Shinn Secondary RtI by mcarls

Implementing Response to Intervention (RTI) in a Problem-Solving Model at the Secondary Level

Mark R. Shinn, Ph.D. National Louis University markshinn@mac.com Madi Phillips, Ph.D. Educational Consultant madi.phillips@gamil.com Rob March, Ph.D. Director, Effective Educational Practices rmarch@successfulschools.org

Why Weâ&#x20AC;&#x2122;re Here...A Few Letters with Huge Implications (6) SPECIFIC LEARNING DISABILITIES(A) IN GENERAL- Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.

RTI

(B) ADDITIONAL AUTHORITY- In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention as a part of the evaluation procedures in paragraphs (2) and (3).

Federal LAW Gave YOU A Choice!

http://markshinn.org

Look..Why Donâ&#x20AC;&#x2122;t You Give Yourself Up Quietly or This Could Turn Into a Feeding Frenzy and No One Wants That! 5

How Serious Are We About Improving Service Delivery for All Students at the Secondary Level?

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Iâ&#x20AC;&#x2122;m Presuming Weâ&#x20AC;&#x2122;re Here to Chase Windmills: Seriously Attempting to Build and Sustain a Secondary Problem-Solving Service Delivery System Service Delivery System Service Delivery System Service Delivery System Service Delivery System Service Delivery System 7

Big Ideas About Today’s Presentation 1. In a Perfect World, We Shouldn’t Have “RTI” (as an eligibility process) at the Secondary Level 2. We’re Shifting Mind Sets: Every Problem Learning (or Behaving) Becomes a Special Education Problem 3. We’re Shifting“Interventions” Focus from Reactive, Punitive, and/or Restrictive to Proactive, Preventative, Inclusive 4. We’re Aligning Delivery System to Educational Needs 5. We’re Increasing the Quality of Teaching, Tools, and Support Across 3-Tiers Instead of Moving the Problem 6. We Have the Tools and We Have Experience; But There is a Gap

Some Students Read Like This A t___

came al___ the r________. “Frog, tell that t______ to go away,” said Toad. “I do not want him to see me in my b____ing s_____ when I come out of the r_____.” Frog swam over to the t_____.

From Lobel A. (1970). Frog and Toad are Friends. New York: Harper-Trophy. 9

How Do You Serve Students Who Read Like This? What Interventions Do They Get? At Grade 6? Grade 8? At Grade 10?

More Students Read Like This These are in______and cHallinGinG times for anyone whose pRoFEshuNle res________ are ________in any way to liTiRucY outcomes among school children. For, in sport of all our new NaWLEGe about reading and reading iNstRukshun, there is a wide-speeded con______ that public EdgUkAshuN is not as eFfEktIve as it shood be in tEecHiNg all children to read. 11

These are interesting and challenging times for anyone whose professional responsibilities are related in any way to literacy outcomes among school children. For, in spite of all our new knowledge about reading and reading instruction, there is a wide-spread concern that public Education is not as effective as it should be in teaching all children to read. 12

If Students Read Like This....

What Interventions Do They Get? At Grade 6? Grade 8? At Grade 10?

All Students Will Be Expected to Read Materials Like This....

Source: FCAT Grade 8

And On....

Source: FCAT Grade 8

And On....

Source: FCAT Grade 8 16

And Then Do This....

Source: FCAT Grade 8

And This, Using details and information from the article, summarize the main points of the article. For aToo.... complete and correct response, consider these points. •Its history Source: FCAT Grade 8 •Its interesting features •Why it is a landmark 18

ISAT Grade 8

If Students Donâ&#x20AC;&#x2122;t Do This Correctly

What Interventions Do They Get? Grade 8? At Grade 10?

Students with Basic Reading Skills Who Are Faced with Reading Tasks Like This Text Characteristics

• • • •

139 Word Passage 22.8 Words per Sentence 4.7 Characters Per Word Flesch-Kincaid Readability 9.1

Letâ&#x20AC;&#x2122;s Read Publius Servillius Vatia Isauricus was a quiet man. Loyalty ran in the family; his father, a great plebian aristocrat, had cleaved to Sulla and remained one of Sullaâ&#x20AC;&#x2122;s greatest supporters until that difficult, contrary man died. But because the father was a quiet man, he adjusted to life in a post-Sullan Rome with grace and some style, did not lose the massive clout which an old name and a huge fortune brought with it. Probably seeing something of Sulla in Caesar, the father before his death had liked him; the son simply carried on the family tradition. He had been a praetor in the year Appius Claudius Censor and Ahenobarbus were consuls, and had soothed boni fears by prosecuting one of Caesarâ&#x20AC;&#x2122;s legates. Not an aberration but a deliberate ploy; Gaius Messius was not important to Caesar. 22

Answer These Questions

• • • • • •

Who was Publius Serviliius Vatia Isauricus and why was he so important to Caesar? Who was his father? What was it he might have seen in Caesar that reminded him of Sulla? How long ago had he been praetor? Why might his father have lost his clout and fortune after Sulla? Why was it important to soothe the boni’s fears? 23

Increasingly Specific Information Sum of Squares and Cross Products In the univariate analysis of variance, the total sum of squares of the dependent variable is partitioned into two components: pooled within-groups sum of squares and between-groups sum of squares. With multiple dependent variables it is, of course, possible to calculate the within and between sums of squares for each of them. In addition, the total sum of cross products between any two variables can be partitioned into pooled within-groups sum of products and between-groups sum of products. 24

What Do Students “Get” If They Are Eligible? Special Education

Vocational Education

Co-Teaching

Intensive Reading Instruction

Special Education Content Courses

Content Instruction by Content Teachers with Targeted SE Support

Exercise 1: Describe the SE Services Students Receive SE Services Students Receive Middle School High School Severe Reading Problems

Low-Level, But Basic Reading Skills But Very Poor Content Class Performance Challenging Behavior

The Solutions? CONTENT Special Special CONTENT “SPECIAL EDUCATION” SPECIAL EDUCATION INSTRUCTION BY Co-Teaching Education Education COURSES Well Intentioned But Content INTENSIVE READING CO-TEACHING CONTENT TEACHERS Content Unknown? WITH SPECIAL INSTRUCTION Courses CONTENT EDUCATION Usually Unsystematic withOften Little Taught BySUPPORT Non-Credentialed INSTRUCTION BY Specific Training/Materials INTENSIVE READING With Specialized Curriculum and Personnel “As Long As ‘They’ Are Out SIM Strategies CONTENT TEACHERS INSTRUCTION Strategies of My Class, I Can Teach More Coaching Little Specific Training, Strategies, WITH SPECIAL Weak Content Area Tutoring Powerful, Intensive, as Early as Effectively” Consultation Tools Content EDUCATION SUPPORT VocationalPossible Education Rare, Especially with Older Students Instruction by MCAs Intensive “This Kid Doesn’t Have What “Smaller Ratio” Lowered Standards and/or Watered Attention to Motivation andCompetes (Ironically) with Content Vocational Reading is Needed to Succeed in My Graduation Content Teachers with RARE! Requirements Down READING VOLUME Education Instruction Targeted SE Class”

REALLY Often Unspecialized Tools or RARE Strategies Support

If All a Teacher Has for Support for with If AllStudents You Have is a Academic and/or Hammer, Behavioral Needs Everything Starts to is Special Look Like Ed a Nail Every Student with Academic and/or Behavioral Needs Will Look Like a....... 28

WE Must Be Able to Speak Our Mind About What Weâ&#x20AC;&#x2122;ve Seen and Heard 29

What’s Broken? Secondary Education for Many Students Students • • • • •

High Expectations for Student Achievement-And Always Increasing Students w Moderate to Severe Educational and/or Behavioral Needs--Big Prerequisite Skill Deficits Students with a Long History of Failure--Poor Motivation and Lots of Escape Driven Behavior General Education Teachers with Limited Pedagogical and Behavior Support Skill and Poorly Designed-If Any--Instructional Materials Students’ Programs Being Driven by Graduation Requirements Rather Than Instructional Needs

Signs? Secondary Education for Many Students Secondary Education for Many Students • • • •

Never Ending Referrals for Special Education-In Some Ways, There Shouldn’t Be RTI at the Secondary Level Lots of 504 Plans-A Cry for Required Range of Teaching Skills General Education “Representatives” at Team Meetings--Turned Off and Not Meaningfully Required School Psychologists Who Do Mostly ReEvaluations and Initial Referrals 31

What’s the Good News? • • • • • • •

People Who Work at Secondary Care Secondary Personnel Know Things Are Broken Secondary Personnel Know They Weren’t Prepared to Meet the Needs of Diverse Students Secondary Personnel Are Eager to Learn, IF LEARNING IS SUPPORTED We Have a Better Model We Can Match Student Programs with their Needs Better We Have Better Tools and Skills 32

Our Goals 1. Describe a Heuristic for Multi-Tiered Service Delivery for Middle Schools and High Schools to Meet the Academic and Socioemotional-Behavioral Needs 2. Provide Illustrations of Effective Reading Assessment for 1. Universal Screening, 2. Problem Identification 3. Progress Monitoring in Reading Intervention 3. Provide Illustrations of Effective Assessment and Intervention Tools Necessary for 1. Basic Reading Skills 2. Success in Content Area Classes 3. Behavioral Support 4. Give You Strategies for Implementation 33

Step 1: Identify Misunderstandings

What IS NOT “RTI:” It’s Not Your Father’s Oldsmobile It’s Not Your Father’s Oldsmobile 1. It’s Not About SE Eligibility with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name) 2. 1. It’s Not About SE “Business as Usual” with Programs That Meet the Needs of Adults More Than Students 3. Expecting GE Teachers to Meet the Needs of ALL Students (180 Students-180 Different Interventions)

Step 2: Ensure Understandings

Theme in IDEA Law and Regulations: High Quality Research-Based Instruction (b) For a child suspected of having a specific learning disability, the group must consider, as part of the evaluation described in Â§Â§300.304 through 300.306, data that demonstrates that-(1) Prior to, or as a part of the referral process, the child was provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel; and Only for some students and only when SE eligibility is of concern? ALL STUDENTS Should Be Entitled to Appropriate, HIgh Quality, ResearchBased Instruction (in Reading, Math and Biology)

More Careful Attention to Attempts to Provide Quality Instruction To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation described in 34 CFR 300.304 through 300.306: • Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and • Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.

ALL STUDENTS’ Progress Should Have Appropriate Instruction and Have Progress Monitored FORMALLY Before Referral.... It’s Just Plain Good Practice for Everyone 38

Big Idea for Students and Families Students and Families Students and Families Students Get the Services They Need... As Soon As They Need Them!

Big Idea for Service Delivery

 If a Student Has a Severe Reading Discrepancy,Teach Them How to Read as Early and Powerfully as Possible  If a Student Can “Read” at a BASIC Reading Level (e.g., Grade 7), Support Them in Content Classes 40

Big Idea for ALL Educators ALL Educators ALL Educators

Better Tools Better Training More Support

for Teachers, Parents, and Students to Meet the Needs of ALL Students

The High School Problem: ~5% ~15%

ONLY TIER 3 Programs That Often Donâ&#x20AC;&#x2122;t Provide What Students Need - Weak Tier 3 Interventions Content Area Tutoring Help with Homework Alternative Content Area Courses (Often Taught by Non-Credentialed Persons)

- No Tier 2 Options ~80% of Students

- Little Attention to Tier I Improvement of Teacher Effectiveness

The Middle School Problem: ~5% ~15%

ONLY TIER 3 Programs That Often Donâ&#x20AC;&#x2122;t Provide What Students Need Weak Tier 3 Interventions -Content Area Tutoring -Help with Homework -Alternative Content Area Courses (Often Taught by Non-Credentialed Persons) Few or No Tier 2 Interventions -Where You Can Make a Difference w/o Worrying about Graduation Requirements

~80% of Students

Little Attention to Tier I Improvement of Teacher Effectiveness 44

Step 3: Have a Plan and Timeframe

1. Make a Commitment to Improve General Education Content Teaching Skills a Continuous Staff Development Target 2. Match SE Interventions to Educational Need

The Secondary Path

3. Ensure Tier 3 SE Programs are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM) 4. Institute Effective Behavior Support Schoolwide, but also Classroom and Individual Behavior Support Plans 5. Build Effective Scientifically Based Tier 2 Remedial Reading and Behavior Programs 5. Make Reading Volume a Priority for All Students to Encourage Wide Reading 6. Use CBM As Scientifically Based Universal Screener for Grade 5 and 6 (and Maybe Higher...Screen Again at Grade 9) 6. Build Capacity for â&#x20AC;&#x153;Mainstream Consultation Agreementsâ&#x20AC;? to Support Students 7. Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support

Special Education Teachers Have Quality SE Interventions and Scientifically Based Progress Monitoring Secondary Special Education Staff and/or Related Services are Competent in Strategic Instruction Model (SIM) and Behavior Support Evidence of Secondary Staff Development Targeted Toward “Things That Work” to Support Diverse Learners (e.g., Tier 1) Syllabi That Reflect These “Things That Work” for Differentiated Instruction Support Services (e.g., SE Teachers, School Psychologists)That are “Released” to Support Diverse Learners in Content Area Classes

Is Special Education Worth Getting Is Special Education Worth Getting Question

Data Source

High Quality IEPs Goals Using Scientifically Based Tools Like Curriculum-Based Measurement or Mainstream Consultation Agreements?

Existing IEPs

Teacher Have Scientifically Based Interventions (Especially Reading)?

Self Study Instrument

Are SE Programs Aligned with Student Needs?

CBM Used as Screener or Problem Identification; Cut Scores Identified and Defensible?

Staff are Skilled in Developing and Implementing Individual Behavior Support Plans?

Self Study Instrument

Are Support Staff Released for Consultation and Possess Adequate Skills?

SIM Certified or Trained Examination of Current FTE Use 48

Tier 1: Are We Providing Scientifically Based Effective and Differentiated Content Areas Instruction Tier 1: Are We Providing Scientifically Based Effective and Differentiated Content Areas Instruction Question

Data Source

Quality Content Area Instruction and Differentiated Instruction

Course Syllabi Staff Development Activities

Are SE Programs Aligned with Student Needs

School Improvement Plans

Universal Screening at Grade 6 (or Above) to Identify At Risk Readers

Self Study Instrument

Tier 2 Question

Data Source

Personnel/Programs for Reading/Language Arts Programs for At Risk Students

Self Study

For Reading, Are the Tools Scientifically Based

Self Study

For Supporting At Risk Students in Content Area Instruction, Are Staff Available and Trained

Training in SIMS, Study Skills, and Consultation FTE

Universal Screening at Grade 6 (or Above) to Identify At Risk Readers

Self Study Instrument

We Do a Self Study: Behavior We Do a Self Study: Behavior Question

Data Source

Is There an Effective, Prevention-Oriented School- School Behavior Support Plan; Staff Development Wide Behavior Support Plan? Does It Address Plan Preventable Problems Like Tardies? Are General Education Teachers Provided Support in Classroom Behavior Support Design, Including Building an Effective Grading System?

Self Study; Staff Development Plan

For Supporting At Risk Students in Behavior, Are School Behavior Support Staff Available and Trained? Plan; Staff Development Plan Is There a Data-System to Track Behavior Major and Minor Incidents at the School and Class Level?

Self Study Instrument

Secondary Foundational Tools •

Curriculum-Based Measurement (CBM) Progress Monitoring Tools --Reading Maze is Given Greater Emphasis

•

Scientifically Based Basic Skill Interventions AND

• •

Scientifically Based Behavior Interventions

• •

Focus on Supporting Content Learning and Strategic Instruction Model (SIM)

Focus on Secondary Behavior Issues (Tardies, Work Completion, Serious Acting Out)

Mainstream Consultation Agreements as the Mechanism to Make Things Work

Increase Support by Decreasing Testing, Especially at 3-Year Reevaluations

IDEA Eligibility Determination existing evaluation data (including that provided by the parents); current classroom-based assessments and observations, and teacher and related service providers observation. “on the basis on that review, and input from the child’s parents, identify what additional data, if any, are needed” to determine special education eligibility needs [Sec. 614 (c) (1) (A) (B)]. (emphasis added).

Build Your Data System to Identify Studentsâ&#x20AC;&#x2122; Educational Needs and Monitor Progress: Separate Out Severe Basic Skill Deficits From Low Basic Skills that Require Content Area Support? Use Curriculum-Based Measurement (CBM) Monitor Progress? Use Curriculum-Based Measurement (CBM) 54

High School Student with Severe Reading Problem Grade 8 Material < 10th percentile at beginning of Grade 8

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A Severe Performance Discrepancy

Typical High School Reader

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A Simple, Economical Way of Identifying Educational Need

Severe Basic Skill Discrepancy? YES

What Service?

Instruction in Basic or Literacy Skills

Instruction in Content Area Knowledge

How?

Direct Service in Special Education

Special Education Support in GE Classrooms

Goal?

Master Basic or Literacy Skills

Master Content Area Knowledge

CBM

Grades and Mainstream Consultation Agreements

Evaluation Tool?

CBM Allows for

• Efficient, and Accurate Identification of Educational Needs

• Direct Link for High Quality IEP Goals for

Students with Severe Basic Skills Deficits and Progress Monitoring

• Allows for Continuation of the “Data Scheme” for Universal Screening and Progress Monitoring in Elementary Settings

• Scientifically Based 60

We Want Scientifically Based Measures

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www.studentprogress.org

Scientific Standards for Progress Monitoring Reliability

Quality of Good Test

Validity

Quality of Good Test

Sufficient Number of Alternate Forms and of Equal Difficulty

Essential for Progress Monitoring

Evidence of Sensitivity to Improvement or to Effects of intervention

Critical for Progress Monitoring

Benchmarks of Adequate Progress and Goal Setting

Critical for Progress Monitoring

Rates of Improvement are Specified

Critical for Progress Monitoring

Evidence of Impact on Teacher Decision Making instruction or Student Achievement;

Critical for Formative Evaluation

Evidence of Improved Instruction and Student Achievement;

Gold Standard for Progress Monitoring

Logistically Feasible--Low Cost, Efficient, Accurate,

Critical for IMPLEMENTATION

Likelihood of Passing the High Stakes Test

Images and Analyses Courtesy of Ben Ditkowsky, Ph.D. ben@measuredeffects.com

Obvious and Potentially Severe Educational Need

Grade 6 Material < 25th at beginning of the year

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Testing in Even Easier Material

Grade 4 Material about 50th percentile at end-of-year, but high error rate

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Severity

More Emphasis on Maze 3-Minute Silent Reading Test

Can Be Group Administered Serves as an Efficient Screener Low Cost Progress Monitoring with Older Students

% of Grade 10 Special Education Students with Severe Reading Needs

Discrepancy -1 Standard Deviation from Phillips and Shinn, in progress 68

Potential Reading Needs at a High-Performing High School Grade 10 Grade 10 10th Percentile on Grade 8 Probes (n = 15) 25th Percentile on Grade 8 Probes (n = 38)

% Below Standard of Grade 8 <25th Percentile

What Does R-CBM Measure? Phonemic Awareness Phonemic Awareness Phonics Alphabetic

Understanding Fluency Fluency

Vocabulary

Comprehension

Vocabulary

ALL Beware the Trap of BOXESThesethe Skills Low Scores “in the Box” Mean You General Reading Must TEACH the Skill Things in the Box

http://www.nationalreadingpanel.org/

Comprehension

The Bigger Deficits Here • Life Experience • Content Knowledge • Activation of Prior Knowledge • Knowledge about Texts

Language

And Here

• Oral Language Skills • Knowledge of Language Structures • Vocabulary • Cultural Influences

Reading Fluency* Oral Reading is the EASIEST to Knowledge We Refer to It as General Measure--Let’s Get This Down andReading Skills Comprehension And the MOST Add MORE Tools For TheSome, Easiest theThing Hardest To Unmotivated Here The Longer It Takes... Thing Teach They’ll Ever Do • Motivation & Engagement • Active Reading Strategies • Monitoring Strategies • Fix-Up Strategies

Metacognition

• Prosody • Automaticity/Rate • Accuracy • Decoding • Phonemic Awareness

*modified slightly from presentations by Joe Torgesen, Ph.D. Co-Director, Florida Center for Reading Research; www.fcrr.org

Case Study

Severe Basic Skill Problem: Provide Intense Basic Skill Intervention! Basic Skill Intervention!

Predicted Not to Pass High Stake Test

Images and Analyses Courtesy of Ben Ditkowsky, Ph.D. ben@measuredeffects.com

Determine the Severity of the Problem Using Survey Level Assessment and Write an IEP

Provide a Powerful Basic Skill Intervention and Monitor Progress

Conduct a Survey Level Assessment to Estimate Basic Skill Discrepancy

IEP Goal is Turned Into an Expected Rate of Progress on a Graph

In 34 weeks (1 year), Ginny will read 95 words read correctly with less than 3 errors from Grade 4 Reading Assessment Passages.

Curriculum-Based Measurement (CBM) of Basic Skills Area

Measure

Comment

Reading

Reading Curriculum-Based Measurement (R-CBM); 1 Min Sample of Oral Reading from Standard Passages

Words Read Correctly Errors

Best Single Measure; Most Sensitive to Between Person Differences and Among Persons

Reading

Maze CBM; 3 minute silent reading multiple-choice cloze test using from Standard Passages

No. of Items Correct

Best for Intermediate Grades and Older; Corroborative Tool

Written Expression

Written Expression CBM- WE CBM; 3 minutes writing, given a standard story starter

Total Words Written; Correct Writing Sequences

Useful for Screening and Progress Monitoring of Basic Writing Skills

Spelling

Spelling CBM S-CBM; 2 minutes writing orally dictated words from standard gradelevel spelling lists

Correct Letter Sequences

Very Sensitive to Between Person Differences and Among Persons

Math

Math Computation CBM (M-CBM) Students write answers to standard computational problems for 2-4 minutes

Correct Digits

Useful for Screening and Progress Monitoring of Basic Math Computation Skills

Math

Math Application CBM (CBM-Apps) Students write answers to standard application problems for 4 minutes

Correct Problems

Useful for Screening and Progress Monitoring of Math Application

CBM Written Expression

Percent of HS Students with Severe Reading Needs

Discrepancy from Grade 6 Median on Grade 6 Reading Passages from Tilly and Shinn, 1994

Determine IF There is a Basic Skill Discrepancy YES

Instruction in Basic or Literacy Skills

Instruction in Content Area Knowledge

Determine Whether an Individual Student Has a Severe Basic Skill Deficit

Sample Outcomes 83

% of HS Students with Severe Reading Needs

Discrepancy from -1 Standard Deviation Grade 6 from Tilly and Shinn, 1994

Potential Reading Needs at a High-Performing High School Grade 10 Grade 10 10th Percentile on Grade 8 Probes (n = 15) 25th Percentile on Grade 8 Probes (n = 38)

Give Special Educators Powerful Tools and Programs to Impact Reading Achievement

Making Special Education Special IDEA specifies that the IEP must include â&#x20AC;&#x153;a statement of special education services and related services and supplementary aids and services, based on peer-reviewed research to the extent practicalâ&#x20AC;? (1412(d)(1)(A)(i)(IV) Rose, T. E., & Zirkel, P. A. (2007). Orton-Gillingham methodology for students with reading disabilities: 30 years of case law. The Journal of Special Education, 41(3), 171-185.

Collect and Use the Great Books

Shinn, M. R. E., Walker, H. M. E., & Stoner, G. E. (Eds.). (2002). Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches. Bethesda, MD: National Association of School Psychologists.

More Great Books

Carnine, D. W., Silbert, J., Kame'enui, E. J., & Tarver, S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.

More Great Books Coyne, M. D., Kame'enui, E. J., & Carnine, D. W. (2007). Effective teaching strategies that accommodate diverse learners (3rd ed.). Upper Saddle River, NJ: Pearson: Merrill Prentice Hall.

More Great Books

Stein, M., Kinder, D., Silbert, J., & Carnine, D. W. (2006). Designing effective mathematics instruction: A direct instruction approach (4th ed.). Upper Saddle, NJ: Pearson Merrill Prentice Hall.

~5% ~15%

First Things First! Make SE Worth It! EFFECTIVE TIER 3 Programs Using Evidence-Based Programs - REACH (SRA; CR + Spelling thru Morphographs + Reasoning and Writing) - Corrective Reading (SRA) - Language! (Sopris West) - REWARDS (Sopris West) - REWARDS + (Science and Social Studies; Sopris West)

~80% of Students

101

102

103

Intensive Reading Intervention

104

Intermediate and Secondary Reading Interventions

105

Intermediate Grade and Secondary Reading Programs, Expanding Reading Volume

106

Build Powerful Tier 2 Remedial Programs for “Prevention”

107

~5% ~15%

The Middle School Solution BUILD EFFECTIVE TIER 2 Programs Using EvidenceBased Programs - REACH (SRA; CR + Spelling thru Morphographs + Reasoning and Writing) - Corrective Reading (SRA) - Language! (Sopris West) - REWARDS (Sopris West - REWARDS + (Science and Social Studies; Sopris West) - SIM (Strategic Instruction Model)

~80% of Students 107

We Need to Read About Reading

Biancarosa, G., & Snow, C. (2004). Reading Next-A vision for action and research in middle and high school: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

109

Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools. Portsmouth, NH: RMC Research Corporation, Center for Instruction.

110

McPeak, L., & Trygg, L. (2007). The secondary literacy instruction and intervention guide. Mill Valley, CA: Stupski Foundation.

111

http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20P

112

Torgesen, J., Houston, D., Rissman, L., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J., Francis, D. J., & Rivera, M. O. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center for Instruction.

113

Consortium On Reading Excellence (CORE) Middle School Recommendations

Consortium On Reading Excellence (CORE) High School Recommendations

www.corelearn.com

114

Donâ&#x20AC;&#x2122;t Just Stop with Remedial Programs for Reading

115

Building Effective Positive Behavior Support Across 3 Tiers At the School, Class, and Individual Student Behavior Support Plan Level

116

National Technical Assistance Randy Sprick, Ph.D. Illinois PBIS Network Rob March, Ph.D.Center on Scientifically Based Behavior Support Positive Behavioral Interventions and Supports Safe and Civil Schools: http://www.pbisillinois.org/ Effective Educational Practices (PBIS): www.pbis.org Interventions Websites www.safeandcivilschools.com http://www.successfulschools.org

117

Another Foundational “Great Book”

Sprick, R. S. (2006). Discipline in the secondary classroom (2nd ed.). San Francisco, CA: Jossey-Bass.

118

119

120

Another Foundational â&#x20AC;&#x153;Great Bookâ&#x20AC;?

Sprick, R. S., Garrison, M., & Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management for Grades K-9. Longmont, CO: Sopris West.

121

122

At the School Level

123

At the School Level

124

Another Foundational â&#x20AC;&#x153;Great Bookâ&#x20AC;? Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior Associates.

125

Another Foundational “Great Book” Walker, H. M. (1997). The acting-out child: Coping with classroom development. Longmont, CO: Sopris West.

126

Expand the Power of General Education Teachers for Good Pedagogy and Differentiated Instruction to Meet the Diverse Needs of Students

127

The Middle School and High School Solution: Continuously Improving Tier 1 General Education Instruction Use of Teaching Routines and Learning Strategies (Kansas)

~5% ~15%

Well-Designed Curriculum with a “Big Ideas” Focus or Ability to “Distill” Curriculum to Big Ideas Effective Secondary Classroom Management Study and Organizational Skills Curriculum Modification ~80% of Students 128

Lenz, B. K., Deshler, D. D., & Kissam, B. R. (2003). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston, MA: Allyn & Bacon.

129

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131

132

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Key Skills Sets for Secondary Support (http://www.ku-crl.org/) (http://www.ku-crl.org/)

134

Key Skills Sets for Secondary Support (http://www.ku-crl.org/) (http://www.ku-crl.org/)

135

http://www.ku-crl.org/

136

Comparison Table

Name: __________________________

Unit:____________________________

Overall Concept

Lesson/Topic: __________________________

CELL STRUCTURE 2

Concept

Animal eukaryotic cell structure 3

Date: __________________________

Concept

Plant eukaryotic cell structure

Characteristics

Has plasma membrane around cytoplasm

Has organelles in cytoplasm

Has no cell wall

Has cell walls to give support

Has small vacuole or none at all 9

Has large vacuole

Extensions

Has no chloroplasts

Like Characteristics

Like Categories

Has chloroplasts Has plasma membrane around cytoplasm

The layer around cytoplasm

Has organelles in cytoplasm

The location of organelles

Has no cell walls

Unlike Characteristics Has cell walls to give support

Has small vacuole

Has large vacuole

Has no chloroplasts

Has chloroplasts

Unlike Categories

Summary

137

SIM Example: Unit Organizer

140

138

SIM Example: Unit Organizer

141

139

SIM Example: Unit Organizer

142

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Syllabi Designed to Reflect Knowledge of Instruction to Meet the Needs of Diverse Learners Contact Information Course Goals and Big Ideas Instructions and Directions as to How to Get Help Course Materials Behavior Expectations and Consequences Detailed Information About the Grading System Assignment Calendar with Due Dates Self-Monitoring Checklists Access to Models for Papers, Projects, Tests 141

Well-Designed Curriculum with a Big Ideas Focus Carnine, D. (1994). Introduction to the Mini-Series: Educational Tools for Diverse Learners. School Psychology Review, 23, 341-350. Carnine, D., Jones, E.D., & Dixon, R.C. (1994). Mathematics: Educational Tools for Diverse Learners. School Psychology Review, 23, 406-427. Carnine, D., Miller, S., Bean, R. & Zigmond, N., (1994). Social Studies: Educational Tools for Diverse Learners. School Psychology Review, 23, 428-441. Grossen, B., Romance, N.K., & Vitale, M.R., (1994). Science: Educational Tools for Diverse Learners. School Psychology Review, 23, 442-463.

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Not Everything We Teach Is Equally Important â&#x20AC;&#x153;The sheer quantity of information requires us to constantly determine what to include in a courseâ&#x20AC;? Keith Lenz, 2003 Keith Lenz, 2003 Keith Lenz, 2003 Keith Lenz, 2003

http://www.ku-crl.org/archives/classroom/smarter.html

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Big Ideas Focus

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Use Graphic Organizers

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The Path to Building A Problem-Solving Model, Including RTI is Clear

When Students Need Content Area Support-As Part of RTI or as Their Special Education Program, Build the Capacity to Manage Mainstream Consultation Agreements 147

For Students WITHOUT Basic Skill Problems as Part of RTI or Who Those Who Need Special Education

Mainstream Consultation Agreements

148

What is a Mainstream Consultation Agreement?

• A SYSTEMATIC WAY of Providing Support

for Learning in Content Area Classrooms for Students

• A SYSTEMATIC WAY of Providing Support to General Education Content Area Teachers

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Sample MCAs References

Tindal, G., & Germann, G. (1991). Mainstream consultation agreements in secondary schools. In G. Stoner, M.R. Shinn, and H.M. Walker (Eds.). Interventions for achievement and behavior problems (pp. 495-518). Bethesda,MD: NASP. Tindal, G., Shinn, M.R., Walz, L., & Germann, G. Mainstream consultation in secondary settings: An evaluation of the Pine County model. Journal of Special Education, 21, 94-106. 151

MCAs Provide a Plan for Support: Who Does What In American History

•

Instruction

•

GE Teacher will work w SE teacher to develop weekly study guides

•

SE Teacher will manage history peer tutoring during study hall

Evaluation

•

SE Teacher will write and administer weekly quizzes with GE support 152

MCAs Detail Student Responsibilities

Student Will: Be in class on time. Bring book, notebook, and materials to class. Take daily notes. Ask at least 1 instructional question or provide 1 instructional comment per period during discussion. 153

MCAs Detail Parent Responsibilities

Parent Will: Set up and maintain a homework space and time. Check daily assignment calendar and sign off. Communicate with SE teacher in writing or by telephone weekly. 154

Evaluation is Specified in the Contract in Points Class attendance

5 points

Daily Note Taking

5 points

Weekly quizzes

15 points

Positive class behavior

15 points

Complete daily Assignment calendar

3 points

Complete daily Homework

5 points 155

Points are Tallied for Quarter 180 points per week 10-week term 1800 points possible 70% of 1800 for a C =

1260 points

60% of 1800 for a C =

1080 points

Aâ&#x20AC;&#x2122;s or Bâ&#x20AC;&#x2122;s require meeting the standard course requirements with minor modifications only. 156

Graph is Constructed Showing Expected Points for Grades

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Evaluation and Program Modification

• Evaluation in Week 1 includes how well all

parties are understanding and implementing the MCA--Key is Logistics/Loopholes

• Subsequent Evaluation emphasizes

comparing EXPECTED # of points w ACTUAL # of points earned

• Contract is Modified when there is a discrepancy (usually for 2 weeks)

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Facilitating Change at the Secondary Level

Deal with HEAD Issues and Killer Phrases Establish the WILL Be Sensitive to a Beleaguered General Education Community and â&#x20AC;&#x153;Codeâ&#x20AC;? 161

Get the Skills

• Effective, Efficient Functional Assessment Like CBM

• Writing and Implementing MCAs • Effective Classroom Management • Study Skills • Curriculum Modification with a Big Ideas Focus

• SIM • Writing and Implementing MCAs

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Get the Time You Can’t Provide Support to GE Teachers if You’re Only Providing Direct Service (or Testing for Eligibility or 3Year Re-evaluations)

You Get Time by… - More Clearly Defining Who You Provide Direct Service To - Gaining Administrative Support from SE Directors and Principals

But Don’t Hinge Change on Administrative Support Alone or At the Beginning 163