12/17/13  

1  

       

TCASE  Great  Ideas  Conference      January  21-­‐23,  2014  

“Closing  the  Achievement  Gap”    

presented  by:    

Tamera  Walker,  M.Ed.  Special  Education  Director    Houston  Area  Special  Education  Co-­‐op  

 Alice  Thompson,  PhD,  Support  Personnel        Houston  Area  Special  Education  Co-­‐op  

 

*  The  Texas  Education  Agency  reports  that  92%  of  white  students  graduated  on  time  in  2011.    *  In  comparison,    *  only  82%  of  Latino  students,    *  81%  of  black  students  and    *  84%  of  economically-­‐disadvantaged  students  graduated  in  four  years.    “In  a  state  that  60percent  economically  disadvantaged  and  60  percent  black  and  brown,  we’ve  got  to  be  concerned  about  closing  that  racial  achievement  gap  because  indeed  our  demographics  are  changing.”    

     ~Michael  Williams,  Commissioner  of  Education  

Statistic/Research    

*  The  disproportionate  representation  of  children  from  diverse  racial  and  ethnic  backgrounds  in  special  education  is  a  longstanding  national  issue  and  continues  to  concern  the  public.  The  Individuals  with  Disabilities  Education  Act  (IDEA)  2004  notes  that:  *  greater  efforts  are  needed  to  prevent  the  intensification  of  

problems  connected  with  mislabeling  minority  children  with  disabilities;    *  African-­‐American  children  are  identified  as  having  mental  

retardation  and  emotional  disturbance  at  rates  greater  than  their  white  counterparts;    

Background  

12/17/13  

2  

*  more  minority  children  continue  to  be  served  in  special  education  than  would  be  expected  from  the  percentage  of  minority  students  in  the  general  school  population;    

 *  in  the  1998-­‐1999  school  year,  African-­‐American  children  represented  14.8%  of  the  population  aged  6  through  21,  yet  comprised  20.2%  of  all  children  with  disabilities  served  in  our  schools.  

Background  (continue)  

Students  in  the  GAP  need  the  following  for  success  1.  Skills/strategies/knowledge  of  content  2.  To  be  goal  oriented-­‐MOTIVATION  3.  Mentors  and  connections  4.  Intensive,  explicit,  ongoing  instruction  5.  Comprehensive  support  6.  Great  content  instruction  

 Research  suggest:  

 Reveals  low-­‐achievers  lack  strategic  learning  abilities:  1.  Understanding  what  information  is  important  to  learn,  and  why  learning  it  is  important  2.  Learning  course  expectations  and  organizing  how  to  approach  the  performance  standards  accordingly  3.  How  to  study  effectively  for  a  test  4.  How  to  set  goals  and  accurately  reflect  on  their  progress  to  meet  the  goals  5.  Creating  new  ways  to  organize  and  categorize  information  over  time  6.  Learning  how  to  integrate  and  generalize  what  they  have  learned  

Research    (continue)  

12/17/13  

3  

* Racial  and  ethnic  minorities  * English  language  learners  * Students  with  disabilities  * Boys/girls  * Students  from  low-­‐income  families    

 Student  Groups  Experiencing  

Achievement  Gaps    

1.  Performance  on  tests    *  statewide  tests,  SATs,  etc.  

2.  Access  to  key  opportunities    *  advanced  mathematics,  physics,  higher  education,  etc.  

3.  Attainments    *  high  school  diploma,  college  degree,  employment  

Indicators  of  Achievement  Gaps  

1.  American  Indians  and  Alaska  Natives  2.  Asian  Americans  and  Pacific  Islanders  3.  African  Americans  4.  Hispanics  

Four  Ethnic  Groups  Typically  Affected  by  Achievement  Gaps  

12/17/13  

4  

1.  Increased  content  and  higher  expectations    2.  Limited  time  for  planning  and  collaboration  3.  Electronic  revolution  4.  Greater  accountability  on  STAAR  5.  Increased  Diversity  

Things  We  Know  

The  Strategic  Instruction  Model  

SIM  

Content  Enhancement  

-­‐planning  routines  -­‐teaching  routines  

Learning    Strategies  

 -­‐student  centered    -­‐intense  instruction  

Content  Enhancement-­‐is  a  way  of  teaching  an  academically  diverse  group  of  students  in  which  four  conditions  prevail:  

1.  Both  group  and  individual  needs  are  valued  and  met.  2.  The  integrity  of  content  is  maintained.  3.  Critical  features  of  the  content  are  selected  and  transformed  in  a  way  that  promotes  learning  for  all  students.  4.  Instruction  is  carried  out  in  a  partnership  with  students…  

* a.  Planning  Routines  * b.  Teaching  Routines  

 Content  Enhancement  Routines  

 

12/17/13  

5  

1.  Course  organizer  routine-­‐Teachers  use  this  routine  to  position  the  course  into  a  larger  perspective  for  students  so  they  have  a  clear  sense  of:  * Where  the  course  is  headed  * What  the  expectations  are    * How  learning  will  be  accomplished  * How  support  will  be  provided  

I.  Planning  Routines  

2.  Unit  Organizer  Routine  is  used  by  classroom  teachers  to  introduce  a  unit  to  students  so  they  can  see  the  “Big  Picture”  and…  

*  understand  their  assignment    *  understand  key  relationships  within  the  unit  *  understand  the  coming  sequence  of  instruction    

*  This  routine  shows    how  to  use  a  graphic  to  introduce,  anchor    and  closure  on  a  unit  of  content  that  takes  one  or  more  weeks  to  complete.  *   This  routine  will  benefit  a  wide  range  of  students.    

Planning  Routines  (continue)  

12/17/13  

6  

3.  Lesson  Organizer  Routine-­‐is  used  by  classroom  teachers  to  introduce  and  structure  a  lesson  for  students.  *  This  routine  helps  students:  *  Frame  a  lesson  with  larger  unit  and  students’  previous  

experiences  *  Focus  on  the  types  of  content  relationships  that  are    

important  in  the  lesson  and  type  of  learning  strategies  that  will  be  used.  

 *  The  Routine  can  be  used  for    a  daily  lesson  or  for  a  lesson  that  

lasts  several  days.  

Planning  Routines  (continue)  

1.  Concept  Anchoring  Routine-­‐focuses  on  how  teachers  help  student  connects  to  previously  learned  concepts  to  increase  student  understanding  and  retention  of  new  information.  * This  routine  shows  how  to  use  a  graphic,  the  Anchoring  Table,  to  present  a    new,  difficult  concept  using  a  familiar  concept  selected  by  the  teacher.  * Similar  characteristics  possessed  by  the  two  concepts  are  presented  and  summarized.  

II.  Teaching  Routines  

12/17/13  

7  

2.  Concept  Comparison  Routine-­‐teachers  use  this  routine  to  help  students  compare  and  contrast  key  concepts.  *  It  encourages  higher-­‐order  thinking,  as  students  are  guided  in  

identifying  larger  categories  into  which  the  similarities  and  differences  can  be  grouped.  *  This  routine  actively  engages  the  student  in  creating  a  

summary  statement  that  demonstrates  understanding  about  the  similarities  and  differences  between  or  among  concepts.  

Teaching  Routines  (continue)  

3.  Concept  Mastery  Routine-­‐focuses  on  how  teachers  can  help  students  understand  and  master  key  concepts  within  the  curriculum  content.  * The  routine  shows  how  to  use  a  graphic,  the  Concept  Diagram  *   to  identify  a  target  concept,  *   place  that  concept  within  a  larger  framework,    * explore  the  student’s  prior  knowledge  of  the  concept,    * analyze  both  examples  and  non  examples  and  construct  a  definition  of  the  concept.    

Teaching  Routines  (continue)  

12/17/13  

8  

Learning  strategy  instruction  focuses  on  making  the  students  more  active  learners  by  teaching  them  how  to  learn  and  how  to  

use  what  they  have  learned  to  solve  problems  and  be  successful.  

LEARNING  STRATEGY  

A  person’s  approach  to  learning  and  using  information  is  called  a…  

Students  learn  each  strategy  following  these  teacher-­‐directed  steps:  

1.  Pretest  2.  Describe  3.  Model  4.  Verbal  practice  5.  Controlled  practice  6.  Grade-­‐appropriate  practice  7.  Posttest  8.  Generalization  

     

How  do  Teachers  Teach    Learning  Strategies?  

 Students  learn  a  reading  comprehension  strategy  that  is  remembered  by  acronym  RAP:  1.  Read  a  paragraph  2.  Ask  yourself,  “what  were  the  main  idea  and  details  in  this  paragraph?”  3.  Put  the  main  Idea  and  details  into  your  own  words    

How  do  Teachers  Teach    Learning  Strategies?  (sample)  

12/17/13  

9  

Vocabulary  LINC  Routine  

Step  1:  List  the  parts  Step  2:  Identify  a  reminding  word  Step  3:  Note  a  LINCing  story  Step  4:  Create  a  LINCing  picture  Step  5:    Self-­‐test  

The  LINCS  Strategy  for  Learning    Vocabulary  Words  

1.    Take  an  index  card  and  divide  both  sides  in  half  by  drawing  a  lines  across  the  middle  of  both  sides.  2.    Write  the  word  to  be  learned  on  the  top  half  of  one  side.  Then  circle  it.  3.    Write  the  parts  of  the  definition  you  need  to  remember  on    the  top  of  the  other  side.  4.    Write  the  reminding  word  on  bottom  half  of  the  first  side.      

Creating  LINCS  Study  Cards  

12/17/13  

10  

5.  Write  the  LINCing  story  on  the  bottom  half  of  the  second  side.  *  Note  a  LINCing  story:  A  phrase  or  sentence  that  connect  or  

links  the  definition  of  the  new  term  to  the  reminding  word  

6.  Draw  the  LINCing  picture  on  the  bottom  half  of  the  second  side.  7.  Use  the  card  to  self-­‐test.  

Creating  LINCS  Study  Cards    (Continue)  

 

* Count  off  to  make  groups  (number  of  groups  will  be  determined  by  number  of  participants)  * Select  a  group  facilitator  * Each  group  will  make  a  LINC  study  card  

Activity  Make  a  LINC  Study  Card  

Example  of  LINCS  Study  Cards  

12/17/13  

11  

LINCS  Strategy  Results  

*  When  students  are  not  making  adequate  progress,  Content  Enhancement  and  Learning  Strategies  are  employed  in  different  ways  along  a  continuum  called    …Content  Literacy  Continuum:  *  Level  1.  Content  enhancement  routines  used  regularly  in  content  classes  *  Level  2.  Learning  strategies  are  embedded  in  content  classes  along  content  enhancement  routines  *  Level  3.  Intensive  strategy  instruction  where  strategy  instruction  and  strategic  tutoring  are  used  *  Level  4.  Intensive  Basic  Skills  Instruction  *  Level  5.  Therapeutic  Intervention-­‐foundational  language  competencies  

How  Does  SIM  Work  in  Schools  to  Meet  NCLB  and  Reduce  the  Gap?  

1. Knowledge  2. Comprehension  3. Application  4. Analysis  5. Synthesis  6. Evaluation  

Bloom’s  Taxonomy  of  Learning  

12/17/13  

12  

Bloom’s  Taxonomy  definitions,  examples  and  key  words  (verbs)  

 

Category  Example and Key Words (verbs)

1. Knowledge: Recall data or information.  

Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules. Define a term.  

Key Words: arranges, defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.  

2. Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.  

Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.  

Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.  

Category   Example and Key Words (verbs)

3.  Application:  Use  a  concept  in  a  new  situation  or  unprompted  use  of  an  abstraction.  Applies  what  was  learned  in  the  classroom  into  novel  situations  in  the  work  place.    

Examples:  Use  a  manual  to  calculate  an  employee's  vacation  time.  Apply  laws  of  statistics  to  evaluate  the  reliability  of  a  written  test.  

Key  Words:  applies,  changes,  computes,  constructs,  demonstrates,  discovers,  manipulates,  modifies,  operates,  predicts,  prepares,  produces,  relates,  shows,  solves,  uses.      

4. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.  

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.  

Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.  

Bloom’s  Taxonomy  (continue)  

Category   Example and Key Words (verbs)

5. Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.  

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.  

Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.  

6. Evaluation: Make judgments about the value of ideas or materials.  

Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.  

Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.  

Bloom’s  Taxonomy  (continue)  

12/17/13  

13  

1.  What  does  access  to  the  general  education  curriculum  mean  in  your  district/campus?.  

2.  Who  has  access?  3. What  does  access  “look”  like?  

Big  Questions  

1.  Know  and  understand  all  allowable  accommodations  available    

2.   Make  the  ARD  committee  aware  of  all  allowable  accommodations  and  make  informed  decisions  

3.   Teach  and  make  the  accommodations  accessible  for  students  daily  

4.  Train  general  education  teachers  how  to  implement  accommodations  in  the  classroom  

5.  Explain  what  “equal  access”  means  to  all  stake  holders  

Tips  for  Life  Without  the  STAAR-­‐M  

6.  Make  sure  to  include  LPAC  on  Accommodations  decisions  for  ELL  students  7.  Increase  rigor  in  placements  out  of  the  general  education  setting  (resource,  etc.)  8.  Include  special  education  teacher  in  general  education  curriculum  meetings  9.  Provide  paraeducators  curriculum  and  instructional  strategies  training  

Tips  for  Life  Without  the  STAAR-­‐M  (continue)  

12/17/13  

14  

* University  of  Kansas,  Center  for  Research  on  Learning  * U.  S.  Department  of  Education-­‐Teacher  to  Teacher  Initiative    * edHelper  * LD-­‐online  * TEA  Website  

References  

Q  &  A