Standards Aligned IEPs:Implications for School Psychology...
Transcript of Standards Aligned IEPs:Implications for School Psychology...
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StandardsAlignedIEPs: ImplicationsforSchoolPsychologyPractice
ISRDConferenceSandestin,FL
January18,2018
Dr.GeorgeM.BatscheProfessorandCoordinator
GraduateProgramsinSchoolPsychologyDirector
InstituteforSchoolReformUniversityofSouthFlorida
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ØUnderstandthebestpredictorsofsuccessforstudentswithdisabilities
ØKnowwhat“integratedinstruction”meansinaMTSSØKnowthefederalandstateexpectationsforstandardsalignedIEPsandtherationale
ØAwareofstateinstructionalmodulesthataimtoincreaseskillsinintegratedinstructionandstandardsalignedIEPs
ØEvidence-basedinstructionalpracticesinTier1thatarealso“speciallydesignedinstruction.”
ØGainexperiencewithacasestudythatleadstoastandardsalignedIEP
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Whatis“driving”thisstandards-alignedIEPmovement?
• TheUSDOEMemoof2015• Thepoorandflatproficiencyratesofstudentswithdisabilities
• ThelackofattentiontopowerfulresearchthatprovidesstructuresandstrategiesforSWDsuccessinTier1
• ThelackofafocusoninstructioninIEPs• Theneedtointegrateinstructionacrosstiers• Thepost-secondaryoutcomesforstudentswithdisabilities
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BigIdeasinOSERSMemo• Ensuringthatallchildren,includingchildrenwithdisabilities,areheldto
rigorousacademicstandardsandhighexpectationsisasharedresponsibilityforallofus.
• …wewritetoclarifythatanindividualizededucationprogram(IEP)foraneligiblechildwithadisabilityundertheIndividualswithDisabilitiesEducationAct(IDEA)mustbealignedwiththeState’sacademiccontentstandardsforthegradeinwhichthechildisenrolled
• Researchhasdemonstratedthatchildrenwithdisabilitieswhostruggleinreadingandmathematicscansuccessfullylearngrade-levelcontent
• lowexpectationscanleadtochildrenwithdisabilitiesreceivinglesschallenginginstruction thatreflectsbelowgrade-levelcontentstandards,andtherebynotlearningwhattheyneedtosucceed
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BigIdeasinOSERSMemo• TheDepartmentinterprets“thesamecurriculumasfornondisabled
children”tobethecurriculumthatisbasedonaState’sacademiccontentstandardsforthegradeinwhichachildisenrolled.
• theIEPTeammustconsiderhow achild’sspecificdisabilityimpactshisorherabilitytoadvanceappropriately
• EPTeammayconsiderthespecialeducationinstructionthathasbeenprovidedtothechild,thechild’spreviousrateofacademicgrowth,andwhetherthechildisontracktoachievegrade-levelproficiencywithintheyear.
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RequiredElements:OSERSIEPMemo
• ShareresponsibilityforalleducatorsservingSWDs• IEPsmustbealignedwithstate-approved,gradelevelstandards
• “thesamecurriculum”meansthecurriculumthatisbasedonaState’sacademiccontentstandardsforthegradeinwhichachildisenrolled
• TheIEPteammustconsiderHOWthedisabilityimpactsthestudent’sabilitytoadvance
• IEPteammustdocumentthechild’spreviousrateofgrowth,estimatetheratenecessarytoattainstateapproved-gradelevelstandardsandprovideSDItosupportthatrate.
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EngagingGeneralEducationPartners:
• Studentswithdisabilities(SWDs)generallyhavethelowestperformancelevelsofanydemographicgroup
• PerformanceofSWDsisasignificantpartoftheoverallevaluationofaschool/district.
• SWDsareheldtothesamestandards(assessment)asallotherstudents
• State-levelassessmentsarealignedwithstatestandards
• TypicalIEPgoalsfocusondiscreteskills,notthehigherorderfocusofstatestandards
• IfIEPgoalsarenotalignedwithstandards,thenSWDsarelearning“skills”butwhatistaughtisNOTwhatismeasuredonstate-levelassessments.
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ImprovingINSTRUCTION!
Howoftendostudentservicespersonnelpicksessionsatconferencesthatfocusonhowtoimproveclassroom
instruction?
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Allofthesystemscanbeinplace,theevaluationmodelsset,thedata
available,BUT…Studentsimprovewhentheyareexposedto
highquality,powerfulandintegratedinstruction.StudentgrowthismosthighlyrelatedtoAcademicEngagedTimeinthepresenceofhighlyeffectiveinstruction.
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Thebestpredictorofproficiencyratesforstudentswithdisabilities?
TheproficiencyratesofstudentsinTier1!!!!
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“Themostlegitimateandeffectiveschoolimprovementeffortisnot todesignasystemofinterventionstohelpstudentsatrisk,butrathertoupgradethecorecurriculum.”
MikeMattosPrincipal
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LeadwithINSTRUCTION!
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Somethoughts….• Standardsalignedinstructionandproblem-solvingdemandsaclear
understandingofwhatishappeninginuniversaleducationinTier1first.
• Tier1standardssettheexpectationsforstudentperformance.Tier1standardsaredefinedasthe“standardsforthegradelevelinwhichthestudentisenrolled (USDOE,November,2015)
• Intensification(Tiers2/3)andSpeciallyDesignedInstructionmustbealignedwithTier1.
• Lessonplanning/studyisthepracticeofintegratinginstructionacrosstiers.
• IFwebelieveinaMTSSthenwebelieveinthe“intensification”ofinstruction.Theterm“intervention”impliessomethingotherthanintensification.Itispejorative,stigmatizingandimpliesthatstudentscanbe“fixed.”
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MTSS:GoodNewsandPotentialPitfalls
Dissagregating instructionismucheasierandintegratingitacrosstiers.
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Multi-Tiered System
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PurposeofTier1
• Alignedwithstate-approved,gradelevel/subjectareastandards• Setsthescope,sequenceandpacingofinstruction• IntendedforALLstudents• Broadestscopeofcurriculum• Fewestassessments• Leastamountoftimeallocatedtograde/subjectarea• Leastamountofstudent-teacherengagedtime• Leastamountofinstructionalsupervision• Expectationforstudentengagement• UniversalEducation/UniversalDesign• Lessonplanningprocessshouldguidethescope,sequenceandpacingforTiers
2,3andSpeciallyDesignedInstruction
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TypeofInstructionNeeded:SpeciallyDesignedorIntensified?
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Intensivevs SpeciallyDesigned
• Intensiveinstruction:– Mosttimewecanprovide– Narrowestfocus– Designedtoovercomebarriers(e.g.,lossofopportunity,lackofsufficientinstructionaltime,background,language)thatarenottheresultofadisability
• SpeciallyDesignedInstruction– Designedtoreduceoreliminatethebarriersrelatedtoadisability
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SpeciallyDesignedInstructioninTier1
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CSR—ResultsBoardman,Vaughnetal.(2016)
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PromotingAdolescentComprehensionThroughText(PACT)
“Intheareaofcontentacquisition,bothEnglishLearnersandNon-EnglishLearnerswithdisabilitieswereabletosignificantlybenefitfromthePACTinterventionprovidedingeneraleducationsocialstudiesclasses.”
Wanzek,etal.(2016)
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TierIandMathematics• ComparisonsofMathematicsInterventionEffectsinResourceandInclusiveClassrooms– BrianA.Bottge1,AllanS.Cohen2,andHye-Jeong Choi(2017)
• ResultsindicatedthatEAI(enhancedachoredinstruction)wasmoreeffectivethanbusinessasusualinreducingcombiningerrors(e.g.,addingdenominators)anddenominatorerrors(e.g.,notfindingcommondenominator)ofstudentswithdisabilities(SWD)andstudentswithoutdisabilitiesinbothsettings.
• SWDsininclusivesettingsscoredhigher.
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SDIforMathandEffectsofAET• MathematicalInterventionsforSecondaryStudentsWith
LearningDisabilitiesandMathematicsDifficulties:AMeta-Analysis– AshaK.Jitendra1,AmyE.Lein,Soo-hyun Im,AhmedA.Alghamdi,ScottB.Hefte,and John
Mouanoutoua (2017)
• Resultsofarandomeffectsmodelanalysisindicatedthatmathematicalinterventionsinfluencemathematicsoutcomes(g =0.37,95%confidenceinterval[0.18,0.56])forstudentswithlearningdisabilitiesandmathematicsdifficulties.Inaddition,instructionaltimemoderatedtherelationbetweenmathematicsinterventionsandstudentlearning.(2017)
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UniversalDesignforLearning
Howtosuccessful“bridge”thegapforSWDswholackthebasicskillsto
accessgradelevelcontent
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ThreePrinciples• PrincipleI:ProvideMultipleMeansofRepresentation(the“what”oflearning)– Perceptions,LanguageexpressionsandsymbolsandComprehension
• PrincipleII:ProvideMultipleMeansofActionandExpression(the“how”oflearning)– Physicalaction,ExpressionandcommunicationandExecutivefunction
• PrincipleIII:ProvideMultipleMeansofEngagement(the“why”oflearning)– RecruitingInterest,SustainingeffortandpersistenceandSelf-regulation
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Standards-AlignedIEPs
Howdowegetthere?
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Standards-AlignedIEPs
• Initialreasonforreferralwouldfocusonthestandard(s)thatthestudentisnotattainingRATHERTHANspecificskilldeficits(e.g.,fluency)
• Thefocusontheproblem-solvingprocessandtheassessmentprocesswouldbeonthestandard notjusttheskilldeficit.
• Theideathatimprovingthedeficitwillimproveattainmentofthestandardisaflawedlogic
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The“Demands”oftheStandards
ThecognitivedemandofthestandardsincorporatesBloom’sTaxonomyandWebb’sDepthofKnowledge.
Howisthisaccomplished?
Thestandards“rampup”thedemandsmadeonstudentthinking.
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Kindergarten 1st Grade 2nd Grade 3rd Grade
READINGSTANDARDSFORLITERATURE,KeyIdeasandDetails
2.Withpromptingandsupport,retellfamiliarstories,includingkeydetails.
2.Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.
2.Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.
2.Recountstories,includingfables,folktales,andmythsfromdiversecultures;determinethecentralmessage,lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.
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3rd Grade 4th Grade 5th Grade 6thGrade2.Recountstories,includingfables,folktales,andmythsfromdiversecultures;determinethecentralmessage,lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.
2.Determineathemeofastory,drama,orpoemfromdetailsinthetext;summarizethetext.
2.Determineathemeofastory,drama,orpoemfromdetailsinthetext,includinghowcharactersinastoryordramarespondtochallengesorhowthespeakerinapoemreflectsuponatopic;summarizethetext.
2.Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.
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7th Grade 8th Grade2.Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext;provideanobjectivesummaryofthetext.
2.Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includingitsrelationshiptothecharacters,setting,andplot;provideanobjectivesummaryofthetext.
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9th -10th Grade 11th -12th Grade2.Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.
2.Determinetwoormorecentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoprovideacomplexanalysis;provideanobjectivesummaryofthetext.
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Standards-basedInstructionModel
38FloridaDepartmentofEducationBureauofCurriculumandInstruction(www.fldoe.org/bii)
StandardorBenchmarkAlignedtoCourseDescription• Guidesthedevelopmentofthelessonbeginningwiththedesiredoutcome
LearningGoals• Describeswhatstudentsshouldknowandbeabletodo
• Includesessentialquestionsand• Rubricstodefinelevelsofknowledgeacquisition
EngagingLesson• Includesappropriateandmeaningfulactivities thatengagestudentsinthelearningprocess,addresscommonmisconceptions, andincorporatehigher-orderthinkingskills
Formative,Interim,and/orSummativeAssessments• Providesmultiplesourcesofstudentdatatoguidedecisionsaboutadjustinginstructionand/orprovidinginterventions
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Implications• NewinformationisrequiredfortheIEPprocess.• Likelyprocess:– 1.Identifythestandardtobeattained(theonethatthechildisstrugglingwith)
– 2.Unpackthestandard(s)—KUD– 3.IdentifyspecificaccessskillsnecessaryfortheKUD– 4.IdentifytheaccessskillsthatthestudentlacksfortheKUD
– 5.PrioritizethoseskillsontheIEP– 6.Identifystrategies/resources(e.g.,UDL)necessarytoenablethestudenttoaccessthecontent/knowledgeinthestandardbypassingskilldeficits
– 7.IdentifyAcademicBehaviors/StudentEngagementSkills– 8.Identifyappropriatedatatomeasureprogresstowardthestandard,notjusttheskills.
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CaseStudyBrianisasixthgraderwithsignificantdelaysinreading.Accordingtorecentevaluationdata,hisreadingcomprehensionlevelwhenhemustdecodeindependentlyisfouryears(2nd
gradelevel)behindthatofhisgrade-levelpeers.Hespecificallystruggleswithoralreadingfluency.Hecancurrentlyread26wordsperminutecorrectlyfroma2nd gradeleveltext.Hecananswer35%ofcomprehensionquestionsaboutthetexthehasreadindependently.Whengrade-levelmaterialisreadaloudtohim(ListeningComprehension),heisabletounderstandthematerialandanswercomprehensionquestionappropriateforhisageandgrade.
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SomeCourageousQuestions• Whatwouldpowerfulinstruction“looklike”inTier1?Instructionthatmeetstheneedsofallstudents?
• WhatwouldinstructionalintensificationlooklikeinTiers2/3andSDIinan“aligned”approach?
• HowdoweembedtheprinciplesofUDLinalllevelsofintensificationinawaythatbothsupportsstudentgrowthandincreasesequityinaccesstograde-levelstandards?
• Whatdatadoweusetodrivethesedecisions?• Howdoweinterpretthosedatawithinastandardsalignedinstructionalmodel?