Allison Gandhi EdD National Center on Intensive Intervention Sharon Vaughn PhD University of Texas Austin Lee Kern PhD Lehigh University Larry Wexler EdD US Office of Special Education Programs ID: 621511
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Improving Results for All: The Role of Intensive Intervention in Federal Education Policy
Allison Gandhi, Ed.D., National Center on Intensive Intervention Sharon Vaughn, Ph.D., University of Texas–AustinLee Kern, Ph.D., Lehigh University Larry Wexler, Ed.D., U.S. Office of Special Education Programs
April 9, 2015Slide2
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Results-Driven Accountability: VisionAll components of an accountability system will be aligned in a manner that best support states in improving results for infants, toddlers, children, and youth with disabilities and their families.
Shift from Compliance to Results + Compliance
Slide adapted from: OSEP Slides
to Explain Results Driven Accountability (RDA) Retrieved from http://www2.ed.gov/about/offices/list/osers/osep/rda/index.htmlSlide3
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State Systemic Improvement Plan
Year 1—FFY 2013
Delivered by April 2015
Year 2—FFY 2014
Delivered by Feb. 2016
Years 3
–
6—FFY 2015
–18Feb. 2017–Feb. 2020Phase I AnalysisPhase II PlanPhase III EvaluationData analysisInfrastructure analysisState-identified measureable resultCoherent improvement strategiesTheory of actionMultiyear plan addressing:Infrastructure developmentSupport early intervening services program and local education agencies in implementing evidence-based practicesEvaluation planReporting on progress including:Results of ongoing evaluationExtent of progressRevisions to the State Performance Plan
Slide from: OSEP Slides
to Explain Results Driven Accountability (RDA) Retrieved from http://www2.ed.gov/about/offices/list/osers/osep/rda/index.htmlSlide4
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State-identified Measurable Result(s)State-identified Measurable Result(s) (SiMR)A child-level (or family-level, for Part C) outcomeNot a process
or system
result
M
ay be a single result or a cluster of related resultsIdentified based on analysis of data Slide5
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On What Are States Focusing?In a May 2014
National Association of State Directors of Special Education
survey of
state education agencies
(32 respondents),
s
tates
shared their potential focus areas. These
included the following:Part BApproximately 21 states identified reading. Approximately 9 states identified high school graduation.Approximately six states identified mathematics.Three identified preschool outcomes.Two identified other outcomes.Part CApproximately 18 states identified social/emotional outcomes.Seven identified outcomes—knowledge and skills.Approximately six identified outcomes—unspecified.Approximately four identified parent/family outcomes.One identified other.Slide6
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Why Is This Important?Meeting SiMR goals will require a focus on improving instruction.States will be in need of support on how to provide intensive intervention for the kids who need it the most, including: Evidence-based intervention strategies Overcoming implementation barriers
Making connections to other state, district, and school initiativesSlide7
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Intensive Intervention Sharon Vaughn, Ph.D.University of Texas, Meadows Center for Preventing Educational RiskSlide8
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GoalsParticipants will understand:How intensive intervention supports access to the Common Core State StandardsH
ow to intensify instruction within a response to intervention framework
H
ow to provide deeper learning opportunities for students with learning disabilitiesSlide9
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What Is Deeper Learning?“…the process through which an individual becomes capable of taking what was learned in one situation and applying it to new situations (i.e., transfer).”
National Research Council, 2012, p. 4Slide10
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Postsecondary Success Depends on Deeper Learning in K–12
Federal
laws
(
No Child Left Behind, Individuals with Disabilities Education Act) have increased the focus on accountability. Students with disabilities are included in assessment and data reports, bringing the spotlight onto the need to improve learning outcomes for this population.Slide11
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What Do Teachers Do to Make Deeper Learning Accessible for Students With Disabilities?Most common suggestion: “Differentiate instruction for each learner.”Sounds like good advice, but… “the actual implementation is enough to physically and psychologically exhaust even the most capable and motivated teachers.
”Slide12
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Our Best Thinking on Making Deeper Learning Accessible
Though learning challenges manifest across subject areas, it is important to focus on developing students’ BASIC skills (reading, writing, mathematics).
However,
do not
limit instruction to ONLY these skills. Students need rich opportunities to learn content.Slide13
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NCII ModelSlide14
14
Intensive Intervention What is it?Slide15
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Common Core State Standards
How does intensive intervention relate to
the
data-based individualization
(DBI) process and
the Common
Core?
Intensification
EvidenceCommon Core State StandardsSlide16
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Intensive InterventionIndividualized based on student needs More intense, often with substantively different content and
pedagogy
More frequent and precise progress monitoring
It is
not instruction in core content but supports students’ access to content by focusing on foundational, underlying skills (e.g., a student cannot access science text without the ability to read the words).Slide17
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What Can We Learn From Research About Intensive Intervention? Little empirical research demonstrates specific effective intervention programs for the lowest 3 percent to 5 percent of readers.Intervention practices are typically based on expert recommendations from a body of research.
Monitoring progress is essential to determine impact and intensity required for individual students.Slide18
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More informationFor more information on intensifying intervention, see National Center on Intensive Intervention (NCII) webinar, “So What Do I Do Now? Strategies for Intensifying Intervention When Standard Approaches Don’t Work”: http://www.intensiveintervention.org/video-resource/so-what-do-i-do-now-strategies-intensifying-intervention-when-standard-approaches-d-0Slide19
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How NCII’s Approach to Intensive Intervention for Behavior Aligns With Recent Federal InitiativesLee Kern, Ph.D.Lehigh UniversitySlide20
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Department of Education Guiding PrinciplesSlide21
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Guiding Principles“No school can be a great school—and ultimately prepare all students for success—if it is not first a safe school.”
U.S
. Department of Education (2014)Slide22
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NCII Approach to Behavior InterventionTiered InterventionTier 1—UniversalTier 2—TargetedTier 2
—
Intensified
Tier 3
—Function-based individualized supportData-Based IndividualizationOngoing progress monitoringData-based decision makingSlide23
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Tiered InterventionTier 1Schoolwide rulesTier 2Targeted intervention for nonresponders
Check In Check Out (CICO)
Social skills instruction
Tier 2 Intensified
Modified Tier 2 based on individual dataCICO with frequent monitoringTier 3Functional assessment-based interventionSlide24
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Three Guiding Principles for Improving School Climate and DisciplineClimate and PreventionClear, Appropriate, and Consistent Expectations and ConsequencesEquity and Continuous ImprovementSlide25
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Principle 1: Climate and PreventionSchools that foster positive school climates can help to engage all students in learning by preventing problem behaviors and intervening effectively to support struggling and at-risk students. Slide26
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Climate and Prevention:Action StepsAction Step
NCII Protocol
Prioritize the use of evidence- based prevention strategies, such as tiered supports.
Tiered approach to interventionPromote social and emotional learning.
(“[I]ntegrate into tiered support.”)
Instruction
on expectations
Tier 2 and 3 social skills for nonrespondersProvide regular training and supports to all school personnel. Instruction for all staffExpertise at Tiers 2 and 3Slide27
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Principle 2: Expectations and ConsequencesSchools that have discipline policies or codes of conduct with clear, appropriate, and consistently applied expectations and consequences will help students improve behavior, increase engagement, and boost achievement. Slide28
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Expectations and Consequences: Action Steps
Action Step
NCII Protocol
Set high expectations for behavior and adopt an instructional approach to discipline.
(“[R]eteach behavioral expectations and help students develop new behavior skills.”)
Instruction
al approach at all tiers
Tier 1—expectationsTier 2—small groupTier 3—multicomponent support with alternative behavioral strategiesInvolve families, students, and school personnel, and communicate regularly and clearly. Support teamsRegular communication about progress (e.g., CICO)Slide29
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Expectations and Consequences: Action Steps
Action Step
NCII Protocol
Ensure that clear, developmentally appropriate, and proportional consequences apply for misbehavior.
(“[B]ase disciplinary penalties on specific and objective criteria whenever possible” and
“
written policies in…language the reader can understand, sanctions imposed for specific offenses, and opportunities to provide feedback to ensure common understanding.”)
Clear expectations, stated positively in developmentally appropriate simple languageSpecific guidelines for behavioral infractions and consequencesSlide30
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Expectations and Consequences: Action Steps
Action Step
NCII Protocol
Create policies that include appropriate procedures for students with disabilities and due process for all students.
(“
[C]omply with the federal and state laws that provide special requirements for the discipline of students with disabilities.”)
Tier 3 intervention
- Individualized
- Linked to assessment informationProgress monitoringSlide31
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Expectations and Consequences: Action Steps
Action Step
NCII Protocol
Remove students from the classroom only as a last resort, ensure that alternative settings provide academic instruction, and return students to class as soon as possible.
(“
Ensure that discipline policies emphasize constructive interventions, such as behavioral instruction and tiered supports to keep students in the classroom.”)
Tiered system of supportIntervention focus on instructionSlide32
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Principle 3: Equity and Continuous ImprovementSchools that build staff capacity and continuously evaluate the school’s discipline policies and practices are more likely to ensure fairness and equity and promote achievement for all students. Slide33
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Equity and Continuous Improvement: Action Steps
Action Step
NCII Protocol
Train all school staff to apply school discipline policies and practices in a fair and equitable manner.
(“Ensure fairness and equity to all students.” “Educators and other school personnel need to be equipped with knowledge and skills to prevent and address conflicts, meet the behavioral needs of diverse students, and fairly and equitably apply discipline policies and practices. Staff should also be equipped to apply discipline using individualized approaches….”)
Staff training
Individualized approach to interventionSlide34
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Equity and Continuous Improvement: Action Steps
Action Step
NCII Protocol
Use proactive, data-driven, and continuous efforts, including gathering feedback from families, students, teachers, and school personnel to prevent, identify, reduce, and eliminate discriminatory discipline and unintended consequences.
(“
Train all school staff to apply school discipline policies and practices in a fair and equitable manner”
; “
Recordkeeping system…disaggregated”; “establish procedures for regular and frequent review.”)Ongoing data collectionSystems for data collection designed to easily disaggregate dataAll decision making based on dataSlide35
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Why Focus on Intensive Intervention?Larry Wexler, Ed.D.U.S. Office of Special Education ProgramsSlide36
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Federal PerspectiveIDEA is an Individual EntitlementChallenge of Minimal responders to E-B InstructionLow incidence: Traditional DefinitionLow incidence is a high priorityAcademics Behavior
Redefined Low Incidence to include
…persistent and severe learning and behavioral problems that need the most intensive individualized supportsSlide37
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Federal Investments: Intensive InterventionNational Center on Intensive InterventionIndividual Doctoral Training GrantsConsortia Doctoral Training GrantMasters Level Teacher TrainingSlide38
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DisclaimerThis presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.Slide39
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ReferencesNational Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills, J.W. Pellegrino and M.L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.U.S. Department of Education. (2014). Guiding principles: A resource guide for improving school climate and discipline
. Washington, DC: Author.Slide40
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National Center on Intensive Intervention1000 Thomas Jefferson Street NWWashington, DC 20007-3835
866-577-5787
www.intensiveintervention.org
Email:
ncii@air.orgTwitter: @TheNCII NCII Information