%

10% – 14.9%

15% – 19.9%

20% – 30+%

Statewide Average 15.05%

What are the Implications of CA?

Missing 10 percent or more of instructional days has significant impact on student outcomes. Chronic absenteeism is associated with:

Decreased reading levels and overall academic

performance

Decreased on‐time

graduation rates and post‐

secondary enrollment

Increased dropout rates

(Balfanz & Byrnes, 2012; Chang & Romero, 2008)

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Proposed Reasons for Chronic Absenteeism

Balfanz & Byrnes (2012)

Barriers/Can’t Aversions/Won’t

Disengagement/Don’t

Something prevents them from attending

(illness, transportation, child care or

family obligations)

Avoidance of interactions or events at school (affective or perceptions physical/

psychological safety issues, school climate,

stress)

Would rather be somewhere else, do not

make the effort to attend school and/or do not see the value in

school

Student Reported Reasons for CA

ReasonOverall

PercentageSWD

PercentageHealth Related 92.6 91.4Transportation 53.0 57.7Personal Stress 41.8 42.6Preferred Activity Outside of School 41.0 49.1Value of School 38.8 46.4School Stress 34.8 44.7School Climate 32.2 40.8Safety/Conflict 21.2 30.4Adult Responsibility 17.0 25.3Legal System Involvement 15.6 26.2Housing/Material Instability 13.6 18.8Suspension 10.5 15.0

Accurately Recalled/Reported Absences

43 43.1

0102030405060708090

100

Overall SWD

Percen

tage of R

espo

nses

Column1

MESSAGING

Perceptions of Absences: Compared to Peers

23.9 25.831.3 29.1

44.8 45.2

0

10

20

30

40

50

60

70

80

90

100

Overall SWD

Percen

tage of R

espo

nses

FewerSameMore

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Student Reported Supports to Improve Attendance - 4525 Responses

Top Responses

SupportsInstances Mentioned

Level of Difficulty/ Strictness (Less homework, more fair rules, lenient dress code)

501

Illness Prevention 467Engaging Environment (More interesting/ fun, more hands‐on) 462

Improved Climate/Relationships (Nicer peers/adults, less drama, less bullying)

400

School schedule (Later start time, shorter classes, more time to pass between classes)

359

Academic Support (Tutoring, better teachers, help from teachers) 289

Unsure (I don’t know, not sure) 288

SWD Reported Supports to Improve Attendance‐

Top Responses

SupportsInstances Mentioned

Improved Climate/Relationships (Nicer peers/adults, less drama, less bullying)

73

Engaging Environment (More interesting/ fun, more hands‐on) 65Illness Prevention 65Level of Difficulty/ Strictness (Less homework, more fair rules, lenient dress code)

64

Academic Support (Tutoring, better teachers, help from teachers) 54

School schedule (Later start time, shorter classes, more time to pass between classes)

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Hypothesis & Prediction Statements

• Hypothesis: The problem is occurring because:– XX% of SWD are chronically absent, resulting in missing instructional time necessary for acquisition of grade‐level skills.

– XX% of male SWD are chronically absent, therefore…– XX% of SWD are chronically absent, with X% due to out of school suspensions, resulting in missing…

• Prediction: – If at least 80% of SWDs have attendance rates of 95% or better (9 or fewer absences) the problem would be reduced

– If male SWDs were not chronically absent, the problem would be reduced

– If 9th grade SWDs were not chronically absent, the problem would be reduced

RESOURCES

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Tools for Self‐ReflectionSchool‐Level• http://www.attendanceworks.

org/wordpress/wp‐content/uploads/2014/09/School‐Self‐Assessment‐Tool‐revised‐August‐2014.pdf

District‐Level• http://www.attendanceworks.

org/wordpress/wp‐content/uploads/2014/04/Community‐Self‐Assess‐1‐pager‐April‐15‐Revised‐2013‐.pdf

Tools for Analyzing Your Data• http://www.attendancew

orks.org/tools/tools‐for‐calculating‐chronic‐absence/

• http://www.attendanceworks.org/wordpress/wp‐content/uploads/2012/01/DATT‐and‐SATT‐flyer‐8.16.16Final.pdf

Tools for Analyzing Your Data: RCA

• http://www.floridarti.usf.edu/resources/topic/chronic_absenteeism/index.html

Tools for Messaging: Attendance Works & Nudge Letters

http://awareness.attendanceworks.org/resources/count‐us‐toolkit‐2017/

https://www.seattletimes.com/education‐lab/absent‐students‐schools‐attendance‐nudge‐letters/

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Problem Analysis

EDUCATOR AND STUDENT BELIEFS AND EXPECTATIONSSTANDARDS‐ALIGNED IEPS

Educator Beliefs

The collective efficacy of school staff has one of the highest effect scores: 1.57

Educator Beliefs

Contributing Factors to the Performance GapWhen educators don’t believe that students with disabilities can achieve grade level standards they may:• Provide instruction and remediation that does not

address the grade level standards• Provide less feedback than they provide other

students• Assume that when students do poorly it is the best

the student can do (reinforces low expectations)• Be less likely to change instructional strategies

because they don’t think it will make a difference

Educator Beliefs

When educators at the secondary level don’t believe that students with disabilities can achieve the grade level standards they may provide instruction or remediation that they feel is more appropriate for the student. But the FSA and EOCs assess the grade level standards. All Tiers of instruction must align with the grade level standards or you end up with performance gaps.

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Educator Beliefs

Effective educators:• believe their fundamental task is to evaluate the effect of their teaching on students' learning and achievement

• have high expectations for all students• see assessment as feedback about their impact• focus more on learning than teaching• build strong personal connections with students and colleagues

Educator Beliefs

Resources• John Hattie's Mindframes ‐ https://visible‐learning.org/2014/08/john‐hattie‐mind‐frames‐teachers/– Includes a video on Hattie's 8 mind frames.

• The Impact of Collective Efficacy on Student Achievement ‐http://www.eobservations.com/impact‐collective‐efficacy‐student‐achievement‐part‐1/– The power of collective efficacy; the culture of expectations shared by the teaching staff.

Educator Beliefs

Data Sources – You can use the following resources to collect data addressing educator beliefs in your school and/or district.• Middle/High School Survey

– http://www.tlc‐mtss.com/assets/middlehigh‐beliefs_survey.pdf

• Checklist for Visible Learning– http://bit.ly/2Dg36ZX

• Educational Practice Activity– https://www.moedu‐sail.org/wp‐content/uploads/2016/07/Leadership‐Handout‐Packet pdf

Educator Beliefs

Hypothesis ‐ The problem is occurring because:– instruction for students with disabilities is different from the instruction for students without disabilities

– students with disabilities are provided remediation that is not aligned with the standards that will be assessed

– instructional staff respond different to students with disabilities because they expect a lower level of achievement

– instructional staff don’t believe that what they do to change instructional strategies will make a difference for students with disabilities

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Student Beliefs

Students' analysis of their academic achievement has one of the highest effect scores: 1.44

Student Beliefs

Contributing Factors to the Performance GapWhen students don’t believe that they are capable of successfully addressing the grade level standards they may:

• choose obstacles in order to avoid failure• become dependent on adults for directions, goals, help, etc.

• feel like there is no point in trying, that failure is inevitable

• believe that positive feedback is false and invalid

Student Beliefs

When students with disabilities don’t believe they can learn they start to become disengaged. If that starts in elementary or middle school then by the secondary grades the students may be severely disengaged. Moving from being severely disengaged to emotionally engaged in learning, for these students, may take a highly focused effort. In addition, the development of social/emotional skills needed for successful post secondary inclusion may be limited.

Student Beliefs

Highly Engaged Students Believe:• they can problem solve and find solutions when they have a problem learning

• they can monitor their own progress• they can set appropriate learning goals for themselves

• their school is committed to helping them succeed and achieve the grade level standards

• they have real possibilities for success in their future

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Student Beliefs

Resources• New evidence that students' beliefs about their brains drive

learning ‐ https://www.brookings.edu/research/new‐evidence‐that‐students‐beliefs‐about‐their‐brains‐drive‐learning/– A growth mindset is the belief that one's capabilities can change and

grow. Students with a growth mindset learn more in a year than students without a growth mindset.

• Student beliefs that can change everything ‐https://www.teachthought.com/learning/2‐student‐beliefs‐can‐change‐everything/– Students who believe these two statements are 30 times more likely

to be emotionally engaged in school.– My school is committed to building the strengths of each student.– I have at least one teacher who makes me excited about the future.

Student Beliefs

Data Sources – Below are tools you can use to help determine what students believe.• High School Survey of Student Engagement ‐http://www.tlc‐mtss.com/assets/hssse_forresearch.pdf

• Measuring Student Engagement in Upper Elementary and High School: A Review of 21 Instruments ‐ http://www.tlc‐mtss.com/assets/engagement‐scales‐review.pdf

Student Beliefs

Hypothesis ‐ The problem is occurring because:– students are not trying to succeed on the grade level standards because they believe they will fail

– students don’t have a growth mindset for learning –they don’t believe they can change

– students are dependent on adults for all instructional support and help

– students don’t believe the school cares about helping them achieve the grade level standards

Standards‐aligned IEPs

An Individual Education Plan (IEP) identifies the services, supports, and elements of specially designed instruction that address the unique needs of a student with a disability needed to enable that student to participate in the general curriculum and address the standards for the grade in which the student is enrolled.

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Contributing Factors to the Performance GapIEPs can set the stage for academic and behavioral expectations for educators, students, and parents. Problems can occur when:• the IEP sets academic goals that are not aligned with the grade level standards

• the IEP does not address supports needed to address the grade level standards

• the IEP does not address appropriate educational materials


For students in the secondary grades who are still struggling with reading or basic math skills, educators may decide to provide remedial services to help the students “get ready” to address the standards. Unfortunately, “ready means never.” IEPs must address the supports needed for students with disabilities to address the standards for the grade in which they are enrolled. Otherwise they will never be prepared for assessments based on the grade level standards.


Standards‐aligned IEPs:• are based on the student’s educational needs identified in the present level of performance and aligned to the standards for the grade in which the student is enrolled

• have goals that address a variety of skills and behaviors for satisfactory or proficiency on the grade level standards

• consider any needed assistive technology, accommodations, and accessible educational materials


Resources• Quality IEPs Manual – http://bit.ly/2FoW463

– A comprehensive manual on the development of quality IEPs.

• Dear Colleague Letter from OSERS on Standards‐aligned IEPs with Highlights – http://bit.ly/2mfum2P– Clear language on the requirement that IEPs be aligned to the standards for the grade in which a child is enrolled.

– Includes an example of the focus of an IEP and the services needed for a student to address the grade level standards.

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Data Sources – Below are strategies you can use to collect information support standards‐aligned IEPs.• Use these survey questions on assistive technology, accessible educational materials, and universal design for learning to gauge knowledge and understanding with principals, teachers, and parents ‐ http://bit.ly/2mg6SdK

• Review a random sample of IEPs and check for alignment with standards for which the student is enrolled.


Hypothesis ‐ The problem is occurring because:– the goals on the IEPs are not aligned with the standards for the grade in which the student is enrolled

– the goals on the IEPs do not address skills and behaviors needed to attain satisfactory or proficiency on the grade level standards

– the IEPs do not address whether or not the educational materials are appropriate for the students

– the IEP team members do not possess critical understandings (effects of the disability on learning, the grade level standards, assistive technologies, accommodations, accessible educational materials, etc.)

Team Time 2A: Problem Solving WorksheetStep 2 – Problem Analysis

Reflect on possible barriers related to chronic absenteeism*, discipline, beliefs and expectations, standard aligned IEPs.

Refer to Step 2 of the Problem Solving Worksheet and based on your data develop hypotheses as to possible barriers.

*guiding questions

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Problem Analysis

INCLUSIONUNIVERSAL DESIGN FOR LEARNING

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InclusionA school district shall use the term “inclusion” to mean that a student is receiving education in a general education regular class setting, reflecting natural proportions and age‐appropriate heterogeneous groups in core academic and elective or special areas within the school community; a student with a disability is a valued member of the classroom and school community; the teachers and administrators support universal education and have knowledge and support available to enable them to effectively teach all children; and a teacher is provided access to technical assistance in best practices, instructional methods, and supports tailored to the student’s needs based on current research.

Inclusion

Contributing Factors to the Performance GapStudents in non‐inclusive settings can experience:• reduced instructional time, up to 35 percent less

instructional time than in a general classroom• a reduction in instruction rigor, with academic

activities not addressing the expectations of the grade level standards

• immaturity in the areas of social, emotional, and communication skills

• the lack of a growth mindset regarding the ability to learn and achieve the grade level standards

Inclusion

In secondary grades students are expected to start exhibiting skills and behaviors needed for post secondary success. Having opportunities to model students without disabilities throughout each day and being able to participate in peer tutoring can result in significant increases in spelling, social studies, and other academic indicators. Daily engagement in general classrooms can result in fewer absences from school, fewer referrals for behavior, and better post secondary outcomes. The lack of these opportunities increases the skill and academic behavior gap between students with disabilities and students without disabilities.

Inclusion

In Inclusive Schools:• school administrators advocate for all SWDs to have

the same school choice options as students without disabilities to ensure all SWDs receive educational services in their neighborhood school or school of choice

• a multi‐tiered system of student supports (MTSS) and problem‐solving process is consistently used by school personnel to ensure progress in the general education curriculum, across all grades and settings, for all students with and without disabilities

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Inclusion

Resources• Inclusive Education Research and Practice ‐

http://www.mcie.org/usermedia/application/6/inclusion_works_final.pdf– An analysis of research on the effects of placement in a general education classroom for students with disabilities.

• School BPIE Indicators At a Glance ‐http://www.floridainclusionnetwork.com/wp‐content/uploads/2015/03/BPIE‐School‐Indicators‐At‐A‐Glance‐3‐5‐15.pdf– A list of the 34 best practices for inclusion school indicators.

Inclusion

Data Sources – Tools you can use to focus on inclusion.• Best Practices for Inclusive Education ‐

http://www.floridainclusionnetwork.com/school‐bpie/– The School Best Practices for Inclusive Education (BPIE) Assessment is a school self‐assessment process designed to be completed every three years.

• ESE Data & Program Evaluation ‐http://www.fldoe.org/academics/exceptional‐student‐edu/data/– State and district data on the state performance plan indicators.

Inclusion

Hypothesis ‐ The problem is occurring because:

–students in non‐inclusive classrooms are receiving less instruction time than students in general classrooms

–students in non‐inclusive classrooms are receiving instruction that is less rigorous than instruction in general classrooms

–students do not have daily opportunities to work collaboratively with non‐disabled peers

Universal Design for Learning

Universal Design for Learning (UDL) is a set of principles for curriculum development that gives all individuals equal opportunities to learn. It removes barriers to engagement.

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The general education curriculum is often based on an “average student” and focuses on teaching to the middle with an expectation of a bell curve response. Some students are expected to do well, most to do average, and some to fail.


But there is no such thing as an “average student.” There are learning skill differences between all students.


The principles of UDL provide a framework for curriculum, instruction, and assessment development that is flexible and adapts to the systemic variability between all students.

Provide Multiple Means of Engagement

Options for interest, effort, and self‐regulation

Provide Multiple Means of Representation

Options for perception and comprehension

Provide Multiple Means of Action & Expression

Options for action, communication, and executive functions


Universally designed education moves from “teaching to the middle” to “learning for all.” Instead of a bell curve we have flexible Tiers of instruction designed so all students succeed.

Universal Education

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Contributing Factors to the Performance Gap• students with disabilities do not have supports and flexibility to help with reading text, basic mathematics, memory, organizing information, and demonstrating what they have learned

• curriculum and instruction is designed for an “average student” and presents barriers to learning for students with disabilities

• teachers do not have the tools, resources, or instructional flexibility to differentiate learning activities for students with disabilities in the general classroom


By the secondary grades students with disabilities should be independent in problem solving and self‐accommodation, and should be able to evaluate what does and does not remove barriers to learning. A UDL environment can support academic choice in elementary school; personal problem solving in middle school, and independent practice in high school. Without the flexibility of choice and availability of tools to choose from these skills will not emerge and students with disabilities will not be prepared for post secondary settings.


Indicators for UDL Classrooms:• students have choices in how they gain information

• students have choices in how they express what they have learned

• discussions or guidance are provided individually or in groups on how to evaluate learning choices

• students with disabilities and students without disabilities can work together in peer learning groups with each student able to select learning supports as needed


Resources• Overview of Universal Design for Learning ‐

http://www.udlcenter.org/aboutudl/whatisudl– An introduction to Universal Design for Learning.

• UDL Principles Graphic Organizer ‐ http://www.tlc‐mtss.com/assets/updateguidelines2_0.pdf– The principles of universal design for learning.

• UDL Principles ‐ http://at‐udl.com/tutorials/udl_principles/– An online tutorial on the principles of universal design for

learning.• ICEL & UDL Resource ‐

http://icel.businesscatalyst.com/index.html

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Data Sources – Below are tools you can use to collect data on educational materials and classroom instruction.• Survey Tool for Rating Educational Materials ‐ http://www.tlc‐

mtss.com/assets/rating‐table‐resources‐survey.pdf• UDL Classroom Look Fors: Beginning Level ‐ http://www.tlc‐

mtss.com/assets/udl‐look‐fors‐beginning.pdf• UDL Classroom Look Fors: Expert Level ‐ http://www.tlc‐

mtss.com/assets/udl‐look‐fors‐expert‐learner.pdf• Survey Tool for Rating District‐wide Curriculum Supports ‐

http://www.tlc‐mtss.com/assets/curriculum‐self‐assessment‐tool.pdf


Hypothesis ‐ The problem is occurring because:

– the educational materials are not appropriate for students with disabilities

– students with disabilities do not have access to tools needed to remove barriers to engagement

– reading supports are not provided; students who struggle with text don’t have access to text‐to‐speech tools or audio books

– instructional activities are not relevant to all students– students with disabilities are not able to fully engage in Tier 1 instruction


Problem Analysis

STANDARDS CURRICULUMINSTRUCTION

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The StandardsConcise, written descriptionsof what students are expected to know and be able to do at specific stages of their education. Learning standards describe educational objectives – i.e., what students should have learned by the end of a course, grade level, or grade span – but they do not describe any particular teaching practice, curriculum, or assessment method.

The CurriculumCurriculum refers to the lessons and academic content taught in a school or in a specific course or program referring to the knowledgeand skills students are expected to learn, which is determined by the learning standards they are expected to meet. Standards aligned curriculum would then be the specific learning standards, lessons, assignments, and materials used to organize, teach, and assess a particular course.

InstructionTop 5 Challenges, All Teachers*

Research by Center on Standards, Alignment, Instruction, and Learning (C‐SAIL) 2016‐17#flpsrti #Secondary MTSS

Hypothesis

Hypothesis:The Problem is occurring because of the

wide range of student ability within the classroom (71%).

We may decide as a team to review additional components of the data we have, or that we need a little more data to form our prediction statement.

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Data: What are the implications?

FSA MATH Level 1 Level 2Level 3

Low Middle High Low High

Grade 3 240‐254 255‐269 270‐284 285‐290 291‐296 297‐310

Grade 4 267‐282 283‐298 299‐304 305‐309 310‐324

Grade 5 290‐305 306‐312 313‐319 320‐333

Grade 6 310‐317 318‐324 325‐338

Grade 7 323‐329 330‐345

Grade 8 337‐352

By this logic a grade 3 level 1‐low student could be satisfactory by grade 8

Logic Behind the New LG Rules

InstructionTop Desired Resources, All Teachers*

Research by Center on Standards, Alignment, Instruction, and Learning (C‐SAIL) 2016‐17#flpsrti #SecondaryMTSS

Hypothesis & Prediction Statement

Possible Hypothesis:The Problem is occurring because of the wide

range of student ability within the classroom (71%).

Possible Prediction Statement:If curriculum resources aligned to college‐career‐readiness standards, then the problem would be reduced.

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Resources to address ‐ Example

A wide range of student abilities

Curriculum resources aligned to college‐career‐readiness standards

Information about how standards change what is expected of teachers’ instructional practices

Information about how standards change what students are expected to learn

Increased student achievement

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Curriculum resources aligned to college‐career‐readiness standards

Criteria of Success Yes / In Progress / No Indicators/Comments

Curriculum Team:

A document or web page identifies district and school staff who make decisions on curriculum, curriculum design, pacing schedules, and instructional materials purchasing.

There are guidelines to support effective communication and planning between staff who make decisions on curriculum, curriculum design, pacing schedules, and instructional materials purchasing.

Curriculum Documents: The district has curriculum documents with sections that guide planning, instruction, and assessment for and of learning.

The curriculum documents include curriculum maps, pacing guides, and other tools that assist teachers in planning and delivering the curriculum.

The curriculum documents have been developed by teachers or based on teachers’ feedback for usability.

The curriculum documents provide intentional links and guidance for the use of assistive technology, accessible educational materials, and accommodations in core instruction.

Universal Design for Learning, Personalization, and Academic Choice guides are included in the curriculum documents.

The curriculum documents create intentional links to 21st century skills for students, with interdisciplinary connections.

Grade Level Mastery: The curriculum documents include descriptions of mastery levels for grade‐ level expectations, concepts, and skills for all grades and content areas.

Schools have consistent assessments, performance measures, checklists, scales, and rubrics that clearly illustrate grade level mastery.

Teachers have examples and exemplars of mastery‐level student work, along with scoring guides and rubrics.

Information about how standards change what is expected of teachers’ instructional practices

1

DesiredResults

IdentifydesiredresultsWhatrelevantgoals(standards,courseorprogramobjectives,learningoutcomes)willthisdesignaddress?

StandardXXXX.N.XX.N.N:DescriptionCognitiveComplexity:Level__,BriefDescriptorAccessPointXXXX.N.XX.N.XXNx:DescriptionSupportingStandard(s)XXXX.N.XX.N.N:DescriptionUnpackStandardConceptsStudentswillknow... Whatkeyknowledgeandskillswillstudentsacquireasa

resultofthiswork? UnderlineNouns/Phrases

UnpackStandardsSkillsStudentswillbeableto... Whatshouldtheyeventuallybeabletodoasaresultof

suchknowledgeandskills? CircleVerbs/VerbPhrases

PrerequisiteKnowledgeandSkillsWithinStandard

Whatcontentandskillsareimplied? Whatspecificunderstandingsaboutthemaredesired? Whatmisunderstandingsarepredictable?

InstructionalImplicationsoftheStandard

Whatisneededinstructionallytoensurestudentmasteryofthestandard?

Whatarethebigideas?LearningGoal:Ican...

EssentialQuestion(s):Whatprovocativequestionswillfosterinquiry,understanding,andtransferoflearning?IEPGoal:

Ican...HighProbabilityBarrier(s)Wide‐spreadorcommonbarriersthatimpactmanystudents’engagementandlearning(e.g.,integratestrategiesthatsupportcognitiveprocessingthroughacademicinstruction,DI,provideadequateinstructionaltime)

HighIntensityBarrier(s)Significantimpactonindividualstudentengagementandlearning(e.g.,smallgroup&individualinstruction,DifferentiatedInstruction(DI),alignedwithlearningneeds)

Instruction: Instruction:

Curriculum: Curriculum:

Environment: Environment:

Learner: Learner:

InstructionalDesignDependingupontheanticipatedbarriersabove,whatimplicationswouldthesehaveonthedesignofyourlesson(s)regardingthisstandard.

Tier1 Tier2 Tier3

SpeciallyDesignedInstruction

AssessmentEvidenceDetermineacceptableevidence

PerformanceTasks: Throughwhatauthenticperformancetaskswillstudents

demonstratethedesiredunderstandings? Bywhatcriteriawillperformancesofunderstandingbe

judged?

Otherevidence: Throughwhatotherevidence(e.g.,quizzes,tests,

academicprompts,observations,homework,journals)willstudentsdemonstrateachievementofthedesiredresults?

Howwillstudentsreflectuponandself‐assesstheirlearning?

TestItemSpecs(whenavailable)

LearningExperiencesPlanlearningexperience(s)andinstruction

ConcreteUnderstandingsWhatlearningexperiencesandinstructionwillenablestudentstoachievethedesiredresults?HowwillthedesignW=HelpthestudentsknowWheretheworkisgoingandWhatisexpected?HelptheteacherknowWherethestudentsarecomingfrom(priorknowledge,interests)?H=Hookallstudentsandholdtheirinterest?E=Equipstudents,helpthemExperiencethekeyideasandExploretheissues?R=ProvideopportunitiestoRethinkandRevisetheirunderstandingandwork?E=AllowstudentstoEvaluatetheirworkanditsimplications?

RepresentationsHowdoweassurethestudentengagementwiththelearningalignswiththecognitivecomplexityofthetask?

ResourcesWhatisreadilyavailableorwhatdoweneedtoplanaheadfortodevelopourlearningexperiencesandinstruction?

SupportsandScaffoldsT=BeTailored(personalized)tothedifferentneeds,interests,andabilitiesoflearners?O=BeOrganizedtomaximizeinitialandsustainedengagementaswellaseffectivelearning?

Information about how standards change what students are expected to learn Team Time 2B: Problem Solving Worksheet

Step 2 – Problem Analysis

Reflect on possible barriers related to inclusion, Tier 1 and UDL, standards, curriculum and instruction.

Refer to Step 2 of the Problem Solving Worksheet and based on your discussion/data develop hypotheses as to possible barriers.

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Tier 1 Intervention Design

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What do we want students to know and be able to do?

Why do they not know it or are not able to do it?

ProblemAnalysis

InterventionDesign

The problem is occurring because ______________.

If ___________ would occur, then the problem would be reduced. 115

Data‐Based Problem‐Solving: Intervention Design and Implementation• Interventions should be:

– Collaboratively developed• Consider internal and external stakeholders/partners

– Matched to root cause– Matched to the scope of the problem– Matched to the intensity of the problem– Planned explicitly

• What, who, when, where– Monitored for effectiveness

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Principles of Intervention DesignIntervention is…

• Well-planned- procedures to be applied are specified clearly and completely

• Environmentally Focused- actions taken modify the environment not the individual

• Goal Directed- the team writes an ambitious, yet attainable goal statement prior to intervention design

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Comprehensive Intervention Plan

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Tier 1 Response to Intervention

119 120

What do we want students to know and be able to do?

Why do they not know it or are not able to do it?

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Plan Evaluation

• Assess progress monitoring data • Use progress monitoring and integrity data to make decisions about interventions

• Decisions made based on: skill level, rate of progress, decision‐rules, fidelity measures

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For Plan Development, consider:

• What measures will you utilize to measure the impact of your Tier 1 interventions?

• With what frequency will you monitor progress?

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Team Time 3: Problem Solving WorksheetStep 3 – Intervention Design

With your team, complete an action plan to address the barrier(s) you have selected to address to improve outcomes for your SWD subgroup.

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Next Steps

1. Upload your plan

2. Complete session evaluation

3. Requested feedback will be provided

4. Look for and complete follow up survey

Upload Instructions

Today’s Professional Learning Objectives

Participants will: 1. Build knowledge about the contributors to

SWD (students with disabilities) performance gaps, and data‐based problem‐solving

2. Use data‐based problem‐solving skills to improve secondary level student outcomes: SWD proficiency rates

3. Use a variety of data sources to develop action plans

@flpsrti #flpsrti

Evaluation

��

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Please note evaluation response scale

Disagree on LEFT Agree on RIGHT

@flpsrti #flpsrti

Connect with Us

Florida’s Problem‐Solving/Response to Intervention Project http://www.floridarti.usf.edu/ Email: [email protected] Facebook: flpsrti Twitter: @flpsrti

#SecondaryMTSS