How Access Pertains to Disproportionality and English Language Learners

1. How Access Pertains to Disproportionality and English Language Learners Wendy Bauman The Access Center: Improving Outcomes for All Students K-8 Hi, I�m Wendy Bauman and I�m part of the Access Center Today I�ll be talking to you about how access to the general education curriculum is relevant to minorities and ELLS in special education, specifically disproprotionalityHi, I�m Wendy Bauman and I�m part of the Access Center Today I�ll be talking to you about how access to the general education curriculum is relevant to minorities and ELLS in special education, specifically disproprotionality

2. �The Access Center: Improving Outcomes for All Students K-8Located at the American Institutes for Research1000 Thomas Jefferson St. NW, Washington, DC 20007Ph: 202-944-5300 TTY: 877-334-3499 Fax: 202-944-5454e-mail: accesscenter@air.org website: www.k8accesscenter.org  Before I do that� Brief overview of the Access Center (will talk about it in more details later in the presentation): national technical assistance center funded by OSEP. We�re currently in our first year of five years. We focus on access to the gen ed curriculum for students with disabilities K-8 We have a number of strategies and resources as well has have a comprehensive website Before starting this presentation: prefer to take questions at the end (unless its one of clarification) Point out the display board and mention the materials I�ve brought Acknowledge that minorities and ELLS have distinct concerns and characteristics but for the purpose of this presentation, due to time constraints, they are grouped together. Differentiated where possible but they do have many overlapping concerns/considerations to be made We�re only 7 months old so we�re still developing our resources and strategies. So some areas of our work are more developed in our work Before I do that� Brief overview of the Access Center (will talk about it in more details later in the presentation): national technical assistance center funded by OSEP. We�re currently in our first year of five years. We focus on access to the gen ed curriculum for students with disabilities K-8 We have a number of strategies and resources as well has have a comprehensive website Before starting this presentation: prefer to take questions at the end (unless its one of clarification) Point out the display board and mention the materials I�ve brought Acknowledge that minorities and ELLS have distinct concerns and characteristics but for the purpose of this presentation, due to time constraints, they are grouped together. Differentiated where possible but they do have many overlapping concerns/considerations to be made We�re only 7 months old so we�re still developing our resources and strategies. So some areas of our work are more developed in our work

3. Presentation Outline Define access to the general education curriculum Discuss the relationship between Access, Disproportionality and English Language Learners (ELLS) Explain how the Access Center can help to improve access to the general education curriculum for students with disabilities Question and Answer/ Strategy sharing period This presentation will be divided into 3 sections Defining access both through how it is defined in IDEA �97 and also how the Access Center has conceptualized access In this, I�ll be talking about how issues of access to the general education arise in different areas of education, how the specific concerns of minorities and ELLS in special education are related to these access issues and some strategic interventions that can facilitate better access for these students Talk about the structure and services of the Access Center and explain how we can assist teachers, schools, districts, and states improve access to the general education curriculum for their students with disabilities, including minorities and ELLS While our work doesn�t focus exclusively on disproportionality concerns, minorities, or ELLS, ensuring access is very much tied to these populations as often students who have limited access are from diverse backgrounds. Also, room for questions and answers at endThis presentation will be divided into 3 sections Defining access both through how it is defined in IDEA �97 and also how the Access Center has conceptualized access In this, I�ll be talking about how issues of access to the general education arise in different areas of education, how the specific concerns of minorities and ELLS in special education are related to these access issues and some strategic interventions that can facilitate better access for these students Talk about the structure and services of the Access Center and explain how we can assist teachers, schools, districts, and states improve access to the general education curriculum for their students with disabilities, including minorities and ELLS While our work doesn�t focus exclusively on disproportionality concerns, minorities, or ELLS, ensuring access is very much tied to these populations as often students who have limited access are from diverse backgrounds. Also, room for questions and answers at end

4. What is Access? In Individual with Disabilities Education Act (IDEA) 1997, 300.26 (b)(3)(iii)�� Specially-designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction- ������ (i) To address the unique needs of the child that result from the child's disability; and ����� (ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children. IDEA �97 emphasizes that students with disabilities are to participate and progress in the general education curriculum The �general education curriculum� as used in the IDEA �97 amendments refers to the curriculum that is offered to non-disabled students. � this is how the AC has operationalized it as well These mandates are furthered in NCLB as it provisions on accountability and student outcome data. In addition, this act includes helps to identify the types of curriculum that an be used IDEA �97 emphasizes that students with disabilities are to participate and progress in the general education curriculum The �general education curriculum� as used in the IDEA �97 amendments refers to the curriculum that is offered to non-disabled students. � this is how the AC has operationalized it as well These mandates are furthered in NCLB as it provisions on accountability and student outcome data. In addition, this act includes helps to identify the types of curriculum that an be used

5. What is Access? The Access Center�s Concept of Access A Bridge to Affective Access Connecting research to practice to progress The Access Center�s Framework Active engagement in learning the content and skills that define the general education curriculum. ���� We as a center have operationalized the concept of access in two ways: We see access as a bridge- connecting research to practice to progress: Using knowledge about research based instruction and implementing it in the classroom and then scaling up and being able to measure student progress 2) created a framework that we use. The core component of our frame work is that access to the gen ed curriculum occurs when students are actively engaging in learning the content and skills that define the gen ed curriculum. We have found that access is most likely occurring when the following indicators are present 1) the general education curriculum is operationalized in terms of appropriate instructional and learning goals for individual students with disabilities, including appropriate scope and sequence; � 2) appropriate research-based instructional methods and practices are being used that have a track record of helping students with disabilities learn general education content and skills; �3)�� appropriate research-based materials and media are being used that have evidence documenting their effectiveness in helping students with disabilities learn general education content and skills; 4) research-based supports and accommodations are being used that have a track record of helping students with disabilities learn general education content and skills; and � appropriate tools and procedures are used for assessing and documenting whether students with disabilities are meeting high standards and achieving their instructional goals. We as a center have operationalized the concept of access in two ways: We see access as a bridge- connecting research to practice to progress: Using knowledge about research based instruction and implementing it in the classroom and then scaling up and being able to measure student progress 2) created a framework that we use. The core component of our frame work is that access to the gen ed curriculum occurs when students are actively engaging in learning the content and skills that define the gen ed curriculum. We have found that access is most likely occurring when the following indicators are present 1) the general education curriculum is operationalized in terms of appropriate instructional and learning goals for individual students with disabilities, including appropriate scope and sequence; � 2) appropriate research-based instructional methods and practices are being used that have a track record of helping students with disabilities learn general education content and skills; �3)�� appropriate research-based materials and media are being used that have evidence documenting their effectiveness in helping students with disabilities learn general education content and skills; 4) research-based supports and accommodations are being used that have a track record of helping students with disabilities learn general education content and skills; and � appropriate tools and procedures are used for assessing and documenting whether students with disabilities are meeting high standards and achieving their instructional goals.

6. What is Access? Importance: Mandated by IDEA �97 Carried forth in No Child Left Behind, 2002 Inclusion is about placement; access is about services Why is Access Important? Mandated by IDEA: students with disabilities, have the same rights to a high quality education NCLB�s provisions about student accountability and student outcome data help to hold schools and districts accountable for including inclusive environments as students with disabilities Focuses on services and and supports for children. Inclusion is placement, access is about services: Not just about the setting: Nolet and McLaughlin (2000): access to the general education curriculum in more than just being present. It requires the providing necessary supports to they will benefit from the instruction. Access does not only pertain to students within the general education classroom. Access is an issue across all settings, including more restrictive environments. Tomlinson (1999): emphasized consideration of access in self-contained classrooms � too often expectations for struggling learners decrease, materials are simplified, pace slows Why is Access Important? Mandated by IDEA: students with disabilities, have the same rights to a high quality education NCLB�s provisions about student accountability and student outcome data help to hold schools and districts accountable for including inclusive environments as students with disabilities Focuses on services and and supports for children. Inclusion is placement, access is about services: Not just about the setting: Nolet and McLaughlin (2000): access to the general education curriculum in more than just being present. It requires the providing necessary supports to they will benefit from the instruction. Access does not only pertain to students within the general education classroom. Access is an issue across all settings, including more restrictive environments. Tomlinson (1999): emphasized consideration of access in self-contained classrooms � too often expectations for struggling learners decrease, materials are simplified, pace slows

7. Access, Disproportionality, and ELLS How does access to the general education curriculum relate to disproportionality and to the needs of English Language Learners? 2nd part of presentation: Here�s the key question to this presentation [read] Concerns about access cut across all aspects of education. In order to focus this presentation a bit, the following areas will touched upon for this presentation 2nd part of presentation: Here�s the key question to this presentation [read] Concerns about access cut across all aspects of education. In order to focus this presentation a bit, the following areas will touched upon for this presentation

8. Access, Disproportionality, and ELLS Areas to be addressed: Identification for special education services Placement in education settings and services Classroom Instruction Highly Qualified Personnel Assessment Content and Methods These are areas in education in which decisions can be made that adversely affect a student�s access to the general education curriculum Look at each of them separately to�These are areas in education in which decisions can be made that adversely affect a student�s access to the general education curriculum Look at each of them separately to�

9. Access, Disproportionality, and ELLS What kind of decisions are inhibiting access? Specific concerns related to minorities and ELLS Strategic Interventions For each of the five education areas, the following points will be addressed what kinds of decisions are being made that can inhibit access How are these decisions related to the specific needs of minority and ELLS students Examples of strategies and programs that can be implemented to improve students� access Ex. The What Works Clearinghouse, a federally funded center, has come out with their list of evidence reports for the first year and one of them include ELLS You all probably have lots of suggestions as well, that I�d love to hear. We can share them at the end of this presentationFor each of the five education areas, the following points will be addressed what kinds of decisions are being made that can inhibit access How are these decisions related to the specific needs of minority and ELLS students Examples of strategies and programs that can be implemented to improve students� access Ex. The What Works Clearinghouse, a federally funded center, has come out with their list of evidence reports for the first year and one of them include ELLS You all probably have lots of suggestions as well, that I�d love to hear. We can share them at the end of this presentation

10. Identification Issue of Access Removal from the general education classroom Lowered expectations and goals Description: Identification is the process in which children are identified as in need of special education services, and more specifically the types of services they need depending on their disability. Misidentification (is this the accepted term to use?) can occur when students from racial and ethnic minority groups are inappropriately recognized as students with a disability and are placed in special education settings that remove them from the general education curriculum. Learning goals established for these students may be based erroneously on the inappropriate diagnosis of a disability, as would be instructional methods and assessment techniques, thus, further pulling them from engagement in general education content and instructional and assessment methods Description: Identification is the process in which children are identified as in need of special education services, and more specifically the types of services they need depending on their disability. Misidentification (is this the accepted term to use?) can occur when students from racial and ethnic minority groups are inappropriately recognized as students with a disability and are placed in special education settings that remove them from the general education curriculum. Learning goals established for these students may be based erroneously on the inappropriate diagnosis of a disability, as would be instructional methods and assessment techniques, thus, further pulling them from engagement in general education content and instructional and assessment methods

11. Identification Disproportionality and ELLS Cultural and linguistic difficulties or differences mistaken for a disability Cultural disconnect between students and teacher Lower Expectations Lack of Advocate Materials Assessment How decision that influence access can be specifically related to minorities and ELLS: Ex for immigrants, language difficulty often interpreted as a language disability Behavioral expressions seen as indication of a disability rather than as culture specific - example from Heidi�s chapter prejudice/stereotypes and/or lack of knowledge Families not knowledgeable, encouraged, or able (language or time barriers) to advocate for their child to participate in educational experiences that improve access. The materials and tools used to assess a child for special education services are not culturally sensitive - example from Mom How decision that influence access can be specifically related to minorities and ELLS: Ex for immigrants, language difficulty often interpreted as a language disability Behavioral expressions seen as indication of a disability rather than as culture specific - example from Heidi�s chapter prejudice/stereotypes and/or lack of knowledge Families not knowledgeable, encouraged, or able (language or time barriers) to advocate for their child to participate in educational experiences that improve access. The materials and tools used to assess a child for special education services are not culturally sensitive - example from Mom

12. Identification Strategic Interventions Prereferral Interventions Teacher Assistance Teams (TAT) Skills Promoted through Arts, Reading and Knowledge (SPARK) Prereferral Assessment Model (PAM) TAT- supports general education teachers through creating teams�. SPARK � for early childhood; literary based; good results for those learning English PAM- systematic screening model for academic and behavior problems TAT- supports general education teachers through creating teams�. SPARK � for early childhood; literary based; good results for those learning English PAM- systematic screening model for academic and behavior problems

13. Placement Issue of Access Learning goals, instructional methods and assessment techniques may not be as strenuous Specific disability categories more like to be placed in more restrictive environment PLACEMENT = nature of the special education services or program in which a child with a disability is placed. Examples include a general education classroom with additional supports, pullout services, or a self-contained classroom. Access is limited when misclassifications are made Misclassification = inaccurately labeling students who have been identified for special education services and therefore providing inappropriate services; often placed in more restrictive environments that needed (from the Civil Rights Project) 80-90% of MR and 70+% of ED educated in resource rooms or substantially separate settings; about 56% of LD in full inclusion (pulled out less than 21% of school day); PLACEMENT = nature of the special education services or program in which a child with a disability is placed. Examples include a general education classroom with additional supports, pullout services, or a self-contained classroom. Access is limited when misclassifications are made Misclassification = inaccurately labeling students who have been identified for special education services and therefore providing inappropriate services; often placed in more restrictive environments that needed (from the Civil Rights Project) 80-90% of MR and 70+% of ED educated in resource rooms or substantially separate settings; about 56% of LD in full inclusion (pulled out less than 21% of school day);

14. Placement Disproportionality and ELLS Type of placements Incongruous services Statistics show students from culturally and linguistically diverse backgrounds are disproportionately placed in more restrictive environments further inhibiting their participation and engagement in general education curriculum, goals, and instructional opportunities - overrepresentation of ED and MR increases risk of blacks in separate settings; most racial disparity within MR is mild MR (vs moderately or severe) Full inclusion: 55% of white students with disabilities, 42.6% of Hispanics; 37.2% blacks Substantially separate: 15.9% of whites, 27.8% of Hispanics; 32.7% Blacks Services not matched to actual needs; probably due to placement errors Crockett and Kaufman: restrictive placements -> likely to receive unequal services Statistics show students from culturally and linguistically diverse backgrounds are disproportionately placed in more restrictive environments further inhibiting their participation and engagement in general education curriculum, goals, and instructional opportunities - overrepresentation of ED and MR increases risk of blacks in separate settings; most racial disparity within MR is mild MR (vs moderately or severe) Full inclusion: 55% of white students with disabilities, 42.6% of Hispanics; 37.2% blacks Substantially separate: 15.9% of whites, 27.8% of Hispanics; 32.7% Blacks Services not matched to actual needs; probably due to placement errors Crockett and Kaufman: restrictive placements -> likely to receive unequal services

15. Placement Strategic Interventions More sensitive assessments Grouping Strategies Part Time Placements Sensitive assessments: include measures/tools that account for diverse learners; talk more about this in later section ex. IEP meetings � minority parents don�t understand and/or feel empowered so defer to the school for decisions Grouping Strategies: (Sharon Vaughn) organize students into learning clusters that facilitate their engagement and participation; learning groups comprised of students of varying ages, achievement levels, and disabilities (Vaughn). positively impact upon student learning and minimize the necessity to pull the student out of a classroom setting to receive more intensive instructional interventions ex. Used a lot for reading; research found that stronger readers sensitive to needs of lower readers and didn�t express concern with having to help them; LD students expressed appreciation for groups where can get easily obtain help from peers Placement � utilize pull out services, paraprofessionals, remedial assistance within current setting � for part of day ex. Work with special educators to design interventions that can be used in the gen ed classroomSensitive assessments: include measures/tools that account for diverse learners; talk more about this in later section ex. IEP meetings � minority parents don�t understand and/or feel empowered so defer to the school for decisions Grouping Strategies: (Sharon Vaughn) organize students into learning clusters that facilitate their engagement and participation; learning groups comprised of students of varying ages, achievement levels, and disabilities (Vaughn). positively impact upon student learning and minimize the necessity to pull the student out of a classroom setting to receive more intensive instructional interventions ex. Used a lot for reading; research found that stronger readers sensitive to needs of lower readers and didn�t express concern with having to help them; LD students expressed appreciation for groups where can get easily obtain help from peers Placement � utilize pull out services, paraprofessionals, remedial assistance within current setting � for part of day ex. Work with special educators to design interventions that can be used in the gen ed classroom

16. Instruction Issue of Access Not able to accommodate different learning styles Teaching styles and materials Inherent curricular barriers Affecting access within instruction are� First two- can be due to lack of training, knowledge, backgroundAffecting access within instruction are� First two- can be due to lack of training, knowledge, background

17. Instruction Disproportionality and ELLS Ability to adapt to the needs of diverse learners Linguistic and cultural disconnect with classroom content, materials, or instruction Teaching Styles involves 1st recognizing diverse needs (such as English as second lang) and 2nd adapting teaching appropriately Ex. Pumpkin pie vs. sweet potato pie at Thanksgiving (Bransford, How People Learn) Ex. Role of questioning different about racial/ethnic groups (Harry, Allen, McLaughilin, 1995 in Bransford, How People Learn) whites: �known-answer questions�; person asking the question knows the information required to answer correctly Afr-Am: more likely analogy or story-telling experiences, where not prior correct answer Additional studies similar differences amoung Hispanics and Asian-Americans (Arreaga-Mayer, 1998) involves 1st recognizing diverse needs (such as English as second lang) and 2nd adapting teaching appropriately Ex. Pumpkin pie vs. sweet potato pie at Thanksgiving (Bransford, How People Learn) Ex. Role of questioning different about racial/ethnic groups (Harry, Allen, McLaughilin, 1995 in Bransford, How People Learn) whites: �known-answer questions�; person asking the question knows the information required to answer correctly Afr-Am: more likely analogy or story-telling experiences, where not prior correct answer Additional studies similar differences amoung Hispanics and Asian-Americans (Arreaga-Mayer, 1998)

18. Instruction Strategic Interventions Culturally appropriate pedagogy Pre-existing knowledge Learning Strategies Peer Assisted Learning Strategies (PALS) Universal Design (UD) Integrate diverse cultures into overall academic program; Ex. Banks Content Integration Knowledge is shaped by social and cultural experiences; based on SOL principles Ex. Fish is a Fish Prime background knowledge (McLaughlin) 3) Help learn information and solve problems; Don Deshler�s work. Engage students through active learning Ex. Graphic organizers, mnemonic devises: to improve memory; tools to better encode information so can retrieve it easier; 3 strategies: keyword, pegword, letter 4) Pairing students through structured learning activities 5) Approach to designing env and products so they can be used by the widest range of students w/o adaptation Integrate diverse cultures into overall academic program; Ex. Banks Content Integration Knowledge is shaped by social and cultural experiences; based on SOL principles Ex. Fish is a Fish Prime background knowledge (McLaughlin) 3) Help learn information and solve problems; Don Deshler�s work. Engage students through active learning Ex. Graphic organizers, mnemonic devises: to improve memory; tools to better encode information so can retrieve it easier; 3 strategies: keyword, pegword, letter 4) Pairing students through structured learning activities 5) Approach to designing env and products so they can be used by the widest range of students w/o adaptation

19. Highly Qualified Personnel Issue of Access Insufficient training for teaching diverse students Lack of Support Lack of Certified Special Educators �Highly Qualified Personnel� in NCLB = certified; demonstrate proficiency in subj matter So if don�t fit the �mode� then they are special ed or just don�t teach them as much- not getting the whole curriculum; also about not having training on how to use appropriate tools Support from school, district, state Stats??�Highly Qualified Personnel� in NCLB = certified; demonstrate proficiency in subj matter So if don�t fit the �mode� then they are special ed or just don�t teach them as much- not getting the whole curriculum; also about not having training on how to use appropriate tools Support from school, district, state Stats??

20. Highly Quality Personnel Disproportionality and ELLS Shortage of culturally and linguistically diverse educators Insufficient understanding of diverse students Insufficient understanding of diverse teaching materials and strategies 1) As of 1995, about 85% of teacher education students where white, 7% black, 4 Hispanic; undergrad special edu programs, 87.8% white, 6.6% black, 3.1 Hispanic; I.e about teaching professionals �14% diverse vs. about 30% of students are diverse 2) Not trained to teach diverse learners; studies have show that only about 10 �18% of programs include sufficient multicultural materials/training 3) Not know about diverse books. Ex. SPARK curriculum; Core Knowledge by E.J Hirsh1) As of 1995, about 85% of teacher education students where white, 7% black, 4 Hispanic; undergrad special edu programs, 87.8% white, 6.6% black, 3.1 Hispanic; I.e about teaching professionals �14% diverse vs. about 30% of students are diverse 2) Not trained to teach diverse learners; studies have show that only about 10 �18% of programs include sufficient multicultural materials/training 3) Not know about diverse books. Ex. SPARK curriculum; Core Knowledge by E.J Hirsh

21. Highly Quality Personnel Strategic Interventions Teacher Training Programs Professional Development Activities Community Involvement Activities Course work on diverse cultures and how to address diverse needs in the classroom Focus on ethnic/racial groups in the community Ex. Include parents For both inservice/preservice, how and where to get support and/or resourcesCourse work on diverse cultures and how to address diverse needs in the classroom Focus on ethnic/racial groups in the community Ex. Include parents For both inservice/preservice, how and where to get support and/or resources

22. Assessment Issue of Access Testing methods and content can lead to inaccurate results With NCLB provisions, students with disabilities must be included Thus leading to restricted access to the general education curriculum NCLB: now being held accountable � need to show AYP so need access to the curriculum Thus leading to restricted access to the general education curriculum NCLB: now being held accountable � need to show AYP so need access to the curriculum

23. Assessment Disproportionality and ELLS Insensitive tools and methods Language and cultural barriers Not culturally diverse, appropriate; tools, including some standardized assessments, often aren�t normed on populations of diverse learners �least bias assessment� (from speech and language pathology lit) need to understand person�s culturea and language and how it can impact the process Ex. If limited English and the test is in English then the child�s English ability is being tested, not their content or skill knowledge (NAPE Principal book) Not culturally diverse, appropriate; tools, including some standardized assessments, often aren�t normed on populations of diverse learners �least bias assessment� (from speech and language pathology lit) need to understand person�s culturea and language and how it can impact the process Ex. If limited English and the test is in English then the child�s English ability is being tested, not their content or skill knowledge (NAPE Principal book)

24. Assessment Strategic Interventions Curriculum Based Assessment Multiple Assessment Approach Include UD Principles Frequently administered brief tests (probes) that measure specific skills. To monitor progress and help with practical data-based decision-making; measures student�s growth individual (not against peers); probes can be teacher generated or from outside sources; involving child in charting progress can be incentive for them Using multiple types of assessment (standardized tests, classroom tests, qualitative measures, group projects) to �triangulate� data for more accurate and holistic picture of student ability and progress Measure accurately without compromising validity -Often through computer based; include accommodations (reading aloud, test magnification, use of keyboard to respond) Mention something about NCLB? - more important know with NCLB bec now need to include st w/ dis for accountability � to show yearly progress; only 5% from a school can be excludedFrequently administered brief tests (probes) that measure specific skills. To monitor progress and help with practical data-based decision-making; measures student�s growth individual (not against peers); probes can be teacher generated or from outside sources; involving child in charting progress can be incentive for them Using multiple types of assessment (standardized tests, classroom tests, qualitative measures, group projects) to �triangulate� data for more accurate and holistic picture of student ability and progress Measure accurately without compromising validity -Often through computer based; include accommodations (reading aloud, test magnification, use of keyboard to respond) Mention something about NCLB? - more important know with NCLB bec now need to include st w/ dis for accountability � to show yearly progress; only 5% from a school can be excluded

25. To Recap Looked at the areas of identification, placement, instruction, personnel, and assessment Discussed issues of access and how related to disproportionality and ELLS Offered strategic interventions to help improve access for students Thus far, we� Now that we�ve identified the needs, concerns, and possible strategies for improving access, what kind of support and assistance is out there to help individuals, districts, and states improve access to the general education curriculum for students with disabilities, and specifically minority students and ELLS? What I�ve touched upon thus far are the types of concerns the Access Center addresses through our technical assistance. We act as a resource for states, districts, and practitioners who are working to improve access to the general education curriculum for students with disabilities. Our center�s resources and strategies enhance access to the general education for all students, including those from culturally and linguistically diverse backgrounds.Thus far, we� Now that we�ve identified the needs, concerns, and possible strategies for improving access, what kind of support and assistance is out there to help individuals, districts, and states improve access to the general education curriculum for students with disabilities, and specifically minority students and ELLS? What I�ve touched upon thus far are the types of concerns the Access Center addresses through our technical assistance. We act as a resource for states, districts, and practitioners who are working to improve access to the general education curriculum for students with disabilities. Our center�s resources and strategies enhance access to the general education for all students, including those from culturally and linguistically diverse backgrounds.

26. How the Access Center can Help National technical assistance center Funded by the Office of Special Education Programs (OSEP) Overarching Aim: To help state educators, TA systems, districts, schools, and individuals build capacity to enhance the ability of students with disabilities to engage in and learn from the general education curriculum So now I�ll talk to you a bit about how what we at the Access Center do and how we can be of assistance to those who dealing with the complex issue of how to help their students with disabilities access the general education curriculumSo now I�ll talk to you a bit about how what we at the Access Center do and how we can be of assistance to those who dealing with the complex issue of how to help their students with disabilities access the general education curriculum

27. How the Access Center can Help Located in Washington DC at the American Institutes for Research Principal Investigator: James Hamilton, Ph.D. Project Co-Directors: Judy Shanley, Ph.D. Don Dailey, Ph.D.

28. Target Audiences State and local administrators State and local educators National, state, and local TA providers Parents and families

29. Our Framework for Access A Bridge to Affective Access -Connecting research to practice to progress The Access Center�s Framework - Active engagement in learning the content and skills that define the general education curriculum. - Factors that influence access We as a center have operationalized the concept of access in two ways: We see access as a bridge- connecting research to practice to progress: Using knowledge about research based instruction and implementing it in the classroom and then scaling up and being able to measure student progress 2) created a framework that we use. The core component of our frame work is that access to the gen ed curriculum occurs when students are actively engaging in learning the content and skills that define the gen ed curriculum. We have found that access is most likely occurring when the following indicators are present 1) the general education curriculum is operationalized in terms of appropriate instructional and learning goals for individual students with disabilities, including appropriate scope and sequence; � 2) appropriate research-based instructional methods and practices are being used that have a track record of helping students with disabilities learn general education content and skills; �3)�� appropriate research-based materials and media are being used that have evidence documenting their effectiveness in helping students with disabilities learn general education content and skills; 4) research-based supports and accommodations are being used that have a track record of helping students with disabilities learn general education content and skills; and � appropriate tools and procedures are used for assessing and documenting whether students with disabilities are meeting high standards and achieving their instructional goals. We as a center have operationalized the concept of access in two ways: We see access as a bridge- connecting research to practice to progress: Using knowledge about research based instruction and implementing it in the classroom and then scaling up and being able to measure student progress 2) created a framework that we use. The core component of our frame work is that access to the gen ed curriculum occurs when students are actively engaging in learning the content and skills that define the gen ed curriculum. We have found that access is most likely occurring when the following indicators are present 1) the general education curriculum is operationalized in terms of appropriate instructional and learning goals for individual students with disabilities, including appropriate scope and sequence; � 2) appropriate research-based instructional methods and practices are being used that have a track record of helping students with disabilities learn general education content and skills; �3)�� appropriate research-based materials and media are being used that have evidence documenting their effectiveness in helping students with disabilities learn general education content and skills; 4) research-based supports and accommodations are being used that have a track record of helping students with disabilities learn general education content and skills; and � appropriate tools and procedures are used for assessing and documenting whether students with disabilities are meeting high standards and achieving their instructional goals.

30. Our Customized Assistance Three types of services: Web-based Technical Assistance Liaison Activities Access Exchange Community 1) Website: Training, Materials, and Resources ������� - six areas: (background information on access,goals and alignment with standards, classroom curriculum and materials, instructional methods and strategies, connecting research to practice, supports and accommodations and assessment and accountability) - Different types: currently Information Briefs, FAQs, and glossary of key special education and access terminology. 2. Working on more extensive reports, training modules among others 3. Free, interactive features: online expert chats, threaded discussions, and a listserv We�re continuously developing new tools, publications, and products that are reliable and practical 2) With the 6 RRCS � work w/ states and districts in each region through: Direct Consultation: Working with a few states individually that are being identified through the RRC network on their specific needs concerning access Customized Resources: The center can provide materials and media that correspond to specific needs: synthesize and present information about effective research, practices, products, and people. 3) Access Exchange Communities ������� - Communities of practice; we provide live and virtual networking opportunities to for them to collaborate ������� ����1) Website: Training, Materials, and Resources ������� - six areas: (background information on access,goals and alignment with standards, classroom curriculum and materials, instructional methods and strategies, connecting research to practice, supports and accommodations and assessment and accountability) - Different types: currently Information Briefs, FAQs, and glossary of key special education and access terminology. 2. Working on more extensive reports, training modules among others 3. Free, interactive features: online expert chats, threaded discussions, and a listserv We�re continuously developing new tools, publications, and products that are reliable and practical 2) With the 6 RRCS � work w/ states and districts in each region through: Direct Consultation: Working with a few states individually that are being identified through the RRC network on their specific needs concerning access Customized Resources: The center can provide materials and media that correspond to specific needs: synthesize and present information about effective research, practices, products, and people. 3) Access Exchange Communities ������� - Communities of practice; we provide live and virtual networking opportunities to for them to collaborate ������� ����

31. Our Partners Regional Resource Center Network Mountain Plains Regional Resource Center Center for Applied Special Technology (CAST) Council for Chief State School Officers (CCSSO) From website info; Distinction between RRC network and MPRRC Note: acknowledge SERRCFrom website info; Distinction between RRC network and MPRRC Note: acknowledge SERRC

32. Structure of the Access Center Regional Technical Assistance Liaison Teams aligned with the 6 Regional Resource Centers Content teams that focus on specific content areas as well as overarching educational areas Define Technical Assistance Liaison: A.C. and RRC staff who has taken on the role as provider of technical assistance. TA= support provided thru info dissemination, online resources, consultants, regional/com resources, etc. in response to an identified need, request for info, help to solve problem The six regions: Mid-South, Western, Great Lakes, Mountain Plains, Southeast, Northeast content: reading, math, science overarching: Assessment and Accountability, Research to practice, Assistive technology (including universal design), Support and accommodations, Classroom management, Goals and alignment to standards, Legislative/regulatory information Define Technical Assistance Liaison: A.C. and RRC staff who has taken on the role as provider of technical assistance. TA= support provided thru info dissemination, online resources, consultants, regional/com resources, etc. in response to an identified need, request for info, help to solve problem The six regions: Mid-South, Western, Great Lakes, Mountain Plains, Southeast, Northeast content: reading, math, science overarching: Assessment and Accountability, Research to practice, Assistive technology (including universal design), Support and accommodations, Classroom management, Goals and alignment to standards, Legislative/regulatory information

33. Website www.k8accesscenter.org our T,M,R can be found here as well as the online features (chat, threaded discussion, listserv). In addition, have testimonials from practitioners in the field about access and how its working in their schools lots of info, easy to use. Continuously adding to it our T,M,R can be found here as well as the online features (chat, threaded discussion, listserv). In addition, have testimonials from practitioners in the field about access and how its working in their schools lots of info, easy to use. Continuously adding to it

36. �The Access Center: Improving Outcomes for All Students K-8Located at the American Institutes for Research1000 Thomas Jefferson St. NW, Washington, DC 20007Ph: 202-403-5000 TTY: 877-334-3499 Fax: 202-403-5001e-mail: accesscenter@air.org website: www.k8accesscenter.org

37. This content was developed by staff at The Access Center: Improving Outcomes for All Students K-8, funded by U. S. Department of Education, Office of Special Education Programs and housed at the American Institutes for Research. Retrieved [today's date], from the World Wide Web: http://www.k8accesscenter.org