Closing the Performance Gap with Researchbased Interventions

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Closing the Performance Gap with Research-based
Interventions

• Long Island Association of Special Education
  Administrators
• Don Deshler
• January 16-17, 2003

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A doctor can bury his mistakes, but an architect
can only advise his client to plant
vines. Frank Lloyd Wright
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What matters most in the work that we do?
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CLOSING THE PERFORMANCE GAP
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The Performance Gap
Demands/ Skills
Years in School
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Current Realities for SWDs in Our Schools A
Partial Profile
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Descriptive Research

• Studying
• School culture
• Instructional methods
• Services
• Attitudes
• Student outcomes
• Satisfaction

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Descriptive Year 1 StudyResearch 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?

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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)

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Administrator Interviews

• Schools generally dont have a written policy
  related to inclusion (8 of 9)
• Special education administrators arent familiar
  with standards-based instruction (8 of 8)
• Special education administrators arent familiar
  with the academic paths available
  within general education (7 of 8)

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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

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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

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Course Options
Taught by general education teachers
SWDs
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Rigorous General Education Enrollments for SWDs
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High School Teachers RespondWhy 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 isnt understood.

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High School Teachers RespondWhy 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.

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Promoting Learning Over Coverage for ALL Learners
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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Promoting Learning Over Coverage for ALL Learners
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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Whats Should be at the Core?

• Vision
• Efficacy/Beliefs
• Validated instructional practices
• Administrative Leadership

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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

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Direct Instruction
Strategy 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

Swanson (1999)
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Responsive Instruction

• Continuous Assessment
• Instructional Accommodations
• Elaborated Feedback

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Systematic Instruction

• Structured
• Connected
• Scaffolded
• Informative

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Intensive Instruction

• Sufficient Time
• High Engagement

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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!!!

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Promoting Learning Over Coverage for ALL Learners
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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.
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.
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.
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
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Content Enhancement Teaching Routines
Planning and Leading Learning Course
Organizer Unit Organizer Lesson Organizer
Teaching Concepts Concept Mastery Routine Concept
Anchoring Routine Concept Comparison Routine
Explaining Text, Topics, and Details Framing
Routine Survey Routine Clarifying Routine
Increasing Performance Quality Assignment
Routine Question Exploration Routine Recall
Enhancement Routine Vocabulary Routine
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Concept Diagram
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Concept Mastery Results
Test scores of students with disabilities on unit
tests
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Section 1 of the Guide
The Critical Question The question that will be
the focus of the lesson
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Section 2of the Guide
Key Terms and Explanations Important words or
phrases that must be understood in order to
answer the Critical Question
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Section 3of the Guide
Supporting Questions The smaller questions that
need to be answered in order to answer the
Critical Question
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Section 4of the Guide
The Main Idea Answer A concise answer to
the Critical Question.
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Section 5of the Guide
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.
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Section 6of the Guide
Real-World Use A question or statement that
challenges students to show how the Main idea
Answer applies to the real world.
Overall Idea A generalization derived from
the main Idea Answer which can be applied to the
world at large.
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Instructional Methodology

• CUE
• DO
• REVIEW

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.
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.
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.
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.
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Its strange that we expect students to learn,
yet spend so little time teaching them about
learning! Norman, 1980
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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
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Embedded Strategy Instruction
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Memory Strategy

• Form a word with first letters
• Insert a letter
• Rearrange the letters
• Shape a sentence
• Try combinations

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Large Group InstructionI 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 days work

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Large Group InstructionWe Do It!

• Ask for strategy steps
• Ask students to explain how theyre thinking
• Shape student responses
• Encourage students with authentic praise
• Evaluate student understanding
• Re-instruct if necessary

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Large Group InstructionYou Do it!

• Let students perform independently
• Give brief, specific, constructive feedback
• Identify categories of error to identify the
  focus for the next days session
• Have students record their grade on a progress
  chart

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Learning Strategies Curriculum
Expression of Competence Sentences Paragraphs Err
or Monitoring Themes Assignment
Completion Test-Taking
Acquisition Word Identification Paraphrasing Self
-Questioning Visual Imagery Interpreting
Visuals Multipass
Storage First-Letter Mnemonic Paired
Associates Listening/Notetaking LINCS Vocabulary
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Self-Questioning Strategy

• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers

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Self-Questioning-2001 n 133
7th Grade Science Class Growth Scores
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State Writing Assessment
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.
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.
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.
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.
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Intensive Strategy Instruction
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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.
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Word Identification

• Discover the context
• Isolate the prefix
• Separate the suffix
• Say the stem
• Examine the stem
• Check with someone
• Try the dictionary

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.
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.
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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.
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.
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.
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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.
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Summary of Key Ideas Related to Content literacy

• The purpose of literacy is to increase the
  learning of critical information.
• Content literacy requires fluent decoding.
• Common strategies are taught and reinforced by
  all teachers.
• Responsive and systematic instruction is provided
  on a continuum of intensity.
• Students must master critical content regardless
  of literacy competence.

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Promoting Learning Over Coverage for ALL Learners
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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Administrative Leadership

• Ensure right conditions are in place for student
  success
• Create a professional culture of calling, high
  expectation, and success

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Student Success
Vision
Beliefs

Validated practices
Fidelity implementation


Coordinated implementation

Quality Professional Development

Strong Administrative Leadership
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What matters most in the work that we do?
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The answer to that question will impact the
degree to which the performance gap is closed.
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www.ku-crl.org

• Don Deshler
• University of Kansas
• Center for Research on Learning
• ddeshler_at_ku.edu

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The Speech-Language Pathologist Provides
Curriculum-Relevant Therapy
Curriculum-relevant therapy is a kind of
intervention that engages adolescents in
meaningful, relevant, results oriented work,
leading to academic success.

• Practice Principles
• Intervention provided by the SLP should be
  therapeutic, or clinical, in nature.
• Intervention should relate directly to what
  students have to learn in school.

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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

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Strategic Tutoring Instructional Phases
I Do
TEACHING
Modeling
Assessing
Constructing
Transferring
Checking
Supporting
We Do
You Do
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ASSESSING PHASE

• Did the tutor
• Ask about the assignment?
• Review previous performance on similar
  assignments?
• Determine the students current strategy?
• Ask if the current strategy works?
• Provide rationale for creating a new strategy?
• Gain the students 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?

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CONSTRUCTING PHASE

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

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TEACHING PHASE

• Did the tutor
• MODEL (I Do) the strategy for the student
• Explain the students role during modeling?
• Model the steps of the strategy?
• Involve the student during the modeling activity?
• CHECK (We Do) the students 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?

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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?

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Strategic Tutoring Instructional Phases
SEVERAL WEEKS
2-3 min
3-5 min
3-4 min
TEACHING
Modeling
Assessing
Constructing
Transferring
Checking
Supporting
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Student Strategy Knowledge Tell me
everything you do when you......
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Student Strategy Knowledge
Pre Strategic Tutoring
Post Strategic Tutoring

• 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.

• 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.

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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

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Preliminary Data Analysis (1)

• Scores earned in general education tutored
  classes on Quizzes and Tests
• N 32 Chase and Landon
• 11 tutoring Pre 59 Post 73
• 13 tutoring 59 64
• HmWk help 65 66
• Comparison 63 55

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Preliminary Data Analysis (2)

• GPA for all classes
• N 32 Chase and Landon
• Chase 11 Pre .83 Post 2.25
• Landon 11 .29 1.57
• Chase 13 1.10 1.65
• Landon 13 1.50 1.50
• HmWk help .50 .62
• Comparison 2.00 1.00

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What Can the Content Literacy Continuum Do for
Schools?
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The Performance Gap
Demands/ Skills
Years in School
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Promotes focus on
Content
Rigorous academic standards
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Helps professionals differentiate complementary
roles.
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Focuses on change at the school level.
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Addresses, national, state, and district
priorities in literacy.
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ADOLESCENT
You want me to do what?
LITERACY
?