3. Main Ideas
“Standards-based” means an ongoing teaching/learning cycle
that ensures all students master the standards and associated
concepts and skills.
The curriculum has to be both standards based and flexible
(designed) to meet the needs of all students.
Complete district curriculum documentation is important for
teachers and students.
4. Standards-Based Curriculum
Teaching/Learning Cycle
What do students need to know, understand, and be able
to do?
How do we teach effectively to ensure students are
learning?
How do we know students are learning?
What do we do when students are not learning or are
reaching mastery before expectations?
5. Standards-Based Curriculum
Standards-based practices and instruction is more than
knowing the standards, posting the standards, or referencing
standards in lesson plans and instructional units.
Standards-based means that every teacher is working to
ensure that every student is learning the state standards to
mastery.
The effectiveness of Tier 1 for all students it key to helping
every student master the standards.
6. Standards Based & Flexible
To help all teachers support all students in learning the
standards to mastery, the curriculum must:
Be fully aligned with the standards and related concepts
and skills.
Be flexible and accessible so all students can successfully
engage in the instruction.
9. Curriculum Documentation
Plan
What do students need to know, understand, and be able
to do?
Do
How do we teach effectively to ensure students are
learning?
Reflect
How do we know students are learning?
Revise
What do we do when students are not learning or are
reaching mastery before expectations?
10. Curriculum Documentation
Plan
Comprehensive curriculum tools to assist teachers in
developing effective instruction.
Exemplars of Mastery Level Work
Scope and Sequence
Indicators of Mastery
Alignment of Flexible Instructional Materials
Communication of Expectations for All
11. Curriculum Documentation
Example “Indicator of Mastery”
Number and Operations – Fractions
Includes standard
Unpacks the standard with nouns and verbs
Big ideas
Essential questions
Student centered ”I can” rubric
Clearly communicates expectations
13. Elevator Pitch
What is Core/Tier 1?
What is Supplemental/Tier 2?
What is Intensive/Tier 3?
14.
15. Problem Identification
Problem Analysis
Intervention Design
Response
to
Intervention
What do we want students to
know and be able to do?
Why is this not
occurring?
What are we going
to do about it?
Is it working?
I
II
III
17. in order to meet
benchmarks.
=
These students get these tiers
of support
+
Enabling Success
The goal of the tiers is student success, not labeling.
18. Predicting Intervention Needs
• Previous referral history predicts future referral
patterns
• Previous intervention history predicts future
intervention needs
How do we use this information to establish an
infrastructure for change?
20. 20
What do we want students to
know and be able to do?
Why do they not
know it or are not
able to do it?
21. Step 1: Problem Identification
What is the problem?
P = E – C
Problem = Expected – Current
• Expected level of performance
• Current level of performance
The bigger “the gap,” the more intense the support
22. Data by Tier
Expected
Level
Current Level
Tier 1 Approx. 80% % of students achieving benchmark
Tier 2 Benchmark
AND
Approx. 70%
Individual student’s current level of
performance
% of student in the supplemental
group achieving benchmark
Tier 3 Benchmark Individual student’s current level of
performance
22
23. 23
What do we want students to
know and be able to do?
Why do they not
know it or are not
able to do it?
24. Step 2: Problem Analysis
Why is the problem occurring?
Generate hypotheses:
The problem is occurring because
__________________________________.
Hypotheses should be based on evidence specific to
the target skill and…
Focus on alterable variables
Should be specific, observable, and
measurable
Lead to intervention
25. Develop prediction statement:
If ________ would occur, then the problem will
be reduced.
Conduct “assessment” (RIOT x ICEL) to
determine which hypothesis is most likely true.
29. Criteria for Interventions
• Evidence-based
• Delivered with fidelity
• Scaled for intensity
• Implemented for sufficient time
• Evaluated frequently
• Integrated across tiers
29
31. 31
What do we want students to
know and be able to do?
Why do they not
know it or are not
able to do it?
32. Decision-making
How do we decide if an intervention is working?
Decisions will be made based on the following:
• Level of skill
• Rate of progress
• Decision rules
32
42. UDL Principles
There are 3 core principles to Universal Design for Learning
(UDL)
Provide multiple means of engagement (the “why” of
learning)
Provide multiple means of representation (the “what” of
learning)
Provide multiple means of action and expression (the
“how” of learning)
44. Curriculum Documentation
Example “Indicator of Mastery”
Number and Operations – Fractions
Includes standard
Unpacks the standard with nouns and verbs
Big ideas
Essential questions
Student centered ”I can” rubric
Clearly communicates expectations
47. Decision Rules: What is a “Good”
Response to Intervention?
• Positive Response
– Gap is closing
– Can extrapolate point at which target student(s) will “come
in range” of target--even if this is long range
• Questionable Response
– Rate at which gap is widening slows considerably, but gap
is still widening
– Gap stops widening but closure does not occur
• Poor Response
– Gap continues to widen with no change in rate.
47
50. Decisions
What to do if RtI is:
• Positive
• Continue intervention with current goal
• Continue intervention with goal increased
• Fade intervention to determine if
student(s) have acquired functional
independence.
50
51. Decision Rules: What is a “Good”
Response to Intervention?
• Positive Response
– Gap is closing
– Can extrapolate point at which target student(s) will “come
in range” of target--even if this is long range
• Questionable Response
– Rate at which gap is widening slows considerably, but gap
is still widening
– Gap stops widening but closure does not occur
• Poor Response
– Gap continues to widen with no change in rate.
51
54. Decisions
What to do if RtI is:
• Questionable
– Was intervention implemented as intended?
• If no - employ strategies to increase implementation
integrity
• If yes -
– Increase intensity of current intervention for a
short period of time and assess impact. If rate
improves, continue. If rate does not improve,
return to problem solving.
54
55. Decision Rules: What is a “Good”
Response to Intervention?
• Positive Response
– Gap is closing
– Can extrapolate point at which target student(s) will “come
in range” of target--even if this is long range
• Questionable Response
– Rate at which gap is widening slows considerably, but gap
is still widening
– Gap stops widening but closure does not occur
• Poor Response
– Gap continues to widen with no change in rate.
55
58. Decisions
What to do if RtI is:
• Poor
– Was intervention implemented as intended?
• If no - employ strategies in increase implementation
integrity
• If yes -
– Is intervention aligned with the verified hypothesis?
(Intervention Design)
– Are there other hypotheses to consider? (Problem
Analysis)
– Was the problem identified correctly? (Problem
Identification)
58
60. Intensity vs. Severity
Intensity is measured by how far behind a student is
academically or how different the behavior is from peers
or norms.
Severity is degree to which the student does or does not
respond to evidence-based and well delivered
intervention.
A student could have an intense problem, but catch up
quickly. Not Severe
A student could have an intense problem, but NOT respond
to well delivered interventions. Severe
61. Intensity vs. Severity
An INTENSE problem is not necessarily a severe
problem.
Students with disabilities exhibit BOTH intensity
AND severity
Unless the two things are differentiated, the
result will be an over-identification of students
with disabilities
62. Nation Center on Intensive Interventions
Progress Monitoring Tool Charts
http://www.intensiveintervention.org/chart/progress-monitoring
65. Standards Based IEP
A process and document that is framed by the state standards
and that contains annual goals aligned with, and chosen to
facilitate the student’s achievement of, state grade level
academic standards
This is a very different from the old process that focused on
access and provision of services – there is an assumption of
inclusion
66. OSEARS Letter
An IEP must be aligned with the State’s grade level academic
standards
An IEP must:
Include present levels of academic achievement and
functional performance
Include the impact of the child’s disability on involvement
and progress in the
general education curriculum
Have goals that are aligned with
grade level content standards
67. General Curriculum
Regulations covering the implementation of IDEA Part B state
that the general education curriculum is the same curriculum
as for nondisabled children
Specially designed instruction is defined as adapting the
content, methodology, or delivery of instruction to ensure
access to the general curriculum so the child can meet the
educational standards that apply to all children.
68. FAPE
Therefore, in order to make FAPE available to each eligible
child with a disability, the special education and related
services, supplementary aids and services, and other
supports in the child’s IEP must be designed to enable the
child to advance appropriately toward attaining the annual
IEP goals and to be involved in, and make progress in, the
grade level general education curriculum
69. Rate of Growth
In a case where a child’s present levels of academic
performance are significantly below the grade in which the
child is enrolled, in order to align the IEP with grade level
content standards, the IEP team should estimate the growth
toward the grade level content standards expected in the
year covered by the IEP
70. Implementation
From OSERS Example:
The IEP team has data on print fluency versus auditory
fluency.
The standards do not require particular types of
instruction. Teachers can differentiate instructional
activities as appropriate for students. The only
requirement is to address the standard.
71. Seven Steps
Review grade level content standards
Review classroom and student data
Develop present level of performance
Develop measurable aligned goals
Describe progress monitoring process
Identify specially designed instruction needs,
accommodations, assistive technologies, etc.
Identify assessment options
72. Possible Data Sources
21st Century Skills
Executive Functioning
Diagnostic Assessments
Receptive & Expressive Language
Benchmarks
Reading
Behavior
Social Skills
73. Advocacy Brief Notes
Standards Based IEPs move away from the old approach to
IEP development, which lacked a focus on closing the
student’s achievement gap, to a new process that focuses on
alignment with what all students are expected to know and
do
Ready means Never
74. Curriculum Documentation
Example “Indicator of Mastery”
Number and Operations – Fractions
Includes standard
Unpacks the standard with nouns and verbs
Big ideas
Essential questions
Student centered ”I can” rubric
Clearly communicates expectations