COI presenter guide ready for OSEP approval 6-5-2009 · October 2009 Presenter Guide to the COI...

Presenter’s Guide

Best Practices in Instruction

Accessing and Using the

Evidence-based Collection of the

October 2009 Presenter Guide to the COI Special Education Strand Collection PowerPoint 1

Acknowledgements

The IDEA Partnership acknowledges the work of: � Angela Penfold, Director, Center on Instruction,

RMC Research Corporation, Portsmouth, NH � Ruth Dober, Deputy Director of Communications,

Center on Instruction, RMC Research Corporation, Portsmouth, NH � Greg Roberts, Director of COI-Special Education Strand, The Meadows

Center for Preventing Educational Risk, The University of Texas at Austin

� Saro Mohammed, COI-Special Education Strand, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

whose contributions to the Technical Assistance Center are the foundation for this presentation

-and- is deeply grateful for their assistance in order to provide additional access to all education stakeholders.

The following stakeholder groups within the IDEA Partnership were represented by individuals who worked together, both on-site in Oakbrook Terrace, Illinois and electronically from across the country, to create this presenter’s guide. The purpose of this guide and the complementary Power Point presentation is to make research and information more accessible to all interested stakeholders.

Role: Family Member Location: California

Role: Educational Consultant

Location: Florida

Role: General Education Administrator Location: Illinois

Role: Special Education Administrator

Location: Illinois

Role: Special Education Administrator Location: Kentucky

Role: General Education Administrator

Location: Montana

Role: Regional Comprehensive Content Center Staff Location: New Hampshire

Role: Regional Comprehensive Content Center Staff

Location: New Hampshire

Role: Higher Education Location: New York

Role: Teacher

Location: North Carolina

Role: General Education Administrator Location: Ohio

Role: State Technical Assistance Provider

Location: Ohio

Role: State Technical Assistance Provider Location: Ohio

Role: Family Member

Location: Virginia

Role: Regional Comprehensive Content Center Staff Location: Texas

Role: National Technical Assistance Provider

Location: Washington, DC

Role: Regional Comprehensive Center Staff Location: Wisconsin


Table of Contents

Purpose and Format . . . . . . . . 3

Preparation . . . . . . . . 4

Presentation/Process . . . . . . . . 6

Introduction . . . . . . . . 6

COI Objectives and Strands . . . . . . . . 8

Special Education Strand Overview . . . . . . . . 12

Resources . . . . . . . . 13

Research . . . . . . . . 16

Exemplars . . . . . . . . 18

Links to Other Resources . . . . . . . . 20

RTI Classification Tool and Resource Locator . . . . . . . . 21

Summary and Contact Information . . . . . . . . 23

Reflection, Questions, Discussion . . . . . . . . 24

Supplementary Materials . . . . . . . . 25

COI Fact Sheet . . . . . . . . 26

RTI CTRL Overview Sheet . . . . . . . . 27

COI Glossary of Terms . . . . . . . . 28


Purpose of this guide: This presenter’s guide is intended to support the PowerPoint slides by offering

• Suggested background readings; • Talking points relative to each slide; • Suggested activities to enhance learning opportunities for Participants; • Tips to facilitate the professional growth experience; and • Suggested readings for extension of learning.

About the format: There are three distinct sections of this document, “Preparation”, “Presentation/ Process”, and “Supplementary Materials”. The preparation section begins on the following page and includes:

• Participant objectives; • Two suggested agenda/timeframes to help you meet the needs of the

audience and/or available time allotment; • Support/background materials the presenter may wish to access prior to

preparation for presentation; • Materials and supplies needed for the presentation; and • Equipment needed for the presentation.

The presentation/process section follows preparation suggestions and includes:

• Suggested minutes for information sharing and/or suggested activities for each of the key concepts of the presentation, within each section minutes are enclosed in boxes and intended to be highlighted ahead of time dependent on the overall timeframe selected for the presentation;

• Slides in miniature, in sequential order, with talking points, o Usually in bulleted format, not intended to be read verbatim, and o Presenter is encouraged to interject his/her own style;

• Participant activities to enhance learning opportunities, indicated by a vertical line to the left of each activity,

o May be carried out as suggested, or o Adjusted to audience and time allotment;

• Presenter notes to suggest background information or extension readings, noted in bold italic font;

• Presenter tips to suggest facilitation techniques, noted in bold italic font; and

• Suggested segue comments to bridge between ideas and/or activities, also noted in bold italic font.

The supplementary materials section contains handouts that may be copied and used to support or enhance the presentation.


Best Practices in Instruction Preparation

Objectives: Participants will increase knowledge relative to

• Center on Instruction terminology • Available COI resources • The role of the Center on Instruction (COI)

Participants will • Explore the special education strand resources available on the COI

website • Become familiar with the RTI Classification Tool and Resource Locator

(RTI CTRL) • Become aware of additional resources available on the COI website

Agenda/Timing: 75 minutes - Total time for sharing information and Q&A 45 minutes - Total time for abbreviated information and Q&A 75 minutes - Total time for sharing information and Q&A Suggested time allotments:

5 min Introduction 10 min COI Objectives and Strands 5 min Special Education Strand Overview 10 min Resources 10 min Research 10 min Exemplars 5 min Links to Other Resources 5 min RTI Classification Tool and Resource Locator 5 min Summary and Contact Information

10 min Reflections, Questions, Discussion 45 minutes - Total time for abbreviated information and Q&A Suggested time allotments:

3 min Introduction 5 min COI Objectives and Strands 5 min Special Education Strand Overview 7 min Resources 5 min Research 5 min Exemplars 3 min Links to Other Resources 5 min RTI Classification Tool and Resource Locator 2 min Summary and Contact Information 5 min Reflections, Questions, Discussion


Support Materials: The COI Website: www.centeroninstrucion.org, Special Education Strand The COI Website: www.centeroninstrucion.org, all other strands

Materials and Supplies: PowerPoint slides - or - Overheads prepared from the Power Point slides

Handout Masters – to be copied in appropriate numbers Paper and pencils for participants

Equipment: Computer and projector -or- Overhead projector Projection screen


Best Practices in Instruction Presentation/Process

Introduction:

5 minutes 3 minutes

Best Practices in

Instruction

Accessing and Using the

xxxxxxxxxxEvidence-based Materials

Presenter Tip: The introduction should be very brief and garner interest immediately. The following is a starting point; adapt for the particular audience.

Best Practices in Instruction

• Best practice is a term garnering much attention in the field of education today.

• As we know so much more about what works for students as a result of education research; practitioners continue to seek out those strategies and programs with the greatest potential for success

• We will spend the next few minutes exploring materials available to practitioners on the Center on Instruction (COI) website

o Focusing particularly on the strand of Special Education materials o Sharing information on the Reading, Mathematics, Science, and

English Language Learners strands • We will share materials that

o You may not have known existed o May support you in your preparation for teaching o May even save you some time and energy

June 2009 IDEA Partnership 2

The IDEA Partnership acknowledges the work of:

� Angela Penfold , Director, Center on Instruction, RMC Research Corporation, Portsmouth, NH

� Ruth Dober, Deputy Director of Communications, Center on Instruction, RMC Research Corporation, Portsmouth, NH

� Greg Roberts , Director of COI-Special Education, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

� Saro Mohammed , COI-Special Education, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin

whose contributions to the Technical Assistance Center are the foundation for this presentation

-and-is deeply grateful for their assistance in order to provide additional access to all education stakeholders.

Presenter Note: This presentation was created by a cross-stakeholder group representing practitioners (teachers and related service personnel), administrators, families, state and federal technical assistance providers, and compre-hensive center personnel and is provided through the efforts of the IDEA Partnership in collaboration with the COI.


May 2009 IDEA Partnership 3

Session Agenda

� is…

� Special education strand

� Resources

� Research

� Exemplars

� RTI Classification Tool and Resource Locator

Presenter Tip: The agenda slide is an adult learner organizer tool and should not be omitted. Very little time needs to be spent here for the brief presentation. For the expanded presentation, the presenter may wish to configure the bullets to come in one at a time and give the partici-pants a sentence or two about each as a preview of what is to come.

Ideas for sharing with the Participants: • COI – The Center on Instruction is a Technical Assistance Center,

organized into 5 content strands (reading, mathematics, science, special education, and English Language Learning); funded by federal education dollars

• Focus today is on the Special Education Strand materials located on the website and how to access those materials

o Resources - materials and resources to build educators’ knowledge on instruction for students with disabilities, including guidance on the application of scientifically based research, including Response to Intervention.

o Research - syntheses of quality research documents in the area of instruction for students with disabilities

o Exemplars - application in the field; practices and processes that model implementation of research

• Tool – “RTI CTRL” o To determine a state’s current level of RTI implementation o Recommend relevant resources o Filter resources by topic for schools, districts, and states

Presenter Note: This is an appropriate time to distribute the COI fact sheet handout found in the Supplementary Materials section on page 26. You may also wish to distribute the COI Glossary of Terms handout (on page 28) at this point or at the end of the presentation.


COI Objectives and Strands 10 minutes 5 minutes

Center on Instruction (COI)

� Jointly funded national content center � Office of Elementary and Secondary Education

� Office of Special Education Programs

� Part of the Comprehensive Center Network

� To support the 16 regional comprehensive centers in helping states to� Close the achievement gap

� Improve teaching and learning for all students


www.centeroninstruction.org

Presenter Note: This slide is self explanatory. Review briefly with the participants and move on to the Objectives of COI located on the next slide. Additionally, for more background information on COI, the presenter may wish to reference the “About Us” section of the website.

Ideas for sharing with the Participants:

• Note the Center is jointly funded by general education and special education

• Note COI is part of the Comprehensive Center network, created to support the other 16 regional comprehensive centers; who…

o Support the State Education Agencies (the state departments of education and public instruction) and policy makers; who

o Support the school districts and school boards of education; who o Support classroom teachers

• Purpose of this presentation is to provide awareness about the materials on the COI website that are readily accessible to and useful for practitioners in the field



Objectives of COI are to…

� Synthesize research

� Identify examples of best practices

� Translate into usable products

� Disseminate information about ESEA

� Provide professional development

…improve outcomes for all students.

Presenter Tip: For the expanded presentation, the presenter may wish to configure the bullets to come in one at a time as you share the information about each objective of the center.


• Synthesize available research o Instruction in reading, science, mathematics, special education, and

English language learning o Make most current research available

• Benchmark examples of best practice o Identify high-quality implementation of evidence based practices o Examples with diverse students o Provide models of rigorous, effective instruction.

• Translate existing research into usable products o Synopses of research o Practice briefs based on research reports o Topical guides for teachers o Professional development modules that include PowerPoint

presentation, Facilitator’s Guide, Participant’s Guide • Disseminate reviewed resources about NCLB

o Scientifically based research o Effective practices in the five areas listed above

• Professional development opportunities around these resources for the regional comprehensive centers

o Note: later we will see some professional development modules on the website that anyone can access


Content strands:

� Reading

� Math

� Science

� Special Education

� English Language Learning


Presenter Note: The bulleted list is on the screen as the slide enters. When sharing with the audience the focus on the special education strand, click to bring in the arrow.


• COI currently offers materials in five areas o Reading o Math o Science o Special Education o English Language Learning

• Focus of this presentation - look more closely at the strand regarding special education research and resources

• Note resources for the other 4 content strands are organized, and can be accessed, in the same way as the special education resources.

• Also note resources are categorized into multiple content areas where applicable

o E.g., resources that deal with reading and special education can be found both in the reading and special education sections of the website



Presenter Note: The web screen is shown as the slide enters. A click will bring in the blue arrow. A second click will bring in the red arrow.


• Blue arrow - On the website, the special education strand is located here • Red arrow – Hot topics shares resources of high interest to the field

o Clicking on “Response to Intervention” under “Hot Topics” will bring up all resources pertaining to RTI from any and all strands

• Note - encourage participants to sign up for email news (lower right corner of screen)

Segue: Let us take a closer look the organization of the site, then on to the resources, research, and examples available on the COI Special Education pages.


Special Education Strand Overview

5 minutes 5 minutes

Presenter Note: The three blue arrows appear as the slide shows on the screen. One click brings in the larger red arrow. A second click brings in the smaller red arrow.


• This is the page you see when you click on the special education strand • Note materials available are categorized by grade level (three blue

arrows) • Clicking on one of the grade level tabs will result in a drop-down box

where you can choose to narrow your search by o Resources o Research o Exemplars

• Note the drop-down menu (click for larger red arrow) for sorting by o COI-developed resources o Title (alphabetic) o Date published on site

• Note icon indicating that this resource has been developed by COI (click for smaller red arrow)

o Means researched, written, and published by COI o With rigorous expert internal and external review o Approved by US Department of Education o With COI-developed products (all since March 2008 publication;

soon to be all COI-developed products) -- “Capacity Building Indicators & Dissemination Strategies (CBI)” form is included to explain

� How these products can build capacity � How they may be used effectively � Level of skills needed to effectively use the product

(available late summer/fall 2009) � Intended audience for internal knowledge development

(available late summer/fall 2009) � Intended audience for external application and/or training


(available late summer/fall 2009) Segue: Let us look at some samples of resources, research, and examples you will find on the COI website, special education strand. Resources

10 minutes 7 minutes

Resources include…

� Practice Briefs

� Professional Development Modules� Archived Webinars


Examples

Presenter Tip: Very little time needs to be spent on this slide, but it is important that it not be omitted as it supports the adult learner to focus and organize thinking for the next slide where the presenter gives an example of each these three types of resources. Click to bring in the arrow after sharing the three bullets.

Ideas for sharing with the Participants: • Practice Briefs - User-friendly translations of technical reports • Professional Development Modules - Train-the-trainer tutorials based on

technical reports and practice briefs o Participant’s Guide o Facilitator’s Guide o PowerPoint Presentation with speaker notes

• Archived Webinars – Audio and slides from invitation-only virtual professional development describing newly released products and providing opportunities for discussions with the authors and Q&A sessions

o NOTE: the archives don’t provide the opportunity for discussions/Q&A (only the live webinars do), but you can listen to the discussions/Q&A that happened at the live event

Presenter Note: For more background information and the most updated list of the resources located within the special education strand, the presenter is encouraged to visit the COI website prior to presentation. Segue: Let’s take a look at an example of each of these three types of resources. (Click to bring in arrow.)


� Effective Instruction for Adolescent Struggling Readers: A Practice Brief [grades 4-12]

� Professional Development Module: Effective Instruction for Adolescent Struggling Readers [grades 4-12]

� WebEx: Improving Expository Text Comprehension in Students with Learning Disabilities


Presenter Note: Bullet 1 is seen as the slide appears. Bullets 2 and 3 enter with separate clicks as the presenter speaks to each example. Presenter Tip: Depending on the audience and time allotted, you may wish to print some portions of the examples from the website for distribution and discussion.

Ideas for sharing with the Participants: • Practice Brief:

o Effective Instruction for Adolescent Struggling Readers: A Practice Brief [4-12]

o Focuses on five reading components adolescents need to succeed in school and beyond

� Word study � Fluency � Vocabulary � Comprehension � Motivation

o Discussed in terms of � Available research � Comparisons of successful and struggling readers' behaviors � Recommended instructional practices

o Aligns with two other Center on Instruction publications � Reading Interventions for Adolescent Struggling Readers: A

Meta-Analysis with Implications for Practice (Scammacca et al., 2007)

� Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007).

• Professional Development Module (click to bring in bullet) o Effective Instruction for Adolescent Struggling Readers [4-12] o Aligned with the practice brief above o Includes PowerPoint presentation o Includes a Facilitator's Guide

� Explains options for delivering module � One-day format: appropriate for teachers, administrators,

and district or state staff with advanced knowledge of reading in the upper grades)

� Two-day format: appropriate for those with some or little knowledge of effective reading instruction for adolescents and limited exposure to research in the field


• Archived Webinar o WebEx: Improving Expository Text Comprehension in Students

with Learning Disabilities [K-12] o Hosted by COI on June 30, 2008 o Focused on a synopsis of a research synthesis o Asha Jitendra, one of the authors, discussed the results of the

synthesis that addressed instructional approaches for enhancing reading comprehension in upper elementary, middle, and high school students with learning disabilities.

o Includes PowerPoint presentation o Includes archived WebEx


Research 10 minutes 5 minutes

Research includes…

� Technical Reports

� Synopses


Examples

Presenter Tip: Very little time needs to be spent on this slide, but it is important that it not be omitted as it supports the adult learner to focus and organize thinking for the next slide where the presenter gives an example of each these two types of research. Click to bring in the arrow after sharing the three bullets.

Ideas for sharing with the Participants: � Technical Reports - Syntheses of research which form the foundations for

practice briefs and professional development modules. � Synopses - Short summaries of relevant research, usually accompanied

by webinars featuring the authors of the original research Presenter Note: For more background information and the most updated list of research materials located within the special education strand, the presenter is encouraged to visit the COI website prior to presentation. Segue: Let’s take a look at an example of each of these two types of research materials. (Click to bring in arrow.)


� Extensive Reading Interventions in Grades K-3: From Research to Practice [grades K-3]

� Synopsis of Improving Expository Text Comprehension in Students with Learning Disabilities [grades 4-12]


Presenter Note: Bullet 1 is seen as the slide appears. Bullet 2 enters with separate clicks as the presenter speaks to each example. Presenter Tip: Depending on the audience and time allotted, you may wish to print some portions of the examples from the website for distribution and discussion.


� Technical Report: o Extensive Reading Interventions in Grades K-3: From Research to

Practice [K-3] o Summarizes available data on the effects of extensive reading

interventions (comprising at least 100 instructional sessions) o Acquaints reader with findings on the average effects of

interventions of varying lengths o Outlines related implications for practice

� Research Synopses: o Note: Mention that this example goes with the webinar mentioned

earlier with the resources slide o Synopsis of Improving Comprehension of Expository Text in

Students with Learning Disabilities: A Research Synthesis [4-12] o Discusses results of a synthesis of 29 studies in a brief,

practitioner-friendly manner o Addresses instructional approaches for enhancing reading

comprehension o Shares implications for students with LD to improve reading

comprehension in content-area instruction o Describes two highly effective types of interventions

� Content enhancement � Cognitive strategy instruction


Exemplars 10 minutes 5 minutes

Exemplars include…

� practices and processes that model implementation of research


Examples

Presenter Tip: Very little time needs to be spent on this slide, but it is important that it not be omitted as it supports the adult learner to focus and organize thinking for the next slide where the presenter gives two examples of exemplars in the COI special education strand. Click to bring in the arrow after sharing the bulleted information.

Ideas for sharing with the Participants: � Exemplars - application in the field; practices and processes that model

implementation of research � Note: in addition to COI exemplars, the website visitor will find links to

high quality materials from other organizations

� Implementing Response to Intervention: Practices and Perspectives from Five Schools -Frequently Asked Questions [grades K-8]

� Conversations with Practitioners: Current Practice in Statewide RTI Implementation -Recommendations and Frequently Asked Questions [grades K-12]


Presenter Note: Bullet 1 is seen as the slide appears. Bullet 2 enters with separate clicks as the presenter speaks to each example. Presenter Tip: Depending on the audience and time allotted, you may wish to print some portions of the examples from the website for distribution and discussion.

Ideas for sharing with the Participants: The Center on Instruction is working to identify practices that may be effective in implementing Response to intervention (RTI) at the school, district, and state levels. Two examples of exemplars currently available within the special education strand include

• Implementing Response to Intervention: Practices and Perspectives from Five Schools - Frequently Asked Questions [grades K-8]

o Describes school-level implementation of RTI at five schools across the country

o Focus on instruction and the implementation of effective practices


o A "frequently asked questions" (FAQ) format is used o Answers based on the collective experience of the five schools

� Three elementary � One intermediate � One middle school

o Elements of RTI implemented in these schools include � Evidence-based instruction � Progress monitoring � Structures for regulating the intensity of intervention � Professional development

• Conversations with Practitioners: Current Practice in Statewide RTI Implementation - Recommendations and Frequently Asked Questions [K-12]

o Describes state-level efforts to implement RTI in eight states o Summarizes findings from a March 2008 planning meeting with

� Representatives from each of the eight states � Their respective Regional Comprehensive Centers

o Participants identified � Important implementation considerations � Recommended technical assistance strategies related to the

implementation of RTI at the state level Presenter Note: RTI exemplars are highlighted here because they were created by COI and RTI is a focus within all strands on the COI website. Within the special education strand there are exemplars on other topics than RTI, created by others than the COI. For example:

• A meta-analysis of research (including exemplars) and a guide for teachers on instruction for students with learning disabilities or difficulty in learning math (located in the Math strand)

• “Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction” has state examples; written collaboratively by the Special Education, ELL, and Reading strands (located in all three strands)


Links to Other Resources 5 minutes 3 minutes

Other Resources…

� Links to high quality materials from other organizations and centers, e.g.,� IDEA Partnership� National Association of State Directors of

Special Education� Council of Administrators of Special Education� National Center on RTI� RTI Action Network


Presenter Tip: In the case of limited time for the presentation, mention each example of other resources briefly and encourage participants to explore the COI website to connect to links.


• IDEA Partnership o RESULTS for KIDS: RESOURCES (RKR Library) [K-12] o Library of online information o Focuses on models, curricula, practices, policy, research, tools,

and resources that can improve outcomes for all struggling learners • NASDSE and CASE collaboration

o Blueprint series � Response to Intervention Blueprints for Implementation:

School Building Level; Step-by-step implementation guidelines, resources, and tips for building-level staff

� Response to Intervention Blueprints for Implementation: District Level; Step-by-step implementation guidelines, resources, and tips for district-level staff

• National RTI Center [K-12] o Provides technical assistance and dissemination about proven and

promising models for RTI and EIS o Works in four areas

� Knowledge production � Implementation supports � Information dissemination � Formative evaluation

• RTI Action Network [K-12] o Dedicated to the effective implementation of RTI o Focused on needs of educators and families o Short videos available

� What Is RTI? � Conditions that Support Effective Implementation of RTI � RTI at the Secondary Level � RTI and Improved Math Instruction

RTI Classification Tool and Resource Locator


5 minutes 5 minutes


RTI Classification Tool and Resource Locator (RTI CTRL)

� Determine current level of RTI implementation

� Recommend relevant resources to move forward in implementation

Presenter Tip: Very little time needs to be spent on this slide, but it is important that it not be omitted as it supports the adult learner to focus and organize thinking for the next slide where the presenter points out the resource as it appears on the website.


• Created for use at the state level • Relevant for use at the local level • NOT a guide to statewide RTI implementation • DOES lead to accessing relevant research and exemplars to move

forward • TWO PARTS (1) classification tool (self-assessment), and (2) resource

locator (links, state initiatives, resource filter) Presenter Note: This is an appropriate time to distribute the handout entitled “CENTER ON INSTRUCTION’S RTI CTRL (CLASSIFICATION TOOL AND RESOURCE LOCATOR)”, found in the Supplementary Materials section on page 27. For additional background information, the presenter is encouraged to review the one-page document on RTI CTRL and to visit the tool on the COI website prior to the presentation. Further Note: The RTI CTL is not yet available on the website at time of writing (June 2009). It will be posted as soon as approved by the US Department of Education. Check the website to determine if it is posted at the time of presentation. If not, encourage participants to check the website. Segue: Let us take a look at the organization of the RTI CTRL as it will soon appear/appears on the COI website.



Presenter Note: One click brings in the left blue arrow. A second click brings in the right blue arrow.


• Left purple box (click for left blue arrow) o Links to resource locator pages o For school-, district-, and state-level users o Can be used to find specific resources through

� Links to other RTI centers/websites � State initiatives (state-produced resources about their own

implementation) � Resource filter (can select topics, or levels of interest to see

specific resources) • Right blue box (click for right blue arrow)

o Links to classification tool (self-assessment) o Primarily for states o Can be used to determine what level of implementation a state is

currently at, and suggest resources for each of 4 areas � Defining RTI/aligning with existing initiatives � Leadership � Capacity building � Instructional aspects of RTI

• As noted earlier o Created and intended for use by states as they implement RTI o Can be accessed and used at the local level


Summary and Contact Information 5 minutes 2 minutes


Presenter Note: The four blue arrows appear automatically one at a time after the slide appears on the screen. A click brings in the smaller red arrow.


• Mentioned earlier are the other 4 strands located on the COI website o Reading o Math o Science o English Language Learning

• Each strand each is organized like the strand on special education o By grade level groups o Resources, research, exemplars o Sort by COI products, title, date published

• COI Catalog (click to bring in red arrow) o Clickable and downloadable o Compilation of COI-developed products with live links to the

materials themselves o Will be updated as new products are developed

• Encourage participants to explore the website; bookmark it For further information on the COI, contact Ruth Dober at [email protected]

Contact Information:

Ruth Dober, Ph.D., Senior Research AssociateDeputy Director of Communications

Center on InstructionRMC Research Corporation

1000 Market St., Bldg. 2Portsmouth, NH 03801

Phone: 603-422-8888, 1-800-258-0802Fax: Fax 603-436-9166 [email protected]

http://www.centeroninstruction.org


Presenter Note: This slide is self-explanatory. Depending on the audience, the presenter may find it useful to create a copy of this slide for distribution along with copying PowerPoint handouts of the slides with three or six to a page.


Reflections, Questions, Discussion

10 minutes 5 minutes

Presenter Note: Invite participants to share thoughts and questions.

Whole Group Discussion Activity Lead in statement and questions: Now that we have spent time looking at pieces available on the COI website…

• What issues are coming to the forefront for you? • What questions are uppermost in your mind?

Format of activity:

• Open the floor for discussion • Paraphrase and repeat whenever clarity is needed • Answer questions that are answerable • Record

o Questions for which there are no answers at this time o Issues to explore o Concerns about implementation o Suggestions for moving forward

• Facilitate so that all may share in the discussion. Should one or two persons seem to be dominating the discussion, ask for a response from a specific table or from a specific person

Trainer Tip: Capture key ideas on chart paper. Visual recording for all to see indicates that there will be something done after the discussion and that this is not an exercise in futility. Presenter paraphrases and summarizes the discussion. He/she indicates where the responses from the discussion will go from here.

December 2008 IDEA Partnership 38

Reflections!

Questions?

Discussion.? !.?

?!!!!

!

.


Best Practices in Instruction Supplementary Materials

Handout #1: COI Fact Sheet Handout #2: RTI CTRL Fact Sheet Handout #3: COI Glossary of Terms


Evidence-based Classroom Practices

What is the Center on Instruction?

The Center on Instruction (COI) is a national content center, part of the Comprehensive Center network and funded by the U.S. Department of Education’s Office of Elementary and Secondary Education (OESE) and Office of Special Education Programs (OSEP). COI provides support to the 16 Regional Comprehensive Centers (RCCs) as they support State Education Agencies to close the achievement gap and improve teaching and learning for all students.

www.centeroninstruction.org

What does the Center on Instruction address?

Content Areas Objectives • Reading • Math • Science • Special Education • English Language Learning

• Synthesize research • Identify examples of best practices • Translate these into usable products • Disseminate information about ESEA • Provide Professional Development

What resources are available to practitioners in the classroom/community?

Practice Briefs - User-friendly translations of technical reports

Professional development modules - train-the-trainer tutorials (Participant’s Guide, Facilitator’s Guide, and PowerPoint Presentation with speaker notes) based on technical reports and practice briefs Technical Reports - Syntheses of research which form the foundations for practice briefs and professional development modules.

Synopses - Short summaries of relevant research, usually accompanied by webinars featuring the authors of the original research

RTI CTRL Tool - Tool for self-assessment and classification of RTI implementation; generating list of relevant resources

Archived Webinars – Virtual professional development describing newly released products and providing opportunities for discussions with the authors and Q&A sessions

Other Resources – Links to high quality materials from other organizations

Power Point and Presenter’s Guide to introduce othe rs to the available COI materials - www.ideapartnership.org

Working together to support our partners in the fie ld…

This Fact Sheet is a collaborative effort between the IDEA Partnership and the Center on Instruction (COI). COI is funded through the Office of Elementary and

Secondary Education and the Office of Special Education Programs, U.S. Department of Education (Grant #S283B050034). However, the contents do not necessarily represent the policy of these agencies and endorsement by the federal government should not be assumed.


CENTER ON INSTRUCTION’S RTI CTRL (CLASSIFICATION TOOL AND RESOURCE LOCATOR)

In addition to guiding states to relevant resources, this online tool will gauge a state’s level of RTI implementation in four

areas (referred to here as “implementation considerations”), based on responses to a short series of questions.

The Classification Tool (Self-Assessment) - What it is

The self-assessment is designed to ascertain a state’s current level of RTI implementation in each of four implementation

considerations and subsequently recommend the most useful and relevant resources for the state from the high-quality, research-based resources currently posted on the Center on Instruction’s Web site.

This tool is not a step-by-step guide to statewide RTI implementation. For those seeking a state-level RTI blueprint or

guidance about next steps in implementation, we recommend contacting your National Center on Response to Intervention liaison and asking him or her about your state’s State Technical Assistance Portfolio and Capacity Building

Planning Tool.

The self-assessment tool is intended to be used as a screening measure in which a few simple questions are asked in order to determine, broadly, where a state is in different aspects of implementation. This tool is not meant to provide

comprehensive technical assistance — rather, it is a means of giving a state a general idea of how far along it is in different aspects of RTI implementation and recommending resources that are applicable to the state’s current needs, as

determined by the answers provided during the self-assessment.

Who should take it

Because the tool is tailored to RTI issues and resources at the state level and asks questions about many aspects of state-

level implementation, visitors may find it helpful to complete the assessment with a Regional Comprehensive Center (RCC) and/or state department of education colleague. A blank, printable version of the RTI CTRL self-assessment questions is

available on the self-assessment page.

How often it should be taken

As states’ needs change or as states’ RTI implementation progresses, it may be beneficial to retake the assessment for

the purposes of being reclassified and finding new, relevant resources. New resources are added to the database every 6 months and can be accessed through a user’s bookmarked results (link provided at the end) or by retaking the self-

assessment.

The Resource Locator (Links, Examples, and Resources)

Links to our partner centers and other Web sites with RTI-related content and resources are listed on the related links

page. In particular, resources and guidance on the use of RTI in learning disability (LD) determination processes can be found on the National Center on Response to Intervention Web site; information about technical assistance for states that

are scaling up their RTI implementation can be found on the center for State Implementation & Scaling-up of Evidence-based Practices (SISEP) Web site; and collections of RTI resources and dialogue guides can be found on the IDEA

Partnership Web site.

In addition, a collection of state-produced guidance documents and resources can be found on the state initiatives page.

Some visitors to this site may be particularly interested in finding resources that:

* Focus on particular “special interest” topics related to RTI implementation; * Focus on a particular implementation consideration;

* Match particular levels of implementation within an implementation consideration; or

* Are relevant to district- or school-level audiences.

We invite these visitors to go to the resources section of the site to browse these types of resources.

History of RTI CTRL

Driven by the lack of experimental research in the field of large-scale RTI implementation, coupled with requests from

state leaders for information about how other states are approaching the task, the Center on Instruction is collaborating with eight states (Alaska, California, Idaho, Mississippi, Pennsylvania, Texas, Vermont, and Wyoming) and their Regional

Comprehensive Centers (RCCs; Alaska, California, Northwest, Southeast, Mid-Atlantic, Texas, and New England) to document the technical assistance strategies they are employing as they move forward with RTI implementation. These

states were nominated by their RCCs and agreed to collaborate with us in this project. RTI CTRL is one of the outcomes of this collaboration. The request for a tool to help states determine where they are in the implementation process and to

find resources relevant to their current needs, as well as the organizing framework for the tool, both arose at a project meeting summarized in the following document on the COI Web site: Conversations with Practitioners: Current Practice in

Statewide RTI Implementation - Recommendations and Frequently Asked Questions.

COI Glossary of Terms IDEA Partnership @ NASDSE

28October 2009

Center on Instruction

Key Terms and Acronyms Adolescent Literacy

The group of skills that includes reading, writing, speaking and listening in students in grades 4 – 12.

AYP - Adequate Yearly Progress

A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and approved by the U.S. Department of Education

Aimline

Line on a graph that represents expected student growth over time

Assessment The process of measuring, usually in numerical terms, knowledge, skills, attitudes, and beliefs

Collaborating (as an instructional improvement strategy)

A collegial process wherein two or more colleagues share expertise with each other; to implement instructional or behavior strategies to benefit student learning

Community of Practice (CoP)

Concept referring to the process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations

Content Literacy Continuum (CLC)

A framework of supports at five levels of increasing intensity that meet the varying needs of high, average and low achievers. It is usually used in middle and high schools to implement RTI in different content areas. Levels One and Two are for all students (Tier I), while levels Three, Four and Five address the needs of those students who struggle with learning (Tiers II and beyond)

Core Curriculum

A pre-determined body of skills, knowledge and abilities that is taught to all students in the general education classroom


29October 2009

Core Principles of RTI

Beliefs, dispositions necessary for RTI processes to be effective • All children can learn when taught with effective practices • Early intervening for struggling learners is essential • Use of a multi-tier model of service delivery • Utilization of a problem-solving methodology

Co-teaching (as an instructional improvement strategy)

A collegial process wherein two colleagues share responsibility for instruction, assessment, and student progress for a particular classroom of students

Cultural/Linguistic Diversity

Encompasses the ethnic, religious, and language differences that exist between people (e.g., students, teachers, administrators, and families), including traditions, dress, and other expressions of identity

Curriculum Based Assessment (CBA)

Measurement that uses direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions

Curriculum Based Measures (CBM)

Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics and written language

Data Points Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific time

Dialogue Guides

Tools for building shared understanding and shared implementation efforts through conducting interactive discussions which seek common ground and encourage application

Dependent Variable

Element which may be influenced or modified by some treatment or exposure


30October 2009

Dimensions of Reading

The five research-based dimensions of reading as outlined in the Elementary and Secondary Education Act of 2001 (NCLB) • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension

Differentiated Instruction

Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences; differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials

Discrepancy Difference between two outcome measures

IQ-Achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement test

Difference between pre-test and post-test on a criterion-referenced test

Disproportionality Over-identification, or under-identification, of students from minority populations who are served through special education

Dual Discrepancy

Occurs when a student’s performance and growth rate are both substantially below performance and growth rate of typical peers

Early Intervening / Early Intervening Services (EIS)

The preventive components of No Child Left Behind and the Individuals with Disabilities Education Act of 2004

From NCLB: An LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; and to improve student behavior in the classroom and identify early and appropriate interventions to help these students.


31October 2009

From IDEA: An LEA may use up to 15% of its IDEA Part B funds in any fiscal year, less any funds reduced from its local fiscal effort, to develop and implement coordinated, early intervening services. Coordinated early intervening services may include interagency financing structures (for students in K-12 with a particular emphasis on students in K-3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment.

When it has been determined that significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of such children, the SEA shall require them to reserve the maximum 15% of IDEA Part B funds to provide comprehensive coordinated early intervening services to serve children in the LEA, particularly children in those groups that were significantly over-identified.

EIS Activities could include: • Professional development for teachers and other school staff to

deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and

• Providing educational and behavioral evaluations, services and supports, including scientifically-based literacy instruction

Empirical Research

A process which (a) researcher(s) develops hypotheses based on the findings of related research and conducts a study in a systematic manner

English Language Learners (ELL) Students whose first language is one other than English ESEA/NCLB – Elementary and Secondary Education Act/No Child Left Behind

The Elementary and Secondary Education Act (ESEA) [original passage in 1965], renamed the "No Child Left Behind" (NCLB) Act of 2001; federal statute relative to k-12 public education


32October 2009

Essential components of an RTI process

Core components of an effective RTI process include o School-wide screening o Progress monitoring o Tiered services o Fidelity of implementation

Evidence-based Practice

Educational practices/instructional strategies supported by relevant scientific research studies or research-based “best practice”.

Exclusionary Factors

The determination of eligibility for a specific learning disability must not be primarily the result of one of the following factors: [from federal regulation §300.309(a)(3)]

(i) A visual, hearing, or motor disability; Mental retardation; (ii) Emotional disturbance; (iii) Cultural factors; (iv) Environmental or economic disadvantage; or (v) Limited English proficiency.

Exemplars

Something to be imitated Explicit Instruction

Systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research merged with behavior analysis; essential components of well designed explicit instruction include (a) visible delivery features of group instruction with a high level of teacher and student interactions, and (b) the less observable, instructional design principles and assumptions that make up the content and strategies to be taught

Feedback

Information about performance

Fidelity of Implementation Implementation of an intervention, program, or curriculum according to research findings and/or on developers’ specifications


33October 2009

Formative Assessment/Evaluation

Classroom/curriculum measures of student progress; monitors progress made towards achieving learning outcomes; informs instructional decision-making

Functional Assessment

Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and to develop interventions to teach acceptable alternatives to the behavior

Academics: Process to identify the skill gap, strategies that have and have not been effective, and to develop interventions to teach the necessary skill(s)

IDEA - Individuals with Disabilities Education Improvement Act of 2004 also

referred to as IDEA ‘04 Original passage in 1975; latest reauthorization in 2004; federal statute relative to public education and services to students with disabilities ages 3 through 21

IDEA Partnership

IDEA Part D federal grant; collaboration of 55 plus national organizations, technical assistance providers, and State and local organizations and agencies, together with the Office of Special Education Programs (OSEP)

Implementation of Effective Instructional Practice

Method to assure the use of evidence-based programs and other innovations with fidelity to benefit to consumers

Inclusion (as a service delivery model) Students with identified disabilities are educated with general education age-/grade-level peers

Independent Variable

Variable which is manipulated or selected by the researcher to determine relationship to a dependent variable; independent variable is the element that someone actively controls/changes (instructional strategy/ intervention); while the dependent variable (student demonstration of skills) is the element that changes as a result

Instruction

Activities that develop students’ knowledge or skills


34October 2009

Integrity of intervention implementation

See Fidelity Intensive Interventions

Academic and/or behavioral interventions characterized by increased length, frequency, and duration of implementation for students who struggle significantly; often associated with narrowest tier of an RTI tiered model; also referred to as tertiary interventions

Intervention

Specialized activities that target students’ individual needs to develop their knowledge or skills in their areas of weakness.

Key practices in RTI

Practices necessary for RTI processes to be effective • Using research-based, scientifically validated instruction and

interventions • Monitoring of student progress to inform instruction • Making decisions based on data • Using assessments for universal screening, progress monitoring, and

diagnostics LEA– Local Education Agency

Refers to a specific school district or a group of school districts in a cooperative or regional configuration

Learning Disability/Specific Learning Disability (SLD)

[from federal regulation §300.309(a)(1)] The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade–level standards:

(i) Oral expression. (ii) Listening comprehension. (iii) Written expression. (iv) Basic reading skill. (v) Reading fluency skills. (vi) Reading comprehension. (vii) Mathematics calculation. (viii) Mathematics problem solving.


35October 2009

Learning Rate

Average progress over a period of time, i.e. one-year’s growth in one year’s time

Literacy The ability to read and write, or the ability use language to read, write, listen and speak

Local Level Refers to all stakeholders within a school, including students, teachers, administrators, families, and others

Mathematics/math The study of quantity, structure, space, change, and related topics of pattern and form

Multi-tiered Intervention Models

RTI models rely on a multi-tiered system of instruction, typically three or four tiers of evidence-based interventions. The instruction within these tiers become more intense based on students’ instructional needs

NCLB/ESEA – No Child Left Behind/Elementary and Secondary Education Act

See ESEA/NCLB

Over-identification Refers to the over-representation of students in special education programs/services that are above state and national averages; identification of more students for services through special education than the proportion of that population in the general population

Refers to over-representation of students in specific disability-related categories that are above state and national averages

Positive Behavior Supports

Evidence-based practices embedded in the school curriculum/culture/expectations that have a prevention focus; teaching, practice, and demonstration of pro-social behaviors

Primary Levels of Intervention Interventions that are preventive and proactive; implementation is school-wide or by whole-classroom; often connected to broadest tier (core or foundational tier) of a tiered intervention model


36October 2009

Problem-solving Approach to RTI

Assumes that no given intervention will be effective for all students; generally has four stages (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing interventions

Problem-solving Team

Group of education professionals coming together to consider student-specific data, brainstorm possible strategies/interventions; and develop a plan of action to address a student-specific need

Professional Development Refers to skills and knowledge attained through a variety of approaches. More common opportunities include, but are not limited to: workshops, conferences, coursework, inservice, mentoring, coaching, communities of practice, on-line learning, mentoring, reflective processes (supervision and personal), and technical assistance

Progress Monitoring

A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Also, the process used to monitor implementation of specific interventions

Reading The process of decoding symbols or syntax for the purpose of deriving meaning (reading comprehension) or constructing meaning

Remediation

Instruction intended to remedy a situation; to teach a student something that he or she should have previously learned or be able to demonstrate; assumes appropriate strategies matched to student learning have been used previously

Research-based Instruction

See scientific, research-based instruction

Response to Intervention / Response to Instruction / Responsiveness to Intervention (RTI)

Practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals and applying child response data to important educational decisions


37October 2009

RTI – Response to Intervention / Response to Instruction / Responsiveness to

Intervention See above Scientifically-based Research Education related research that meets the following criteria

• Analyzes and presents the impact of effective teaching on achievement of students

• Includes large numbers of students in the study • Includes study and control groups • Applies a rigorous peer review process • Includes replication studies to validate results

Scientific, Research- based Instruction

Curriculum and educational interventions that have been proven to be effective for most students based on scientific study

Screening – See Universal Screening SEA – State Education Agency

Refers to the department of education at the state level Secondary Levels of Intervention

Interventions that relate directly to an area of need; are supplementary to primary interventions; are different from primary interventions; often implemented in small group settings; may be individualized; often connected to supplemental tier of a tiered intervention model

Specific Learning Disability

See Learning Disability Stakeholder

Anyone affected by or invested in the implementation and outcomes of a process or activity. For example, teachers, students, administrators, and families are all stakeholders in education

Standard Protocol Intervention Use of same empirically validated intervention for all students with similar academic or behavioral needs; facilitates quality control


38October 2009

Strategic Interventions Specific to Needs

Intervention chosen in relation to student data and from among those that have been documented through education research to be effective with like students under like circumstances; often associated with second tier of an RTI tiered model; also referred to as secondary interventions

Summative Assessment/evaluation

Comprehensive in nature, provides accountability and is used to check the level of learning at the end of a unit of study

Systematic Data Collection

Planning a timeframe for and following through with appropriate assessments to set baselines and monitor student progress

Tertiary Levels of Intervention

Interventions that relate directly to an area of need; are supplementary to primary and secondary interventions; are different from primary and secondary interventions; usually implemented individually or in very small group settings; may be individualized; often connected to narrowest tier of a tiered intervention model

Tiered Instruction

Levels of instructional intensity within a tiered model Tiered Model

Common model of three or more tiers that delineate levels of instructional interventions based on student skill need

Trendline Line on a graph that connects data points; compare against aimline to determine responsiveness to intervention

Universal Design for Learning (UDL)

Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials


39October 2009

Universal Screening

A process of reviewing student performance through formal and/or informal assessment measures to determine progress in relation to student benchmarks; related directly to student learning standards

Validated Intervention

Intervention supported by education research to be effective with identified needs of sets of students

The following stakeholders worked together within the IDEA Partnership and the Center on Instruction to create this glossary of terms:

Role: Family Member Location: California

Role: Educational Consultant

Location: Florida

Role: General Education Administrator Location: Illinois

Role: Special Education Administrator

Location: Illinois

Role: Special Education Administrator Location: Kentucky

Role: General Education Administrator

Location: Montana

Role: Regional Comprehensive Content Center Staff Location: New Hampshire

Role: Regional Comprehensive Content Center Staff

Location: New Hampshire

Role: Higher Education Location: New York

Role: Teacher

Location: North Carolina

Role: General Education Administrator Location: Ohio

Role: State Technical Assistance Provider

Location: Ohio

Role: State Technical Assistance Provider Location: Ohio

Role: Family Member

Location: Virginia

Role: Regional Comprehensive Content Center Staff Location: Texas

Role: National Technical Assistance Provider

Location: Washington, DC

Role: Regional Comprehensive Center Staff Location: Wisconsin

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