Aligning Education Laws to Effective Learning Frameworks
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Transcript of Aligning Education Laws to Effective Learning Frameworks
Aligning Education Laws to Effective Learning FrameworksKim Mendenhall, Ph.D.
Policy & Frameworks of Support
• Since early parental advocacy, policy has been moving in the direction of educational integration and justice for all.
• Frameworks that support learning & achievement align with policy tenets.
1965
ESEA (Elementary & Secondary Education Act)
For “educationally disadvantaged”
1970s
EHA (Education for All Handicapped Children Act)
1975 (P.L. 94-142)
FAPE/LRE
UD (Universal Design)
Physical Access
1990s
IDEA (Individuals with Disability Education Act 1990 (EHA reauthorized)
Access to learning
UDL (Universal Design for Learning)
Access to Learning
2000sNCLB – No Child Left
Behind (ESEA reauthorized - 2001)
Greater accountability for
student achievement
Greater involvement in
general curriculum
IDEA 2004
Greater accountability for
student achievement
Greater involvement in
general curriculum
2000s continued...
IDEA 2004
MTSS – system of assessment &
evidence-based practice
UDL
Framework of assessment &
research-validated instructional
options
MTSS/UDLMTSS (Multi-tiered
System of Supports)
Effective Instruction – research-validated
Assessment
Interventions – teacher practices; Response –
progress within intervention
UDL
Flexible learning opportunities – research-
validated
Assessment
Implementing engaging activities that support
access to general curriculum
DiscussionIDEA 2004
MTSS
ESEA
UDL
Policy Foundations of IDEA 2004
Raised the bar for assuring access to general education curriculumMTSS as a framework for academic support and identification for servicesEstablished the National Instructional Materials Accessibility Standard (NIMAS) – greater access to general curriculum through technology
“...shift from focus on access to a focus on learning” (Rose et al., 2009, p. 151)sets precedence for further research and development in new technology for the benefit of all studentsintegrate technology with policy and practice
Prepare students for challenges present in a competitive and advancing world.
(Gordan, 2009; Karger, 2009; Rose et al., 2009; OSEP, 2007)
Policy Foundations of ESEA Reauthorized (NCLB) &
CurrentDriven by student performancePush for greater educational outcomesCouncil for Exceptional Children (CEC) – effective forthcoming reauthorization should be built on “the theme of IDEA” (CEC, 2010, pg. 1):
Focus on individual needBetter teachersEnsure success and high levels of achievement
(Forte, 2010; CEC, 2010)
IDEA 2004 & ESEABoth laws require
states to establish higher and measurable standards and goals for students with disabilities and non-disabled peersAlignment of assessments with standardsImprovement of teacher leadershipEarly intervention services (EIS)Accountability for struggling readers
Both support goal of providing appropriate education for students with disabilities
(D. Fuchs, Fuchs, & Stecker, 2010; Hardman, 2006; Lieberman & Walker, 2007)
Alignment of IDEA 2004 & ESEA
Attend to diverse instructional and individual needs of students in the general curriculumGreater focus on accountability, progress, and student outcomesNeed for greater alignment with special and general education“Scientifically-based” researchAllocation of excess funds from IDEA-Part B for schoolwide programs and ESEA activities as determined by LEAUnified indicators to determine progress towards goals
(Hardman, 2006; Hehir, 2009: OSERS, 2007)
Alignment of IDEA 2004 & ESEA cont...Recommendations:
Find a balance with IDEACongress “recognize differing levels of progress toward accountability matched with appropriate supports” (CEC, 2010, p. 11)Accommodations during instruction and assessment within a UDL framework based on individual need
(CEC, 2010; Rose, Hall, & Murray, 2009)
Vision of IDEA & ESEAAddress student needs in a more inclusionary wayFair and equitable in meeting the needs of all studentsImprove outcomesHigh quality standards for teachers and learningGreater opportunity for ALL to learn (including children with disabilities)Greater collaboration between educatorsMTSS and UDL as a joint system of support
(CEC, 2010; Blanton et al., 2011; Basham et al., 2010;Strangman et al., 2009)
Instructional Framework of MTSS
“...make general and special education a seamless system” (Division for Lerning Disabilities, 2007 p. 3)
Teacher practices = INTERVENTIONProgress within the intervention = RESPONSEProvides early intervention and instructional supports for ALL students
(Kalberg et al., 2010; Sailor, 2009; Stangman et al., 2009; VanDerHeyden & Burns, 2011)
Benefits/Features of MTSS
Research-validated core curriculumFramework of supportive tiered interventionsUniversal screening and progress monitoringUse of data for instructional decisions and monitoring progress3+ levels of support:
Tier 1 – universal/primaryTier 2 – supplementalTier 3 – tertiary/intense
Instructional Framework of UDL
Encourages flexible learning opportunities & student choiceEliminate barriers:
Meeting goalsUtilizing materialsConducting assessment
Provide research-validated options for ALL learners to
Acquire informationBecome engagedExpress themselves
(Basham et al., 2010; CAST, 2011; Jimenez et al., 2007; Rose & Gravel, 2009; Stangman et al., 2009
Benefits/Features of UDL
Improvement in student productivity, performance, and behaviorMore engagement and enthusiasm for learningGreater focus on student needMore collaborationGreater enthusiasm for teachingReduction in special education referralsImproved test scoresCurricular enhancement through use of technology
(Gordon 2009; Rose, 2009; Sopko, 2009)
Bridging MTSS and UDLEmphasis of both:
Effective instructionResearch-validated curriculum
Differentiating instructionAssessment – inform instruction & intervention
Bridging MTSS and UDL cont...
UDL ≈ MTSSEncouraging flexibilityResearch-validated instruction & curriculum
MTSS ≈ UDLScreening studentsProgress monitoringDecision on course of actionTiers of support
(Stangman et al., 2009)
Bridging MTSS and UDL cont...
Access to learning environmentsMTSS = Tiers of supportUDL = modifying curriculum, accommodations
Researchers – effective decision makingAligning UDL & MTSSFocus on preventing difficultiesDifferentiationInstruction – engages & motivates
(Basham, 2010; Hehir, 2009;Jimenez et al., 2007; Stangman et al., 2009)
Bridging MTSS and UDL cont...
IDEA 2004 – UDL Assistive Technology ActRose (2009)
Appropriating educational funds – innovative technology:
Assistive technologyDigital curricula – digital representation displayed in a variety of ways more effectively than printUDL framework for ALL studentsContinuum of funding – advancing assistive & augmentative technologyInnovative technology – accessible for ALL students
(Edyburn, 2010; Rose, 2009; Sopko, 2009)
Bridging MTSS and UDL cont...
IDEA 2004 – NIMASFurther development & alignment of curriculum & assistive technologiesUDL & technologies
Breakdown of barriersGreater access
MTSS & UDLBridge special and general educationEnsure “that all children reach a high level of achievement” (CEC, 2010, p. 1)
(CEC, 2010; Rose et al., 2009)
Aligning IDEA & ESEA within a Unified MTSS & UDL
IDEA & ESEA unitedAccess to curriculumHigh quality education – bridge between special and general education
IDEA & ESEA separateMeeting high performance = could overshadow meeting student needs
IDEA provides a balance to high standards of ESEA
(Hehir, 2009; Karger, 2009; Owen, 2011)
Aligning IDEA & ESEA within a Unified MTSS & UDL cont...
IDEAIdentify students with disabilitiesProvide fair and appropriate academic experience
ESEAProvided accountability to carry out “IDEA’s goal of aiding disabled students’ educational achievement” (Owen, 2011, p. 9) at a time when expectations and accountability for their teaching and learning was suffering.
Aligning IDEA & ESEA within a Unified MTSS & UDL cont...
Next reauthorizationCohesion & balance between general & special educationMore prepared and stronger workforce of educatorsEqual access to assessment and accountability for ALL studentsMeeting needs & improving outcomes of ALL students (included gifted learners)Balancing IDEA & ESEA within a collaborative system of supportImplementing UDL – unbiased assessment tool for studentsAccommodations with individual needs in mindSchool wide plans – include UDL & MTSSIncrease in ESEA funding for school improvement
(OSERS, 2007)
Aligning IDEA & ESEA within a Unified MTSS & UDL cont...
Researchers suggest:Differentiation of research-validated curriculum in unified MTSS & UDL frameworks –
Fewer tiers needed for intervention with an increase in universal student responseGreat emphasis on effective instruction and curriculumTeacher quality maximizedReduction in special education referralsFunding reallocated within a collaborative and unified system
(Stangman et al., 2009; Levenson, 2011)
Aligning IDEA & ESEA within a Unified MTSS & UDL cont...
UDL supports inclusion & meeting diverse needsMTSS supports addressing students needs (intervention) & identifying progress through collection of data (response)Aligned IDEA & MTSS - facilitate successful outcomes through unified MTSS & UDL
(Kalberg et al., 2010; Rose, 2009; Sailor, 2009; VanDerHeyden & Burns, 2010)
ConclusionCommon Core State Standards InitiativeAlignment of important components of IDEA & ESEA with effective learning frameworks of MTSS & UDL – can work within this initiativeFunding for ESEA needs to increase (CASE, 2011) = greater success in alignmentAn aligned IDEA & ESEA, within a unified MTSS & UDL framework may reshape education in an equitable way for all students.