StandardsAlignedIEPs: ImplicationsforSchoolPsychologyPractice

ISRDConferenceSandestin,FL

January18,2018

Dr.GeorgeM.BatscheProfessorandCoordinator

GraduateProgramsinSchoolPsychologyDirector

InstituteforSchoolReformUniversityofSouthFlorida

batsche@usf.edu

ØUnderstandthebestpredictorsofsuccessforstudentswithdisabilities

ØKnowwhat“integratedinstruction”meansinaMTSSØKnowthefederalandstateexpectationsforstandardsalignedIEPsandtherationale

ØAwareofstateinstructionalmodulesthataimtoincreaseskillsinintegratedinstructionandstandardsalignedIEPs

ØEvidence-basedinstructionalpracticesinTier1thatarealso“speciallydesignedinstruction.”

ØGainexperiencewithacasestudythatleadstoastandardsalignedIEP

Whatis“driving”thisstandards-alignedIEPmovement?

• TheUSDOEMemoof2015• Thepoorandflatproficiencyratesofstudentswithdisabilities

• ThelackofattentiontopowerfulresearchthatprovidesstructuresandstrategiesforSWDsuccessinTier1

• ThelackofafocusoninstructioninIEPs• Theneedtointegrateinstructionacrosstiers• Thepost-secondaryoutcomesforstudentswithdisabilities

BigIdeasinOSERSMemo• Ensuringthatallchildren,includingchildrenwithdisabilities,areheldto

rigorousacademicstandardsandhighexpectationsisasharedresponsibilityforallofus.

• …wewritetoclarifythatanindividualizededucationprogram(IEP)foraneligiblechildwithadisabilityundertheIndividualswithDisabilitiesEducationAct(IDEA)mustbealignedwiththeState’sacademiccontentstandardsforthegradeinwhichthechildisenrolled

• Researchhasdemonstratedthatchildrenwithdisabilitieswhostruggleinreadingandmathematicscansuccessfullylearngrade-levelcontent

• lowexpectationscanleadtochildrenwithdisabilitiesreceivinglesschallenginginstruction thatreflectsbelowgrade-levelcontentstandards,andtherebynotlearningwhattheyneedtosucceed

BigIdeasinOSERSMemo• TheDepartmentinterprets“thesamecurriculumasfornondisabled

children”tobethecurriculumthatisbasedonaState’sacademiccontentstandardsforthegradeinwhichachildisenrolled.

• theIEPTeammustconsiderhow achild’sspecificdisabilityimpactshisorherabilitytoadvanceappropriately

• EPTeammayconsiderthespecialeducationinstructionthathasbeenprovidedtothechild,thechild’spreviousrateofacademicgrowth,andwhetherthechildisontracktoachievegrade-levelproficiencywithintheyear.

RequiredElements:OSERSIEPMemo

• ShareresponsibilityforalleducatorsservingSWDs• IEPsmustbealignedwithstate-approved,gradelevelstandards

• “thesamecurriculum”meansthecurriculumthatisbasedonaState’sacademiccontentstandardsforthegradeinwhichachildisenrolled

• TheIEPteammustconsiderHOWthedisabilityimpactsthestudent’sabilitytoadvance

• IEPteammustdocumentthechild’spreviousrateofgrowth,estimatetheratenecessarytoattainstateapproved-gradelevelstandardsandprovideSDItosupportthatrate.

EngagingGeneralEducationPartners:

• Studentswithdisabilities(SWDs)generallyhavethelowestperformancelevelsofanydemographicgroup

• PerformanceofSWDsisasignificantpartoftheoverallevaluationofaschool/district.

• SWDsareheldtothesamestandards(assessment)asallotherstudents

• State-levelassessmentsarealignedwithstatestandards

• TypicalIEPgoalsfocusondiscreteskills,notthehigherorderfocusofstatestandards

• IfIEPgoalsarenotalignedwithstandards,thenSWDsarelearning“skills”butwhatistaughtisNOTwhatismeasuredonstate-levelassessments.

ImprovingINSTRUCTION!

Howoftendostudentservicespersonnelpicksessionsatconferencesthatfocusonhowtoimproveclassroom

instruction?

Allofthesystemscanbeinplace,theevaluationmodelsset,thedata

available,BUT…Studentsimprovewhentheyareexposedto

highquality,powerfulandintegratedinstruction.StudentgrowthismosthighlyrelatedtoAcademicEngagedTimeinthepresenceofhighlyeffectiveinstruction.

Thebestpredictorofproficiencyratesforstudentswithdisabilities?

TheproficiencyratesofstudentsinTier1!!!!

“Themostlegitimateandeffectiveschoolimprovementeffortisnot todesignasystemofinterventionstohelpstudentsatrisk,butrathertoupgradethecorecurriculum.”

MikeMattosPrincipal

LeadwithINSTRUCTION!

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.”

MTSS:GoodNewsandPotentialPitfalls

Dissagregating instructionismucheasierandintegratingitacrosstiers.

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

TypeofInstructionNeeded:SpeciallyDesignedorIntensified?

Intensivevs SpeciallyDesigned

• Intensiveinstruction:– Mosttimewecanprovide– Narrowestfocus– Designedtoovercomebarriers(e.g.,lossofopportunity,lackofsufficientinstructionaltime,background,language)thatarenottheresultofadisability

• SpeciallyDesignedInstruction– Designedtoreduceoreliminatethebarriersrelatedtoadisability

SpeciallyDesignedInstructioninTier1

CSR—ResultsBoardman,Vaughnetal.(2016)

PromotingAdolescentComprehensionThroughText(PACT)

“Intheareaofcontentacquisition,bothEnglishLearnersandNon-EnglishLearnerswithdisabilitieswereabletosignificantlybenefitfromthePACTinterventionprovidedingeneraleducationsocialstudiesclasses.”

Wanzek,etal.(2016)

TierIandMathematics• ComparisonsofMathematicsInterventionEffectsinResourceandInclusiveClassrooms– BrianA.Bottge1,AllanS.Cohen2,andHye-Jeong Choi(2017)

• ResultsindicatedthatEAI(enhancedachoredinstruction)wasmoreeffectivethanbusinessasusualinreducingcombiningerrors(e.g.,addingdenominators)anddenominatorerrors(e.g.,notfindingcommondenominator)ofstudentswithdisabilities(SWD)andstudentswithoutdisabilitiesinbothsettings.

• SWDsininclusivesettingsscoredhigher.

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)

UniversalDesignforLearning

Howtosuccessful“bridge”thegapforSWDswholackthebasicskillsto

accessgradelevelcontent

ThreePrinciples• PrincipleI:ProvideMultipleMeansofRepresentation(the“what”oflearning)– Perceptions,LanguageexpressionsandsymbolsandComprehension

• PrincipleII:ProvideMultipleMeansofActionandExpression(the“how”oflearning)– Physicalaction,ExpressionandcommunicationandExecutivefunction

• PrincipleIII:ProvideMultipleMeansofEngagement(the“why”oflearning)– RecruitingInterest,SustainingeffortandpersistenceandSelf-regulation

Standards-AlignedIEPs

Howdowegetthere?

Standards-AlignedIEPs

• Initialreasonforreferralwouldfocusonthestandard(s)thatthestudentisnotattainingRATHERTHANspecificskilldeficits(e.g.,fluency)

• Thefocusontheproblem-solvingprocessandtheassessmentprocesswouldbeonthestandard notjusttheskilldeficit.

• Theideathatimprovingthedeficitwillimproveattainmentofthestandardisaflawedlogic

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

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.

CaseStudyBrianisasixthgraderwithsignificantdelaysinreading.Accordingtorecentevaluationdata,hisreadingcomprehensionlevelwhenhemustdecodeindependentlyisfouryears(2nd

gradelevel)behindthatofhisgrade-levelpeers.Hespecificallystruggleswithoralreadingfluency.Hecancurrentlyread26wordsperminutecorrectlyfroma2nd gradeleveltext.Hecananswer35%ofcomprehensionquestionsaboutthetexthehasreadindependently.Whengrade-levelmaterialisreadaloudtohim(ListeningComprehension),heisabletounderstandthematerialandanswercomprehensionquestionappropriateforhisageandgrade.

SomeCourageousQuestions• Whatwouldpowerfulinstruction“looklike”inTier1?Instructionthatmeetstheneedsofallstudents?

• WhatwouldinstructionalintensificationlooklikeinTiers2/3andSDIinan“aligned”approach?

• HowdoweembedtheprinciplesofUDLinalllevelsofintensificationinawaythatbothsupportsstudentgrowthandincreasesequityinaccesstograde-levelstandards?

• Whatdatadoweusetodrivethesedecisions?• Howdoweinterpretthosedatawithinastandardsalignedinstructionalmodel?