OSEP/RTPUpdate

Lou DanielsonDirector

Research to PracticeOffice of Special Education Programs

Goals

• RTP Work on EBPs

• Part D Programs PART Ratings

• Program Highlights

• 2008

RTP History with EBPs

• Research Synthesis – late 1990’s– Swanson-LD Interventions– Vaughn – Grouping for Reading Instruction– Gersten- ELL Interventions

• What Works in Secondary and Transition– Cobb

• Work in Early Childhood– Dunst

• Ongoing and Primary Goal & Focus of Research to Practice Division

EBP Initiative

• Seven Long Term Target Areas• Literacy, Behavior, Early Childhood, Transition,

Instructional Strategies, Inclusive Principles• Immediate Goal:

– Create protocols for use in performance measures ratings

• Long Term Goal:– Create a shared resource for Part D Program

improvement and the communication of EBPs

Process to Date

• Identified expert panels in each of the long term target areas

• Requested nomination of evidence based practices and supporting research

• Developed a framework for each of the target areas– Framework is designed to provide an

organizational structure for the practices and designed to be consistent over time

EBP Process (cont.)

• Reviewed nominated practices and supporting literature to determine “level of evidence”

• For practices initially identified as moderately high or high literature reviews were conducted to review and gather supporting evidence

• An initial number of practices in each of the seven areas were identified for inclusion in the Phase 1 Protocols

• Initial draft protocols were developed that include the practice, a definition and a list of key words

• Each protocol also will have an annotated bibliography with summaries of supporting research

Overview of Seven Topic Areas

Workgroup Low

EmergingModerate High/Strong Undecided Total

Behavior 14 19 15 8 56Literacy 3 11 9 3 26Inclusive Strategies

39 0 10 0 49

Instructional Practices

2 10 9 21 42

Transition 19 4 7 0 30Assessment 9 22 11 6 48Early Childhood

n/a n/a 10 n/a 10

Total 86 66 71 38 261

Literacy

Name of Practice

Definition Keywords

Theme Identification and Instruction

Directly teaching students to analyze the story theme, by asking questions such as "Was what happened good or bad?" "Why was it good or bad?" The lesson, theme, or moral of the story is …

Theme Identification Program; theme identification

Behavior

Name of Practice

Definition Keywords

Functional behavioral assessment

A process for identifying the underlying causes of behavior. The components are (a) identification of the problem behavior, (b) definition of the behavior in concrete terms, (c) identification of the contextual factors that contribute to the behavior (including affective and cognitive), and (d) formulation of a hypothesis regarding the general conditions under which the behavior usually occurs and probable consequences that serve to maintain it.

FBA; Functional Behavioral Analysis; FACTS; ABC (Antecedent Behavior Consequence); Multiple Pathways; Competing Pathways

Instructional Practices

Name of Practice

Definition Keywords

Opportunity to Respond

An environment which provides students with disabilities an opportunity to make academic responses will positively foster learning and growth. Students benefit from high levels of active academic response time structured by the teacher in the classroom.

Response Time, Wait Time, Frequent and Intensive Practice, Choral Responding, Interactive Discussion, Response Cards

Early Childhood

Name of Practice

Definition Keywords

Routine Based Instruction

Caregiver responsiveness and incidental teaching strategies for promoting and sustaining learning and development. Routines involving sensitive responding to children are embedded into everyday activities.

routine based intervention, activity based instruction, embedded learning opportunities, incidental teaching, naturalistic learning opportunities

Transition

Name of Practice

Definition Keywords

Self-Determination and Self-Advocacy

Teaching persons with disabilities the knowledge, skills, and abilities that facilitate goal-directed and self-directed behaviors and activities. Creating opportunities for students to learn and practice self-determination skills. Enabling students to effectively endorse their independence and choice making.

self determined learning model, ARC’s Self-Determination Scale, AIR Self-Determination Assessment, goal-determined, self-regulated learning, self-directed activity, self-advocacy strategy, choice making, decision making, autonomy, motivation strategy instruction, McGill Action Planning Strategy (MAPS)

Challenges

• Time frame• Just as the 7 long term target areas do not

encompass all of the work we do – the protocols will not include all of the practices that we should be including in teacher training programs or our technical assistance efforts

• Iterative / Ongoing practices as research develops we intend to continue to revise the protocols

Challenges

• Balancing the immediate need to move forward with developing the protocols with the reluctance, in light of recent reports, of some of our best experts to assist in the process.

PART

• All federal programs

• To date reviews have been done on personnel preparation, technical assistance, parent training & information, and technology and media

• All were rated as RND

Common Deficiencies

• Lack of annual measures

• Lack of long term goals

• Lack of appropriate and ambitious targets

• Lack of efficiency measures

• Lack of independent program evaluation

• Lack of public access to the personnel preparation data base (SDR)

Performance Measures Linked to Target Areas

• Long Term PP: Personnel trained using IDEA Personnel Preparation investments will have the knowledge and skills to deliver scientifically- or evidence-based practices for infants, toddlers, children and youth with disabilities.

• Annual PP: The percentage of Special Education Personnel Preparation projects that incorporate evidence-based practices in the curriculum.

• Long Term SPDG: The percentage of personnel receiving professional development through the SPDG program on scientifically- or evidence-based instructional practices.

• Long Term SPDG: The percentage of SPDG projects that successfully replicate scientifically or evidenced-based practices on a statewide or district-wide basis.

• Long Term TA&D: States and other recipients of IDEA Technical Assistance and Dissemination services will implement scientifically- or evidence-based practices for infants, toddlers, children and youth with disabilities.

• Long Term Tech & Media: Investments in the Technology and Media Services program will develop and validate current and emerging technologies that incorporate scientifically- or evidence-based materials and services.

Program Highlights

• NCLB Collaboration• NIMAS• RTI• PBS• Assessment• Evaluation Center• 325T• Doctoral Training• Blindness Program Pilot• TA&D – SPP/APR, State Capacity

2008

• Status of New Priorities

• Conference– July 21-23– Planning committee – Post Conference Website– www.osep-meeting.org

Research to Practice

Not just the name of our Division

Activities such as EBP work and PART are not just done to check off a box, in reality they are by products if we do our job well

Foundation of what we believe and work towards everyday to improve outcomes for children with disabilities

THANK YOU!