WHAT REALLY WORKS IN SPECIAL AND INCLUSIVE EDUCATION DoSE Meeting February 26, 2016 Lori Dehart, Behavior Consultant

Major Contributors to Learning ■Student ■Home ■School ■Teacher ■Curricula ■Approaches to Teaching

Hattie’s Top Student Self-Reported Grades Piagetian programs Response to intervention Teacher credibility Providing formative evaluation Micro-teaching Classroom discussion Comprehensive interventions for learning disabled students Teacher clarity Feedback0.75

Progress is Built Upon Evidence Medical advances Information and communications technology Transport Farming Education??

CHAPTER 1

Evidence-based Teaching Strategies Clearly specified teaching methods that have been shown in controlled research to be effective in bringing about desired outcomes in a delineated population of learners.

Teacher Effectiveness ■The value you add to your learners’ store of information, concepts, skills and values; ■The degree of independence your learners are able to exercise in managing their own learning now and in the future; and ■The extent to which you develop a sense of well-being in learners

Influences On Learners’ Development ■Individual Students: account for about 50% of their own achievement, and possibly more for those with special needs ■Teachers: account for about 30% of achievement (this is why it is important to use well-founded teaching strategies) ■Schools: account for about 5-10% of achievement (principals) ■Peers: account for 5-10% of achievement ■Homes: account for 5-10% of achievement (expectations & encouragement)

How Do We Know What Works? ■Intervention Fidelity ■Behavioral Outcomes ■Learner Characteristics ■Control of Variables ■Freedom from contamination ■Acceptable side effects ■Theory-based ■Follow-up ■Research versus natural conditions ■Peer review ■Replication ■Cost effectiveness ■Practical significance ■accessibility

27 Strategies Ranking **** Convincing or strong evidence of effectiveness (effect size 0.7 or greater) *** Good, or preponderant, evidence of effectiveness (effect size of )

Do we have to do something different? Yes --sometimes AND No– GOOD Teaching!!

CHAPTER 2

A Learning and Teaching Model

Wide range of individual differences among learners in their: ■Biological structures ■Primary memories ■Goals for learning ■Confidence in themselves as learners ■Trust in their environments ■Executive systems ■Capacity to hold material in their short-term working memories ■Knowledge held in their long-term memories ■Strategies for accessing their long-term memories ■Strategies for placing material in their long-term memories ■Contexts in which they are embedded

Outline For Training Each Strategy ■The Strategy ■Underlying Idea ■The Practice (including your role) ■Evidence ■Addressing Risks ■Conclusion ■Further reading ■Website resources

Self Evaluation

Survey Monkey ■Choose 3 Strategies you would like to learn about first

Best Evidence Encyclopedia ■The Best Evidence Encyclopedia is a website created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programmes available for students in grades K–12. It provides summaries of scientific reviews produced by many authors and organizations, as well as links to the full texts of each review. ■

The Coalition for Evidence- Based Policy ■This US Coalition advocates many types of research to identify the most promising social interventions. However, a central theme of its advocacy is that evidence of effectiveness generally cannot be considered definitive without ultimate confirmation in well-conducted randomized controlled trials. ■

What Works Clearinghouse ■This US clearinghouse reviews the research on the different programmes, products, practicesand policies in education. By focusing on the results from high-quality research, it tries to answer the question “What works in education?” Its goal is to provide educators with the information they need to make evidence-based decisions. ■

Fidelity of implementation: Selecting and implementing evidence-based practices and programmes. ■This module discusses the importance of selecting evidence-based practices and programmes. It also examines actions that school personnel can take to increase the likelihood that the practice or programme is implemented as it was designed. ■