MASP 2016 PPT Handouts - Wild Apricot

Embracing the National Association of School Psychologists (NASP) Practice Model: Leading the implementation of effective instruction for

struggling students

Michigan Association of School Psychologists Lara MacQuarrie, Ph.D. & Jane Sturgell, S. Psy. S., NCSP

November 4, 2016

Objectives To provide: • Review of the NASP practice guidelines • Focus on our role in instructional consultation as well as interventions and instructional support

• Review research-based principles and practices • Provide tools and resources

NASP Beliefs & Context

Ø All children can learn and succeed academically, socially, behaviorally, and emotionally

Ø Schools have the responsibility to teach all Ø Practice, supports, and services are based on the outcomes of high-quality, research-based instruction

Ø NASP endorses comprehensive school psychological services, prevention and early intervention, MTSS, and collaborative partnerships between home and school

As educators, we all have the same goal:

to help our students make the maximum possible academic, behavioral, and social gains and nurture their desire to learn.

The Reading Deficit

Sec. 300.39 Special education

(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability,

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction,

(Authority: 20 U.S.C. 1401(29))

Why focus on instruction? • The NASP Practice Model gives school psychologists a unique opportunity to help improve instruction and achievement.

• Approximately 33% of fourth-grade students cannot read at a basic level

• Approximately 75% of dropouts reported academic difficulty in learning to read (National Center for Education Statistics, 2009)

• Some argue that as many as 20-30% of all students are “falling through the cracks” in the area of reading (Sternberg & Grigorenko, 1998).

Why? • The new authorization of ESEA appears to place emphasis on prevention, and consultation on increasing achievement, for instructional support personnel including school psychologists (Vaillencourt, 2016).

• The President’s Commission on Excellence in Special Education (PCESE, 2002) encourages all educators to help each child to succeed.

Why? •  In addition, the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) mandates access to, and progress in, the general education curriculum for students with disabilities as well as the use of scientifically research-based or peer-reviewed strategies, to determine the student’s response to instruction (IDEIA, 2004).

• Our national focus has shifted to improving educational outcomes for all students (IDEIA, 2004).

What? • The NASP Practice Model advocates for comprehensive school psychological service delivery.

• School psychologists have a unique opportunity to help teachers improve instruction through the use of consultation and coaching (Burns, 2004; Rosenfield & Gravois, 1996).

How? • One way to improve outcomes for students is to share research and evidence-based instructional strategies with teachers. Explicit instruction is such an evidence-based practice (Archer & Hughes, 2011).

Miller (1956)

• 7 + or – 2 • Telephone • Number • Social Security Number

• Driver’s License Number

Gickling (2002); Leon in Wolf (1993)

Age Memory Capacity Time On-task

3 ● 5 Minutes 5 ●● 7 Minutes 7 ●●● 9 Minutes 9 ●●●● 11 Minutes 11 ●●●●● 13 Minutes 13 ●●●●●● 15 Minutes

Gates (1930) Repetition requirements

• 100 IQ=35X • 120 IQ=25X •  80 IQ=55X

Research Connections (Hattie, 2009)

Circle the five practices with the highest effect size: • Simulations and gaming • Clearly defined rules and procedures • Inquiry based teaching • Feedback • Problem-based learning • Spaced versus massed practice • Differentiation • Meta-cognition strategies • Inductive teaching • Direct Instruction • Mastery learning • Goals—challenging

Hattie’s Barometer

Research Connections (Hattie, 2009)

Intervention/Practice ES • Clearly defined rules and procedures .76 • Teacher clarity .75 • Feedback .72 • Spaced versus massed practice .71 • Meta-cognition strategies .67 • Direct Instruction .59 • Mastery learning .57 • Goals—challenging .56

• Research, across the past 30 years, supports a set of instructional principles that may be found within an explicit instruction approach (Archer & Hughes, 2011).

• Explicit instruction has been shown to have high effect sizes, at or above .60 in reading (d=.89), word attack (d=.64), comprehension (d=.54), for students in regular education (d=.99), and for struggling learners (d=.86) according to (Adams & Englelmann, 1996; Hattie, 2009; Kavale, Blum, & Llyod, 1997).

What practices are supported in research?

• Furthermore, Kavale and Forness (1999) conducted a meta-analysis for explicit instruction and showed an effect size of (d=.89) and comprehension (d=1.13) for students identified as having learning disabilities.

What practices are supported in research?

• For all learners, Hattie (2009) found high effect sizes for teacher clarity (d=.75), feedback (d=.75), spaced versus massed practice (d=.71), which are all key principles within explicit instruction.

•  In addition, increasing time on-task, creating high levels of success (Hargis, 1987), increasing opportunities to respond (Burns, 2007; Greenwood, Delquadri, & Hall, 1984; MacQuarrie, Tucker, Burns, & Hartman, 2002), scaffolding instruction, and providing appropriate practice are also critical components of explicit instruction.

What do students with IEPs need? • Christenson, et al. (1989) further suggest the following factors of explicit instruction as critical for students with disabilities: 1) clear expectations, 2) clarity of presentation, 3) multiple opportunities for responses, 4) active teacher monitoring, and 5) frequent evaluation and feedback (Archer & Hughes, 2011).

Who needs what and when? (Archer & Hughes, 2011)

Explicit Instruction

• Little or no background knowledge

• History of difficulty • History of failure

Discovery

• A great deal of background knowledge

• History of success

Explicit Instruction is

• Systematic • Relentless • Engaging • Successful

Systematic

Instructional delivery: • clear descriptions • demonstrations of a skill,

• supported practice •  timely feedback. https://www.youtube.com/watch?v=ZzvPwvxnBrQ

Relentless

Increase content coverage. The more academic content covered effectively and efficiently, the greater potential for student learning. https://www.youtube.com/watch?v=eY5nYuE6IhY

Relentless Increase instructional time. The more time in teacher-led, skill-level groups versus one-to-one teaching or seat-work activities, the more instruction students receive, and the more they learn. https://www.youtube.com/watch?v=ZzvPwvxnBrQ

Successful Promote high levels of success. The more successful students are when they engage in an academic task, the more they achieve. https://www.youtube.com/watch?v=jfjOJQFusrc

Engaging

I Do, We Do, You Do: • Initial practice is carried out with high levels of teacher involvement • once success is evident, the teacher’s support is systematically withdrawn • students move toward independent performance. https://www.youtube.com/watch?v=JUqwG-wWF40

http://explicitinstruction.org/video-secondary-main/8-vocabulary-review-fourth-grade/

Video Reflection Good instructional Practices Missed Opportunities

Expert Jigsaw

Getting Started Chapter 1 explores the following topics: 1.  elements of explicit instruction, 2.  underlying principles of effective instruction,

and 3.  research evidence supporting explicit

instruction

www.explicitinstruction.org

ExplicitInstruction:

EffectiveandEfficientTeachingChapterAssignments!

Chapter1ExploringtheFoundationsofExplicitInstruction

Pleasereadyourassignedpages,writedownthe3-5mostessentialideasinyoursection,andbepreparedtodiscuss.

1.Readpages1-5A.______________________________