Shinn Secondary RtI

Implementing Response to

Intervention (RTI) in a Problem-Solving

Model at the Secondary Level

Mark R. Shinn, Ph.D.National Louis University

[email protected]

Madi Phillips, Ph.D.Educational [email protected]

Rob March, Ph.D.Director, Effective Educational Practices [email protected]

mailto:[email protected]



Why We’re Here...A Few Letters with Huge Implications

(6) SPECIFIC LEARNING DISABILITIES-

(A) IN GENERAL- Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.

(B) ADDITIONAL AUTHORITY- In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention as a part of the evaluation procedures in paragraphs (2) and (3).

Federal LAW Gave YOU A Choice!

RTI

http://markshinn.org

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http://markshinn.org

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http://markshinn.org/

Look..Why Don’t You Give Yourself Up Quietly or This Could Turn Into a Feeding Frenzy and No One Wants That!

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We Begin With a Question:

How Serious Are We About Improving Service Delivery for All Students at the Secondary Level?

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I’m Presuming We’re Here to

Chase Windmills:

Seriously Attempting to Build and Sustain a Secondary

Problem-Solving Service Delivery System

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Big Ideas About Today’s Presentation

1. In a Perfect World, We Shouldn’t Have “RTI” (as an eligibility process) at the Secondary Level

2. We’re Shifting Mind Sets: Every Problem Learning (or Behaving) Becomes a Special Education Problem

3. We’re Shifting“Interventions” Focus from Reactive, Punitive, and/or Restrictive to Proactive, Preventative, Inclusive

4. We’re Aligning Delivery System to Educational Needs5. We’re Increasing the Quality of Teaching, Tools, and

Support Across 3-Tiers Instead of Moving the Problem6. We Have the Tools and We Have Experience; But There

is a Gap

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Some Students Read Like This

A t___ came al___ the r________.“Frog, tell that t______to go away,” said Toad.

“I do not want him to see me in my b____ing s_____when I come out of the r_____.”Frog swam over to the t_____.

From Lobel A. (1970). Frog and Toad are Friends. New York: Harper-Trophy.

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How Do You Serve Students Who Read Like This?

What Interventions Do They Get?

At Grade 6?

Grade 8?

At Grade 10?

At

If a Student Can “Read” at the Grade 7 Level, What Do They Get to Learn Content Material Classes?

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These are in______and cHallinGinG times for anyone whose pRoFEshuNle res________ are ________in any way to

liTiRucY outcomes among school children. For, in sport of all our new

NaWLEGe about reading and reading iNstRukshun, there is a wide-speeded con______ that public EdgUkAshuN is

not as eFfEktIve as it shood be in tEecHiNg all children to read.

More Students Read Like This

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These are interesting and challenging times for anyone whose professional

responsibilities are related in any way to literacy outcomes among school children. For, in spite of all our new

knowledge about reading and reading instruction, there is a wide-spread

concern that public Education is not as effective as it should be in teaching all children to read.

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If Students Read Like This....


At Grade 6?

Grade 8?

At Grade 10?

At


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Source: FCATGrade 8

All Students Will Be

Expected to Read Materials

Like This....

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And On....

Source: FCATGrade 8

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And On....

Source: FCATGrade 8

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And Then Do This....

Source: FCATGrade 8

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And This, Too....

Source: FCATGrade 8

Using details and information from the article, summarize the main points of the article. For a complete and correct response, consider these points.•Its history•Its interesting features•Why it is a landmark

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ISAT Grade 8

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If Students Don’t Do This Correctly


Grade 8?

At Grade 10?

At


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•139 Word Passage

•22.8 Words per Sentence

•4.7 Characters Per Word

•Flesch-Kincaid Readability 9.1

Students with Basic Reading Skills Who Are Faced with Reading Tasks

Like This

Text Characteristics

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Publius Servillius Vatia Isauricus was a quiet man. Loyalty ran in the family; his father, a great plebian aristocrat, had cleaved to Sulla and remained one of Sulla’s greatest supporters until that difficult, contrary man died. But because the father was a quiet man, he adjusted to life in a post-Sullan Rome with grace and some style, did not lose the massive clout which an old name and a huge fortune brought with it. Probably seeing something of Sulla in Caesar, the father before his death had liked him; the son simply carried on the family tradition. He had been a praetor in the year Appius Claudius Censor and Ahenobarbus were consuls, and had soothed boni fears by prosecuting one of Caesar’s legates. Not an aberration but a deliberate ploy; Gaius Messius was not important to Caesar.

Let’s Read

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• Who was Publius Serviliius Vatia Isauricus and why was he so important to Caesar?

• Who was his father?

• What was it he might have seen in Caesar that reminded him of Sulla?

• How long ago had he been praetor?

• Why might his father have lost his clout and fortune after Sulla?

• Why was it important to soothe the boni’s fears?

Answer These Questions

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Sum of Squares and Cross Products

In the univariate analysis of variance, the total sum of squares of the dependent variable is partitioned into two components: pooled within-groups sum of squares and between-groups sum of squares. With multiple dependent variables it is, of course, possible to calculate the within and between sums of squares for each of them. In addition, the total sum of cross products between any two variables can be partitioned into pooled within-groups sum of products and between-groups sum of products.

Increasingly Specific Information

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What Do Students “Get” If They Are Eligible?

Intensive Reading

Instruction

Special Education

Vocational Education

Special Education Content Courses

Co-Teaching

Content Instruction by

Content Teachers with Targeted SE

Support

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Exercise 1: Describe the SE Services Students Receive

Middle School High School

Severe Reading Problems

Low-Level, But Basic Reading Skills But Very Poor Content Class Performance

Challenging Behavior

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The Solutions?

Intensive Reading

Instruction

Special Education


Special Education Content Courses

Co-Teaching

Content Instruction by

Content Teachers with Targeted SE

Support

“SPECIAL EDUCATION”

Well Intentioned But Content Unknown?

“As Long As ‘They’ Are Out of My Class, I Can Teach More Effectively”

“This Kid Doesn’t Have What is Needed to Succeed in My Class”

CO-TEACHING

Usually Unsystematic with Little Specific Training/Materials

Weak Content Area Tutoring

“Smaller Ratio”

SPECIAL EDUCATION CONTENT COURSES

Often Taught By Non-Credentialed Personnel

Little Specific Training, Strategies, Tools

Lowered Standards and/or Watered Down Content


RARE!

INTENSIVE READING INSTRUCTION

Rare, Especially with Older StudentsCompetes (Ironically) with Graduation Requirements

Often Unspecialized Tools or Strategies

CONTENT INSTRUCTION BY

CONTENT TEACHERS WITH SPECIAL

EDUCATION SUPPORT

REALLY RARE

INTENSIVE READING INSTRUCTION

With Specialized Curriculum and Strategies

Powerful, Intensive, as Early as Possible

Attention to Motivation and READING VOLUME

CONTENT INSTRUCTION BY

CONTENT TEACHERS WITH SPECIAL

EDUCATION SUPPORT

SIM StrategiesCoaching

ConsultationMCAs

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If All You Have is a Hammer,

Everything Starts to Look Like a Nail

If All a Teacher Has for Support for Students with

Academic and/or Behavioral Needs

is Special Ed

Every Student with Academic and/or Behavioral Needs

Will Look Like a.......

The Problem

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WE Must Be Able to Speak Our Mind About What We’ve Seen

and Heard

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• High Expectations for Student Achievement--And Always Increasing

• Students w Moderate to Severe Educational and/or Behavioral Needs--Big Prerequisite Skill Deficits

• Students with a Long History of Failure--Poor Motivation and Lots of Escape Driven Behavior

• General Education Teachers with Limited Pedagogical and Behavior Support Skill and Poorly Designed-If Any--Instructional Materials

• Students’ Programs Being Driven by Graduation Requirements Rather Than Instructional Needs

What’s Broken?Secondary Education for Many Students

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• Never Ending Referrals for Special Education--In Some Ways, There Shouldn’t Be RTI at the Secondary Level

• Lots of 504 Plans-A Cry for Required Range of Teaching Skills

• General Education “Representatives” at Team Meetings--Turned Off and Not Meaningfully Required

• School Psychologists Who Do Mostly Re-Evaluations and Initial Referrals

Signs?Secondary Education for Many Students

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• People Who Work at Secondary Care

• Secondary Personnel Know Things Are Broken

• Secondary Personnel Know They Weren’t Prepared to Meet the Needs of Diverse Students

• Secondary Personnel Are Eager to Learn, IF LEARNING IS SUPPORTED

• We Have a Better Model

• We Can Match Student Programs with their Needs Better

• We Have Better Tools and Skills

What’s the Good News?

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Our Goals

1. Describe a Heuristic for Multi-Tiered Service Delivery for Middle Schools and High Schools to Meet the Academic and Socioemotional-Behavioral Needs

2. Provide Illustrations of Effective Reading Assessment for 1. Universal Screening, 2. Problem Identification3. Progress Monitoring in Reading Intervention

3. Provide Illustrations of Effective Assessment and Intervention Tools Necessary for

1. Basic Reading Skills2. Success in Content Area Classes3. Behavioral Support

4. Give You Strategies for Implementation33

Step 1:

Identify Misunderstandings

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What IS NOT “RTI:” It’s Not Your Father’s Oldsmobile

1. It’s Not About SE Eligibility with a New Label (e.g., Pre-Referral Intervention, Old Team-New Name)

2. 1. It’s Not About SE “Business as Usual” with Programs That Meet the Needs of Adults More Than Students

3. Expecting GE Teachers to Meet the Needs of ALL Students (180 Students-180 Different Interventions)

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Step 2:

Ensure Understandings

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Theme in IDEA Law and Regulations: High Quality Research-Based

Instruction(b) For a child suspected of having a specific learning disability, the group must consider, as part of the evaluation described in §§300.304 through 300.306, data that demonstrates that--

(1) Prior to, or as a part of the referral process, the child wasprovided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel; and

Only for some students and only when SE eligibility is of concern?

ALL STUDENTS Should Be Entitled to Appropriate, HIgh Quality, Research-Based Instruction (in Reading, Math and Biology)

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More Careful Attention to Attempts to Provide Quality Instruction

ALL STUDENTS’ Progress Should Have Appropriate Instruction and Have Progress Monitored FORMALLY Before Referral.... It’s Just

Plain Good Practice for Everyone

To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation described in 34 CFR 300.304 through 300.306:

• Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and

• Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.

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Students Get the Services They Need...

As Soon As They Need Them!

Big Ideafor

Students and Families

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If a Student Has a Severe Reading Discrepancy,Teach Them How to Read as Early and Powerfully as Possible

If a Student Can “Read” at a BASIC Reading Level (e.g., Grade 7), Support Them in Content Classes

Big Idea for Service Delivery

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Better ToolsBetter TrainingMore Support

for Teachers, Parents, and Students to Meet the Needs of ALL Students

Big Idea for

ALL Educators

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The Heuristic: A Multi-Tiered Service Delivery Model

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The High School Problem:

ONLY TIER 3 Programs That Often Don’t Provide What Students

Need

~80% of Students

~15%

~5%

- Weak Tier 3 Interventions

Content Area Tutoring

Help with Homework

Alternative Content Area Courses (Often Taught by Non-Credentialed Persons)

- No Tier 2 Options - Little Attention to Tier I

Improvement of Teacher Effectiveness 43

The Middle School Problem:

ONLY TIER 3 Programs That Often Don’t Provide What Students Need

Weak Tier 3 Interventions-Content Area Tutoring

-Help with Homework

-Alternative Content Area Courses (Often Taught by Non-Credentialed Persons)

Few or No Tier 2 Interventions-Where You Can Make a Difference w/o

Worrying about Graduation Requirements

Little Attention to Tier I Improvement of Teacher Effectiveness

~80% of Students

~15%

~5%

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Step 3:

Have a Plan

and Timeframe

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The Secondary Path

1. Make a Commitment to Improve General Education Content Teaching Skills a Continuous Staff Development Target

2. Match SE Interventions to Educational Need

3. Ensure Tier 3 SE Programs are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM)

4. Institute Effective Behavior Support Schoolwide, but also Classroom and Individual Behavior Support Plans 5. Build Effective Scientifically Based Tier 2 Remedial Reading and Behavior Programs

5. Make Reading Volume a Priority for All Students to Encourage Wide Reading

6. Use CBM As Scientifically Based Universal Screener for Grade 5 and 6 (and Maybe Higher...Screen Again at Grade 9)

6. Build Capacity for “Mainstream Consultation Agreements” to Support Students

7. Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support

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How Do We Know?Assessing a School’s Current Capacity

Special Education Teachers Have Quality SE Interventions and Scientifically Based Progress MonitoringSecondary Special Education Staff and/or Related Services are Competent in Strategic Instruction Model (SIM) and Behavior Support Evidence of Secondary Staff Development Targeted Toward “Things That Work” to Support Diverse Learners (e.g., Tier 1) Syllabi That Reflect These “Things That Work” for Differentiated Instruction Support Services (e.g., SE Teachers, School Psychologists)That are “Released” to Support Diverse Learners in Content Area Classes 47

Is Special Education Worth Getting

Question Data Source

High Quality IEPs Goals Using Scientifically Based Tools Like Curriculum-Based Measurement or Mainstream Consultation Agreements?

Existing IEPs

Teacher Have Scientifically Based Interventions (Especially Reading)?

Self Study Instrument

Are SE Programs Aligned with Student Needs? CBM Used as Screener or Problem Identification; Cut Scores Identified and Defensible?

Staff are Skilled in Developing and Implementing Individual Behavior Support Plans?


Are Support Staff Released for Consultation and Possess Adequate Skills?

SIM Certified or TrainedExamination of Current FTE Use

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Tier 1: Are We Providing Scientifically Based Effective and

Differentiated Content Areas Instruction


Quality Content Area Instruction and Differentiated Instruction

Course SyllabiStaff Development Activities

Are SE Programs Aligned with Student Needs School Improvement Plans

Universal Screening at Grade 6 (or Above) to Identify At Risk Readers


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Tier 2


Personnel/Programs for Reading/Language Arts Programs for At Risk Students

Self Study

For Reading, Are the Tools Scientifically Based Self Study

For Supporting At Risk Students in Content Area Instruction, Are Staff Available and Trained

Training in SIMS, Study Skills, and Consultation FTE

Universal Screening at Grade 6 (or Above) to Identify At Risk Readers


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We Do a Self Study: Behavior


Is There an Effective, Prevention-Oriented School-Wide Behavior Support Plan? Does It Address Preventable Problems Like Tardies?

School Behavior Support Plan; Staff Development Plan

Are General Education Teachers Provided Support in Classroom Behavior Support Design, Including Building an Effective Grading System?

Self Study; Staff Development Plan

For Supporting At Risk Students in Behavior, Are Staff Available and Trained?

School Behavior Support Plan; Staff Development Plan

Is There a Data-System to Track Behavior Major and Minor Incidents at the School and Class Level?


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Secondary Foundational Tools

• Curriculum-Based Measurement (CBM) Progress Monitoring Tools --Reading Maze is Given Greater Emphasis

• Scientifically Based Basic Skill Interventions AND

• Focus on Supporting Content Learning and Strategic Instruction Model (SIM)

• Scientifically Based Behavior Interventions

• Focus on Secondary Behavior Issues (Tardies, Work Completion, Serious Acting Out)

• Mainstream Consultation Agreements as the Mechanism to Make Things Work

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IDEA Eligibility Determination

existing evaluation data (including that provided by the parents);

current classroom-based assessments and observations, and

teacher and related service providers observation.

“on the basis on that review, and input from the child’s parents, identify

what additional data, if any, are needed” to determine special education

eligibility needs [Sec. 614 (c) (1) (A) (B)]. (emphasis added).

Increase Support by Decreasing Testing, Especially at 3-Year Reevaluations

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Build Your Data System to Identify Students’ Educational Needs and Monitor Progress:

Separate Out Severe Basic Skill Deficits From Low Basic Skills that

Require Content Area Support?

Use Curriculum-Based Measurement (CBM)

Monitor Progress?

Use Curriculum-Based Measurement (CBM)

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Grade 8 Material < 10th percentile at beginning of Grade 8



High School Student with Severe Reading Problem

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A Severe Performance Discrepancy

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Typical High School Reader



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A Simple, Economical Way of Identifying Educational Need

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What Service?

How?

Goal?

Evaluation Tool?

Instruction in Basic or Literacy Skills

Instruction in Content Area Knowledge

Direct Service in Special Education

Special Education Support in

GE Classrooms

Master Basic or Literacy Skills

CBM

Master Content Area Knowledge

Grades and MainstreamConsultation Agreements

YES NO

Severe Basic Skill Discrepancy?

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• Efficient, and Accurate Identification of Educational Needs

• Direct Link for High Quality IEP Goals for Students with Severe Basic Skills Deficits and Progress Monitoring

• Allows for Continuation of the “Data Scheme” for Universal Screening and Progress Monitoring in Elementary Settings

• Scientifically Based

CBM Allows for

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We Want Scientifically Based Measures

www.studentprogress.org

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http://www.studentprogress.org/

Scientific Standards for Progress MonitoringScientific Standards for Progress MonitoringReliability Quality of Good Test

Validity Quality of Good Test

Sufficient Number of Alternate Forms and of Equal Difficulty Essential for Progress Monitoring

Evidence of Sensitivity to Improvement or to Effects of intervention Critical for Progress Monitoring

Benchmarks of Adequate Progress and Goal Setting Critical for Progress Monitoring

Rates of Improvement are Specified Critical for Progress Monitoring

Evidence of Impact on Teacher Decision Making instruction or Student Achievement; Critical for Formative Evaluation

Evidence of Improved Instruction and Student Achievement;Gold Standard for Progress Monitoring

Logistically Feasible--Low Cost, Efficient, Accurate, Critical for IMPLEMENTATION

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Likelihood of Passing the High Stakes Test

63Images and Analyses Courtesy of Ben Ditkowsky, Ph.D.

[email protected]


Obvious and Potentially Severe Educational Need

Grade 6 Material < 25th at beginning of the year



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Testing in Even Easier Material

Grade 4 Material about 50th percentile at end-of-year, but high error rate



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Graph the Results and See the Problem Severity

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More Emphasis on Maze3-Minute Silent Reading Test

Can Be Group Administered

Serves as an Efficient Screener

Low Cost Progress Monitoring with Older Students

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% of Grade 10 Special Education Students with Severe Reading Needs

Discrepancy -1 Standard Deviation from Phillips and Shinn, in progress68

Potential Reading Needs at a High-Performing High School

Grade 10

10th Percentile on Grade 8 Probes (n = 15)


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% Below Standard of Grade 8 <25th Percentile

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Phonemic Awareness

Alphabetic UnderstandingFluency

Vocabulary

Comprehension

What Does R-CBM Measure?

Beware the Trap of the BOXES-

Low Scores “in the Box” Mean You Must TEACH the Things in the Box

http://www.nationalreadingpanel.org/

Phonemic Awareness

Phonics

Fluency

VocabularyComprehension

ALL These Skills

General Reading Skill

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Reading Reading ComprehensionComprehension

KnowledgeKnowledge Fluency*Fluency*We Refer to It as We Refer to It as General Reading SkillsGeneral Reading Skills

MetacognitionMetacognition

LanguageLanguage

• • ProsodyProsody• • Automaticity/RateAutomaticity/Rate• • AccuracyAccuracy• • DecodingDecoding• • Phonemic AwarenessPhonemic Awareness

• • Oral Language SkillsOral Language Skills• • Knowledge of Language Knowledge of Language StructuresStructures• • VocabularyVocabulary• • Cultural InfluencesCultural Influences

•• Life ExperienceLife Experience• • Content KnowledgeContent Knowledge• • Activation of Prior Activation of Prior KnowledgeKnowledge• • Knowledge about Knowledge about TextsTexts

• • Motivation & Motivation & EngagementEngagement• • Active Reading Active Reading StrategiesStrategies• • Monitoring StrategiesMonitoring Strategies• • Fix-Up StrategiesFix-Up Strategies

*modified slightly from presentations by Joe Torgesen, Ph.D. Co-Director, Florida Center for Reading Research; www.fcrr.org

For Some, the Hardest Thing They’ll Ever DoThe Easiest Thing To TeachThe Longer It Takes...

The Bigger Deficits Here

And Here

And the MOST Unmotivated Here

Oral Reading is the EASIEST to Measure--Let’s Get This Down and Add MORE Tools

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Case StudySevere Basic Skill Problem: Provide Intense

Basic Skill Intervention!

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Predicted Not to Pass High Stake Test

74Images and Analyses Courtesy of Ben Ditkowsky, Ph.D. [email protected]


Determine the Severity of the Problem Using Survey Level Assessment and

Write an IEP

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Provide a Powerful Basic Skill Intervention and Monitor Progress

76

Conduct a Survey Level Assessment to Estimate Basic Skill Discrepancy

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IEP Goal is Turned Into an Expected Rate of Progress on a Graph

In 34 weeks (1 year), Ginny will

read 95 words read correctly

with less than 3 errors from

Grade 4 Reading Assessment

Passages.

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Area Measure Comment

ReadingReading Curriculum-Based

Measurement (R-CBM); 1 Min Sample of Oral Reading from

Standard Passages

Words Read Correctly

Errors

Best Single Measure; Most Sensitive to Between

Person Differences and Among Persons

ReadingMaze CBM; 3 minute silent reading

multiple-choice cloze test using from Standard Passages

No. of Items Correct

Best for Intermediate Grades and Older; Corroborative Tool

Written Expressio

n

Written Expression CBM- WE CBM; 3 minutes writing, given a

standard story starter

Total Words Written;

Correct Writing Sequences

Useful for Screening and Progress Monitoring of Basic

Writing Skills

SpellingSpelling CBM S-CBM; 2 minutes

writing orally dictated words from standard grade-level spelling lists

Correct Letter Sequences

Very Sensitive to Between Person Differences and

Among Persons

MathMath Computation CBM (M-CBM)

Students write answers to standard computational problems

for 2-4 minutesCorrect Digits

Useful for Screening and Progress Monitoring of Basic

Math Computation Skills

MathMath Application CBM (CBM-Apps)

Students write answers to standard application problems for

4 minutes

Correct Problems

Useful for Screening and Progress Monitoring of Math

Application

Curriculum-Based Measurement (CBM) of Basic Skills

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CBM Written Expression

80

CBM Written Expression

81

Percent of HS Students with Severe Reading Needs

Discrepancy from Grade 6 Median on Grade 6 Reading Passagesfrom Tilly and Shinn, 1994 82

Determine Whether an Individual Student Has a Severe Basic Skill Deficit

Sample Outcomes

Instruction in Basic or Literacy Skills

Instruction in Content Area Knowledge

YES NO

Determine IF There is a Basic Skill Determine IF There is a Basic Skill DiscrepancyDiscrepancy

83

Discrepancy from -1 Standard Deviation Grade 6

from Tilly and Shinn, 1994

% of HS Students with Severe Reading Needs

84

Potential Reading Needs at a High-Performing High School

Grade 10



85

Give Special Educators Powerful Tools and Programs to Impact

Reading Achievement

86

Making Special Education Special

IDEA specifies that the IEP must include

“a statement of special education services and related services and supplementary aids and services, based on peer-reviewed research to the extent practical”

(1412(d)(1)(A)(i)(IV)

Rose, T. E., & Zirkel, P. A. (2007). Orton-Gillingham methodology for students with reading disabilities: 30 years of case law. The Journal of Special Education, 41(3), 171-185.

87

Shinn, M. R. E., Walker, H. M. E., & Stoner, G. E. (Eds.). (2002). Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches. Bethesda, MD: National Association of School Psychologists.

Collect and Use the Great Books

88

Carnine, D. W., Silbert, J., Kame'enui, E. J., & Tarver, S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.

More Great Books

89

92

More Great Books

Coyne, M. D., Kame'enui, E. J., & Carnine, D. W. (2007). Effective teaching strategies that accommodate diverse learners (3rd ed.). Upper Saddle River, NJ: Pearson: Merrill Prentice Hall.

90

91

Stein, M., Kinder, D., Silbert, J., & Carnine, D. W. (2006). Designing effective mathematics instruction: A direct instruction approach (4th ed.). Upper Saddle, NJ: Pearson Merrill Prentice Hall.

More Great Books

93

94

Making Special Education Special

IDEA specifies that the IEP must include

“a statement of special education services and related services and supplementary aids and services, based on peer-reviewed research to the extent practical”

(1412(d)(1)(A)(i)(IV)

Rose, T. E., & Zirkel, P. A. (2007). Orton-Gillingham methodology for students with reading disabilities: 30 years of case law. The Journal of Special Education, 41(3), 171-185.

95

EFFECTIVE TIER 3 Programs Using Evidence-Based

Programs

- REACH (SRA; CR + Spelling thru Morphographs + Reasoning and Writing)

- Corrective Reading (SRA)- Language! (Sopris West)- REWARDS (Sopris West)

- REWARDS + (Science and Social Studies; Sopris West)

First Things First! Make SE Worth It!

~80% of Students

~15%

~5%

96

97

98

99

100

101

102

103

Intensive Reading Intervention

104

Intermediate and SecondaryReadingInterventions

105

Intermediate Grade and Secondary

Reading Programs, Expanding

Reading Volume

106

Build Powerful Tier 2 Remedial

Programs for “Prevention”

107

The Middle School SolutionBUILD EFFECTIVE TIER 2 Programs Using Evidence-

Based Programs

- REACH (SRA; CR + Spelling thru Morphographs + Reasoning and Writing)

- Corrective Reading (SRA)- Language! (Sopris West)- REWARDS (Sopris West

- REWARDS + (Science and Social Studies; Sopris West)

- SIM (Strategic Instruction Model)

~80% of Students

~15%

~5%

1078

We Need to Read About Reading

Biancarosa, G., & Snow, C. (2004). Reading Next-A vision for action and research in middle and high school: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

109

Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools. Portsmouth, NH: RMC Research Corporation, Center for Instruction.

110

McPeak, L., & Trygg, L. (2007). The secondary literacy instruction and intervention guide. Mill Valley, CA: Stupski Foundation.

111

http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

112



Torgesen, J., Houston, D., Rissman, L., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J., Francis, D. J., & Rivera, M. O. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center for Instruction.

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Consortium On Reading Excellence

(CORE) Middle School

Recommendations

Consortium On Reading Excellence (CORE) High School Recommendations

www.corelearn.com114

http://www.corelearn.com/

Don’t Just Stop with Remedial Programs for Reading

115

Building Effective Positive Behavior Support Across 3 TiersAt the School, Class, and Individual Student Behavior Support Plan Level

116

National Technical Assistance Center onPositive Behavioral Interventions and Supports (PBIS): www.pbis.org Randy Sprick, Ph.D.

Safe and Civil Schools: www.safeandcivilschools.com

Illinois PBIS Network http://www.pbisillinois.org/

Scientifically Based Behavior Support Interventions Websites

Rob March, Ph.D.Effective Educational Practices http://www.successfulschools.org 117

http://www.pbis.org/

http://www.safeandcivilschools.com/

http://www.pbisillinois.org/

http://www.successfulschools.org/




Sprick, R. S. (2006). Discipline in the secondary classroom (2nd ed.). San Francisco, CA: Jossey-Bass.

Another Foundational “Great Book”

118

119

120

Sprick, R. S., Garrison, M., & Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management for Grades K-9. Longmont, CO: Sopris West.


121

122

At the School Level

123

At the School Level

124


Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior Associates.

125


Walker, H. M. (1997). The acting-out child: Coping with classroom development. Longmont, CO: Sopris West.

126

Expand the Power of General Education Teachers for Good Pedagogy and Differentiated Instruction to Meet the Diverse Needs of Students

127

The Middle School andHigh School Solution:

Continuously Improving Tier 1 General Education Instruction

~80% of Students

~15%

~5%

Use of Teaching Routines and Learning Strategies (Kansas)

Well-Designed Curriculum with a “Big Ideas” Focus or Ability to “Distill” Curriculum to Big Ideas

Effective Secondary Classroom Management

Study and Organizational Skills

Curriculum Modification

128

Lenz, B. K., Deshler, D. D., & Kissam, B. R. (2003). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston, MA: Allyn & Bacon.

129

130

More Great Books

Coyne, M. D., Kame'enui, E. J., & Carnine, D. W. (2007). Effective teaching strategies that accommodate diverse learners (3rd ed.). Upper Saddle River, NJ: Pearson: Merrill Prentice Hall.

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132

133

Key Skills Sets for Secondary Support(http://www.ku-crl.org/)

134

Key Skills Sets for Secondary Support(http://www.ku-crl.org/)

135

http://www.ku-crl.org/

136

http://www.ku-crl.org/

Concept

Comparison Table2 Overall Concept

1

3 Characteristics3 Characteristics

9 Extensions 4 Like Characteristics

6 Unlike Characteristics

8Summary

5 Like Categories

7 Unlike Categories

1 Concept

Name: __________________________

Unit:____________________________

Date: __________________________

Lesson/Topic: __________________________CELL STRUCTURE

Animal eukaryotic cell structure Plant eukaryotic cell structure

Has plasma membrane around cytoplasm

Has organelles in cytoplasm

Has no cell wall

Has small vacuole or none at all

Has no chloroplasts

Has plasma membrane around cytoplasm


Has cell walls to give support

Has large vacuole

Has chloroplastsHas plasma membrane around cytoplasm


Has cell walls to give support

Has large vacuole

Has chloroplasts

Has no cell walls

Has small vacuole

Has no chloroplasts

The layer around cytoplasm

The location of organelles

137

140

SIM Example: Unit Organizer

138

141


139

142


140

Syllabi Designed to Reflect Knowledge of Instruction to Meet the

Needs of Diverse Learners

Contact Information Course Goals and Big Ideas Instructions and Directions as to How to Get Help Course Materials Behavior Expectations and Consequences Detailed Information About the Grading System Assignment Calendar with Due Dates Self-Monitoring Checklists Access to Models for Papers, Projects, Tests

141

Carnine, D. (1994). Introduction to the Mini-Series: Educational Tools for Diverse Learners. School Psychology Review, 23, 341-350.

Carnine, D., Jones, E.D., & Dixon, R.C. (1994). Mathematics: Educational Tools for Diverse Learners. School Psychology Review, 23, 406-427.

Carnine, D., Miller, S., Bean, R. & Zigmond, N., (1994). Social Studies: Educational Tools for Diverse Learners. School Psychology Review, 23, 428-441.

Grossen, B., Romance, N.K., & Vitale, M.R., (1994). Science: Educational Tools for Diverse Learners. School Psychology Review, 23, 442-463.

Well-Designed Curriculum with a Big Ideas Focus

142

Not Everything We Teach Is Equally Important

“The sheer quantity of information requires us to constantly determine what to include in a course”

Keith Lenz, 2003

http://www.ku-crl.org/archives/classroom/smarter.html 143

Big Ideas Focus

144

145

Use Graphic Organizers

146

The Path to Building A Problem-Solving

Model, Including RTI is ClearWhen Students Need

Content Area Support--

As Part of RTI or as Their Special

Education Program,

Build the Capacity to Manage Mainstream

Consultation Agreements

147

For Students WITHOUT Basic Skill Problems as Part of RTI or Who Those Who Need Special Education

Mainstream Consultation Agreements

148

• A SYSTEMATIC WAY of Providing Support for Learning in Content Area Classrooms for Students

• A SYSTEMATIC WAY of Providing Support to General Education Content Area Teachers

What is a Mainstream Consultation Agreement?

149

150

Tindal, G., & Germann, G. (1991). Mainstream consultation agreements in secondary schools. In G. Stoner, M.R. Shinn, and H.M. Walker (Eds.). Interventions for achievement and behavior problems (pp. 495-518). Bethesda,MD: NASP.

Tindal, G., Shinn, M.R., Walz, L., & Germann, G. Mainstream consultation in secondary settings: An evaluation of the Pine County model. Journal of Special Education, 21, 94-106.

Sample MCAs References

151

In American History

• Instruction

• GE Teacher will work w SE teacher to develop weekly study guides

• SE Teacher will manage history peer tutoring during study hall

• Evaluation

• SE Teacher will write and administer weekly quizzes with GE support

MCAs Provide a Plan for Support:

Who Does What

152

MCAs Detail Student Responsibilities

Student Will:

Be in class on time.

Bring book, notebook, and materials to class.

Take daily notes.

Ask at least 1 instructional question or provide 1 instructional comment per period during discussion.

153

Parent Will:

Set up and maintain a homework space and time.

Check daily assignment calendar and sign off.

Communicate with SE teacher in writing or by telephone weekly.

MCAs Detail Parent Responsibilities

154

Evaluation is Specified in the Contract in Points

Class attendance 5 points

Daily Note Taking 5 points

Weekly quizzes 15 points

Positive class behavior 15 points

Complete daily

Assignment calendar 3 points

Complete daily

Homework 5 points

155

180 points per week

10-week term

1800 points possible

70% of 1800 for a C = 1260 points

60% of 1800 for a C = 1080 points

A’s or B’s require meeting the standard course requirements with minor modifications only.

Points are Tallied for Quarter

156

Graph is Constructed Showing Expected Points for Grades

157

158

Evaluation and Program Modification

• Evaluation in Week 1 includes how well all parties are understanding and implementing the MCA--Key is Logistics/Loopholes

• Subsequent Evaluation emphasizes comparing EXPECTED # of points w ACTUAL # of points earned

• Contract is Modified when there is a discrepancy (usually for 2 weeks)

159

I’m Presuming We’re Here to

Chase Windmills:

Seriously Attempting to Build and Sustain a Secondary

Problem-Solving Service Delivery System

160

Deal with HEAD Issues and Killer Phrases

Establish the WILL

Be Sensitive to a Beleaguered General Education Community and “Code”

Facilitating Change at the Secondary Level

161

Get the Skills

• Effective, Efficient Functional Assessment Like CBM

• Writing and Implementing MCAs

• Effective Classroom Management

• Study Skills

• Curriculum Modification with a Big Ideas Focus

• SIM

• Writing and Implementing MCAs 162

You Can’t Provide Support to GE Teachers if You’re Only Providing Direct Service (or Testing for Eligibility or 3-Year Re-evaluations)

You Get Time by…

- More Clearly Defining Who You Provide Direct Service To

- Gaining Administrative Support from SE Directors and Principals

But Don’t Hinge Change on Administrative Support Alone or At the Beginning

Get the Time

163

Documents

Shinn Secondary RtI