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Institute for Academic Access. University of Kansas. Purpose of the IAA. Creating real access to the high school general education curriculum for students with disabilities (SWDs) Improving educational outcomes achieved by SWDs. Research Partners. Planning Team Keith Lenz Gary Adams.

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Institute for academic access

Institute for Academic Access

University of Kansas


Purpose of the iaa
Purpose of the IAA

  • Creating real access to the high school general education curriculum for students with disabilities (SWDs)

  • Improving educational outcomes achieved by SWDs


Research partners
Research Partners

Planning Team

Keith Lenz

Gary Adams

Materials &

Assessment Team

Doug Carnine

Bonnie Grossen

Betsy Davis

Instructional

Methods Team

Don Deshler

Jean Schumaker

Janis Bulgren


Target population
Target Population

  • High-school students with disabilities (SWDs) who:

    • Have been formally classified

    • Are expected to earn standard high school diplomas

    • Are or have been enrolled in a rigorous general education curriculum

      Or

    • Could be enrolled in a rigorous general education curriculum if support were available


Interactive research model

Project Years

Strands

Interactive Research Model


Achievement gap
Achievement Gap

Grade Level in Achievement

Grade in School


Mean Percentage of Intervals General Education Teachers Were Observed in Various Activities for Each School


Mean percentage of intervals general education teachers were observed in various activities
Mean Percentage of Intervals General Education Teachers Were Observed in Various Activities

1. Lecture/read

2. Give directions

3. Listening

4. Ask question

5. Monitor

6. Model

7. Verbal rehearsal

8. Simple enhancer

9. Advance organizer

10. Role Play

11. Content Enhancement (complex)

12. Elaborated Feedback

13. Write on board

14. Describe skill/strategy

1. Lecture/read

2. Give directions

3. Listening

4. Ask question

5. Monitor

6. Model

7. Verbal rehearsal

8. Simple enhancer

9. Advance organizer

10. Role Play

11. Content Enhancement (complex)

12. Elaborated Feedback

13. Write on board

14. Describe skill/strategy

1 2 3 4 5 6 7 8 9 10 11 12 13 14

1 2 3 4 5 6 7 8 9 10 11 12 13 14


Mean Percentage of Intervals Special Education Teachers Were Observed in Various Activities for Each School


Special education teacher observations

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Special Education Teacher Observations

1. Lecture/read

2. Give directions

3. Listening

4. Ask question

5. Monitor

6. Model

7. Verbal rehearsal

8. Simple enhancer

9. Advance organizer

10. Role Play

11. Content Enhancement (complex)

12. Elaborated Feedback

13. Write on board

14. Describe skill/strategy


Course options for swds

Type A 5 6 7 8 9 10 11 12 13 14: Courses taught by SPED teachers for SPED students

Type B: Courses taught by general education teachers for low achievers and at-risk students

Type C: Rigorous courses taught by general education teachers with heterogeneous groups of students

Type D: Advanced placement courses taught by general education teachers

Type E: Other courses taught by general education teachers (e.g., vo-tech electives)

Course Options for SWDs



Enrollments in rigorous general education classes
Enrollments in “Rigorous” General Education Classes 5 6 7 8 9 10 11 12 13 14

  • Total possible “rigorous” class enrollments: 3220

  • Actual # of “rigorous” enrollments: 682

  • Total # of SWD: 805

  • Estimates for GE teachers of # of SWD: 205


Student achievement
Student Achievement 5 6 7 8 9 10 11 12 13 14



The Content Literacy Continuum 5 6 7 8 9 10 11 12 13 14

During School:

Level 1: Enhanced content instruction (Mastery of critical content for all regardless of literacy levels)

Level 2: Embedded strategy instruction (Routinely weave strategies instruction within and across classes using large-group methods)

Level 3: Intensive strategy instruction (Mastery of specific strategies using 8-stage instructional sequence; individual Strategic Tutoring)

Level 4: Intensive basic skill instruction (Mastery of entry level literacy skills at the 4th-grade level)

Level 5: Therapeutic intervention (Mastery of language underpinnings of curriculum content and learning strategies)

After School: Strategic Tutoring (Extending the instructional time “box” through before- and after-school tutoring)


Student learning research studies
Student-Learning Research Studies 5 6 7 8 9 10 11 12 13 14



Comparing two concepts
Comparing Two Concepts 5 6 7 8 9 10 11 12 13 14


Concept comparison table
Concept Comparison Table 5 6 7 8 9 10 11 12 13 14


Mean percentage total scores
Mean Percentage Total Scores 5 6 7 8 9 10 11 12 13 14

Student Subgroups


Concept anchoring table
Concept Anchoring Table 5 6 7 8 9 10 11 12 13 14



Concept anchoring routine
Concept Anchoring Routine 5 6 7 8 9 10 11 12 13 14

Condition 1: Sub-Groups of Students

Condition 2: Sub-Groups of Students


Results for student subgroups
Results for Student Subgroups 5 6 7 8 9 10 11 12 13 14

Condition 1

(Commensalism Enhanced)

Condition 2

(Pyramid of Numbers Enhanced)


Recall enhancement routine
Recall Enhancement Routine 5 6 7 8 9 10 11 12 13 14

Experimental Group

LD NLD

(N=9) (N=11)

Control Group

LD NLD

(N=9) (N=12)

Nonreviewed Facts

Reviewed Facts


Student performance on reviewed facts
Student Performance on Reviewed Facts 5 6 7 8 9 10 11 12 13 14


Percentage of students performing at passing levels
Percentage of Students Performing at Passing Levels 5 6 7 8 9 10 11 12 13 14

LD

LD

NLD

NLD

LD

LD

NLD

NLD

Nonreviewed Facts

Reviewed Facts


Question exploration guide
Question Exploration Guide 5 6 7 8 9 10 11 12 13 14


The course organizer
The Course Organizer 5 6 7 8 9 10 11 12 13 14


The frame device
The Frame Device 5 6 7 8 9 10 11 12 13 14


Strategy instruction
Strategy Instruction 5 6 7 8 9 10 11 12 13 14


Learning strategies curriculum
Learning Strategies Curriculum 5 6 7 8 9 10 11 12 13 14

ACQUISITION

STORAGE

EXPRESSION & DEMONSTRATION OF COMPETENCE


Learning strategy
Learning Strategy 5 6 7 8 9 10 11 12 13 14

  • A Learning Strategy is how a person plans, acts, and evaluates performance on a task and its outcome.


Application of strategies
Application of Strategies 5 6 7 8 9 10 11 12 13 14

Assignment: In chronological order, list the political leaders of the Soviet Union from 1917 to the fall of communism. What strategies did you use?

Lenin

Stalin

Khrushchev

Brezhnev

Andropov

Chernenko

Gorbachov


The strategy
The Strategy 5 6 7 8 9 10 11 12 13 14

FIRST Letter Mnemonic Strategy:

Step 1: Form a word

Step 2: Insert a letter

Step 3: Rearrange the letters

Step 4: Shape a sentence

Step 5: Try combinations

Little Soviet Kids Become Adult Commies Gradually

LENIN

STALIN

KHRUSHCHEV

BREZHNEV

ANDROPOV

CHERNENKO

GORBACHOV


The sentence writing strategy
The Sentence Writing Strategy 5 6 7 8 9 10 11 12 13 14

  • Pick a formula

  • Explore words to fit the formula

  • Note the words

  • Search and check


Sentence writing strategy
Sentence Writing Strategy 5 6 7 8 9 10 11 12 13 14

Mean Percentage of Complete Sentences


The paragraph writing strategy
The Paragraph Writing Strategy 5 6 7 8 9 10 11 12 13 14

  • Set up a diagram

  • Create a title

  • Reveal the topic

  • Iron out the details

  • Bind it together with a clincher

  • Edit your work


Paragraph writing strategy
Paragraph Writing Strategy 5 6 7 8 9 10 11 12 13 14

Mean Percentage of Points Earned


The error monitoring strategy
The Error Monitoring Strategy 5 6 7 8 9 10 11 12 13 14

  • Write on every other line using “PENS”

  • Read the paper for meaning

  • Interrogate yourself using the “COPS” questions

  • Take the paper to someone for help

  • Execute a final copy

  • Reread your paper


Error monitoring strategy
Error Monitoring Strategy 5 6 7 8 9 10 11 12 13 14

Mean Percentage of Errors Corrected


Error monitoring strategy1
Error Monitoring Strategy 5 6 7 8 9 10 11 12 13 14

Mean Number of Errors Per Word


Steps of the theme writing strategy
Steps of the Theme Writing Strategy 5 6 7 8 9 10 11 12 13 14

  • Think

  • Organize it

  • Write a draft

  • Evaluate it

  • Refine it


Theme writing strategy
Theme Writing Strategy 5 6 7 8 9 10 11 12 13 14

Mean Percentage of Points Earned


All writing strategies
All Writing Strategies 5 6 7 8 9 10 11 12 13 14

Mean Score on District Writing Competency Exam


Theme writing strategy1
Theme Writing Strategy 5 6 7 8 9 10 11 12 13 14

Mean Grade in English



Strategic tutoring instructional phases

TEACHING 5 6 7 8 9 10 11 12 13 14

Assessing

Constructing

Transferring

Strategic Tutoring Instructional Phases


Strategic tutoring model
Strategic Tutoring Model 5 6 7 8 9 10 11 12 13 14

The role of the Strategic Tutor is to:

  • Explain content, build knowledge

  • Share extensive knowledge of strategies

  • Apply principles of Strategic Instruction

  • Mentor and “connect” with students


Strategic tutoring study 1

Baseline After ST 5 6 7 8 9 10 11 12 13 14STUDENT 3

Baseline After STSTUDENT 1

Baseline After STSTUDENT 2

Strategic Tutoring Study 1

Mean Percentage Correct


Strategic tutoring study 2
Strategic Tutoring Study 2 5 6 7 8 9 10 11 12 13 14

Mean Percentage Score

Baseline After ST

TESTS & QUIZZES

Pretest Posttest

STRATEGY KNOWLEDGE


Teacher learning studies
Teacher-Learning Studies 5 6 7 8 9 10 11 12 13 14


Teacher training results
Teacher Training Results 5 6 7 8 9 10 11 12 13 14

Percentage of Teacher Behaviors Performed

Content Enhancement Routines


Professional development approaches
Professional Development Approaches 5 6 7 8 9 10 11 12 13 14

  • Traditional

    • Inservice on inservice days

  • Enlightened

    • Interviews, partnership learning, participant choice, in-class modeling, ongoing

  • Instructional Coaches

    • Enlightened + Onsite coaching and collaboration for implementation


Implementation rates
Implementation Rates 5 6 7 8 9 10 11 12 13 14


Effectiveness of staff development activities
Effectiveness of Staff Development Activities 5 6 7 8 9 10 11 12 13 14

Knowledge Skill Acquisition Classroom app.

  • Present information 40-80% 10% 5%

  • Present & Model 80-85% 10-40% 5-10%

  • Present & Model &Practice & Feedback 80-85% 80% 10-15%

  • Present & Model &Practice & Feedback & Coaching 90% 90% 80-90%


Lesson 1 the anchoring table
Lesson 1: The Anchoring Table 5 6 7 8 9 10 11 12 13 14


Lesson 2 the linking steps
Lesson 2: The Linking Steps 5 6 7 8 9 10 11 12 13 14


Lesson 3 the cue do review sequence
Lesson 3: The Cue-Do-Review Sequence 5 6 7 8 9 10 11 12 13 14


Lesson 4 example routines
Lesson 4: Example Routines 5 6 7 8 9 10 11 12 13 14


Creating your own anchoring table
Creating Your Own Anchoring Table 5 6 7 8 9 10 11 12 13 14


Study 1 implementation results
Study 1: Implementation Results 5 6 7 8 9 10 11 12 13 14

Mean Percentage of Points Earned

ANCOVA: No differences

R.M. ANOVA: Significant gains for both groups (p <.001)


Study 1 knowledge test results
Study 1: Knowledge Test Results 5 6 7 8 9 10 11 12 13 14

Mean Percentage of Points Earned

ANCOVA: No differences

R.M. ANOVA: Significant gains for both groups (p <.001)


Study 1 anchoring table test
Study 1: Anchoring Table Test 5 6 7 8 9 10 11 12 13 14

Mean Percentage of Points Earned

ANCOVA: No differences

R.M. ANOVA: Significant gains for both groups (p <.001)


Study 1 concept acquisition test all students
Study 1: Concept Acquisition Test (All Students) 5 6 7 8 9 10 11 12 13 14

Percentage of Points Earned

HLM Approach: Significant posttest differences (p< .014)

Significant gains for both groups (p<.001)


Study 1 concept acquisition test students with ld
Study 1: Concept Acquisition Test (Students with LD) 5 6 7 8 9 10 11 12 13 14

HLM Approach: No significant differences between groups

Significant gains for both groups (p<.001)


School change research
School-Change Research 5 6 7 8 9 10 11 12 13 14


Effects of content enhancement
Effects of Content Enhancement 5 6 7 8 9 10 11 12 13 14


9th grade physical science
9th Grade Physical Science 5 6 7 8 9 10 11 12 13 14



Sentence writing strategy example class among 1000 students
Sentence Writing Strategy 5 6 7 8 9 10 11 12 13 14(Example Class Among 1000 Students)

Mean Percentage of Sentences


Comparison of writing meap over 3 years
Comparison of Writing MEAP Over 3 Years 5 6 7 8 9 10 11 12 13 14

Percentage of Students


Self questioning strategy
Self-Questioning Strategy 5 6 7 8 9 10 11 12 13 14

  • Attend to clues as you read

  • Say some questions

  • Keep predictions in mind

  • Identify the answer

  • Talk about the answers



Word identification strategy
Word Identification Strategy 5 6 7 8 9 10 11 12 13 14

  • Discover the context

  • Isolate the prefix

  • Separate the suffix

  • Say the stem

  • Examine the stem

  • Check with someone

  • Try the dictionary




Strategic reading study 2002 03
Strategic Reading Study: 5 6 7 8 9 10 11 12 13 142002-03


Strategic reading class at muskegon high school
Strategic Reading Class at Muskegon High School 5 6 7 8 9 10 11 12 13 14

Grade Level Scores on GMRT-Comprehension Subtest

(# responders/total group)


State reading competency scores chase middle school
State Reading Competency Scores: Chase Middle School 5 6 7 8 9 10 11 12 13 14

Percentage of All Students

Skill Levels


7th grade maryland functional tests results
7th Grade Maryland Functional Tests Results 5 6 7 8 9 10 11 12 13 14

Percentage


Student success
Student Success 5 6 7 8 9 10 11 12 13 14

Vision

Supports

+

Validated practices

Fidelity implementation

+

=

+

Coordinated implementation

Quality Professional Development

+

Strong Administrative

Leadership


For more information
For More Information 5 6 7 8 9 10 11 12 13 14

KU-CRL

1122 W. Campus Road

Lawrence, Kansas 66044

Phone: 785-864-4780

www.kucrl.org


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