Overview  The Pikes Peak BOCES is the Administrative Unit (AU) for nine member districts. We serve over 600 students  As the AU we oversee compliance with state and federal regulations from IDEA and ECEA  The AU also provides the district with related service providers in the following areas:  School Psychologists and School Social Workers  Speech Language Pathologists and Speech Language Pathologist Assistants  Occupational Therapists and Occupational Therapy Assistants  Audiologists  Teacher of Visually Impaired and Hearing Impaired  School Nurse  In addition, PPBOCES facilitates programs within the School of Excellence (SOE) and the Significant Support Needs program (located at Ellicott Middle School).

Special Education Process ReferralEvaluationEligibility DeterminationIEP

Referral  Parent request for evaluation must be in writing. The district must respond in writing with EITHER after the entire TEAM has been consulted:  Prior Notice and Consent for Evaluation  Prior Notice of SPED action that we are REFUSING evaluation  RTI can not be used to delay the request for evaluation. DO NOT let requests go unanswered.

Evaluation  Evaluation begins with Prior Notice and Consent for Evaluation  Consult ALL team members before sending home  We have 60 days from date it is signed to complete the Evaluation  Full and complete evaluation in all areas of suspected disability  Cognitive not required unless it is for Intellectual Disability or team suspects cognitive delay  Review all assessments available from school before determining what Standardized norm referenced testing is required  School Psych/Social Worker “lead up” all INITITAL evaluations

Eligibility Determination  Prior to an Eligibility meeting ALL team members should have reviewed the data for the meeting.  Eligibility Determination discussions should be facilitated by School Psych/Social Worker

SLD  Need to have evidence of:  Specific skill deficit in one or more of the areas of SLD. Skill deficit should be documented through  Grade level assessments that demonstrate student has a gap from peers of 2.0 or higher  Targeted norm referenced assessments that show below 12 th percentile  Lack of response to evidenced based interventions  Three targeted interventions are provided  Progress monitoring is specific and aligned to interventions  Student is not making significant growth despite these interventions

Speech and Language  Delays in Articulation and/or Expressive/Receptive Language  Can have academic needs  Need to understand how student qualified

SED  Review of RecordsSocial History  Family InterviewsTeacher Interviews  Child/Adolescent InterviewsSystematic Direct Observation  FBAAcademic Information  Behavior Rating Scales  Must include two measures, one global and one more targeted to specific area of concern.  Need evidence that behavior is occurring in more than 1 setting  Social Maladjustment Clause  Need to use one measure that assesses and rules out social maladjustment  EDDT, Conner's Comprehensive Scales, SEAD, 2

OHI  Other Health Impaired  Do not need a diagnosis for ADHD  Even with diagnosis have to show impact of the disability in the school setting. Diagnosis alone does not indicate student will qualify,  Rating Scales, Direct Observation  If no diagnosis need to show:  Clinically significant levels of Hyperactivity/Inattention in two environments.  Social history, teacher interviews, student interviews

The IEP Scavenger Hunt  Student Disability  Needs  Accommodations  Modifications  Grade level or alternative assessment?  Goals  Case Manager

The Performance Gap # Years in School Skills Demands /

Thinking of students with disabilities What should our expectations be? (ideal) In general, what are our expectations? (real)

Teachers’ Explanations  Biggest barrier to struggling learner success  Student attitudes  Students neglect of work  Low ability  Poor attendance  Unsupportive parents

Given high quality instruction, how confident are you that struggling adolescent readers can read close to grade level?

Proportion of Variance in Student Reading Gain Scores Student School Teacher/Classroom What do you think are the biggest contributors to student achievement gains?

Proportion of Variance in Student Reading Gain Scores

The Keys  Behaviors are actions  Behaviors are not results or qualities  Not all behaviors are equal  Only a few are genuinely vital

Vital Behaviors  There is lots to do……on the surface, most of the things are “good” things.  The issue isn’t whether it’s “good” or not……the issue is whether it’s vital !!

Vital Behaviors Exponentially improve your results. Tell you exactly what to do and how to do it. Tend to stop self-defeating behaviors. Often start a reaction that leads to good results.

Refine our craft  Work on Instructional Practice  Observe, describe, analyze instructional practice  Build common language and expectations

Influences on Achievement ? Decreased Enhanced Zero 0

Reducing Class Size on Achievement? Decreased Enhanced Zero 0 What is the effect of reducing class size Hundreds of evaluations of reducing class size ….

The typical influence on achievement So what is the typical effect across  750+ meta-analysis  50,000 studies, and  200+ million students

Effect on Achievement over time? Decreased Enhanced Zero 0.20 Typical Effect Size

Influences on Achievement REVERSE Developmental Effects Typical Teacher Effects ZONE OF DESIRED EFFECTS

Rank these 11 effects:  Reducing disruptive behavior in the class  Feedback  Acceleration of gifted students  Reading Recovery  Integrated curriculum programs  Homework  Individualized instruction  Ability grouping  Open vs. traditional classes  Retention (holding back a year)  Shifting schools (from 1 = highest effect to 11 = lowest effect)

Rank these 11 effects: Answers  Reducing disruptive behavior in the class.86  Feedback.72  Acceleration of gifted students.60  Reading Recovery.50  Integrated curriculum programs.40  Homework.30  Individualized instruction.20  Ability grouping.10  Open vs. traditional classes.00  Retention (hold back a year)-.16  Shifting schools-.34

Major domains of interest  Curricula  Home  School  Student  Teacher  Teaching

The Disasters... RankCategoryInfluenceStudiesEffectsES 100Mobility (shifting schools) Retention Television Summer vacation Open vs. traditional Multi-grade/age classes Inductive teaching Reading: Whole language Perceptual-motor programs Out of school experiences

The Well belows... RankCategoryInfluenceStudiesEffectsES 90Distance education Web based learning Ability grouping Teacher training Diet on achievement Teacher subject matter knowledge Gender (girls – boys) Multi-media methods Problem based learning Home-school programmes14.16

Not Worth it yet... RankCategoryInfluenceStudiesEffectsES 80Extra-curricula programs Family structure Co-/team teaching Learning hierarchies Aptitude/treatment interactions Individualised instruction Charter schools Religious schools Class size Teaching test taking

Typical “average teacher” territory... RankCategoryInfluenceStudiesEffectsES 70Finances Summer school Competitive learning Programmed instruction Within class grouping Mainstreaming Desegregation Exercise/relaxation Audio-based teaching Home visiting by teachers

Close to average RankCategoryInfluenceStudiesEffectsES 60Reducing anxiety Principals/school leaders on student achievement Ability grouping for gifted students Homework Inquiry based teaching Simulations and gaming Reading: Exposure to reading Bilingual programs Teacher positive expectations Computer assisted instruction

Average … RankCategoryInfluenceStudiesEffectsES 50Enrichment on gifted Integrated curriculum programs Adjunct aids Hypermedia instruction Behavioral organisers/adjunct questions Self-concept on achievement Frequent/effects of testing Early intervention Motivation on learning Small group learning

Getting there … RankCategoryInfluenceStudiesEffectsES 40Questioning Cooperative learning Reading: Second/third chance programs Play programs Visual based/audio-visual teaching Outdoor programs Concept mapping Peer influences Keller's mastery learning program Reading: Phonics instruction

Let’s have them.... RankCategoryInfluenceStudiesEffectsES 30 Reading: Visual-perception programs Parental Involvement Peer tutoring Goals - challenging Mastery learning Social skills programs Socio-economic status Home environment Providing worked examples Reading: Comprehension programs

Exciting …. RankCategoryInfluenceStudiesEffectsES 20Direct instruction Time on task Study skills Acceleration of gifted Problem solving teaching Teacher professional development on student achievement Reading: Repeated reading programs Reading: Vocabulary programs Meta-cognition strategies Teaching students self- verbalisation

The Winners... RankCategoryInfluenceStudiesEffectsES 1Self-report grades Absence of disruptive students Classroom behavioural Quality of teaching Reciprocal teaching Prior achievement Teacher-student relationships Feedback Providing formative evaluation to teachers Creativity programs

Visible teaching & Visible learning  What some teachers do!  In active, calculated and meaningful ways  Providing multiple opportunities & alternatives  Teaching learning strategies  Around surface and deep learning  That leads to students constructing learning

Activator or Facilitator ?

Teaching or Working Conditions?

Prediction time!  In 9th grade core classes (science, history, etc.)…  What percentage of time do teachers spend in active instruction?  How frequently are “high impact” strategies used that research has shown to work with students who struggle in learning?  In 9th grade “supplemental” classes…  What percentage of time do teachers spend in active instruction?  How frequently are “high impact” strategies used that research has shown to work with students who struggle in learning?

This is what we want in terms of instruction!

1. Lecture/read 2. Give directions 3. Listening 4. Ask questions 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy Observation of Teacher Practice Study

1. Lecture/read 2. Give directions 3. Listening 4. Ask question 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy Lecture/read 2. Give directions 3. Listening 4. Ask question 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy

Results: Role Observation Key role components data, all teachers combined Mitchell, 2011

Results: Instruction Observation Instructional Practices with Greatest Effects Instructional Practices with Typical Effects Feedback11.93%Physical Observation11.08% Exposure to Reading11.38%Not Engaged in Instruction 9.24% Manipulate/Generalize10.21%Lecture2.05% Fact/Concept Review9.29% Give Directions8.95% On-going Assessment8.20% Skill/Strategy Review6.67% Modeling4.63% Questioning3.24% Video1.96% Listening1.06% Graphic Devices0.07% Describe Skill/Strategy0.04% Total 77.63% (Mitchell, 2011) 22.37%

Another way of saying it…..  27% of time spent in instruction  X  77% of time using practices with “greatest effects”  =  21% of time/week in “effective” instruction  1 day/week

IES Practice Guides   Data-based Decision Making  Structuring Out-of-School Academic Achievement  Math and RTI  Reading and RTI  Reducing Behavior Problems in Elementary Schools  Effective Literacy and ELL in Elementary Schools  Girls Achievement in Math and Science  Organizing Instruction and Study to Improve Student Learning

Design Features in Content Enhancement to Support Literacy and Learning Support for Prior Knowledge Organization and manipulation of information Metacognitive components Graphic Organizer Embedded cognitive strategy Explicit instruction Interactive construction of knowledge & comprehension