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PART III – APPLICATION NARRATIVE
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Table of Contents
PART I - APPLICATION FOR FEDERAL ASSISTANCE (Standard Form 424)
PART II - BUDGET INFORMATION
ALABAMA SPDG ABSTRACT
v
PART III - APPLICATION NARRATIVE
Page
SECTION 1 – NEEDS
1
1.1Background
1
1.2Reading Program and Outcomes
1
1.3Mathematics Achievement
6
1.4Student Behavior, Discipline Problems, and Outcomes
7
1.5Student Engagement Program and Outcomes
12
1.6Recruitment, Retention, Certification, and Outcomes
17
1.7Alabama Early Intervention System Needs
24
SECTION 2 – SIGNIFICANCE
25
2.1Goal 1 – Effective Math and Early Literacy Skills
26
2.2Goal 2 – Student Engagement
31
2.3Goal 3 – Positive Behavior Supports
35
2.4Goal 4 – Sufficient Numbers of Highly Qualified Teachers
37
SECTION 3 – PROJECT DESIGN
42
3.1Project Design Overview
42
3.2Goals, Objectives, and Activities
44
SECTION 4 – KEY PERSONNEL
52
4.1Qualifications and Experiences of SPDG Principal Investor, Director, and Assistants
52
4.2Qualifications and Experiences of Goal Leads
53
4.3Qualifications and Experience of Key Consultants
55
4.4Qualifications and Experiences of External Evaluators
56
4.5Personnel and Consulting Commitments
57
4.6Nondiscriminatory Hiring Practices – Recruitment of Minorities and Persons with Disabilities
57
SECTION 5: ADEQUACY OF RESOURCES
57
5.1Facilities, Equipment, Supplies, and Other Resources
58
5.2Commitment of Partners
59
5.3Adequacy of Budget
63
5.4Sustainability Beyond the SPDG Period
63
SECTION 6: MANAGEMENT PLAN
64
6.1SPDG Management Team
64
6.2Management Approach, Systems, and Tools
66
6.3SPDG Advisory Function
66
6.4Assurance of Project Completion
67
6.5Alignment with Federal SPDG Indicators
67
6.6SPDG Staff/Consultants/Partners Responsibilities, Milestones, and Project Timelines
67
SECTION 7: EVALUATION PLAN
80
7.1Logic Model
80
7.2Outcome
88
7.3Process Evaluation
88
7.4Analysis
89
7.5Annual Performance Report
89
APPENDIX A – REFERENCES
A1
APPENDIX B – PARTNERSHIP AGREEMENTS
A9
APPENDIX C – LETTERS OF SUPPORT
A41
APPENDIX D – ALABAMA STATE PERFORMANCE PLAN INDICATORS
A60
APPENDIX E – GOAL 2 – MORE INFORMATION
A63
APPENDIX F - RESUMES
A70
APPENDIX G – SAMPLE FORMS
A132
APPENDIX H – LIST OF ACRONYMS
A138
GENERAL REQUIREMENTS
Requirement
Page or Section
(a) Positive efforts to employ and advance in employment qualified individuals with disabilities in project activities.
Section 4.6
Pages 57-58
(b) Budget for a annual two-day project Directors’ meeting in Washington, DC..
Budget – Part II
(c) At least 90 percent of the funds received for professional development.
Budget – Part II
(d) Subgrants to IHEs, PTI, and LEAs.
Budget – Part II
Section 6.1
Pages 66-67
Section 6.3 –
Page 67
Appendix B
(e) Partnership agreements specifying the nature and extent of the partnership and the respective roles of each member of the partnership.
Other:
· Integrated and aligned, to the maximum extent possible, with state plans and activities under the ESEA, Rehab Act of 1973, and Higher Education Act of 1965.
Section 6.1 –
Pages 66-67;
Section 6.3 –
Page 67
· Partnership agreement with the entity responsible for teacher preparation and certification.
Activity 4.1.4 – Page 51
Appendix B
· Coordination with other public resources including Part B and Part C.
Part B – Goals 1-4; Pages 43-52
Part C – Objective 1.2 – Page 45
Objective 1.3 – Pages 45-46;
Objective 3.2 – Page 49
· Aligned with the plans and application submitted under Sections 1111 and 2112 of the ESEA.
Section 6.1 – Pages 66-67;
Section 6.3 – Page 68
· Recruitment and retention in geographic areas of need.
Objective 4.1 – Pages 50-52
· The steps to ensure that economically disadvantaged and minority children are not taught at higher rates by teachers who are not highly qualified.
Activity 4.1.4 –
Page 51
· Regular assessment as to the how the strategies implemented have been effective in meting the state’s performance goals.
Section 6.1
Pages 66-67
Page 6.3 – Page 67
· Indication that the SPDG Web site meets government-wide standards.
Section 5.1
Page 59
· Individuals with disabilities or parents of individuals in planning, implementing, and evaluating the project.
Section 6.3 –
Page 67
· Steps to ensure equitable access to, and preparation in, its programs for teachers and other program beneficiaries with special needs.
Activity 4.1.4 –
Pages 51
· Strategies to sustain the knowledge and skills of personnel who have received SBR training.
Activity 1.1.4 – Page 44
Activity 2.1.1 – Pages 46-47
Activity 2.1.3 – Page 47
Activity 3.1.1 – Page 48
Activity 4.1.3 – Page 51
Activity 4.2.3 – Page 52
· Strategies for the recruitment, hiring, and retention of highly qualified special education teachers.
Goal 4 – Pages 50-52
· $4,000 for support of SPDG Program Web site (signetwork.org).
Budget – Part II
ALABAMA SPDG ABSTRACT
In 1997 and 1998, the Alabama State Department of Education (SDE), Special Education Services (SES), conducted a needs assessment to develop the first State Improvement Plan (SIG). The needs assessment found that students with disabilities in Alabama were in need of increased academic performance, a lower dropout rate, lower suspension and expulsion rates, and adequate numbers of fully certified teachers filling critical positions.
With these needs in mind, the first 5-year SIG conducted interventions to meet the needs. Following five years of successful implementation, Alabama was granted a second 3-year SIG to continue addressing these and updated state needs. At the beginning of the first SIG, a reading intervention curriculum called LANGUAGE! was used in 16 schools in an attempt to reduce the achievement gap. After four years, student SAT9 test scores showed that some special education students benefited from this core curriculum, and others did not. Consequently, efforts to improve reading achievement moved to younger children using the Beginning Reading Model (BRM). The initial cohort of students taught using BRM were followed into the third grade where their SAT9 scores averaged 60th percentile in reading and 65th percentile in language. In part, the success of BRM encouraged the Alabama Reading Initiative to adopt BRM procedures and implement a Grades K-3 reading/system change effort statewide enabling SES to concentrate on preschool and secondary reading/language.
Initially, several efforts were introduced in an attempt to reduce office discipline referrals, suspensions, and unilateral removals. Of these efforts, the Positive Behavioral Supports (PBS) program has demonstrated that it can reduce unilateral removals, long-term suspensions, short-term suspensions, and office discipline referrals by 30 to 50 percent three years after implementation. As a consequence, PBS is now being expanded statewide in the proposed 5-year SPDG.
To help students succeed and reduce dropouts, a Makes Sense Strategies (MSS) program was implemented. SAT and state graduation testing of students using MSS found substantial improvements over control schools and baseline scores in writing, vocabulary, and social studies.
The gap between general and special education students in math remains very large. The Alabama Math, Science, and Technology Initiative and the new State Personnel Development Grant (SPDG) will address the problem by identifying math intervention programs that meet established scientifically based criteria.
To employ and maintain fully certified teachers, an Internet service called Teachers‑Teachers.com was utilized, and a mentoring program Gaining Expertise through Mentoring and Support (GEMS) was started to increase first-time special education teacher retention. During the first five years of the Alabama SIG, the percent of under-certified teachers dropped from 4.8 percent to 3.6 percent and retention of first-time GEMS teachers in the system first employing them averaged about 85 percent for two years in the same district. During the last three years, retiring older teachers and a statewide lower retention rate of first-time teachers has again begun to drive up the use of under certified teachers again.
This new SPDG proposes to use the above success in reading to move to a younger age (3-5) to stimulate early language development for later school success. Secondary level programs will be implemented where large gaps in achievement are preventing special education student from passing exit examinations and graduating with a regular diploma using Makes Sense Strategies (MSS) and other Kansas University Center for Research on Learning (KU-CRL) enhancements. The SPDG also proposes to implement intervention math programs in elementary schools to narrow the gap between general and special education students. The success of the PBS will be replicated to scale in the state, involving 50 percent of the local education agencies by the end of the Year 5. Recruitment and retention efforts will be enhanced to combat the retirement of baby-boom generation teachers, low first-time teacher retention, and an imbalance between supply and demand for special education teachers.
PART III – APPLICATION NARRATIVE
SECTION 1: NEEDS
1.1 Background. In 1998 after an extensive needs assessment, the needs of the students with disabilities in Alabama were found to be: (1) increased academic performance; (2) a lower dropout rate; (3) lower suspension and expulsion rate; and, (4) adequate numbers of teaching and service personnel to fill critical positions. These needs were addressed by Alabama’s SIG Year 1 and SIG Year 2 targeting four broad areas to enhance achievement: (1) reading skills; (2) student behavior and discipline; (3) student engagement; and, (4) recruitment, retention, and ongoing professional development for teachers and support personnel.
1.2 Reading Program and Outcomes. Over the seven years of the SIG program, outcome variables were tracked to determine the program impact. The following paragraphs review program implementation, impact, and implications.
1.2.1 Reading Skills Intervention Programs. The SIG reading program was launched in 1999 using workshops to train teachers in LANGUAGE!. Level I, through Coaches Training II, was provided for 16 schools involved in starting the original program. As the SIG LANGUAGE! program continued through the following years, more personnel from additional schools and systems were trained in LANGUAGE!. Students from the first and second years of the SIG LANGUAGE! training were followed using SAT9 test results to determine their reading and language success. Early initial results showed some success with limited groups of students. This led SIG and school staff to explore early intervention strategies that may be more successful by preventing reading/language problems. The Kame’enui/Simmons Beginning Reading Model (BRM) was selected and implemented in the third year attempting to provide early reading interventions, prevent reading failure, and referral to special education. Students entering the program were considered to be at risk of reading failure. The four variables measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were used to measure fidelity of implementation and success during the year. When BRM students reached the third grade, they were tested with the SAT9 to determine their success in language and reading.
1.2.2 Reading Skills Outcomes. SAT9 data gathered over a three-year period (1999-2000 to 2001-2002) for students receiving the LANGUAGE! program show total reading gains of five percentile points (Figure 1). Special education students benefiting the most had learning disabilities, and those who benefited the least had mental retardation. About 10 percent of the student population showed major achievement gains by catching up with their peers (scoring at the 50 percentile level) or advancing beyond this level (note those with 20 to 70+ percentage point gains in Figure 1). As can be observed in Figure 1, there is also a group of students whose scores declined over the three years under LANGUAGE! instruction, demonstrating that a single curriculum is not effective for all students with disabilities.
Figure 1. Distribution of SAT9 gains by percentile change from pre- to post-testing.
0
50
100
150
200
250
300
350
-51 plus
-50 to -41
-40 to -31
-30 to -21
-20 to -11
-10 to -1
0 to 9
10 to 19
20 to 29
30 to 39
40 to 49
50 to 59
60 to 69
70 plus
Gains and losses in percentile standing
Number of students
During the first five years of the SIG program (1999-2004), the average special education student normal curve equivalent (NCE) did not rise on the statewide SAT9 testing. Consequently, overall, the LANGUAGE! curriculum did assist some but not all special education students to achieve higher scores. Beginning Reading Model program participants received program intervention during kindergarten through third grade. During the middle of the third grade, students were given the SAT9.
Table 1 shows the average BRM third-grade class above the 50 percentile point on total reading and language scores-a good outcome for children considered at risk when they entered the program. One of the outcomes of the BRM should be to increase language skills resulting in fewer referrals to special education in the early grades. Referrals in several of the participating schools had declines approaching 50 percent, which is a very desirable outcome.
Table 1. SAT9 average Normal Curve Equivalency (NCE) scores for elementary schools implementing BRM program with participation for 1½ years before SAT9 testing.
School
SAT9 (01-02)
School
SAT9 (01-02)
Reading
Language
Reading
Language
Julian Newman Elementary
73
76
Guntersville Elementary
63
74
A. C. Moore Elementary
55
70
James L. Cowart Elementary
67
68
Athens Elementary
53
60
Owens Cross Roads Elementary
49
63
Beulah Elementary
64
65
Smiths Station Elementary
59
31
Brookhill Elementary
70
75
Walnut Grove Elementary (Madison County)
55
66
Central School
45
57
Amelia L. Johnson High
59
59
Delta Elementary
66
78
Averages
Reading – 60; Language – 65
Figure 2. Rate of decline in total fourth grade enrollment and enrollment of fourth graders into special education.
0
3
6
9
12
15
00-01
01-02
02-03
03-04
04-05
05-06
School Years
Percent Decline in Enrollment
4th Grade Sp Ed
Total 4th Grade
In part, the success of SIG schools using the BRM and DIBELS led Alabama’s Reading First Initiative (ARFI) and Alabama Reading Initiative (ARI) programs to adopt the use of DIBELS in their statewide campaign to increase reading achievement. By January 2006, the ARI had 753 trained schools and was approaching the goal of all schools participating. Figure 2 shows the decline in fourth grade enrollment overall and in special education over the last several years. There is about a six percent greater decline in special education enrollment that may be attributed to the reading programs in K-3 grades. Consequently, there has been a small decline in the enrollment in special education at the fourth grade level. However, it is not as large a decline as originally attained in SIG pilot schools using BRM. While there was a small reduction in the total number of students enrolled in special education by the 4th grade, the remaining students referred to special education continue to have a large gap between their reading achievement and that of regular education students.
Figure 3. Comparison of third, fifth, and eighth grade regular and special education students average NCE reading scores for several years.
0.0
10.0
20.0
30.0
40.0
50.0
60.0
2003
2004
2005
2006
Years
Average Percentile Score
3rd Reg Ed
3rd Sp Ed
5th Reg Ed
5th Sp Ed
8th Reg Ed
8th Sp Ed
Figure 3 provides an overview for several years. These reading results would indicate that there may have been some success with a few students at risk; however, about 94 percent of the potential special education students were referred and classified as special education students. These students show little improvement over those tested through the last several years. To further assist students, SES has set a goal of having all special education preschool students ages 3-5 in settings with typically developing peers. The December 2004 and 2005 child counts found that 64.4 and 62.5 percent of preschool children with Individualized Education Plans respectively were participating in general education environments more than 80 percent of the time. SES has set a goal of reaching 77 percent participation in the general educational environment by 2010.
Figure 4. Comparison of average NCE math scores for several years for third, fifth and eighth grade regular and special education students.
0.0
10.0
20.0
30.0
40.0
50.0
60.0
2003
2004
2005
2006
Years
Average Percent Score
3rd Reg Ed
3rd Sp Ed
5th Reg Ed
5th Sp Ed
8th Reg Ed
8th Sp Ed
1.3 Mathematics Achievement. Passing the math graduation test is a state requirement. Consequently, a good mathematics background is needed by students to graduate with a regular diploma. The math achievement gap between special education and regular education students is large, preventing about 95 percent of special education students from passing the exit examination. Figure 4 shows that the mathematics gap has not closed over the last several years.
1.4 Student Behavior, Discipline Problems, and Outcomes. This was another SIG goal designed to improve student behavior and decrease the number of students with disabilities who are suspended and/or expelled. An additional indicator of success is the number of office discipline referrals (ODRs) generated in participating school systems.
1.4.1 Student Behavior and Discipline Programs. SIG implementation activities involved several different projects starting simultaneously to reach student populations. During Years 1 and 2, Online Academy’s modules in behavioral support and management were placed on 11 Alabama Institutions of Higher Education (IHEs) servers for pre- and in-service use. Para-educator training workshops were also provided throughout the years. The para-educator effort utilized a trainer-of-trainers strategy to build capacity. Representatives from 50 LEAs were trained in Promoting Positive Behavior Change in Alabama’s Public Schools. Each participant received the training materials on a floppy disk, a 20-minute video, and a workbook.
This training was followed in the fall of 2000 with Dr. George Sugai from the University of Oregon training 20 six-person school teams and 40 capacity building coaches in Positive Behavioral Interventions and Supports (PBIS). The six-person teams consisted of an administrator who handles discipline, support staff, a parent or representative, a special educator, a counselor or other administrator, and a general education representative. Participating team members received 30 hours of training, and behavior coaches received 42 hours.
Other teacher workshops, concentrating on Working with Students with Severe Behavioral Problems and Instructional Behavioral Strategies for Students with Difficult Learning and Behavioral Problems, provided five hours of coursework throughout the fall and winter of 2000.
During Year 3, Alabama SIG and Kansas Online staff worked with 11 Alabama IHEs and several local education agencies (LEAs) using Academy modules in conjunction with the IHEs throughout the state. Most of the work involved providing online training and technical assistance with the intent of increasing and improving the utilization of high-quality modules or courses. Ten IHEs continued using the modules as pre-service and in-service teaching tools.
During Year 3, there were 48 schools and 20 behavior support coaches in the PBS program. Follow-up paraeducator training was provided by SES using a four-day intensive workshop that addressed behavior management, teaming, instructional strategies, self esteem, working with parents, support for teacher-initiated classroom management, individualized education plans, and legal issues. This professional development was also provided during Years 4 and 5.
In Years 4 and 5, the Alabama SIG continued working with e-Learning Design Lab, the 11 Alabama IHEs, and several LEAs using Academy modules in conjunction with the IHEs throughout Alabama. The e-Learning Design Lab also prepared staff development programs comprised of two CDs, User Manual, Progress Monitoring Tool, Curriculum Planning Tool, and Web site offering several supports for teachers as they progressed through the programs. Teachers were able to submit questions via the Web site and received responses as they worked on the programs. All teachers in Alabama schools received the CD at the end of the third year and were required to complete the programs. The e-Learning Design Lab evaluated the results of the programs during the fourth year of operation, several months after the CD distribution and training. They found that 81 percent of the teachers using the Foundation Staff Development Program gained knowledge from the CD training and rated the training between satisfactory to informed. The overall performance of the teachers was considered good.
At the same time, PBS teams targeted upper tertiary students, better described as “high flyers,” for assistance. Through the use of functional behavior assessment training and implementation of Individual Behavior Plans, students were suspended for shorter lengths of time, and expulsion was avoided in many cases (See Figure 5).
An additional tool called the School-Wide Information System (SWIS) was used by teachers and administrators during the second half of the fourth year and beyond. SWIS enables school personnel to look at the frequency, location, time of day, referring staff, and possible motivation for inappropriate behavior and, thus, make better and more effective discipline decisions.
1.4.2 Student Behavior and Discipline Outcomes. ODRs were one measure used to evaluate the success of training strategies. The ODRs were gathered by the SWIS software in Years 4 through 7 providing a review of the reduction in referrals due to program implementation. Referrals were most frequent for eighth grade students (the aforementioned “high flyers”) as can be observed in Figure 5. This Figure is based upon SWIS data gathered at all Alabama schools participating in the PBS program and using the software. This included 12 to 17 classes at each grade level.
Figure 5. Rate of Office Discipline Referrals per day by grade level.
Statewide suspension/expulsion data are available for the last several years. They were
gathered using the three categories of: removals (mandatory expulsion), long-term (one suspension for more than 10 days), and short-term (multiple suspensions that total more than 10 days). The totals for these categories for several years are in Figure 6. During the 2002-2003 school year, substantial quality control changes were made to gathering and verifying the data. As a consequence, changes in the short-term suspension data for the last three years are partly procedural and also due to the increased use of short-term suspension statewide.
Figure 6. Removals, Long-term Suspensions, and Short-term Suspensions for seven years.
0
400
800
1200
1600
2000
98/99
99/00
00/01
01/02
02/03
03/04
04/05
Years
Number of Students
Removals
Long-term
Short-term
Short-term suspension now appears to be the preferred discipline with administrators moving away from using long-term suspensions and unilateral removals. While the statewide data above for removals, long-term suspensions, and short-term suspensions shows a rise in short-term suspension, schools implementing PBS have experienced a decline in short-term suspensions. The following tables and figures provide an overview of the success for 32 schools that have implemented PBS for the previous three years. Data are displayed for ODRs, long-term suspensions, and short-term suspensions. The ODRs (Table 2) have significantly improvement across the three years in these PBS schools.
Table 2. Mean Number of ODRs for the three years of the program (N=32 schools).
Year
Mean
Std. Deviation
N
1
493
553
32
2
278
350
32
3
223
258
32
For 30 of the schools, long-term suspensions are presented in Table 3. It shows that the numbers of long-term suspensions were cut by a little over 40 percent during the three years period.
Table 3. Mean Number of long-term suspensions for the three years of the program (N=30 schools)
Year
Mean
Std. Deviation
N
1
13
32
30
2
7
12
30
3
8
13
30
Table 4. Mean Number of short-term suspensions for the three years of the program (N=31 schools)
Year
Mean
Std. Deviation
N
1
45
81
31
2
31
42
31
3
24
42
31
The number of students with less than three days suspension is provided in Table 4. Thirty-one schools provided data across the last three years on this dependent measure. As can be observed, the number of students who received short-term suspensions dropped from 45 during Year 1 to 31 and 24, on average, during Years 2 and 3, respectively. During Year 3, the use of short-term suspensions in the participating schools had dropped by just short of 50 percent. This trend is in contrast to the overall rising state trend for short-term suspensions. It is clear that these PBS schools have reduced short-term suspension, while the state has accelerated their use.
1.5 Student Engagement Program and Outcomes. Students with disabilities drop out of school prior to completing their course of study at a rate that is higher than students without disabilities. Early on, the SIG launched two efforts to reduce special education dropouts in the State of Alabama: (1) Training for Teachers in Connecting Teaching, Learning, and Assessment; and (2) University-School Partnerships.
1.5.1 Student Engagement Intervention Programs. To provide training with collaborative partnerships, a variety of Alabama organizations worked within the SIG during the first year of the project. The Alabama Association of School Psychologists and the SIG staff provided training for psychologists in effective functional behavioral analysis. The SIG staff and partners provided workshops, positive behavioral management training, and training on managing aggressive behaviors. During the workshops, materials were distributed including Teaching and Learning through Multiple Intelligences, Because We Can Change the World – A Practical Guide for Teachers Who Care, and Quick Guide to the Internet for Special Education.
During the second year, Makes Sense Strategies (MSS): Connecting Teaching, Learning, and Assessment workshops were presented by Dr. Ed Ellis. This six-part training series equips teachers with research-based instructional strategies that are effective for all types of learners. Trainees used the SIG Web site for information exchange, material dissemination, and scheduling.
During the Year 3, the MSS training series was recorded on video and CD-ROM and sent as a training module to all schools in Alabama. The CD-ROM package included a self-assessment training module that was required of every teacher after completion of the training module. Once the teacher assessment was completed, it was given to the principal for review. This resulted in approximately 54,000 teachers and administrators having the video and software.
To ensure continued use and implementation of the training, a core group of teachers knowledgeable in the use of the program were identified and trained. During Years 3, 4, and 5, these teachers, in turn, provided additional workshops in schools and in the 11 Alabama Regional Resource In-Service Centers across the state. Among those trained were School Support Teams responsible for instructional intervention in Caution and Alert schools. During Years 4 and 5 of the SIG, 60 workshops were conducted in the use of MSS with more than 2,100 professionals receiving in-depth training. The MSS training continued through the sixth and seventh year of the SIG with the training workshop receiving high ratings. Implementation results were followed and measured in several school systems.
1.5.2 Student Engagement Outcomes. Figure 7 shows the rate of dropouts (14 years and older) who attended special education classes over the last several years in Alabama. It is possible that the decline in dropouts during the 2001-2002 to 2003-2004 school years is, in part, attributable to MSS implementation. Recent implementation of the state exit examination may have heavily contributed to the rise in dropouts during 2004-2006.
Measures of MSS effectiveness have been taken at several schools using a variety of instruments and control groups. Table 5 provides a sample of vocabulary, social studies, and writing test results. It is apparent that MSS enables more students with disabilities to comprehend materials and demonstrate their enhanced skills.
Figure 7. Rate of dropouts per 1,000 special education students.
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
95/96
96/97
97/98
98/99
99/00
00/01
01/02
02/03
03/04
04/05
05/06
Years
Dropout rate per 1000
Table 5. Results of MSS effectiveness testing using several variables and class settings showing the percent passing.
Impact of MSS on Vocabulary Test Scores in 6th Grade Inclusion Class
Before %
After %
Average Student with Learning Disabilities
65
77
Average General Education Student
84
96
Control Class (without MSS)
85
84
Impact of MSS on 11th Grade Social Studies Content Test Scores.
Average Student with Learning Disabilities
71
97
Average General Education Student
81
98
Impact on 7th Grade High-Stakes Writing Test Given to Sp. Ed. Students.
Comparison School Number 1
19.4
15.6
Comparison School Number 2
6.5
3.1
Makes Sense School
14.2
20.0
State-wide Average
7.3
10.1
The 7th Grade Alabama State Writing Assessment performance of a middle school implementing MSS was compared to that of two non-MSS middle schools, whose pretest performance was similar (Table 6). The MSS school produced a 23 point increase in the percentage of students that passed the test, while both of the non-MSS schools had decreases (2.17 and -7.05 respectively) during the same period. Thus, the MSS school outperformed the two comparison schools by 25.03 and 29.91 percentage points, respectively.
Table 6. A MSS middle school and two non-MSS middle schools’ writing assessment performance on the state test at pre- and post-intervention times.
Type of School
Pretest
Post-test
Percentage Points Change
Non-MSS school #1
43.79
41.62
-2.17
Non MSS school #2
35.55
28.50
-7.05
MSS school
37.65
60.51
+22.86
A similar study was conducted with similar inner-city elementary schools. The MSS was implemented in two schools and not in one school. Post-test performance indicated that although the non-MSS school made significant gains (e.g., increase of 12.56 percentage points), when compared to statewide gains (.05 percentage point), the two elementary schools implementing MSS dramatically outperformed the non-MSS school. One MSS school gained 33.55 percentage points, while the other gained 48.54 percentage points.
Also, writing performance data from an urban and a rural middle school of similar size were examined using the Alabama Writing Assessment. A comparison was made of before and after MSS implementation. Results showed that both schools dramatically increased performance with gains of about 24 percent.
Because the writing examination is one part of the state assessment examination, the performance of a stratified sampling of 27 elementary schools was examined by assessing pre‑ post-MSS performance (Table 7). Data showed that all participating schools significantly increased performance following MSS implementation. Schools, whose prior performance was “extremely low” (below 25 percent pass rate standards), appeared to produce the greatest gains with an average increase of 27.67 percentage points. “Low” schools (26 percent -50 percent pass rate) demonstrated nearly as much progress (average increase of 23.08 percentage points). These gains are a marked contrast to the overall .05-point average increase statewide during the same period.
Table 7. Writing performance of schools in stratified sample of 27 elementary schools.
Type of School
# of Schools
Pre-MSSPost-MSS
% Point Change
Extremely low performing
(<25% pass rate)
9
21.6
49.24
27.67
Low performing
(25-50% pass rate)
8
38.83
62.41
23.08
Moderate performing
(51-75% pass rate)
8
58.39
74.81
15.67
High performing
(76-100% pass rate)
2
75.02
82.68
7.66
The data suggest that low-to-moderate performing schools can dramatically increase performance within a year after initial MSS implementation. Analysis of these and other data from the Alabama Writing Assessment suggest a consistent pattern of dramatically improved performance in all but those schools that are already top performing. Schools typically increase the percentage meeting the standard by about 30 points following the start of MSS.
1.6 Recruitment, Retention, Certification, and Outcomes. To increase the recruitment and retention of qualified teachers and related service personnel who serve students with disabilities, services and activities were implemented across three areas of operation: Recruitment, Training Leading to Certification, and Retention.
1.6.1 Recruitment, Retention, and Certification Programs. During Year 1, 30 school systems requested specific assistance from the SDE in planning and implementing recruitment efforts. They developed plans by working with the Alabama Recruitment Team, composed of representatives from national, regional, and state entities; universities; and the business communities. Strategies employed by districts included better use of the teacher jobs database linked to the SDE Web site, use of recruitment flyers, and representation at local job fairs. At the same time, a new certification area of collaborative teacher was implemented by universities associated with the Alabama Recruitment Team. The collaborative teacher certification consolidates many of the previous categorical areas.
During the second year, recruitment efforts emphasized minority special education teacher recruitment and in rural areas. A recruitment booth was operated at the International Council for Exceptional Children (ICEC) Conference. A recruitment brochure, developed during the first year of operation, entitled Consider Alabama for a Teaching Career, was used along with other materials at the conference to help promote teaching in Alabama. This brochure was also disseminated to every college and university in the nation offering a special education program.
Beginning in 2000, SIG started collaboration with the Teachers-Teachers.com, a national recruitment database that provides a vehicle whereby school systems can view resumes posted online and instantly e-mail prospective candidates for an interview. By posting resumes online, teachers are accessible to thousands of schools nationwide. Teachers can create and edit resumes, send cover letters via e-mail, and even participate in a recorded interview posted online for schools to access. There were 21 participating school systems in Alabama during the first year of utilization. This grew to the 31 systems including the largest by the end of the seventh year.
SIG conducted capacity building efforts throughout the seven-year period by providing around 116 stipends to teacher education students studying in eight areas of specialization. The range of stipend awards per student was from $480 to $4,000 for the academic year. Fifteen universities and colleges provided courses for stipend award students. About ten students who are enrolled at Historical Black Institutions receive awards each year. The training at the University of Alabama at Birmingham improved the capacity of teachers who teach students who are visually impaired, blind, deaf‑blind, and multi-disabled by offering courses and in-service workshops.
Gaining Expertise through Mentoring and Support (GEMS) is a teacher support and assistance initiative implemented during the first year. GEMS was designed to support and assist new special education teachers by providing coaching as well as rejuvenation through continued learning opportunities by the seasoned professional providing the support. Professional development goals were derived from the mentee’s self-assessment. These development goals were aligned with the Ability Components from the Alabama Teaching Standards. There were about 80 mentors from three counties working with over 120 mentees or new teachers during the first year. Each of the mentors worked with no more than three first- and second-year teachers.
The GEMS program continued in subsequent years of the SIG with more school systems participating each year until there were 11 schools systems in the GEMS program with 131 mentors and 140 new teachers. The program grew at the same time that proration (Years 3, 4, and 5) was reducing school budgets.
1.6.2 Recruitment, Certification, and Retention. Utilization of Teachers-Teachers.com has continued to increase even during years when school districts were experiencing state funding proration.
Figure 8. Number of special education teachers posting resumes.
0
200
400
600
800
2001
2002
2003
2004
2005
Years
Number Posting Resumes
Out of State Applicants
In State Applicants
Figure 8 provides an overview of the increased availability of teacher applicants over several years. The use of the Internet job site by both applicants and districts is a very efficient way to search for employment/employees. The SIG project also leveraged other resources used by the consortium of 15 Alabama IHE teacher preparation programs to encourage students to pursue credentials in special education and teach in Alabama. Over the last eight years, the percentage of teachers not fully certified has dropped and then moved upward as the shortages became more evident (Figure 9).
Over the last four years, the SIG staff was able to obtain information regarding the retention of GEMS program participants from the participating systems. Retention of the teachers has varied from between 81 percent to 91 percent in the last year of the program. Figure 10 shows the success of the program.
Figure 9. The percent of teachers who were not fully certified over the last 11 years.
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
6.0%
95/96
96/97
97/98
98/99
99/00
00/01
01/02
02/03
03/04
04/05
05/06
Years
Percent not fully certified
Statewide retention of special education teachers has been evaluated for four recent time periods to determine if teachers had taught three years and returned for the fourth year. Table 8 provides an overview of these results by specialty for all special education teachers.
Figure 10. Retention of new teachers under the GEMS program.
76
80
84
88
92
2001
2002
2003
2004
Years
Percent Retained
Table 8. Retention of all special education teachers during four recent time periods.
Description of Specialty
Percent Remaining into the 4th Year – All Teachers
1999-2000
and continued teaching in 2002-2003
2000-2001
and continued teaching in 2003-2004
2001-2002
and continued teaching in 2004-2005
2002-2003
and continued teaching in 2005-2006
Adapted Physical Education
48.9
47.5
47.9
54.2
Deaf-Blind
40.0
40.0
80.0
25.0
Developmentally Delayed
43.8
42.3
34.9
41.6
Emotional Conflict
32.1
32.8
58.9
47.6
Gifted
59.8
61.6
51.5
49.4
Hearing Impaired
44.4
41.7
18.2
16.6
Mentally Retarded
46.2
42.6
64.7
55.9
Multi-Disabilities
38.1
40.0
58.1
55.4
Orthopedic/Other Health Imp.
28.7
39.0
64.4
61.5
Specific Learning Disabilities
53.5
53.9
65.7
53.2
Speech and Language Impaired
63.3
58.8
39.5
39.7
Visually Impaired
29.8
44.9
13.7
20.9
TOTAL
53.1
52.3
57.8
50.7
Table 9 provides an overview of retention by specialty for new special education teachers. As can be observed from Table 8 and 9, retention for all special education teachers has been just above 50 percent for the last several years. In the past, retention for first-time teachers was just above 60 percent; however, it is now just below 45 percent. This decline indicates that a statewide effort to retain first-year teachers could help reduce the rise in utilization of under certified teachers.
Table 9. Retention of first year special education teachers during four recent time periods.
Description of Specialty
Percent Remaining into the 4th Year – First Year Teachers
1999-2000 and continued teaching in 2002-2003
2000-2001 and continued teaching in 2003-2004
2001-2002 and continued teaching in 2004-2005
2002-2003 and continued teaching in 2005-2006
Adapted Physical Education
50.0
100.0
66.7
66.7
Deaf-Blind
0.0
0.0
0.0
0.0
Developmentally Delayed
57.9
50.0
58.8
57.6
Emotional Conflict
62.5
65.1
64.0
32.4
Gifted
47.4
42.9
42.1
33.3
Hearing Impaired
54.5
55.6
50.0
50.0
Mentally Retarded
63.3
60.6
54.4
43.2
Multi-Disabilities
60.5
71.9
41.9
42.3
Orthopedic/Other Health Imp.
69.2
73.9
50.0
47.5
Specific Learning Disabilities
62.7
64.6
55.3
40.2
Speech and Language Impaired
66.7
61.2
54.1
56.4
Visually Impaired
66.7
33.3
0.0
0.0
TOTAL
62.6
62.7
53.4
44.4
Further analysis has found that there are 15 districts with a retention rate of less than 30 percent for the two most recent time periods investigated. Targeting these districts, some of which are large, could substantially increase the statewide retention rate—see Table 10.
Table 10. Systems employing over 50 special education teachers with low retention rates.
System Code
2001-2002 Count of Special Education Teachers Employed
2002-03 to 2004-2005
2002-03 to 2005-06
Average % Retained
001
52
15.4
3.9
9.7
130
117
17.1
6.3
11.7
158
99
22.2
19.6
20.9
063
167
33.5
14.8
24.1
028
90
8.9
64.5
36.7
169
57
52.6
22.0
37.3
057
53
54.7
20.0
37.4
141
69
24.6
52.3
38.5
067
63
49.2
28.8
39.0
1.7 Alabama Early Intervention System Needs. On an annual basis, the Alabama Early Intervention System (AEIS) used a parent survey and staff individual self-assessment checklist of cross-disciplinary early intervention competencies that provided a needs assessment of needs for parents and staff. Personnel development plans are developed from these workshops. Table 11 provides a review of the findings for parents using responses from 2004 to 2006. It is apparent that knowledge of needs, assessing present level of development, and establishing measurable outcomes are need areas for parents.
Table 11. Percent of developmental level of knowledge and use for Alabama parents.
Knowledge and Skill Area
No Knowledge
Beginning Knowledge
Definite Knowledge
Can Apply Knowledge
Needs of Young Children
1%
17%
26%
56%
Present Level of Development
2%
30%
22%
46%
Measurable Outcomes Established
6%
35%
20%
39%
SECTION 2: SIGNIFICANCE
The SDE-SES is seeking SPDG funding to implement scientifically based instruction/ interventions in math by general and special education teachers working collaboratively and also using effective pre-literacy interventions (GOAL 1); increase school engagement (GOAL 2); continue to expand and scale up positive behavior supports (GOAL 3); and recruit and retain fully certified special education teachers (GOAL 4). This section will demonstrate that the initiatives and activities to be implemented by the State of Alabama during the next five years are based on research or evidence-based practices.
A research review of some 300 studies by Kallaghan, Sloan, Alvarez, and Bloom (1993); 49 studies by Edge and Davis (1994); 66 studies by Henderson & Berla (1994); and studies by Henderson and Mapp (2002) on parental involvement/parent engagement all demonstrated that the family makes powerful contributions to student achievement. This is true across socioeconomic, racial/ethnic, and educational backgrounds and for students of all ages (Mapp, 2004). In addition, the earlier in a child’s educational process that parent involvement begins, the more powerful the results. Redding, Langdon, Meyer, and Sheley (2004) showed that a critical mass of constructive, school-home activities can be generated in a relatively short period of time if these efforts are comprehensive, focused, and coherent. Therefore, parent and family involvement and engagement activities are woven into all four goals of the Alabama SPDG.
Also woven throughout the implementation of SPDG activities are principles of system change. Between three-five years is the minimum amount of time needed for systems change (Freedman, 2000; Johnson and Guy, 1997). The five-year SPDG grant period will provide sufficient time for the math achievement gap between students with and without disabilities to decrease, increase the number of students with disabilities passing the exit exam and graduating with a regular diploma, the scale up PBS, and with impact attrition mentoring programs. Neither top-down, nor bottom-up strategies alone are effective (Fullan, 1994). Accordingly, the SDE-SES will provide general oversight for the project, but will rely on its partners to implement many of the solutions within Alabama school systems and communities. Systemic change is more likely to occur if planning is broad-based, involving those who will implement as well as those who will be affected. The commitment of personnel from the SDE, AEIS, the IHEs, Alabama PTI, and LEAs demonstrate the breadth of the planning of the proposed SPDG.
For meaningful change to occur, school staff and parents must have opportunities to translate new ideas and concepts learned through pre-service/staff development into practice (Hixson & Tinzman, 1990). Each of the four SPDG goals is focused on training and follow-up support to ensure effective implementation. One of the inherent premises of the SDE SPDG is that expanded skills and knowledge will help sustain efforts beyond the SPDG funding period.
2.1 GOAL 1 – Effective Math and Early Literacy Skills. As demonstrated by the data presented in Section I, there is a significant gap in achievement between students with and without disabilities on both national and statewide criterion measures in the area of math. Since Alabama is committed to ensuring that all students achieve high standards, several strategic activities are being proposed within Section 3 – Project Design aimed at narrowing this achievement gap.
2.1.1 Improving Math Achievement through the No Child Left Behind Act of 2001 (NCLB). One of the concerns behind the No Child Left Behind Act of 2001 (NCLB) is that America’s schools are not producing the math excellence required for global economic leadership and homeland security in the 21st century. The NCLB calls for the use of "scientifically based research" as the foundation for math education programs and for classroom instruction. The NCLB also encourages partnerships with universities to ensure that knowledgeable teachers deliver the best math instruction possible.
2.1.2 National Mathematics Advisory Panel. On April 18, 2006, President Bush issued an executive order creating a National Mathematics Advisory Panel to provide advice on the best use of scientifically based research on the teaching and learning of math. Modeled after the National Reading Panel, the National Mathematics Advisory Panel is evaluating the effectiveness of various approaches to teaching math and, in so doing, creating a research base to assist teachers in providing solid math instruction in the early grades to prepare students to take and pass algebra and other challenging courses in middle and high school. The Alabama SPDG will incorporate this knowledge as it becomes available.
2.1.3 Scientifically Based Research and Effective Mathematics Instruction. Math curriculum and instructional strategies to be implemented within the Alabama SPDG will be based on evidence-based research relevant to math development, math instruction, and math decisions. In regional meetings conducted by the U.S. Department of Education during October 2002, the following challenges were provided:
· All students can and should be proficient in mathematics.
· Mathematical proficiency has five intertwined strands:
1. Understanding mathematics.
2. Computing fluently.
3. Applying concepts to solve problem.
4. Reasoning logically.
5. Engaging with mathematics – seeing it as sensible, useful, and doable.
· For all students to become mathematically proficient, major changes must be made in instruction, instructional materials, assessments, and teacher education.
1. Instruction should support the development of mathematical proficiency for all.
2. Instructional materials should incorporate the five strands.
3. Assessments should contribute to the goal of mathematical proficiency.
4. Teachers should have the support that will enable them to teach all students to be mathematically proficient.
5. Efforts to achieve mathematical proficiency for all students must be coordinated, comprehensive, and informed by scientific evidence.
· Proficiency cannot be achieved through piecemeal or isolated efforts. Parents, teachers, administrators, and policy makers must work together to improve school mathematics.
2.1.4 Promising Directions in Effective Math Instruction. Teaching and learning mathematics are complex tasks. Despite the fact that there is not a lot of scientific research in math, the number of research studies conducted in mathematics education over the past three decades has increased resulting in some promising directions. In reviewing studies with more rigorous criteria, Baker, et al., 2002 found that fairly good studies showed when students, teachers, and parents get ongoing information (usually on the computer), about every two weeks, as to where they are in math relative to state standards or some framework, student performance is invariably enhanced. The following are other promising directions for effective math instruction identified by Grous and Ceulla (2000) that can increase student learning and have a positive effect on student achievement:
1. Increasing the extent of the students’ opportunity to learn (OTL) mathematics content.
2. Focusing instruction on the meaningful development of important mathematical ideas.
3. Providing learning opportunities for both concepts and skills by solving problems.
4. Giving students both an opportunity to discover and invent new knowledge and an opportunity to practice what they have learned.
5. Incorporating intuitive solution methods, especially when combined with opportunities for student interaction and discussion.
6. Using small groups of students to work on activities, problems, and assignments (e.g., small groups, Davidson, 1985; cooperative learning, Slavin, 1990; peer assisted learning and tutoring, Baker, et al., 2002.
7. Discussing individual and group work with the whole class.
8. Teaching math with a focus on number sense that encourages students to become problem solvers in a wide variety of situations and to view math as important for thinking.
9. Using concrete materials on a long-term basis to increase achievement and improve attitudes toward math.
10. Using calculators in the learning of math.
Other promising practices supported by research include well-designed tutoring programs with intensive and ongoing training for the tutors, well-structured tutoring sessions in which both the content and delivery of instruction is carefully scripted, careful progress monitoring and reinforcement of programs, frequent and regular tutoring systems with each session between 10 and 70 minutes daily, the use of technology, curriculum-based interventions, and differentiated instruction. In addition, Accelerated Math has also consistently demonstrated to dramatically raise student math achievement (Ysseldyke and Tardrew, 2006l Spicuzza, et al., 1999).
2.1.5 GOAL 1 - Early Reading and Literacy Skills to Later Achievement. Research has clearly shown the importance that early language and literacy plays in the later achievement of children (Wilcox, 1999; VanKleek, Gillam & McFadden, 1998; and Dickinson & Smith, 1994). Burns, Griffin, and Snow (1999) identified the following key aspects of language and literacy skill development of preschool/K-3 grade children: extended vocabulary, language development, phonological awareness, speech discrimination, knowledge of narrative, book and print awareness, functions and concepts of print, letters, early word recognition, and comprehension. The proposed SPDG will focus on training parents in pre-literacy, language, numeracy, and advocacy skills. The pre-literacy and language content of the parent training will incorporate the following five components identified by the National Reading Panel as essential components of an effective reading instruction program: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. In addition to connecting all instructional materials and reading activities to these essential components, the best instructional programs should:
· Address students’ various needs as identified by ongoing assessment.
· Follow coordinated instructional sequences.
· Allow ample practice opportunities and provide aligned student materials.
· Use targeted, evidence-based instructional strategies, as appropriate.
· Allow an uninterrupted block of time daily for reading (at least 90 minutes daily).
Goal 1 of Alabama's SPDG will use the above and other research related to literacy and reading skills involving pre-service and staff development trainers, mentors, general/special education teachers, administrators, paraprofessionals, and parents in SPDG activities.
2.2 GOAL 2 – Student Engagement.
2.2.1 Research Regarding Student Engagement. Low or inadequate engagement in school has been identified as a strong predictor of academic failure (Donahoe & Zigmond, 1990; Hudley, et al., 2002; Schellenberg, Frye, & Tomsic, 1988; Wagner, et. al., 2003; Herman & Tucker, 2000; Hudley, et al., 2002; Newmann, 1992; Singh, Granville & Dilka, 2002; Sirin & Jackson, 2001). Low achievement, in turn, is a precursor to dropping out (Redd, Brooks, & McGarvey, 2001). Studies have shown little consensus in defining engagement; however, studies have defined student engagement in several ways including school absences, attending school regularly and completing homework, classroom engagement behaviors such as taking part in group discussions, completing homework on time, staying focused on classroom and social contact or classroom activities, and/or dropping out; whereas, others consider students’ emotional experiences in school. Current thinking suggests that school engagement is a multidimensional construct with emotional or subjective as well as behavioral components (Finn, 1992; Sirin & Jackson, 2001). Many students with disabilities are at risk for disengagement from school. They miss more school than other students and have difficulty sustaining attention to school tasks because of factors associate with their disability. Teachers may have lower expectations for them than for other students, resulting in their receiving fewer opportunities and less encouragement to participate in stimulating or challenging activities (Goodenow, 1992; Grossman, 2002).
Research has shown that teachers can implement instructional strategies that influence student motivation, increase time spent on task, and make work more engaging and effective for students with and without disabilities at all levels (Anderman & Midgley, 1998; Dev, 1997; Skinner & Belmont, 1991). Brewster and Fager (October 2000) reported on a number of research-based strategies for designing more engaging in-class activities and increasing the amount of time students spend on task. Following are some of these strategies that have been incorporated into the Alabama MSS engagement program described in 2.2.2 below:
1. Ensure course materials relate to students’ lives and highlight ways learning can be applied in real-life situations (Lumsden, 1994; Skinner & Belmont, 1991).
2. Allow students to have some degree of control over learning (Brooks et al., 1998).
3. Assign challenging but achievable tasks for all students—tasks that seem impossible easily discourage learners, as do those tasks that are rote and repetitive (Dev, 1997; Policy Studies Associates, 1995).
4. Arouse students’ curiosity (Strong, et al., 1995).
5. Design projects allowing students to share new knowledge (Strong, et al., 1995).
2.2.2 Makes Sense Strategies (MSS). MSS software provides: (a) resources for planning differentiated instruction; (b) graphic organizer (GO) resources used when teaching; and, (c) PD resources on effective instruction. It is based on an extensive body of research on effective instruction (Adams, et al., 1989; Ellis and Worthington, 1992) including lesson structure, frequency of responses, perfect and sufficient practice, effective feedback, scaffolding complexity, scaffolding assistance, differentiating curriculum, and curriculum-based assessment. Section 1 shows the effectiveness of MSS implemented during the past eight years.
The MSS content instructional design resources cue teachers to employ sophisticated planning behaviors for differentiating content to determine essential understandings, enhancing information to make it easier to understand without compromising its integrity, integrating strategy instruction, designing authentic experiences, assessing learning, and determining accommodations. Resources for literacy instruction focus on designing instructional units and lesson plans that are developmentally appropriate, utilizing scaffolded assistance and complexity, and targeting generalization of the skills being taught.
In addition to planning resources, MSS provides teaching resources in the form of interactive GOs specifically designed for teaching essential understandings of content-area topics; vocabulary; process writing; reading comprehension; math concepts and processes; social/behavior literacy; and integrating critical, analytical, and creative thinking skills throughout the curriculum.
2.2.3 Graphic Organizers. A graphic organizer is an instructional tool used to organize information and to illustrate a student’s or class’s knowledge about a topic or section of text (i.e., semantic map, structured overview, web, concept map, semantic organizer, story map, or other visual graphic organizer). Research supports the use of graphic organizers to improve student achievement at the upper elementary and middle school grades (Armbruster et al., 1991; Braselton & Decker, 1994; Brookbank et al., 1999; Browman et al., 1998; Gardill & Jitendra, 1999; Griffin et al., 1992; Guastello et al., 2000; Ritchie & Volkl, 2000; and Simmons et al., 1998).
Some SBR also supports the use of graphic organizers in the lower elementary grades (Brookbank et al., 1999; Davis, 1994; Gallick-Jackson, 1997; Meyer, 1995; Sinatra et al., 1984). Positive results have also been shown at the secondary grade level (9th – 12th), as well (Boyle & Weishaar, 1997; DeWispelaere & Kossack, 1996; Doyle, 1999; and Scanlon et al., 1992).
The use of graphic organizers for improving students’ critical thinking or higher order thinking skills has also been demonstrated with SBR (Brookbank et al., 1999; DeWispelaere & Kossack, 1996). In addition to developing critical thinking skills, graphic organizers have also been shown to help students with mathematic problem solving (Braselton & Decker, 1994). They have been shown to help students retain and recall information (Bos & Anders, 1992; Ritchie & Volkl, 2000; Griffin et al., 1995). Students have also effectively used graphic organizers as an outlining tool (Doyle, 1999; Meyer, 1995). Doyle (1999) found that students with specific learning disabilities achieved higher test scores on end of chapter tests if they used graphic organizers as study tools as compared to traditional linear note taking methods. Meyer (1995) concluded that third grade students’ writing improved as a result of using graphic organizers to organize ideas.
2.2.4 Strategic Instruction Model. Goal 2 proposes to use other scientifically based interventions to enhance student engagement and learning. Specifically, the Strategic Instruction Model (SIM) will be implemented along with MSS. The SIM is an umbrella term that embraces a model of teacher-focused (Content Enhancement) and student-focused interventions (Learning Strategies), and other support pieces. The SIM is intended to offer students a key to unlocking text and nurturing understanding. Among the essential components of the SIM is a set of routines called the teacher-focused interventions, or Content Enhancement Routines. Content Enhancement Routines contain visual and graphic organizers and other methods to help students extract important information that they need to learn from their content-area texts (Schumaker, et al., 2002). Research conducted by the University of Kansas Center for Research on Learning (KU-CRL), has shown positive effects of the use of several SIM strategies:
· Word Identification Strategy (Lenz & Hughes, 2000; Spargo, et.al., 1980; Woodruff, et all., 2002; and Deshler, et al., 2002).
· Self-questioning Strategy and Paraphrasing Strategy (Beals, 1983; Glaeser, 1998).
· Paraphrasing Strategy (Schumaker & Deshler, 1992).
· Visual Imagery Strategy (Deshler, et al, 2002).
· Vocabulary Learning Strategy, Word Identification Strategy, and the Self-Questioning Strategy (Seybert, 1998).
2.3 GOAL 3 – Positive Behavior Supports
2.3.1 Relationship of Behavior and Achievement. Learning disabilities frequently co-exist with emotional disturbance and behavior problems and result in problems mastering academic content (Coleman & Vaughn, 2000; Goodman and Schaughency, 2001). The connection between academic and social behaviors appears to be reciprocal, with failure in one precipitating failure in the other. Students with behavior problems have fewer opportunities to experience success in school and fewer instructional interactions with their teachers; thus, they receive less exposure to academic content and are more likely not to finish high school. The Chesapeake Institute (1993) reported that more than 50 percent of these students drop out, and few of these complete or even pursue post secondary education.
Learning and teaching occur best in school climates that are orderly, courteous, positive, and safe. Defiant, disruptive, and violent behaviors decrease the effectiveness, efficacy, and relevance of teaching and learning for all students. Sugai and Horner (June, 2001) argue that enabling schools to enhance their organizational capacity by implementing research-validated practices within a framework of positive behavior supports creates the desired climate.
2.3.2 Positive Behavior Supports (PBS). PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes, while preventing problem behavior (Sugai and Horner, 2001). The goal of PBS is to enhance the capacity of schools to educate all students, especially those with challenging social behaviors, by establishing an effective continuum of PBS systems and practices. Sugai and Horner (2001) reported that schools adopting a schoolwide PBS approach consider four distinct and necessary implementation elements: specification of clearly defined and measurable results; use of data for decision making; adoption of evidence-based practices and processes; and, provision of supports for high-fidelity implementation. In addition, schools that adopt a schoolwide PBS system establish a full continuum of behavior supports characterized by an emphasis on prevention, increasing intensity of interventions for increasing intensities of problem behavior, and a provision of basic proactive programming (primary prevention) for all students by all staff in all settings (Sugai and Horner, 2001).
2.3.3 Effectiveness of PBS. PBS has been implemented in nearly every state in the country. The implementation of PBS at the elementary level has expanded to high schools. Research studies have demonstrated that when PBS strategies are implemented schoolwide, children with and without disabilities benefit by having an environment that is conducive to learning (Jolivette, Stichter, Nelson, Scott, and Liupsin, 2000). Comprehensive literature reviews and research syntheses have been conducted (Carr, et al, 1999; Warger, 1999) and concluded that PBS is widely applicable to individuals with serious challenging behaviors and that PBS is effective in reducing problem behavior by 80 percent two-thirds of the time. These same studies have demonstrated that when PBS strategies are implemented schoolwide, children with and without disabilities benefit by having an environment that is conducive to learning. Students learn more about their own behavior, learn to work together, and support each other as a community of learners. As an example, Fern Ridge Middle School in Elmira, Oregon, experienced a 42 percent drop in office referrals in one year’s time after implementing Effective Behavioral Support (Taylor-Green, et al., 1997).
2.3.4 Bringing PBS to Scale. The Office of Special Education Programs (OSEP) funded Center on Positive Behavioral Interventions and Support (PBIS) has been working with schools to adopt a schoolwide approach to discipline. Host environments are created that support the ongoing use of preferred and effective practices (Sugai & Horner, 1999; Zin & Ponti, 1990). Effective host environments have policies (e.g., proactive discipline handbooks, procedural handbooks, structures such as behavioral support teams) and routines (e.g., opportunities for students to learn expected behavior, staff development, data-based decision making) that promote the identification, adoption, implementation, and monitoring of research-validated practices. PBIS identified the following key requirements for schoolwide implementation to bring PBS to district and state scale (Sugai and Horner, 2002; Sugai and Horner, 2005).
· Efficient team-based leadership, coordination, and accountability.
· On-going and focused professional development and specialized behavior supports.
· Provision of adequate incentives for sustainability.
· Efficient and relevant information management and dissemination.
· Cost-effective budget and personnel management.
· Policy, budget, and resource management with outcome-based accountability.
· Capacity building with efficient and integrated management of multiple/similar projects and initiatives.
· Identification and dissemination of validated practices and procedures.
2.4 GOAL 4 – Sufficient Numbers of Highly Qualified Teachers. The No Child Left Behind Act of 2001 (NCLB) required that all states and school districts ensure that all students are taught by highly qualified teachers in the core academic subjects by the end of the 2005-2006 school year. The basis for this NCLB requirement is that one of the root causes of achievement gaps that continue to exist across schools, systems, and states is the lack of qualified teachers. On June 26, 2003, the Alabama State Board of Education adopted a model or plan for meeting this requirement of highly qualified teachers. Alabama has a statewide test for all new teachers seeking initial certification through traditional or alternative approaches. The test measures competence in basic skills (reading, writing, and mathematics). Alabama also administers voluntary subject-area tests for teachers who have not otherwise been able to document that they are highly qualified. As stated in Section 1, aggressive recruitment strategies during the first Alabama SPDG resulted in nearly 98 percent of all special education teachers being certified. This percentage is going down, in part, due to the inability to retain new teachers.
As described in Section 1, there is an emerging problem in the retention rate of all special education teachers, in particular first-time teachers. Because of this emerging problem and an overall decline in the percentage of fully certified special education teachers, the focus of Goal 4 of the proposed Alabama SPDG will be on assisting existing teachers in obtaining the necessary knowledge in math, collaborative teaching, MSS, and PBS and providing mentoring support through partnerships between school districts and the universities.
2.4.1 Relationship Between Teacher Expertise/Qualifications and Student Achievement. Research suggests that teacher qualifications are the largest single variable in student learning—explaining as much as 40 percent of the difference between students (AASCU, 2001; Ferguson, 1996). Ferguson and Ladd (1996) found that 31 percent of the difference was explained by teacher qualifications and class sizes, while 29.5 percent was explained by poverty, race, and parent education. In fact, several research studies confirm that placing a high-quality teacher in each classroom is one of the most important things schools can do to improve student achievement (Darling-Hammond, 2000; Darling-Hammond, 1999; and Darling-Hammond, 1997), especially for students in low-income communities (Goldhaber and Anthony, 2004; McCaffrey, et. al., 2003; and Rivkin, et. al., 2002; and Hamushek and Kain, 2002). The more skilled a teacher, the higher the achievement of their students.
2.4.2. Recruitment Efforts. Within Goal 4, successful recruitment efforts, including stipends, grow-your-own high school programs, and diversity recruitment strategies will be implemented within the proposed five-year Alabama SPDG.
Non-traditional sources of recruitment will be used such as grow-your-own high school programs designed to encourage interest by juniors and seniors into the field of special education (Spradlin, T.E. and Prendergast, K.A., 2006; Guarino, et al., 2004; Heselkorn, 2000; Clewell and Veillegas, 2001). Alabama will also review effective strategies being implemented within other states (e.g., Arizona, Illinois Oregon, and Idaho), such as general career awareness activities, visits to college campuses, hands-on teaching orientation, career clubs, and financial incentives for interested graduating seniors. Research findings, (Torres and Peck, 2004; Vegas et al., 2001; and Ingersoll, 1999) will also be used relative to successful minority teacher recruitment and student support strategies within higher education training programs (i.e., diagnostic student assessment, tutoring services, peer mentoring, academic advising, study and test-taking skills assistance, and monitoring of student progress).
2.4.3 Professional Development/Retraining. Staff Development/Retraining. A considerable body of research exists that examines the characteristics of effective staff development programs. Darling-Hammond and McLaughlin (1999) reported that effective staff development must engage teachers in concrete tasks of teaching, assessment, observation, and reflection that illuminate the processes of learning and development. It must be collaborative and grounded in participant-driven inquiry, reflection, and experimentation. It must be connected to and derived from teachers’ work in the classroom; ongoing, intensive, and supported by modeling; coaching; and the collective solving of specific problems of practice, and integrated with other school change. Effective professional staff development includes traditional workshop and conferences; distance learning; Web-based training; facilitated networks; individual and group inquiry; case discussions; simulations; demonstration and practice; tuition; bonuses and incentives; job-embedded; and mentoring/coaching and follow-up support (Pennel and Firestone, 1998).
A synthesis of research on staff development by Showers, Joyce, and Bennett (1987) concluded that nearly all teachers will implement instructional practices in their classrooms if the professional development design includes: (1) presentation of theory behind practice, with attention to teacher knowledge and cognitive development; (2) demonstrations and opportunities for hands-on practice during training; and, (3) prompt feedback to the teachers during practice.
2.4.4 Mentoring to Increase Teacher Retention. Research indicates that professional development of teachers occurs in stages that extend well beyond their first year in the profession. Feirman-Nemser and Remillard (1995) and the Allicance for Excellent Education (2004) report that it takes from three to seven years in the field to reach proficiency and to maximize their student’s performance. Smith and Ingersoll (2004) found that beginning teachers who experienced induction and mentoring support in their first year of teaching were less likely to leave teaching or change schools. Mentoring programs promises potential benefits in new teacher induction, career enhancement, professional development, and program innovation (Ingersoll and Kralik, 2004; NCTAF, 2003; Little, 1990). By and large, teacher-mentoring programs focus on the “survival and discovery” stage, providing support to teachers in their first year (Huling-Austin, 1992). During this stage, the goal is to give intensive psychological and instructional assistance to new teachers meeting their immediate needs as they adjust to the demands of teaching and become socialized to the school organization.
A five-year study, Learning from Mentoring, found five important factors needed to create successful mentoring programs (National Center for Research on Teaching and Learning, 2000): (1) Mentoring must be connected to a vision of good teaching; (2) It must be informed by an understanding of how one learns to teach; (3) It must be viewed as a professional practice, not merely an add-on for experienced teachers; (4) Mentors need time to mentor and opportunities to learn to mentor; and, (5) Mentoring is affected by the professional culture of the school and broader policies and values. Mentoring can turn classrooms into learning laboratories to keep up with research-based practices.
The Alabama SPDG will also look to the work of Johnson and Birkeland (2003) and Garet, et al (Winter 2001), which suggests that schools do better to rely less on one-to-one mentoring and, instead, develop schoolwide structures, including orientations, teacher networks, and study groups that promote integrated professional cultures with frequent exchange of information and ideas across experience levels. One-to-one mentoring findings suggest that formal mentoring programs are infrequently implemented with fidelity (i.e., sufficient time spent with the novice teacher). Another challenge with one-on-one mentoring is that new teachers’ needs are so variable and immediate that the appropriate combination of expertise, experience, and cultural background is unlikely to reside in one mentor who is available when needed.
According to Wong (2004), mentors may be fine for the first few months, but once the survival stage is over new teachers want demonstration classes to see others teach in their classrooms and other teachers to come into their classrooms to advise them on their teaching. New teachers want networks—to be part of the school learning community where new and veteran teachers are treated with respect and their contributions are valued. Teachers choose to work in schools where there is a “critical mass” of like-minded colleagues focused on student achievement with their principal’s support and leadership (Charlotte Advocates for Education, 2004). Other research findings used in designing Alabama mentoring programs include the need for common planning time across general and special education teachers (Smith and Ingersoll, 2004), integrated professional cultures organized around collegial efforts rather than schools organized around veteran- or novice-oriented activities (Johnson and Birkeland, 2003); ongoing systematic application, practice, and follow-up (Ganser, 2001); ongoing and systematic coaching and administrative support (Shields, P. et al, 2003; Wong, 2004); greater autonomy, influence, and administrative support (Ingersoll, 2001); and manageable workloads and a reduction of paperwork (SPeNSE, 2001).
Other formal and informal strategies will include those suggested by the National Clearinghouse for Professions in Special Education (Shanley, 1998). IHEs will partner with selected school systems in the implementation of both formal and informal mentoring strategies.
SECTION 3: PROJECT DESIGN
3.1 Project Design Overview. Evaluation of Alabama’s first two SIGs (1998-2006) found that where evidenced-based interventions were implemented, reading, writing, social studies, and vocabulary scores could be elevated and dropouts, office discipline referrals, and removals could be reduced. These findings continue to be relevant because statewide the achievement gap between students with and without disabilities remains in reading and math. Activities carried out within the first two Alabama SIGs were so successful that SBR has been fully incorporated into the Alabama Reading Initiative, including Reading First, and is an integral priority throughout the SDE. Therefore, the focus of the new Alabama SPDG in reading will be on early literacy for young children and secondary students where a large impact can be made and the aforementioned programs have not been implemented.
The SPDG will also address reducing the achievement gap between students with and without disabilities in the critical area of math by using SBR (Independent Variable in design). Figure 4 in Section I: Needs, illustrates this need showing that all special education students and in particular, secondary students are having a very difficult time achieving passing scores.
As indicated in Section l: Needs, there is high attrition of special education teachers with 51 percent remaining after three years and only 44 percent of first-time special education teachers remaining after three years. Because of attrition and a beginning trend of using more under-certified special education teachers (Figure 9, Section I: Needs), there will be expanded and increased efforts to train, recruit, and retain (Independent Variables) fully qualified special education teachers throughout the state.
The major SPDG outcomes below (Dependent Variables in design) will be the target of four proposed SIG goals for the next five years (2007-2012):
· Evidence of success will be shown by improved early literacy and elementary math scores. (GOAL 1)
· Secondary students will improve skills for accessing content areas at the secondary level and pass the literacy and mathematics subtests of the exit examination. (GOAL 2)
· Special education students will demonstrate improved behavior enabling them to increase attendance, reduce office referrals, decrease suspensions/expulsions, and lower dropout rates. (GOAL 3)
· Special education services will be delivered by trained and qualified special education teachers, working collaboratively with general education teachers who remain teaching in special education beyond three years. (GOAL 4)
3.2 Goals, Objectives, and Activities.
GOAL 1: Through the implementation of SBR instructional strategies within the framework, there will be a 20 percent reduction in the achievement gap between students with and without disabilities in the area of math and age-appropriate progress in pre-literacy/reading and math.
Objective 1.1: Approximately five elementary and middle schools from a pool of schools with the largest achievement gaps between students with and without disabilities will be selected annually to implement SBR math instructional programs with sustained fidelity.
1.1.1 (Quarter 1, Year 1) – In collaboration with the Alabama Math, Science, and Technology Initiative (AMSTI) and the Special Education Institute, International Center for Leadership in Education, math intervention programs will be identified that meet the established SBR criteria from which implementation sites can choose to implement.
1.1.2 (Years 1-5) – Three regional workshops will be provided annually by SPDG staff and publishing company consultants for teachers and administrators in the participating schools to disseminate awareness information about SBR math intervention programs that meet the established criteria set by the math steering committee. These workshops will assist participating schools in the selection of SBR math intervention program for implementation during Years 2-5.
1.1.3 (Years 1-5) – In collaboration with the SDE, experts in specific SBR math intervention programs will provide at least three days of annual regional training during the summer for special and general education teachers within the five schools selected. Training will center on the SBR math intervention programs selected by each school and will also include procedures for using fidelity data to improve the quality of implementation.
1.1.4 (Years 1-5) – SBR math intervention experts and SPDG staff will also provide training and on-site assistance, walk-throughs, mentoring, and technical assistance for special and general education teachers within the participating schools at least monthly during the school’s first year of implementation and at least quarterly during subsequent years. Fidelity of implementation will also be observed and gathered at least once per quarter.
1.1.5 (Years 1-5) – The participating schools will utilize progress monitoring within the chosen SBR math intervention, in conjunction with state-required evaluations and accountability instruments for the purpose of making student, data-based decisions regarding the level and intensity of SBR instruction to be implemented.
Objective 1.2: The pre-literacy training skills of at least 500 EI personnel will be improved.
1.2.1 (Years 1-5) – Regional professional development will be provided annually by the SPDG, SDE and the AEIS staff on a regional basis for at least 100 EI personnel selected annually (500 total) who work with birth to three-year-old children with disabilities. Training will center on seven scientifically based (Division of Early Childhood Recommended Practices and National Association of the Education of Young Children Developmentally Appropriate Practices) clusters. This specialized instruction provides infants/toddlers with pre-literacy skills needed for preschool entry. Cluster training will be provided via onsite coaching and internet-based resources (i.e., network discussion forum, interactive Web-CT PD activities and modules).
Objective 1.3: Approximately 1,000 parents and service providers will increase their knowledge, skills, and use of evidenced-based practices in pre-literacy, language, numeracy and advocacy skills.
1.3.1 (Years 1-5) – In collaboration with the Alabama Parent Training Institute (PTI), the SPDG staff will provide training once a year for approximately six PTI parent trainers in order to increase their skills in the area of early literacy and numeracy.
1.3.2 (Years 1-5) – The trained PTI parent trainers will provide regional trainings held monthly for parents of young children who are high risk or who have disabilities (approximately 1,000 total, over the 5 years). Parents will be given “Literacy and Numeracy Skills Boxes” during the training for use with their child in the home.
1.3.3 (Years 1-5) - In collaboration with Reach Out and Read (ROR) Alabama, the SPDG will increase Alabama sites from 25 to 50 in rural areas wit
