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

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

3. “What matters most in the work that we do?”

4. C LOSING THE P ERFORMANCE G AP

5. The Performance Gap Demands/ Skills Years in School

6. Current Realities for SWDs in Our Schools: A Partial Profile

7. Descriptive Research Studying School culture Instructional methods Services Attitudes Student outcomes Satisfaction

8. Descriptive Year 1 Study Research 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?

9. 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)

10. 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)

11. 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

12. 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

13. Course Options Type A Courses taught by SPED teachers for SPED students Type B Courses for low achievers and at-risk students Type C Rigorous courses with heterogeneous groups of students Type D Advanced Placement courses Type E Other courses (e.g., vo tech electives) Taught by general education teachers SWDs

14. Rigorous General Education Enrollments for SWDs

22. 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.

23. 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.

24. 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

25. 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

26. What’s Should be at the Core? Vision Efficacy/Beliefs Validated instructional practices Administrative Leadership

29. 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

30. 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)

31. Responsive Instruction Continuous Assessment Instructional Accommodations Elaborated Feedback

32. Systematic Instruction Structured Connected Scaffolded Informative

33. Intensive Instruction Sufficient Time High Engagement

34. 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!!!

35. 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

36. . A Continuum of Action Key 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.

37. . Component 1: Ensure mastery of critical content. All students learn critical content required in the core curriculum regardless 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

38. Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Vocabulary Routine

40. A mammal is a warm-blooded vertebrate that has hair and nurses its young. CONCEPT DIAGRAM CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS: 2 1 Always PresentSometimes PresentNever Present Examples: Nonexamples: PRACTICE WITH NEW EXAMPLE TIE DOWN A DEFINITION EXPLORE EXAMPLES 1 3 2 4 5 6 7 3 3Key Words Mammal Vertebrate warm-blooded nurse their young has hair walks on 2 legs walks on 4 legs cold-blooded human snake elephant whale + + + duckbill platypus 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 fly moves on the ground O Concept Diagram

41. Concept Mastery Results Test scores of students with disabilities on unit tests

42. The Critical Question The question that will be the focus of the lesson Section 1 of the Guide

43. Key Terms and Explanations Important words or phrases that must be understood in order to answer the Critical Question Section 2 of the Guide

44. Supporting Questions The smaller questions that need to be answered in order to answer the Critical Question Section 3 of the Guide

45. The Main Idea Answer A concise answer to the Critical Question. Section 4 of the Guide

46. Use in a Related Area A question or statement that prompts students to explore the Main Idea Answer in greater depth and demonstrate their understanding of it in a related content area. Section 5 of the Guide

47. Overall Idea A generalization derived from the main Idea Answer which can be applied to the world at large. Real-World Use A question or statement that challenges students to show how the Main idea Answer applies to the real world. Section 6 of the Guide

50. Instructional Methodology CUE DO REVIEW

51. . A Continuum of Action Key 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.

52. . Component 2: Weave shared strategies across classes. 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.”

53. “It’s strange that we expect students to learn, yet spend so little time teaching them about learning!” Norman, 1980

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

55. Embedded Strategy Instruction

56. Memory Strategy FF orm a word with first letters II nsert a letter RR earrange the letters SS hape a sentence TT ry combinations

57. Large Group Instruction I 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

58. Large Group Instruction We 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

59. Large Group Instruction You 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

60. 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

61. Self-Questioning Strategy A ttend to clues as you read S ay some questions K eep predictions in mind I dentify the answer T alk about the answers

62. Self-Questioning-2001 n= 133 7th Grade Science Class: Growth Scores

63. State Writing Assessment

64. . A Continuum of Action Key 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.

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

66. Intensive Strategy Instruction

67. Eight Stage Instructional Process 1. Pretest and Make Commitments 2. Describe 3. Model 4. Verbal Practice 5. Controlled Practice 6. Advanced Practice 7. Posttest and Make Commitments 8. Generalization Daily instruction for 6 to 8 weeks in each strategy.

68. Word Identification D iscover the context I solate the prefix S eparate the suffix S ay the stem E xamine the stem C heck with someone T ry the dictionary

70. . A Continuum of Action Key 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.

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

72. . A Continuum of Action Key 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.

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

74. 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.

75. 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

76. Administrative Leadership Ensure right conditions are in place for student success Create a professional culture of “calling,” high expectation, and success

77. Student Success Validated practices Fidelity implementation Coordinated implementation Quality Professional Development Strong Administrative Leadership + + + + = Vision Beliefs

78. “What matters most in the work that we do?”

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

80. www.ku-crl.org Don Deshler University of Kansas Center for Research on Learning ddeshler@ku.edu

81. Curriculum-relevant therapy Curriculum-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: 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.

82. 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

83. Strategic Tutoring Instructional Phases AssessingConstructing TEACHING Transferring Modeling Checking Supporting “I Do” “We Do” “You Do”

84. ASSESSING PHASE Did 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?

85. CONSTRUCTING PHASE If BUILDING a strategy, did the tutor: 4Begin working on the assignment? 4Stand back and analyze what the student and tutor are doing to complete the task? 4List the steps of the strategy with the student? 4Have the student list the steps of the strategy? 4Compare the new strategy with the old strategy?

86.  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

87. TRANSFERRING PHASE Did 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?

88. Strategic Tutoring Instructional Phases AssessingConstructing TEACHING Transferring Modeling Checking Supporting 2-3 min 3-5 min SEVERAL WEEKS 3-4 min

89. Student Strategy Knowledge “Tell me everything you do when you......” Pre Strategic Tutoring Post Strategic Tutoring Andre’: Math Strategy Oct. 13, 1998 I take notes from the overhead. I use the notes if I don’t remember. Andre’: Math Strategy Dec. 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

90. Pre Strategic Tutoring Post Strategic Tutoring Andre’: Organizational Strategy Nov 2, 1998 Put 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, 1998 Use 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

91. Strategic Tutoring Model The Role of the Strategic Tutor: � Explain Content, Build Knowledge � Have Extensive Knowledge of Strategies � Apply Principles of Strategic Instruction � Mentor and “Connect” Students

92. Preliminary Data Analysis (1) Scores earned in general education tutored classes on Quizzes and Tests N= 32; Chase and Landon –1:1 tutoringPre= 59% Post= 73% –1:3 tutoring59%64% –HmWk help65%66% –Comparison63%55%

93. Preliminary Data Analysis (2) GPA for all classes N= 32; Chase and Landon –Chase 1:1 Pre=.83Post= 2.25 –Landon 1:1.291.57 –Chase 1:31.101.65 –Landon 1:31.501.50 –HmWk help.50.62 –Comparison2.001.00

94. What Can the Content Literacy Continuum Do for Schools?

95. The Performance Gap Demands/ Skills Years in School

96. Content: Rigorous academic standards

97. Helps professionals differentiate complementary roles.

98. Focuses on change at the school level.

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

100. You want me to do what?