Closing the Performance Gap with Research-based Interventions Long Island Association of Special Education Administrators Don Deshler January 16-17, 2003

Closing the Performance Gap with Research-

based Interventions

Long Island Association of Special Education

AdministratorsDon DeshlerJanuary 16-17, 2003

“A doctor can bury his mistakes, but an architect can only advise his client to plant vines.”

Frank Lloyd Wright

“What matters most in the work

that we do?”

CLOSING THE

PERFORMANC

E GAP

The Performance GapThe Performance GapDemands/Skills

Years in School

Current Realities for SWDs in Our Schools:

A Partial Profile

Descriptive Research

Studying• School culture• Instructional methods• Services• Attitudes• Student outcomes• Satisfaction

Descriptive Year 1 StudyResearch Questions

• What is the school climate for SWDs?• How is instruction provided to SWDs enrolled

in general education high school classes?• What support services are provided to SWDs

enrolled in general education classes?• What are the outcomes of the

instruction and the services?

Administrator Interviews

• All administrators state that they want to help SWDs succeed (17 of 17)

• Administrators do not have method for evaluating the outcomes of special education programs (8 of 9 schools)

• Administrators do not have a plan for the improvement of special education programs (8 of 9 schools)

Administrator Interviews

• Schools generally don’t have a written policy related to inclusion (8 of 9)

• Special education administrators aren’t familiar with standards-based instruction (8 of 8)

• Special education administrators aren’t familiar with the academic paths available within general education (7 of 8)

Administrator Interviews• General education teachers and special education

teachers are two separate camps (7 of 9 schools)– Budgets are separate– Staff development is separate– General education teachers do not get training related to SWDs and

other at-risk students– Planning time is separate– Roles are separate, and responsibilities are not shared related to

SWDs and other at-risk students– Hostility is apparent bilaterally

Implications• Schools need written policies and integrated

programs related to inclusion• Schools need specified outcome goals for

inclusive programs• Schools need methods and measures for

evaluating the outcomes of inclusive programs

• Special education services need to be aligned with general education standards

Course OptionsType ACourses taught by SPED teachers for SPED students

Type BCourses for low achievers and at-risk students

Type CRigorous courses with heterogeneous groups of students

Type DAdvanced Placement courses

Type EOther courses (e.g., vo tech electives)

Taught by general education teachers

SWDs

Rigorous General Education Enrollments for SWDs

Question 4: Considering the ourcomes related to students with disabilities who are enrolled in your classes for academic purposes, how

satisfied are you with the following?

1.5

3.3

3

3.6

4.1

3.3

3.9

3

4.3

5.4

1.5

2.8

1.7

3

4

0 1 2 3 4 5 6 7

e. Team teaching with specialeducation teachers

d. Coordinated instruction withspecial education/remedial

teachers

c. Computer-assisted instruction

b. Peer support systems

a. Cooperative arrangements

Items

WA KS OR

Question 8: As you assess students' mastery of course content, to what degree do you use the following accommodations?

5

2.2

2.3

2.2

3.2

4.6

4.1

1.6

4

2.9

3.6

2.7

5.5

5.6

1.4

6

2.8

1.8

2.5

3.3

5.8

6

2.5

0 1 2 3 4 5 6 7

h. Other

g. Shortened tests

f. Reader

e. Note taker

d. More than one version of a test

c. Extra time

b. Distraction-free environment

a. Audio cassette recording

Items

WA KS OR

Question 13: To what degree does success (grade of C or better) for students with disabilities in your course depend on the demonstration of

the following?

3.8

5.1

5.2

5.2

5.8

5.8

5.5

5.9

5.3

6

6.5

6.8

0 1 2 3 4 5 6 7

d. Transfer and application

c. Manipulation of contentknowledge

b. Content knowledge

a. Basic skills/strategies

Items

WA KS OR

Question 19: To what degree do the factors listed below contribute to academic failure for students with disabilities?

5

5.4

4.9

3.5

4.5

4.4

4

3.4

6.4

4.7

4.4

3.9

4.1

4.7

4.1

4

4

5

4

5

5

3.7

4

5

0 1 2 3 4 5 6 7

h. Youth goals and attitudes

g. Youth skills and abilities

f. Planning apportunities andsupport

e. Teaching methods

d. Tests and assessment methods

c. Textbooks and materials

b. Curriculum standards andemphasis

a. School-wide structures andpolicies

Items

WA KS OR

Question 29: To what degree:

2.8

3.3

2.5

2.4

2.2

2.3

5.3

3.2

5.7

5.8

4.1

4.1

5.6

6

3

6.5

2

4

4

3.5

5.5

0 1 2 3 4 5 6 7

g. Do IEP decisions have a negativeeffect on other students?

f. Do you think that IEP decisionsare realistic for you to

implement?

e. Do you want to be moreinvolved in IEP decisions?

d. Have IEP decisions affectedyour teaching?

c. Are you informed of how IEPdecisions will affect your course?

b. Have you been involved inattending IEP meetings?

a. Are you aware of the IEPprocess?

Items

WA KS OR

Question 31: To what degree:

5.1

4.2

4.2

4.3

3.9

3.7

7

2

4

0 1 2 3 4 5 6 7

c. are there constraints orbarriers that prevent you fromimplementing research-based

practices?

b. does your school support theimplementation of research-basedpractices to enhance the learningof students without disabilities

who are low achieving?

a. does your school supportimplementation of research-basedpractices designed to enhance the

learning of students withdisabilities?

Items

WA KS OR

Question 32: To what degree do you believe that:

3.8

4.1

3.1

3.1

5.3

5.9

4.1

4.1

5

6.8

2

2.7

0 1 2 3 4 5 6 7

d. communicating with the specialeducation teacher about studentswithout disabilities who are low

achieving would be helpful?

c. communicating with the specialeducation teacher about students

with disabilities would be helpful?

b. supports outside your courseare adequate to ensure the

success of students withoutdisabilities who are low achieving

in your course?

a. supports outside your courseare adequate to ensure thesuccess of students with

disabilities in your course?

Items

WA KS OR

High School Teachers Respond‘Why do Students with Disabilities Fail?’

General education teachers said:• They generally give up.• Not motivated to work.• SPED classification gives them an excuse not to

try.• Ill-prepared.• Lack of parental involvement.• Appropriate accommodations not

made because the disability isn’t understood.

High School Teachers Respond‘Why do Students with Disabilities Fail?’

Special education teachers said:• Lack of proper nutrition.• Previous low expectations from

teachers/district.• Reading and writing skills.• Poor work habits and organization.• Lack of student motivation and caring.• No or very little accommodations.

Closing the Performance Gap

The “Core”

Continuum of Content

Literacy

Strong Administrative

Leadership

results from attending to

is promoted by the

only happens through

Promoting Learning Over Coverage for ALL Learners

is about


The “Core”


Literacy


Leadership


is promoted by the



is about

What’s Should be at the Core?

• Vision

• Efficacy/Beliefs

• Validated instructional practices

• Administrative Leadership

Vaughn, Gersten, & Chard (2000)

• Interventions that benefit SLD also benefit average and high achievers

• Instruction that is visible & explicit

• Instruction that is interactive between students & teacher & between students

• Instruction that controls of task difficulty

• Strategies that guide student learning

Direct Instruction

• Small steps• Probes• Feedback• Diagrams/pictures• Independent

practice

• Clear Explanations• Teacher models• Reminders to use

strategies• Step-by-step

prompts• Review the

learning process

Strategy Instruction

Swanson (1999)

Responsive Instruction•Continuous Assessment•Instructional Accommodations

•Elaborated Feedback

Systematic Instruction•Structured •Connected •Scaffolded •Informative

Intensive Instruction•Sufficient Time•High Engagement

My, how time can slip away!!

• 10 minutes lost/block (4 blocks/day)– 40 minutes lost/day– 200 minutes (3.3 hours) of lost/week– 105 hours/year or about

17 days!!!


The “Core”


Literacy


Leadership


is promoted by the



is about

.

A Continuum of ActionKey Components for Content Literacy

Component 1: Ensure mastery of critical content.

Component 2: Weave shared strategies across classes.

Component 3: Support mastery of shared strategies for targeted strategies.

Component 4: Develop more intensive course options for those who need it.

Component 5: Develop more intensive clinical options for those who need it.

.


All students learn critical content required in the core curriculumregardless of literacy levels.

Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery.

all most some

For example: The Unit Organizer Routine

Content Enhancement Teaching Routines

Planning and Leading LearningCourse Organizer

Unit OrganizerLesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

Vocabulary Routine

Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

UN

IT S

EL

F-T

ES

TQ

UE

ST

ION

S

is about...

UN

ITR

EL

AT

ION

SH

IPS

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

The roots and consequences of civil unrest.

The Causes of the Civil WarGrowth of the Nation The Civil War

Sectionalism

pp. 201-236

1/22 Cooperative groups - over pp. 201-210

1/28 Quiz


"Influential Personalities" projectdue

1/30 Quiz


2/6 Review for test

2/7 Review for test

2/6 Test

Areas of the U.S.

Differences between the areas

Events in the U.S.

Leaders across the U.S.

was based on

emerged because of became greater with

was influenced by

descriptive

cause/effect

What was sectionalism as it existed in the U. S. of 1860?

How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?

compare/contrast

1/22

What examples of sectionalism exist in the world today?

A mammal is a warm-blooded vertebrate that has hair and nurses its young.

CONCEPT DIAGRAM CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS:

21

Always Present Sometimes Present Never Present

Examples: Nonexamples:

PRACTICE WITH NEW EXAMPLE

TIE DOWNA DEFINITION

EXPLORE EXAMPLES

1

3

2

4

5

6

7

33 Key Words Mammal Vertebrate

warm-blooded

nurse their young

has hair

walks on 2 legs walks on 4 legs

cold-blooded

human snake

elephant

whale

+

+

+

duckbillplatypus

swims in water

alligator

shark

bird

elephant

human

warm-blooded

nurse their young

whale

bird

shark

walks on 4 legs

can fly

cold-blooded

bat

can flymoves on the ground

O

Concept Diagram

Concept Mastery Results

54%

78%

0

10

20

30

40

50

60

70

80

PrePost

Test scores of students with disabilities on unit tests

The Critical Question

The question that will be the focus of the lesson

Section 1 of the Guide

Key Terms and Explanations

Important words or phrases that must be understood

in order to answer the Critical Question

Section 2of the Guide

Supporting Questions

The smaller questions that need to be answered in order to answer the Critical Question


The Main Idea Answer

A concise answer to theCritical Question.


Use in a Related Area

A question or statement that prompts students to explore

the Main Idea Answer ingreater depth and demonstrate

their understanding of it in a related content area.


Overall Idea

A generalization derived from the

main Idea Answerwhich can be appliedto the world at large.

Real-World Use

A question or statement that challenges students

to show how the Mainidea Answer applies

to the real world.


Question Exploration Guide: Generalization Results

67

50

6360

56

6460

63

7881

83

88

69

85

9397

0

10

20

30

40

50

60

70

80

90

100

LD LA NA HA LD LA NA HA

Percentage Correct

Comparison group Experimental group

Prejudice Lesson Impetuous Behavior Lesson

Instructional Methodology• CUE

• DO

• REVIEW

.







.


Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments.

For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”

““It’s strange that It’s strange that we expect students we expect students to learn, yet spend to learn, yet spend so little time so little time teaching them teaching them about learning!”about learning!”

Norman, 1980Norman, 1980

““In times of change In times of change learners inherit the learners inherit the earth, while the learned earth, while the learned find themselves find themselves beautifully equipped to beautifully equipped to deal with a world that deal with a world that no longer exists!”no longer exists!”

Eric HofferEric Hoffer

Embedded Strategy Instruction

Memory StrategyMemory Strategy• FForm a word with first letters

• IInsert a letter

• RRearrange the letters

• SShape a sentence

• TTry combinations

Large Group InstructionI Do It!• Review the steps of the strategy• Explain how it will help them learn• Specify what they need to do• Think out loud• Problem solve• Attack the challenge in different ways• Address errors from previous day’s work

Large Group InstructionWe Do It!

• Ask for strategy steps• Ask students to explain how they’re

thinking• Shape student responses• Encourage students with authentic

praise• Evaluate student understanding• Re-instruct if necessary

Large Group InstructionYou Do it!

• Let students perform independently• Give brief, specific, constructive

feedback• Identify categories of error to identify the

focus for the next day’s session• Have students record their grade on a

progress chart

Learning Strategies Curriculum

Acquisition Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

Storage First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Expression of Competence

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking

Self-Questioning Strategy

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Self-Questioning-2001 n= 133

0

10

20

30

40

50

60

comparison experimental

Textbook quiz

7th Grade Science Class: Growth Scores

State Writing Assessment

94

74.585

0102030405060708090

100

Percentage of Students Passing the Michigan


Strategies School Mean of OtherSame-Sized

School

State Average


.







.


Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel.

For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.

Intensive Strategy Instruction

Eight Stage Instructional Process

1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization

Daily instruction for 6 to 8 weeks in each strategy.

Word Identification

• Discover the context

• Isolate the prefix

• Separate the suffix

• Say the stem

• Examine the stem

• Check with someone

• Try the dictionary

High School Reading (Decoding)

5.3

5.8 5.7

6.5

5.4

6.4

9.1

6.2

8.5

5.8

9.1

6.8

0

1

2

3

4

5

6

7

8

9

10

Grade Level

Comparison group Experimental group

Male African Americans Male Hispanics Male Caucasians

.








Students learn literacy skills and strategies through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses.

For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.

.








Students with underlying language disorders learn the linguistic, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.

For example: Speech and language pathologists work with students whose language disorders to teach the language skills needed to acquire critical literacy skills and strategies.

Summary of Key Ideas Related to Content literacy

1. The purpose of literacy is to increase the learning of critical information.

2. Content literacy requires fluent decoding. 3. Common strategies are taught and reinforced by all

teachers. 4. Responsive and systematic instruction is provided

on a continuum of intensity. 5. Students must master critical content regardless of

literacy competence.


The “Core”


Literacy


Leadership


is promoted by the



is about

Administrative Leadership

•Ensure right conditions are in place for student success

•Create a professional culture of “calling,” high expectation, and success

Student Success

Validated practices

Fidelity implementation

Coordinated implementation

Quality Professional Development

Strong Administrative Leadership

++++

=

Visio

n Beliefs

“What matters most in the work

that we do?”

The answer to that The answer to that question will question will impact the degree impact the degree to which the to which the “performance gap” “performance gap” is closed.is closed.

www.ku-crl.org

Don Deshler

University of Kansas

Center for Research on Learning

[email protected]

Curriculum-relevant therapyCurriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success.

The Speech-Language Pathologist Provides Curriculum-Relevant Therapy

Practice Principles:Practice Principles: 1. Intervention provided by the

SLP should be therapeutic, or clinical, in nature.

2. Intervention should relate directly to what students have to learn in school.

What is Strategic Tutoring?

• Usually one-to-one instruction• With a highly skilled instructor• Who assesses, constructs, weaves,

and plans for transfer using• Strategies for learning how to learn• While helping youth complete class

assignments

Strategic Tutoring Instructional Phases

Assessing Constructing

TEACHING

TransferringModeling

Checking

Supporting

“I Do”

“We Do”

“You Do”

ASSESSING PHASEDid the tutor: Ask about the assignment? Review previous performance on similar

assignments? Determine the student’s current strategy? Ask if the current strategy works? Provide rationale for creating a new strategy? Gain the student’s commitment? Make a commitment to the student? Determine if the tutor knows a strategy for the task at hand? Decide which strategic pathway to follow?

CONSTRUCTING PHASEIf BUILDING a strategy, did the tutor:

Begin working on the assignment? Stand back and analyze what the student and tutor

are doing to complete the task? List the steps of the strategy with the student? Have the student list the steps of the strategy? Compare the new strategy with the old strategy?

Did the tutor: MODEL (I Do) the strategy for the student Explain the student’s role during modeling? Model the steps of the strategy? Involve the student during the modeling activity? CHECK (We Do) the student’s understanding of the strategy Ask the student to list the steps of the strategy? Have the student discuss the importance of the strategy and where the strategy

could be used? Ask the student if they wish to modify the strategy? SUPPORT (You Do) the acquisition of the strategy Cue the student to the use of the strategy? Ask guiding questions? Guide the student through assignment completion? Provide positive and corrective feedback?

TEACHING PHASE

TRANSFERRING PHASEDid the tutor:

Celebrate strategy mastery with the student? Ask the student to compare current performance with

performance before learning the strategy? Develop a plan for using the strategy in other settings?

Identify specific settings and classes? Identify specific assignments and due dates? Identify dates and times to work on assignments? Identify dates to review results of independent strategy usage?

Follow up on student use of the strategy? Provide feedback if necessary?

Strategic Tutoring Instructional Phases

Assessing Constructing

TEACHING

TransferringModeling

Checking

Supporting

2-3 min 3-5 min

SEVERAL WEEKS

3-4 min

Student Strategy Knowledge “Tell me everything you do when you......”

Pre Strategic Tutoring Post Strategic Tutoring

Andre’: Math StrategyOct. 13, 1998

• I take notes from the• overhead.• I use the notes if I don’t • remember.

Andre’: Math StrategyDec. 7, 1998

First, I have a separate folder for math assignments.• I read the problem aloud.• I underline information• Compare to other • problems(look at example • in the book).• Make up a guess• Solve parts of the problem.• Check my work

Pre Strategic Tutoring Post Strategic Tutoring

Andre’: Organizational StrategyNov 2, 1998Put my papers for class in each• textbook(science assignment in• science text).• overhead.• Also put papers in bottom of • backpack.

Andre’: Organizational Strategy Dec. 7, 1998Use a notebook and • separate folder for each• subject.• The tutor checks my weekly/ • daily planner. • Use a grid for the planner • and put sports stickers for • each daily schedule that was • complete.• I look at the board each • class for notes written by the • teacher.• Copy the dates and • assignments from the board • and due dates.

Student Strategy Knowledge

Strategic Tutoring ModelThe Role of the Strategic Tutor:

� Explain Content, Build Knowledge

� Have Extensive Knowledge of Strategies

� Apply Principles of Strategic Instruction

� Mentor and “Connect” Students

Preliminary Data Analysis (1)

• Scores earned in general education tutored classes on Quizzes and Tests

• N= 32; Chase and Landon– 1:1 tutoring Pre= 59% Post= 73% – 1:3 tutoring 59% 64%– HmWk help 65% 66%– Comparison 63% 55%

Preliminary Data Analysis (2)

• GPA for all classes• N= 32; Chase and Landon

– Chase 1:1 Pre= .83 Post= 2.25– Landon 1:1 .29 1.57– Chase 1:3 1.10 1.65– Landon 1:3 1.50 1.50– HmWk help .50 .62– Comparison 2.00 1.00

What Can the Content Literacy Continuum Do for Schools?

The Performance GapThe Performance GapDemands/Skills

Years in School

ContentContent::Rigorous academic

standards

Helps professionals differentiate complementary roles.

Focuses on change at the school level.

Addresses, national, state, and district priorities in literacy.

You want me to do what?

Documents

Closing the Performance Gap with Research-based Interventions Long Island Association of Special Education Administrators Don Deshler January 16-17, 2003