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Making Special Education Worth Getting. Let’s Start Off with a Case Example… . Areana. Adapted from Chris Fallon. Discrepancy. Areana is 2.32 times discrepant from her 10 th -grade peers. Survey Level Assessment. - PowerPoint PPT Presentation
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1
MakingSpecial EducationWorth Getting
Let’s Start Off with a Case Example…
Adapted from Chris Fallon
Areana
Discrepancy• Areana is 2.32 times discrepant from her 10th-grade peers.
Problem Identification graph
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0
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80
100
120
140
160
180
1 2Test
Wor
ds R
ead
Corr
ect
AreanaPeers MedianCut Score
Survey Level Assessment
According to national norms, Areana is reading at a 4th grade instructional level.
Problem Analysis:CBE Hypotheses Testing
1. Areana is an accurate, but slow reader. – Her median rate of accuracy was found to be 95 percent which
is considered significantly accurate.
2. If given the opportunity to practice decoding reading material, Areana’s reading rate will increase. – Areana was administered the same 8th grade R-CBM probe
twice—one time to measure her initial reading rate and to become familiar with it, and the next time to note improvement in reading rate, based on what she learned about the passage in the first reading.
– Areana’s reading rate increased by 38 percent.
3. Areana has difficulty decoding multisyllabic words.– Pattern from reading passages
Revised Instructional Planning FormSkill Teaching Strategy Materials Arrangements Time
Decoding multisyllabic words
Teacher led REWARDS program
Small group 45 min/ 2 days/wk
Fluency Independent practice—silent reading
Re-reading Strategy
Text:Timed Reading Plus (level 8)—students time themselves Short stories
Independentpractice
1:1 with volunteer
10-15 min. 2-3 xs/ week10-15 mins./ daily
Comprehension
Teacher-led reading or silent readingExamples, discussion, written comprehension questions
Text:Best Short Stories (Advanced Level)Graphic organizersComprehension questions for Timed Reading Plus passages
Reading: Independent/ pairsDiscussion:Whole class (2 teachers)10:1Seatwork: independent
40-50 minutes, 2-3 times per week
Vocabulary Teacher-led Instruction & Independent Seatwork
FlashcardsShort stories
Whole class (2 teachers)10:1
10-15 minutes, 2-3 xs/ week
Plan Evaluation:Is Areana making progress toward
her goal?
Decreased Discrepancy?
72 70
167 171
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40
60
80
100
120
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160
180
1 2Test
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ds R
ead
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ect
AreanaPeers MedianCut Score
Is the student decreasing the discrepancy between her and her peers?
Areana• School: High School• Grade: 10th
• Participates in general ed English (Lower track) and has 65 min. resource support
• Identified as having Learning Disability and has received Special Education Services since 2nd grade
How Effective is Special Education?
Let’s Talk…
We are not saying that Special Education does not produce
positive outcomes for students, but clearly there is a need to…
Children of the Code video
http://www.childrenofthecode.org/Tour/c1/index.htm
How Make Special Education Worth Getting?
• Giving kids what they need as soon as they need it
• Improving instruction• Monitoring progress with well
developed goals• Using data to inform instruction
START!
Giving kids what they need as soon as they need it
•Do we have an efficient system to make changes to a students programs if they are not benefitting from it?•Do we meet to problem solve on students already receiving special education on an ongoing basis?
Why are Current Interventions Not Reducing the Discrepancy
for Many Students? Are we Improving Instruction?
Let’s Talk…
Improving instruction•Need to link instruction to why the problem is occurring•Need to ensure instruction is comprehensive and intensive enough and links back to CORE
Example of CBE FlowchartAre
reading skills
acceptable?
R – Curriculum, Permanent Products I – TeacherO – Student while readingT – Using CBM
Are oral reading skills
acceptable?
Go to Comprehensi
on
K-2 or older
student who
decodes few
words?
Survey Early
Literacy Skills
Missing early
literacy skills?
Is oral reading accurate but slow? Do
Rereading assmt
Did rate increase?
Build Fluency
w/ rereadin
g
yes
noyes
no
yes
Do Error Sample & Analysis
no
Do Pencil Tap
Did accuracy improve?
Build Self Monitoring
no
yes
noMore
errors on harder
passages?
Provide Balanced Instruction
noCategorize errors
yes
Are there patterns? no
Correct Patterns
Yes, whole word
Evaluate phonics
Yes, Phonics patterns
60 Minutes?
30 Minutes+
30 Minutes?
60 Minutes+
(15 Minutes)?
Matching Resources to Needs
Educ
atio
nal N
eed
Educational Benefit
Greater needs will require MORE
instructional time to remediate….
“Time is of the ESSENCE”
Core Curriculum & Instruction
• Core Curriculum:– Primary instructional tool that teachers use to
teach children reading, writing, and math. – Ensures they reach reading levels to meet or
exceed grade-level standards.– Emphasis of five essential components for
reading* and math** • Core Instruction:
– Address the instructional needs of the majority (80%) of students in a school or district
– 90 minutes per day of uninterrupted instruction
*phonemic awareness, phonics, fluency, comprehension, vocabulary**number sense, computation fluency, problem solving, reasoning, engagement
Supplemental Curricula & Instruction
• Supplemental Curricula is used in 2 ways:– Fill gaps in the core reading program– Highly focused instruction some students need
on certain skills• Need to be compatible with core curriculum• Supplemental Instruction:
– 30 minutes a day; 5 days a week– Homogeneous groups of 3-6 students; 20-25%
of student population– Progress monitored monthly
Intensive Intervention Curricula & Instruction
• Intensive Intervention Curricula:– Designed to meet the needs of students with little
background knowledge or great difficulty learning a basic skill
– Students require specially designed instruction and additional time
– What students learn during intervention instruction is transferred to general (core) instruction
• Intensive Intervention Instruction:– (2) 30 minutes a day; 5 days a week– Homogeneous groups of 3 students; 5-10% of student
population– Progress monitored weekly
There are 1,440 minutes in a day…
OR
About 390 minutes (if your lucky) in a
school day…
What is left for instructional time?
Monitoring progress with
well developed
goals
Why Progress Monitor ?• To track progress toward goal• To determine if intervention is successful• To determine educational benefits to the
student• For emphasis on student outcomes• To have a visual representation of results• Encourages explicit measurable expectations
which research shows is motivating to students
• To enable you to see performance patterns • Research indicates student outcomes improve
when performance is monitored regularly
Allows you to make decisions based on the data!
What do we know about the effectiveness of most Special Education interventions for
children with reading difficulties in 3rd grade and later?
Torgeson, 2004
What do we know about the effectiveness of most Special Education interventions for
children with reading difficulties in 3rd grade and later?
We know that it tends to stabilize the relative deficit in reading skill
rather than remediate it.
Torgeson, 2004
33
Goal setting
43 wrc
126 wrc
Aimline
Ambitious
Writing Strong IEP Goals
Develop Annual Goals• What can be
reasonably accomplished in 12 months?– Prioritize!
• What would be the observable and measurable outcomes?
• What would be an ambitious goal?
Shared Responsibility
• Have parents help prioritize goals
• Parents may be asked to support generalization of skills within the home and community setting.
• Share data with parents on a regular basis.
Research
• Students whose teachers used CBM to monitor academic progress and to make adjustments in instructional programs when necessary significantly outperformed comparable students whose teachers did not use CBM
Using data to inform instruction
•Have ongoing data to inform instruction•Have a visual representation of that data
Educational Need and Benefit?
Helps UnderstandIndividual Student Problem or More
Than 1?
Annual Review: Benchmark and IEP ProgressBenefit in Reading
Reducing the Educational Need (Gap)
Meeting
Exceeding IEP Goal
Educational Need?
Educational Benefit?
Educational Need?
Educational Benefit?
Educational Need?
Educational Benefit?
Major Incidents
02468
101214161820
Sept Oct Nov Dec Jan Feb Mar Apr
Month
Num
ber
Goal
Educational Need and Benefit?
John's Behavior Chart 03-04
0123456789
1011
Sept
15
Sept
22
Sept
29
Oct 7
Oct 1
4
Oct 2
0
Oct 2
7
Nov 3
Nov 1
0
Nov 1
7
Dec 1
Dec 8
Dec 1
5
Jan
5
Jan
12
Jan
19
Jan
26
Feb
2
Feb
9
Feb
16
Feb
23
Mar
1
Mar
8
Mar
15
Mar
22
Mar
29
April
5
April
12
April
19
April
26
May
3
May
10
May
17
May
24
Jun
1
Week of
Inst
ance
s of
phy
sica
l agg
ress
ion
Educational Need and Benefit?