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Making Special Education Worth Getting

Making Special Education Worth Getting. Let’s Start Off with a Case Example… . Areana. Adapted from Chris Fallon. Discrepancy. Areana is 2.32 times discrepant from her 10 th -grade peers. Survey Level Assessment.

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Making Special Education Worth Getting

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  1. Making Special Education Worth Getting

  2. Let’s Start Off with a Case Example… Areana Adapted from Chris Fallon

  3. Discrepancy • Areana is 2.32 times discrepant from her 10th-grade peers.

  4. Survey Level Assessment According to national norms, Areana is reading at a 4th grade instructional level.

  5. Problem Analysis:CBE Hypotheses Testing 1. Areana is an accurate, but slow reader. • Her median rate of accuracy was found to be 95 percent which is considered significantly accurate. 2. If given the opportunity to practice decoding reading material, Areana’s reading rate will increase. • Areana was administered the same 8th grade R-CBM probe twice—one time to measure her initial reading rate and to become familiar with it, and the next time to note improvement in reading rate, based on what she learned about the passage in the first reading. • Areana’s reading rate increased by 38 percent. 3. Areana has difficulty decoding multisyllabic words. • Pattern from reading passages

  6. Revised Instructional Planning FormSkill Teaching Strategy Materials Arrangements Time

  7. Plan Evaluation:Is Areana making progress toward her goal?

  8. Is the student decreasing the discrepancy between her and her peers?

  9. Areana • School: High School • Grade: 10th • Participates in general ed English (Lower track) and has 65 min. resource support • Identified as having Learning Disability and has received Special Education Services since 2nd grade IS SPECIAL ED WORTH GETTING?

  10. How Effective is Special Education? Let’s Talk…

  11. We are not saying that Special Education does not produce positive outcomes for students, but clearly there is a need to… Make Special Education Worth Getting!

  12. Children of the Code video http://www.childrenofthecode.org/Tour/c1/index.htm

  13. How Make Special Education Worth Getting? • Giving kids what they need as soon as they need it • Improving instruction • Monitoring progress with well developed goals • Using data to inform instruction START!

  14. Giving kids what they need as soon as they need it Do we have an efficient system to make changes to a students programs if they are not benefitting from it? Do we meet to problem solve on students already receiving special education on an ongoing basis?

  15. Why are Current Interventions Not Reducing the Discrepancy for Many Students? Are we Improving Instruction? Let’s Talk…

  16. Improving instruction Need to link instruction to why the problem is occurring Need to ensure instruction is comprehensive and intensive enough and links back to CORE

  17. Example of CBE Flowchart Are reading skills acceptable? R – Curriculum, Permanent Products I – Teacher O – Student while reading T – Using CBM Are oral reading skills acceptable? Go to Comprehension yes no Missing early literacy skills? Survey Early Literacy Skills yes K-2 or older student who decodes few words? Build Fluency w/ rereading Evaluate phonics no Is oral reading accurate but slow? Yes, Phonics patterns Do Pencil Tap no Do Rereading assmt Are there patterns? Yes, whole word no yes yes Provide Balanced Instruction Build Self Monitoring Did accuracy improve? Did rate increase? Correct Patterns Categorize errors no yes More errors on harder passages? no Do Error Sample & Analysis no

  18. Matching Resources to Needs “Time is of the ESSENCE” 60 Minutes + (15 Minutes)? Greater needs will require MORE instructional time to remediate…. 30 Minutes + 30 Minutes? Educational Need Educational Benefit 60 Minutes?

  19. Core Curriculum & Instruction • Core Curriculum: • Primary instructional tool that teachers use to teach children reading, writing, and math. • Ensures they reach reading levels to meet or exceed grade-level standards. • Emphasis of five essential components for reading* and math** • Core Instruction: • Address the instructional needs of the majority (80%) of students in a school or district • 90 minutes per day of uninterrupted instruction *phonemic awareness, phonics, fluency, comprehension, vocabulary **number sense, computation fluency, problem solving, reasoning, engagement

  20. Supplemental Curricula & Instruction • Supplemental Curricula is used in 2 ways: • Fill gaps in the core reading program • Highly focused instruction some students need on certain skills • Need to be compatible with core curriculum • Supplemental Instruction: • 30 minutes a day; 5 days a week • Homogeneous groups of 3-6 students; 20-25% of student population • Progress monitored monthly

  21. Intensive Intervention Curricula & Instruction • Intensive Intervention Curricula: • Designed to meet the needs of students with little background knowledge or great difficulty learning a basic skill • Students require specially designed instruction and additional time • What students learn during intervention instruction is transferred to general (core) instruction • Intensive Intervention Instruction: • (2) 30 minutes a day; 5 days a week • Homogeneous groups of 3 students; 5-10% of student population • Progress monitored weekly

  22. There are 1,440minutes in a day… ORAbout 390 minutes (if your lucky) in a school day… Prioritize! What is left for instructional time?

  23. Monitoring progress with well developed goals

  24. Why Progress Monitor ? • To track progress toward goal • To determine if intervention is successful • To determine educational benefits to the student • For emphasis on student outcomes • To have a visual representation of results • Encourages explicit measurable expectations which research shows is motivating to students • To enable you to see performance patterns • Research indicates student outcomes improve when performance is monitored regularly • Allows you to make decisions based on the data!

  25. What do we know about the effectiveness of most Special Education interventions for children with reading difficulties in 3rd grade and later? Torgeson, 2004

  26. What do we know about the effectiveness of most Special Education interventions for children with reading difficulties in 3rd grade and later? We know that it tends to stabilize the relative deficit in reading skill rather than remediate it. Torgeson, 2004

  27. Goal setting 126 wrc Aimline Ambitious 43 wrc

  28. Writing Strong IEP Goals

  29. Develop Annual Goals • What can be reasonably accomplished in 12 months? • Prioritize! • What would be the observable and measurable outcomes? • What would be an ambitious goal?

  30. Shared Responsibility • Have parents help prioritize goals • Parents may be asked to support generalization of skills within the home and community setting. • Share data with parents on a regular basis.

  31. Research • Students whose teachers used CBM to monitor academic progress and to make adjustments in instructional programs when necessary significantly outperformed comparable students whose teachers did not use CBM

  32. Using data to inform instruction Have ongoing data to inform instruction Have a visual representation of that data

  33. Educational Need and Benefit?

  34. Helps UnderstandIndividual Student Problem or More Than 1?

  35. Meeting ExceedingIEP Goal Reducing the Educational Need (Gap) Annual Review: Benchmark and IEP ProgressBenefit in Reading

  36. Educational Need?

  37. Educational Benefit?

  38. Educational Need?

  39. Educational Benefit?

  40. Educational Need?

  41. Educational Benefit?

  42. Educational Need and Benefit? Goal

  43. Educational Need and Benefit?

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