Can We Bridge the Gap

1
Can We Bridge the Gap?

• Evaluating Systemic Change Efforts at the Local
  Level

Council for Exceptional ChildrenKansas City,
Missouri April 21, 2001
2
The Elementary Middle Schools Technical
Assistance Center

• EMSTAC is one of 40 OSEP funds technical
  assistance and dissemination projects nation-wide
• There are also
• Clearinghouses
• Regional Resource Centers
• Topical Centers on
• Early Childhood Transition
• Inclusion Families
• Technology Behavior
• Reading

3
What do we do?

• EMSTACs mission
• To develop a comprehensive approach to TA that
  can be used nationwide to improve results for
  children with disabilities.
• EMSTAC is evaluating 3 TA delivery strategies.
  Support involves
• District based Linking Agents
• Training (face-to-face and distance)
• TA Liaison support (face-to-face and web-based)

4
National Context

• More students served under IDEA
• In 1998-99...about one in every eight students
  in public school was reported to have an
  individualized education program (IEP). (NCES)
• From 1989-1999
• Growth in resident population 9.7
• Growth in school enrollment 14.1
• Growth in 6-21 year olds served under IDEA Part B
  30.3 (22nd Annual Report to Congress-OSEP)
• More students served in general education
• In FY 2000-01, 50 of children with disabilities
  ages 6 through 21 will be reported by states as
  being served in the regular education classroom
  80 percent of the day or more. (U.S. Department
  of Education, 1999, p. 82).

5
The Problem

• Poor outcomes for students with disabilities
• Reading difficulties approx. 80 of LD students
  (CEC Today, 97)
• Emotional and Behavioral Difficulties 21 in
  98-99.
• False Inclusion
• Lack of research based interventions in schools
• What feels good to teachers or is familiar
• What is easy, affordable, or can happen NOW
• Research is often unclear and inaccessible
• Era of Accountability

6
Contrasting Approaches to Bringing Research-Based
Practices into the Classroom

• Traditional Approaches
• A. Staff Development
• Teacher Professional Development
• Inservice Activities
• Advantages May Include
• Able to access nationally-renowned experts and
  research
• Disadvantages May Include
• May be perceived as top down approach
• Teachers are passive recipients, rather than
  active participants
• Knowledge of local history and issues may be
  limited
• Questionable effects in promoting lasting change

7
Contrasting Approaches to Bringing Research-Based
Practices into the Classroom

• B. Peer-to-Peer Models Districts, schools, and
  teachers paired to combine needs with what each
  can contribute
• Advantages May Include
• More extensive knowledge of local history and
  issues
• Each participant has opportunity to contribute
• Disadvantages May Include
• Limited access to national research on effective
  practices

8
Contrasting Approaches to Bringing Research-Based
Practices into the Classroom

• C. Technical Assistance the transfer of
  practical knowledge and skills through training,
  communication, and ongoing consultative support
• Advantages May Include
• Able to access national base of expertise and
  research
• Disadvantages May Include
• Potentially high cost and limited scale

9
Contrasting Approaches to Bringing Research-Based
Practices into the Classroom

• D. Consultation, Coaching, and Mentoring Various
  strategies that pair teachers having limited
  experience with more seasoned colleagues
• Advantages May Include
• Teachers can develop specific new skills as a
  result of one-on-one training
• Disadvantages May Include
• High expense and limited scale

10
The EMSTAC Approach

• Multi-method, insider-outsider approach that
  builds upon the best features of both local
  (insider) and state/national (outsider)
  resources
• Combines a local presence (through the Linking
  Agent) with access to research-validated
  practices and national expertise

11
Key Issues in Evaluation

• Financial Resources and Allocation of Time
  providing funding limits scale, but not doing so
  places burden on existing staff
• Depth of Effect vs. Breadth of Effect trade-off
  between scaling up quickly and offering more
  intensive assistance to fewer districts
• Benefits and Pitfalls of Technology distance
  approach allows more participants, but problems
  may arise
• Access to and ability to use technology
• Differences in equipment hinder use

12
The Role of Evaluation in Facilitating Change
Efforts

• Data - Based Decision Making
• Identification of Local Needs
• Analysis of Identified Needs
• Selecting Possible Interventions
• Monitoring Intervention Progress
• Evaluating Outcomes

13
Data - Based Decision Making

• Identification of Needs
• Consensus Based Needs Assessment
• Analysis of Identified Needs
• Understanding Critical Influences
• Identifying Intervention Targets
• Setting Goals
• Current Resources

14
Data - Based Decision Making

• Selecting an Intervention (Using existing data)
• Does the intervention address specific factors
  that are pertinent to your schools needs?
• Are intervention outcomes meaningful to you and
  others in your district?
• Might other factors explain the outcomes?
• Has the program been successful in settings
  similar to my school or with students similar to
  mine?

15
Data-Based Decision Making

• Selecting an Intervention (Other factors to
  consider)
• Financial Costs
• Personnel and Staffing Implications
• Adaptability/Flexibility
• External Support

16
Data-Based Decision Making

• Monitoring Intervention Progress (Formative)
• Select Authentic Monitoring Instruments
• Measurement Targets are Educationally Valid
• Monitoring occurs on a regular basis
• Intervention Integrity
• Data is used to refine intervention

17
Data-Based Decision Making

• Evaluating Outcomes (Summative)
• Target goals relative to baseline.
• Satisfaction data from teachers, parents and
  students, and others.
• Cost - Benefit

18
Bridging the Gap Our Findings to Date

• Critical Factors
• Time
• Resources (Financial, Personnel, Time Allocated).
  
• Commitment to Outside Assistance (Tentative)
• Internal Collaboration
• Building Level Leadership