Melissa Storm Susan Skipper

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Using Research Based Strategies to Improve Access
to the General Education Environment

• Melissa Storm Susan Skipper
• Jennifer Gelman
• April 7, 2005

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Access Center

• National Technical Assistance Center
• Funded by the U.S. Department of Education, OSEP
• Focus on issues of Access
• Active learning of the content and skills that
  define the general education curriculum for
  students with disabilities

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Scientifically Based Research The Gold
Standard

• Quality of Evidence
• Clear description
• Well-designed
• Valid measures
• Data
• Quantity of Evidence
• Multiple sites
• Similar setting
• (U.S. Department of Education, Institute of
  Education Sciences)

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Continuum of Research

• Effectiveness Evidence
• ------------------------------------------------
  ----
• Emerging Promising
  Evidenced
• Practices Practices
  Based
  Practices

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Strategies that Promote Access

• Research Supported Strategies Chart
• Development
• What do the columns mean?
• Green light or Yellow light
• Improving access
• Supporting research
• Implications for practice

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Curriculum Based Measurement Definition

• Is a scientifically based practice that is used
  to assess students academic performance and
  evaluate the effectiveness of instruction.
• It allows for data-based decision making through
  a multiple-step process involving testing,
  analysis, and planning.
• It can be implemented with individual students or
  an entire class.

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Curriculum Based Measurement Implementation

• The students current levels of performance are
  determined and goals are identified for learning
  that will take place over time.
• The students academic performance is measured on
  a regular basis (weekly or monthly). Progress
  toward meeting the students goals is measured by
  comparing expected and actual rates of learning.
• Based on these measurements, teaching is adjusted
  as needed.

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Curriculum Based Measurement Advantages

• Good overlap with the curriculum
• Quick to administer
• Can be given often
• Sensitive to short-term gain in academic skills

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Curriculum Based Measurement Results

• More efficient and appropriately targeted
  instructional techniques and goals, which
  together, move all students to faster attainment
  of important state standards of achievement.

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Curriculum Based Measurement Writing Example

• CBM writing probe
• Track, total words, number of correctly spelled
  words, number of correct writing sequences,
  number of correct punctuation

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Concrete-Representational-Abstract

• Instructional method which incorporates hands-on
  materials and pictorial representations.
• Students first represent the problem with objects
  - manipulatives.
• Then, advance to representational phase and draw
  or use pictorial representations of the
  quantities.
• Finally, Abstract phase of instruction involves
  numeric representations, instead of pictorial
  displays.

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Concrete-Representational-Abstract Concrete Stage

• In State College, Pennsylvania, the temperature
  on a certain days was
• -2F. The temperature rose by 9ºF by the
  afternoon. What was the temperature in the
  afternoon?
• Students first search the word problem (read the
  problem carefully, regulate their thinking
  through self-questions, and write down facts.
• Second step Translate the words into an
  equation in picture form prompts students to
  identify the operations and represent the problem
  using concrete manipulatives. Students first put
  two tiles in the negative area of the work mat to
  represent -2 and 9 tiles in the positive area to
  represent 9 and then cancel opposites. 2 and
  -2
• Third step, Answer the Problem involves counting
  the remaining tiles 7 and the fourth step
  Review the solution involves rereading the
  problem and checking the reasonableness of the
  answer.
• Need 80 mastery on two probes before going to
  representational stage.

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CRA Example Representational to Abstract Stage

• Structured worksheet provided to cue students to
  use the first two steps of STAR. However,
  instead of manipulatives, students represent word
  problems using drawings of the algebra tiles.

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STAR

• Search the word problem
• Read the problem carefully
• Ask yourself questions What facts do I know?
  What do I need to find?
• Translate the words into an equation in picture
  form
• Choose a variable
• Identify the operations
• Represent the problem with the Algebra Lab Gear
  (concrete application)
• Draw a picture of the representation
  (semi-concrete application)
• Write an algebraic equation (abstract
  application)
• Answer the problem
• Review the solution
• Reread the problem
• Ask question Does the answer make sense? Why?
• Check answer

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CRA Example Representational to Abstract Stage

• Third phase of instruction- students represent
  and solve math problems using numerical symbols,
  answer the problem using a rule, and review the
  solution. The problem described would be -2F
  (9F) x, apply the rule for adding integers,
  solve the problem (x 7).

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PALSPeer Assisted Learning Strategies

• Structured approach to peer tutoring
• Specific programs in math and reading
• Player and coach roles

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PALS

• There are three parts to PALS sessions in which
  the partners take turns reading and describing
  what they read to each other.
• Task 1 Partner Reading
• Task 2 Paragraph Shrinking
• Task 3 Prediction Relay
• Pairs earn points for every correct prediction
  and for
• appropriate summaries.
• Retrieved January 22, 2004, from
  http//kc.vanderbilt.edu/kennedy/pals/about.htmlr
  eading

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Differentiated Instruction
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What is Differentiation?

• A teachers response to learner needs
• The recognition of students varying background
  knowledge and preferences
• Instruction that appeals to students differences

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Teachers Can Differentiate
Content
Process
Product
According to Students
Interest
Learning Profile
Readiness
Adapted from The Differentiated Classroom
Responding to the Needs of All Learners
(Tomlinson, 1999)
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Examples of Differentiation in Science

• Tiered Assignments
• Learning Contracts
• Compacting

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Best Practice in Teaching Strategies

• Pretest
• Describe
• Model
• Verbal Practice
• Controlled Practice
• Grade-Appropriate Practice
• Post test
• Generalization
• (Schumaker Deshler, 1992)

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Things to Consider

• Start slowly
• Base strategies on lesson objectives
• Provide ample time for student practice and
  feedback

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Resources

• The Access Center
• www.k8accesscenter.org
• National Center on Student Progress Monitoring
• www.studentprogress.org
• More information about CBM is available from
• www.interventioncentral.org