Monitoring teacher implementation of specially designed instruction and services

Specially designed instruction Defined in IDEA 2004 as adapting the content, methodology, and delivery of instruction Specially designed instruction vs. good teaching Specially designed instruction – foundation of special education and focuses on the individual needs of the students. By definition, to be eligible for special ed – student needs specially designed instruction. IDEA defines SDI as adapting the content, methodology, or delivery of instruction. Characterized by significant and individualized adaptations that are not available to all general education students. Note: good teachers routinely adjust instruction to meet the diverse needs in the classroom, and minor modifications should not be considered “special education.” Only when significant adaptations are required that are not used with other students should it rise to the level of “special education.”

Individualized accommodations for accessing grade level content Multiple means of representation Changes in the way information is presented Multiple means of expression Providing alternate ways for students to demonstrate what they know Multiple means of engagement Changes to gain student’s interest and increase motivation Curriculum adaptations Changes in representation of content Refer to admin walk through – 5 areas of SDI that apply to self-contained, resource, or inclusion teachers. Accommodations are educational practices that ensure involvement and progress in the general education curriculum. These accommodation fit under the umbrella of “Universal design for Learning” or UDL, which is defined as changes in how the curriculum is presented or represented or how students respond to the curriculum. UDL allows learning objectives to be achieved by individuals with wide differences in their abilities to see, hear, speak, write, etc. Administrators look for: Multiple means of representation – providing students with alternate ways to acquire content information (Ex: If a student can’t read printed text, may present information auditorily) Multiple means of expression – provide students with alternate ways to show what they know (Ex: students can say it, write it, draw it. Multiple means of engagement – students with disabilities may need alternate ways to increase motivation to learn. Teachers may provide choices, make learning relevant, etc. Curriculum adaptations – help students store and remember content information. Strategies include advance organizers, graphic organizers, etc.

Specially designed instruction Intensive and individualized Research based practices for students with disabilities Direct Instruction Reading Math Social Skills for BIC classes Learning Strategy instruction Explicit and intensive instruction on IEP goals and objectives 2nd area on walk-through form - Intensive and individualized SDI is typically delivered in a pull-out or self-contained classroom, but can be done in the general education classroom – especially with co-teaching arrangement. Research shows students with disabilities need explicit and direct skills based instruction. Whether teachers are working with student in general ed or any pull-out program, focus should be on quality instruction that is research based, and this includes need for direct instruction on deficit skills. Remember, students with disabilities did not respond to general education interventions, and these students require an approach that is significant and individualized.

Direct instruction Research based Reading Math Adams & Carnine (2004) conducted meta- analysis Findings clearly support effectiveness of this strategy. Reading Examples include Project Read, Reading Mastery Plus, Corrective Reading, Read Naturally, Don Johnston Math Examples include Mountain Math, Touch Math, Basic Math, etc. Direct Instruction is a highly structured teaching strategy that breaks skills into specific components that are taught in a controlled sequence. Here are the programs were are currently supporting.

Learning Strategy instruction Research based Focus on teaching students how to learn Focusing together Framing Routine SLANT Proficiency Sentence Writing LINCS Error Monitoring Strategy Concept Mastery Routine Content Enhancement Routines l Learning strategy instruction - these strategies come from the KU center for Research on Learning. Basically teaches students foundational skills of knowing how to learn. Here are the learning strategies used by inclusion/co-teachers.

IEP instruction Direct and intensive Deficit skills identified in student’s IEP goals and objectives IEP instruction - intensive and direct instruction on student’s weaknesses. This is an instructional challenge for teachers to work on a student’s deficit skills while still providing instruction on grade level TEKS.

Controlling task difficulty Increase student motivation Avoid frustration Students with disabilities are easily frustrated - Control of task difficulty involves sequencing student work to maintain high levels of success and reduce frustration.

Grouping strategies Small interactive groups Peer tutoring Cooperative learning Note: whole group instruction is not appropriate in resource or self-contained settings. Grouping strategies are important. Research shows small, interactive groups of 6 or less is most effective. Includes peer tutoring or cooperative learning. In Resource or Self-contained classrooms, should not see whole group instruction.

Behavior management strategies Strategies on the (BIP): Antecedent strategies (prior to behavior occurring) Consequence strategies (strategies used after the behavior occurs) Teaching replacement behaviors (see handout) For BIC classrooms – Individual student point sheets linked to class wide motivation system Behavior management strategies – section 4 on walk through form. Look for whether teachers are implementing strategies on student’s BIP. For BIC classrooms, must have student point sheets linked to classwide motivation /level system.

Classroom environment components Posted daily schedules Learning centers/stations Staff schedule posted Beginning and ending routines Attention signal Posted classroom expectations Additional components for BIC classes: Crisis management plan Classroom environment components for Resource or self-contained classrooms: Posted daily schedules, learning centers or stations including areas for 1:1 or small group instruction, independent work, other centers aligned with student’s IEP goals and objectives, staff schedule posted so that any time you know which staff is working with certain students throughout the instructional day, beginning and ending routines, attention signal, posted classroom expectations. For BIC classrooms, a crisis management plan.

Progress monitoring Is the teacher collecting and analyzing data on IEP goals and objectives or curriculum based measurements? Is the teacher using data to drive instructional decisions? Teachers must keep data at frequent intervals (preferably weekly) on student’s goals and objectives. Data should be visible and used to make instructional decisions.

Scenarios

Seven Steps to Progress Monitoring Writing Measurable Goals and Objectives Making Data Collection Decisions Determining Data Collection Tools and Schedules Representing the Data Visually Evaluating the Data Making Instructional Adjustments Communicating Progress

What is Progress Monitoring? Progress monitoring is the on-going process of collecting and analyzing data to determine student progress.

What is Progress Monitoring? Progress monitoring should be used to: Make instructional and service decisions based on student performance. Determine progress on IEPs (annual goals and objectives) for students in special education.

Rationale Why Use Progress Monitoring? Individuals With Disabilities Education Improvement Act (IDEA) 2004 Requires a student’s individualized education plan (IEP) to include: A statement of present levels of academic and functional performance; A statement of measurable annual goals; A statement of special education, related and supplemental services; An explanation of the extent, if any, of non-participation in the regular classroom; Etscheidt, Susan K. (2006)

Why Use Progress Monitoring? A statement of any appropriate and necessary accommodations on state and district-wide assessments; A statement of dates and duration of services; Appropriate, measurable post-secondary goals and transition services; and A statement of how the child’s progress toward the annual goals will be measured. Etscheidt, Susan K. (2006)

Why Use Progress Monitoring? Legal Decisions The absence of adequate progress monitoring has been the focus of several administrative and judicial decisions. Courts are unwilling to accept the claims of school districts regarding the appropriateness of a student’s program without proof in the form of data. Etscheidt, Susan K. (2006)

Why Use Progress Monitoring? Recent decisions have revealed five primary areas of concern: The IEP team fails to develop or implement progress monitoring plans; Responsibilities for progress monitoring are improperly delegated; Recent decisions concerning progress monitoring have revealed five primary areas of concern Etscheidt, Susan K. (2006)

Why Use Progress Monitoring? The IEP team does not plan or implement progress monitoring for behavior intervention plans; The team uses inappropriate measures to determine student progress toward graduation; Progress monitoring is not frequent enough to meet the requirements of IDEA or to provide meaningful data to IEP teams. (after reviewing slide)… so where do we start?... The current IEP… Etscheidt, Susan K. (2006)

Seven Steps to Progress Monitoring Write Measurable Goals and Objectives Make Data Collection Decisions Determine Data Collection Tools and Schedules Represent the Data Visually Evaluate the Data Make Instructional Adjustments Communicate Progress The process begins by setting goals for each student, based on where the student is presently functioning (current level of educational performance or baseline level) and expected levels of progress. Connecting the baseline and the goal or target performance provides an aimline. Student performance on regularly administered probes is compared with the aimline to determine if the student is progressing toward the goal. When necessary, instructional interventions are designed and implemented to improve student progress.

Step 1: Write Measurable Goals and Objectives The PLAFP sets the baseline for the annual goals. Determines approaches for ensuring involvement in, or adaptations or modifications to, the general education curriculum. Should accurately describe the student’s performance in all areas of education that are affected by the student’s disability. Each area of educational need identified in the PLAFP must be addressed in at least one other section of the form: annual goals, supplementary aids/services, special education programs and services, and/or secondary transition services.

PLAFP Information Sources Step 1: Write Measurable Goals and Objectives PLAFP Information Sources Work samples School records Checklists Career, transition, vocational assessments Student work samples, portfolios Teacher observations and records Parent input Student Interviews Behavioral data CBAs and CBMS Systematic data collection Report Cards Statewide assessment Benchmark assessment Teacher-made tests Norm-referenced tests Criterion Referenced Tests (CLASS) These are examples of information sources. Any information that demonstrates a link to the curriculum and shows strengths and weaknesses in essential skills can be used. AGC - TEKS-Based Instruction 32

Step 1: Write Measurable Goals and Objectives PLAFP Example Charlie knows how to compute math problems, but is unable to meet the 5th grade standards (80% on math benchmarks) for understanding and applying problem solving strategies to story problems. He does not understand the relationship between a description and a mathematical solution. Charlie scored at the 2.8 level on the solving section of the Key Math test, and 4.8 on the Computation section. He completes word problems with 50% accuracy.

Step 1: Write Measurable Goals and Objectives PLAFP Example: Joshua is a 10 year old student in third grade who needs clearly defined rules and a structured environment. In unstructured situations or when given a difficult assignment, Joshua will often hit teachers and peers. His hitting behavior occurs an average of 6 times per day. During preferred activities, Joshua engages in appropriate peer interactions on a daily basis.

Step 1: Write Measurable Goals and Objectives Precise and measurable goals provide a clear basis for monitoring student progress. The annual goals estimate what outcomes can be expected in an academic year based on the student’s present level of performance. The objectives provide steps for meeting the goal. Teachers must write precise and measurable goals that provide a clear basis for monitoring student progress. The goals estimate what progress can be expected in a set period of time based on where the student is presently performing. Students in special education programs have annual goals and short-term objectives. The annual goals estimate what outcomes can be expec- ted in an academic year based on the student’s present level of performance. The objectives provide steps for meeting the goal.

Step 1: Write Measurable Goals and Objectives It is important to consider how the cumulative effect of special education services will help achieve school and post-school outcomes when setting the annual goals. Even though the IEP focuses on goals for one year, the goals should be building toward helping the student achieve post- school or long-term outcomes.

Step 1: Write Measurable Goals and Objectives Annual goals and short-term objectives must have the following components: Student: Use the student’s name. Behavior: State what the student will do. Use verbs that are observable and measurable. Conditions: State the specific circumstances under which the student will perform the expected behaviors. Criterion: Set a standard indicates a reasonable level of performance that the student will achieve after instruction or intervention. Refer to reference chart

Step 1: Write Measurable Goals and Objectives Table Activity: Use the Reference Guide to write a measurable goal and/or objective for Joshua.

Step 2: Making Data Collection Decisions Data decisions guide the selection of a meaningful data collection tool Type of data needed Where By Whom How often -

Step 2: Make Data Collection Decisions What type of data will be collected? Permanent/Visible products Event Recording Duration Recording ABC Charts Anecdotal Observations Data collection serves as a day-to-day guide for making adjustments in instruction, and provides the information needed to determine student progress toward goals and, in the case of students in special education, objectives. Data must be collected often enough to provide for timely intervention and student progress toward the goal. The following questions can guide decisions:

Step 2: Make Data Collection Decisions Where will data be collected? Classroom Playground Cafeteria School Hallways Job-site Community Anywhere data reflecting progress can be observed and counted efficiently!

Step 2: Making Data Collection Decisions Who will collect data? General Education teacher Special Education teacher Paraprofessional Student Job coach Parent Others

Step 2: Make Data Collection Decisions How often will data be collected? Daily Monthly Weekly Quarterly Data must be gathered as frequently as necessary—and no more! High priority objectives may warrant daily data collection Implementation of new programs require more frequent data collection Data can be gathered anytime the student has the opportunity to exhibit the behavior to be observed and counted—but only as often as necessary.

Step 2: Make Data Collection Decisions Effectiveness of services and instructional method is best determined when progress is measured frequently. If progress is monitored Then effectiveness may Daily, as part of instruction Be determined within 2 weeks Twice a week Be determined within a month Weekly Be determined within a quarter Quarterly NOT be determined, even after a year An Administrator’s Guide to Measuring Achievement for Students with IEPs. http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm

Step 3: Determine Data Collection Tools/Schedules The tools used to collect data and measure progress provide evidence of student performance specific to IEP goals and objectives. Data collection tools should represent different types of measurement in order to provide a clear picture of student progress. Bullet one: let the behavior to be observed dictate the tool… EVIDENCE means you can tangibly show the team how the student performed Example: You wouldn’t use clothing size alone to measure progress in weight loss… you would use multiple measures like weight, inches, clothing size, BMI, etc…

Step 3: Determine Data Collection Tools/Schedules Commonly used tools/methods: CBMS Work Samples Assessment checklists Anecdotal records Portfolio assessment Structured interviews Teacher-made tests Surveys Rating scales Rubrics Curriculum-based assessment Observations Tools must be selected or designed to collect data. A schedule to review the data must be established. The type, location, and frequency of data to be collected, as well as who will collect the data, determine the tools or methods to be used. Work Samples Provides evidence of student performance through “hard copies” of actual student work. Writing Math Projects (cutting, drawing) Pictures of student work Audio recordings of student performance (reading, responding to questions)

Step 3: Determine Data Collection Tools/Schedules The data collection schedule depends on how service is delivered: Times for data collection should be worked into daily and weekly plans for instruction. Data collection does not necessarily have to be separate from instructional time. Regular education teachers and other service providers play a key role in data collection and input. Times for data collection should be scheduled when concerns have been brought up.

Step 3: Determine Data Collection Tools/Schedules Think-Pair-Share 1)Think for a few moments about how you would collect data on Joshua’s behavior. 2)Pair with a partner and talk about the answer each of you came up with. Identify the answers you think are best or most unique. 3)Share your thinking with the whole group.

Step 3: Determine Data Collection Tools/Schedules Visual representation of data provides a picture of student progress, and helps to clarify the written word or list of numbers used to make decisions. Ways to show data visually include: Graphs Charts Checklists

Baseline data Joshua’s hitting behavior Time M T W T F Total 9-9:10 / / / / 4 9:30-40 / / // / / 6 10-10:10 // /// / // / 9 10:30-40 /// / //// /// // 13 Day total 7 6 7 7 5 Make a line graph and then a histogram

Step 3: Determine Data Collection Tools/Schedules Table Activity Use the information to graph the baseline data. Share with others at your table.

Joshua baseline data Frequency of hitting behavior Baseline Intervention

Joshua baseline data Frequency of hitting behavior Baseline Intervention

Step 4: Represent the Data Visually Compiling data is a critical component. Periodically review and graph or chart the collected data. Attempting to compile all data collected during the year right before the ARD would be an overwhelming task. If data is collected: Then data should be compiled: Daily Weekly Two or three times per week Bi-weekly or monthly Once a week Monthly

After Intervention Data Joshua’s hitting behavior Time M T W T F M Total 9-9:10 / // // // / / 9 9:30-40 / / / / 4 10-10:10 / // / // / / 8 10:30-40 // //// // / // // 13 Day total 4 9 6 6 5 4 Make a line graph and then a histogram

Step 4: Represent the Data Visually Table Activity: Graph data Discuss the impact of the graphs. How might the IEP meetings for these students gone had only the collected data (not compiled) been shared.

Step 5: Evaluate the Data Data collection provides information used to drive instruction. Data must be reviewed regularly and on a predetermined basis. Data must be evaluated to determine if the student is making progress toward the goals and objectives. Data should determine how well the student is responding to the intervention being implemented.

Step 5: Evaluate the Data Decision rules should be applied when analyzing the graph. Based on 4 most recent consecutive scores a decision to intervene should be made if – four consecutive data points are below the goal line (or above if decreasing behavior) OR four of the last six data points are below the goal line (or above if decreasing behavior).

Step 5: Evaluate the Data What would you do?

Step 5: Evaluate the Data What would you do?

Step 5: Evaluate the Data What would you do?

Step 5: Evaluate the Data Table Activity: Evaluate Joshua’s data

Step 6: Making Instructional Decisions When the data patterns indicate the need to intervene, simple instructional interventions should be used first and then more intensive interventions. When instructional interventions do not result in the expected progress being made the ARD Committee may need to be reconvened to reevaluate the goal and objectives. When the data patterns indicate the need to intervene, simple instructional interventions should be used first and then more intensive interventions. If these adjustments still do not yield results, moderate and then more intensive interventions should be tried. When instructional interventions do not result in the expected progress being made the IEP team should be reconvened to reevaluate the goal and objectives.

Step 6: Making Instructional Decisions If the data patterns show progress is: Adequate or better-- the program is working, and should be continued. Stalled, but the student can do some of the task-- provide direct or intensive instruction on difficult steps. Stalled close to the goal--provide increased repetitions and frequent opportunities for practice. At or near zero--the task is too difficult, teach prerequisite skills. Accomplished--move on to a new goal.

Step 7: Communicating Progress Communication about student progress should actively involve the parent and the student. Communication is a motivational tool for students and strengthens home- school bonds with parents.

Step 7: Communicating Progress The ARD committee determines how progress will be communicated and the method and schedule is noted on the IEP. Progress on IEP goals must be reported at least as frequently as progress is reported for students who do not have disabilities. Ways to keep lines of communication open include: G Communication books and data logs G Parent/teacher conferences G Progress reports and report cards G Phone calls

Final Thoughts Progress monitoring processes that are focused, clearly defined, and completed will ensure meaningful educational programs for students with disabilities.

Final Thoughts Progress monitoring remains a required part of the IEP with IDEA 2004. Etscheidt, Susan K. (2006)

Works Cited/Consulted An Administrator’s Guide to Measuring Achievement for Students with IEPs. http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm Etscheidt, Susan K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children, 56-60. Jones, C. J. (2004). Teacher-friendly curriculum-based assessment in spelling. TEACHING Exceptional Children, 32-38. Show Me the DATA! University of Washington, Experimental Educational Unit. 2004. Pemberton, J. B. (2003). Communicating academic progress as an integral part of assessment. TEACHING Exceptional Children, 16- 20.