Ervin Knezek

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Inclusion in the Age of AccountabilityIEP to AYP

• Ervin Knezek
• ervin.knezek_at_esc13.txed.net

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• The Rules of the Game
• New Assessments
• Instructional Issues
• Staff Issues
• Resources

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The Forces of Transition
Federal
State
Local
Leadership
Data/Information/Updates
Refocus, Renew, Retool
Abandon
Transition
Adopt
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The Context

• Two systems
• State (AEIS, State Compensatory, PBMAS)
• Federal (AYP/AMAOs/Technology)
• Assessments
• TAKS
• SDAA II
• On enrolled grade level
• Off enrolled grade level
• LDAA (Locally Determined Alternate Assessment)
• RPTE
• TELPAS (RPTE TOP)

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NCLBAssessment of students with disabilities
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Thinking through your data
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Purpose Bernhardt

• Understand current and future needs of the
  school, students, parents, teachers and the
  community.
• Determine how well current processes meet needs.
• Identify ways in which the school and community
  are changing.
• Identify the root causes of problems.
• Determine types of programs and expertise which
  will be required in the future.

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Purpose Bernhardt

• Make sure students dont fall through the
  cracks.
• Meet federal and state requirements.
• Provide students with feedback on their
  performance.
• Measure program success and effectiveness.
• Determine teachers, parents, students,
  graduates and administrators perceptions of the
  learning environment.

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Kinds of Data (Bernhardt)

• Student Learning
• Demographic
• School Processes
• Perception
• Work in your table group, what are data sources
  for each?

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Assessment of Students with Disabilities TAKS to
SDAA II (and LDAA)
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Objectives

• Discuss changes in assessment of students with
  disabilities
• Determine appropriate use of accommodations and
  modifications
• Discuss using the ARD process to increase the
  level of rigor

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How did we get here?
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An example from a district
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• Instructional decisions should always inform and
  guide assessment decisions.

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Differences Between SDAA II and TAKS

• Larger font size
• More white space
• Slightly shorter reading and writing passages
• More illustrations accompanying passages and test
  items
• Slightly fewer items on some tests

• SDAA II assesses ALMOST all the same TEKS as TAKS
  (see SDAA II/TAKS/TEKS Correlation Guide)
• Differences between TAKS and SDAA II do not
  affect level of TEKS curriculum assessed

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Blueprints
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Blueprints
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A Tool
Sorting Cards!
TAKS
SDAA II
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www.esc13.net/cc/inclusion.html
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SELF CONTAINED
FULL INCLUSION
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Develop a Common Vocabulary!

• Intervention
• Strategies for strengthening processes for
  learning
• Does NOT change the content of instruction.
• Accommodation
• a change in teaching or learning strategies based
  on the specific needs of a student with a
  disability (e.g., oral testing, highlighted
  textbooks, short answer tests) (strategy to
  bypass a process)
• Does NOT change the content of instruction.
• Modification
• a change in the curriculum of a course (e.g.,
  eliminating one or more of the TEKS or changing
  the grade level of certain TEKS)
• Changes the content of instruction

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Understanding the difference

• Intervention
• Strengthen
• Link material to previous learning
• Chunking
• Mnemonics
• Tutoring

• Accommodation
• By-pass
• Copy of notes
• Recorded text
• Highlighted text
• Shortened assignment

• Modification
• Change
• Reduce the number of TEKS to be mastered
• Off grade level instruction

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Accommodation

• Which ones are frequently used?
• Are they allowable of state assessments?
• How can they be scaffolded?

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A Tool
Frequently Accommodating
How long has the student had the accommodation?
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?
?
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Using the modifications sheet (or is it an
accommodations sheet?)

• Working with your table team, use the assessment
  guide from your toolkit (p. 15) to highlight the
  non-allowable accommodations.
• Which of these are ones frequently used on your
  campus?
• Choose one and discuss how you can scaffold it?

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How do we accommodate?

• Presentation Accommodations
• Response Accommodations
• Timing/Scheduling Accommodations
• Setting Accommodations

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Accommodation Analysis or Paralysis?

• Generate a list of the accommodations most
  frequently used at your school?
• Use the guide to allowable and non allowable
  assessments to determine if those accommodations
  are non-allowable?
• If they are non-allowable, how could you scaffold
  them?

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Youre not ready
Rigor of content
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Math Test/Assignment Activity
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Unit Accommodations Rubric
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Getting on the Same Page with the TEKS

• Key vocabulary
• Language of instruction
• Level of rigor

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What Are the Priority Standards?

• EEssential Most Critical 50 of Objectives
• IImportant Next 30
• Important now but master later
• CCondensed Last 20
• Scaffolded objectives
• Less instructional time required

• Plan for the essential first, never compromise on
  time with essentials
• The more students are at risk, the more time
  allocated to essentials
• Focus on essentials for remediation and
  acceleration

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Consider this

• When an instruction practice is essential to
  average or above average students, it is critical
  to the struggling or underachieving student.
• The failure to provide effect instruction has a
  more significantly negative impact.
• (adapted from Turner, 2005)

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SDAA II TAKS RPTE Correlation Guide

• Which Student Expectations (SEs)are assessed on
  each test?
• Which SEs are assessed on both TAKS and SDAA?
• What is the content?
• What is the context?
• What is the cognitive level?

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Organization of SDAA II

• Instructional Levels
• Objectives (Umbrella Statements)
• Presented across grade levels
• Information Booklets
• Information that clarifies how to read the TEKS
• An overview of the subject within the context of
  SDAA II
• A blueprint of the testthe number of items under
  each objective and the number of items on the
  test as a whole
• The reasons each objective and its TEKS student
  expectations are critical to student learning and
  success
• Additional information about each objective that
  will help educators understand how it might be
  assessed on SDAA II
• Sample items that show some of the ways
  objectives might be assessed
• FOR YOUR INFORMATION

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Where do we start?

• The Student
• The TEKS
• The IEP

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When in ARDWhich test? Which level?
Instruction
Assessment Decision
Instruction
Previous Assessment Formative AND Summative
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A Tool
Instruction Assessment?
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IDEA 2004
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Thinking about instruction
Vary in Intensity, Duration, Purpose

• There is not a separate pedagogy for struggling
  learners (Turner, 2005)
• Staff expectations and beliefs influence student
  outcomes
• Achievement gains are more consistent when
  instruction is
• structured, explicit, and teacher directed for
  new learning (Darling-Hammond, 1992)
• at the appropriate level of challenge (Vygotsky)
• Respectful activities (Tomlinson)
• at the appropriate level of challenge (Vygotsky)
• at the appropriate level of challenge (Vygotsky)
• scaffolded (Chang, 2002)
• mastered before moving on (Ellis, 1997)
• repeated
• presented in discreet steps
• monitored

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Reading

• (AND Listening)

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SDAA II - Reading

• Instructional Levels
• K
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• Passage lengths somewhat shorter
• IL K-1 objectives represent learning to read
  tasks
• IL 2-8 objectives represent a direct correlation
  with TAKS on content, context, cognitive level

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SDAA II Reading

• Reading Selections
• Narrative
• Expository
• Mixed (starting at IL 2)
• Paired (starting at IL 4)
• Triplets (Starting at IL 9)

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Expository Text (Quinn)

• Science
• Social Studies
• Mathematics

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SDAA II Reading IL K
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SDAA II Reading IL 1
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SDAA II Reading IL 2
TAKS!
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SDAA II IL 3 -8

• Beginning at Instructional Level 3, paragraphs
  are numbered
• When appropriate, each selection is preceded by a
  title.
• At Instructional Levels 6, 7, and 8, narratives
  are formatted so that students have the option of
  taking notes.

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SDAA II
TAKS
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SDAA II
TAKS
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SDAA II IL 9

• Triplet of three published pieces
• Narrative
• Expository
• Viewing and Representing
• Multiple Choice
• Open ended items
• Dictionary

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SDAA II IL 9
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Scaffold

• Instructional
• Teacher does, student watches
• Teacher does, student helps
• Student does, teacher helps
• Study Guides
• Advance Organizers
• Graphic organizers
• Tiered Activities

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A Tool
Think about how to get the right answer. Think
about how to get the wrong answer!
Thinking Thing
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A ResourceSpecial Connectionshttp//www.specialc
onnections.ku.edu/
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Reading Overview

• Longer passages at all grades
• More expository text
• Paired selections except at grade three
• Narrative, expository, mixed passages
• Areas to look for
• True summary
• Context
• Dictionary usage
• Fact and Opinion
• Conclude!
• Graphic organizers
• Viewing and Representing

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Reading

• Connected text
• VOCABULARY!
• Scaffolded materials
• Cognitive walkthrough
• Talkbacks
• Construct of text
• Paragraph stop points

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Writing and ELA (IL 10)

• And Speaking

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Writing is important because it

• Contributes to intelligence.
• It requires analysis and synthesis of
  information.
• Develops initiative.
• The writer must supply EVERYTHING.
• Develops courage.
• The writer must give up ANONYMITY.
• Increases personal knowledge and self esteem.
• Encourages reading skills.
• From Donald Graves

The vulnerable writer
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Writing

• Instructional Levels
• K/1
• 2
• 3/4
• 5
• 6/7
• 8/9

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SDAA II Writing IL K/1
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SDAA II Writing IL 2
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SDAA II IL 2 Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Convention

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SDAA II Writing IL 3/4 through 8/9
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SDAA II Writing Rubric

• Focus and Coherence
• Organization
• Development
• of Ideas
• Voice
• Conventions

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SDAA II Revising and Editing
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SDAA II ELA IL 10

• Triplet
• Narrative
• Expository
• Viewing and Representing
• Writing prompt
• Student must be on level in both reading and
  writing

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Writing

• Multiple journal writing opportunities
• Joke telling
• Connections with reading passages
• Multiple story telling opportunities
• Peer review
• Emphasis on voice
• Structuring revising and editing based on high
  success opportunities

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A Tool

• The student sample

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Mathematics
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What do we know about characteristics of students
with math problems?(Bryant, 2003)

• Significant differences on
• Basic skills
• Higher order mathematical problem solving

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What do we know about characteristics of students
with math problems?(Bryant, 2003)

• Skills ranked as most problematic for students
  with learning disabilities and math weaknesses
• Has difficulty with word problems
• Has difficulty with multi-step problems
• Has difficulty with the language of math

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Sound like any of your students?

• Fails to verify answers and settles for first
  answer
• Cannot recall number facts automatically
• Takes a long time to complete calculations
• Makes "borrowing" (i.e., regrouping, renaming)
  errors
• Counts on fingers
• Reaches "unreasonable" answers
• Calculates poorly when the order of digit
  presentation is altered
• Orders and spaces numbers inaccurately in
  multiplication and division
• Misaligns vertical numbers in columns
• Disregards decimals
• Fails to carry (i.e., regroup) numbers when
  appropriate
• Fails to read accurately the correct value of
  multi-digit numbers because of their order
• and spacing
• Misplaces digits in multi-digit numbers
• Misaligns horizontal numbers in large numbers
• Skips rows or columns when calculating
• (Bryant, Bryant, Hammill, 2000)

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SDAA II Mathematics

• Instructional Levels
• K
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• Increased rigor
• Very few differences from TAKS

Not tested at IL K or 1
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SDAA II Mathematics

• Some items may include application context and
  extraneous information.
• Each item will extend across the page rather than
  appear in a multicolumn format.
• Most items will be in a multiple-choice format
  with four answer choices.
• There may be a limited number of open-ended
  griddable items.
• Mathematics charts

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IL 3
IL 5
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A Tool

• Charting Progress!
• Content knowledge
• Instructional Resources
• Usage Patterns

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Polygon Tree
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Charts Side by SideMath volume on charts
Gr. 6
Gr. 7
Gr. 8
Gr. 9
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IL 8
IL 7
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SDAA II Mathematics IL 9/10
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Mathematics Intervention (Bryant)

• Sequencing of instructional skills
• Controlling difficulty or processing demands of
  task
• Establishing instructional routines
• Modeling making use of think aloud
• Daily assessment of skills, distributed review
  and practice, redundant materials or text
• Teaching to criterion

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Supporting Students with Disabilities for
Success on SDAA II or TAKS Math
8

• Structure of math text
• Viewing and representing
• TEKS vocabulary particularly object naming/math
  vocabulary confusion
• Deconstruction of passage
• Number
• Process
• Using released tests
• Paired talk throughs
• Deconstructing distractors

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Tools and Resources

• http//www.esc13store.net/
• TAKS Side by Sides
• Griddies
• Charts
• Assessment of Students with Disabilities Toolkit
  for Leaders
• TAKS off level
• Smart Teaching Tools
• http//www.dcschools.com/TAKS/default.asp
• Special Connections
• http//www.specialconnections.ku.edu/

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ARD Committee Decision-Making Process
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• Instructional decisions should always inform and
  guide assessment decisions.

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Putting the Assessment Decisions in Context

• Components of Effective ARD Committee Decision
  Making
• Required ARDC Members
• Eligibility
• Educational Needs
• Educational Program/Placement
• Statewide/Districtwide Assessment

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Required ARDC Members

• Parent(s)
• At least one general education teacher of the
  student (if the student is, or may be,
  participating in the general education
  environment)
• At least one special education teacher/service
  provider of the student
• A representative of the district who
• Is qualified to provide or supervise the
  provision of specially designed instruction
• Is knowledgeable about the general curriculum
• Is knowledgeable about the availability of
  resources in the district, AND
• Has the administrative authority to commit the
  resources of the district
• An individual who can interpret the instructional
  implications of evaluation data
• Other individuals with knowledge or special
  expertise regarding the student (e.g.,
  AI/VI/CATE/LPAC representative)
• The student, if appropriate

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Questions for Discussion
Required ARDC Members

• How will the required members of the ARDC impact
  the decision-making process for state assessment?
• What processes need to be in place at your campus
  so all members come to the ARDC meeting prepared?
• Who should sit as the district representative at
  your ARDC meetings?

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Eligibility

• At each meeting, the ARDC must consider whether
  the student is, or continues to be, eligible to
  receive special education services.
• Eligibility involves
• Is there a disability?
• Is there a need for special education services
  (and possibly related services) as a result of
  the disability?

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Questions for Discussion
Eligibility

• How does the students disability impact the
  decision making about instruction?
• How does the students disability impact the
  decision making about assessment?

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Present Levels of Educational Performance
Educational Needs

• TEKS level
• Performance in current curriculum/IEP
• Services necessary to continue to progress
  in/access TEKS
• Benchmark data
• Curriculum based measures
• Response to instructional intervention
• Language acquisition (LEP)

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Educational Needs
Performance on Statewide and Districtwide
Assessments

• Confidential Student Report
• Benchmark data
• Grades
• Which assessment did the student take last year?
  Performance level?
• Did the assessment level last year match the
  curriculum stated in the IEP?
• How far off enrolled grade level was the
  curriculum for the IEP set?

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Questions for Discussion
Educational Needs

• How does information about current educational
  performance impact decisions regarding current
  year instruction?
• What processes are in place to ensure that the
  instructional levels are based on educational
  need?

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Educational Program and Placement

• Each year, the ARDC must determine the
  educational program for the student for the
  upcoming year
• This involves decision-making relating to
• Curriculum
• TEKS
• Individualized goals and objectives
• Accommodations
• Specially designed instructional services
  (special education services)

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Educational Program and Placement

• Data Sources that are used in determining
  appropriate instruction/curriculum
• FIE
• Classroom performance
• Curriculum based measures
• Performance on past statewide assessments (by
  objective)
• Performance on district benchmarks

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Questions for Discussion
Educational Program and Placement

• What is the current program?
• To what extent is the student accessing the
  general curriculum/TEKS?
• What kinds of accommodations have been used that
  have realized the greatest success?
• Are we accommodating or modifying?
• Which TEKS will form the basis for this years
  goals and objectives?

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Questions for Discussion
Educational Program and Placement

• On your campus, do most IEPS developed on your
  campus
• Accommodate instruction?
• Modify content of instruction? To what extent?
• How will this inform placement decisions later
  on?
• What is the relationship between your placement
  decisions and the goals and objectives?
• What is the relationship between your placement
  decisions and assessment?

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Educational Program and Placement

• Instructional decisions should always inform and
  guide assessment decisions.

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Statewide and Districtwide Assessment

• Students with disabilities who are receiving
  special education services are included in
  statewide AND districtwide assessments
• A student with a disabilitys IEP must include
• A statement of any individual accommodations that
  are needed in order for the student to
  participate in statewide or districtwide
  assessments of student achievement
• 2. IF the ARDC determines that a student is not
  going to participate in a statewide or
  districtwide assessment, the IEP must specify
• Why the assessment is inappropriate, and
• How the student will be assessed

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Statewide and Districtwide Assessment

• Statewide Assessments
• TAKS
• TAKS/Spanish TAKS (without accommodations)
• TAKS/Spanish TAKS (with accommodations)
• SDAA II
• SDAA II (without accommodations)
• SDAA II (with accommodations)
• LDAA
• LDAA TEKS-based
• LDAA Functional
• RPTE
• Texas Observation Protocols (TOP)
• Early Reading Assessment (TPRI/Tejas Lee)

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Statewide and Districtwide Assessment

• District Assessments
• TO BE DETERMINED BY DISTRICT
• Other norm/criterion referenced assessments
• District developed/administered assessments
• Process followed by ARDC will be similar to
  process followed for statewide assessments

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What decisions?
Statewide and Districtwide Assessment

• Which assessment?
• Which version?
• Which level?
• Instructional
• Achievement
• What accommodations?

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A Tool
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Statewide and Districtwide Assessment

• Instructional decisions should always inform and
  guide assessment decisions.

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Statewide and Districtwide Assessment
Determining which State Assessment to
Administer
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Collaboration

• A general term that is used to describe a
  particular type of working relationship among
  professionals characterized by
• Shared Goals
• Parity
• Shared responsibility for decision-making
• Shared accountability of outcomes
• Shared resources, and the emergence of trust,
  respect and a
• Sense of community.

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Accommodations Only
Support Facilitator
Content Mastery
Alternative Campus
Co-teaching
Resource
Monitor Only
Self-contained
Continuum of options for inclusive settings
Alternative Setting Support
External Support
In Class Support
General Ed Classroom
Alternative Setting
Member
Visitor
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Co-Teaching is

• A service delivery system in which
• Two (or more) educators or other certified staff
• Contract to share instructional responsibility
• For a single group of students
• Primarily in a single classroom
• For specific content (objectives)
• With mutual ownership, pooled resources, and
  joint accountability
• Although each individuals level of participation
  may vary.

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Monitoring the Inclusive Classroom

• Five types of co-teaching (Friend, Reising, and
  Cook, 1993)
• Lead and Support
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching

Who needs to know the curriculum content?
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Successful Cooperative Teaching

• Presence
• Planning
• Presenting
• Processing
• Problem-solving

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Elements of Cooperative Teaching
Cooperative problem-solving/processing/
presenting/planning/presence Cooperative
presenting/planning/ presence Cooperative
planning/presence Cooperative presence
Cooperative Teaching
Cooperative Instructing
Cooperative Working
Cooperative Existing
Low
High
Levels of Involvement
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www.powerof2.org
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Professional Development

• Planning
• TEKS
• Assessment
• Evaluation

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Planning Time

• A focus on the curriculum
• Assigned tasks demonstrating that teachers are
  sharing materials and resources
• Common assessments being developed
• Discussion of student work around a priority
  objective

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Making use of Teacher Leader TeamsWho is on your
staff?
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Questions
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• Contact Information
• ervin.knezek_at_esc13.txed.net