The document outlines the importance of a standards-based curriculum designed to meet the needs of all students, emphasizing a flexible and aligned approach to teaching and learning. It highlights a systematic cycle of assessment, intervention, and documentation to ensure mastery of standards, along with tiered instructional models tailored for varying levels of student support. It also addresses the significance of Individualized Education Programs (IEPs) aligned with state standards to facilitate access to general education for students with disabilities.

1. Teaching & Learning:
Meeting the Needs of All
Students
Kelly Justice – USF
David Davis - USF

2. Designing a
Standards Based
Curriculum

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.

7. No
alignment
Flexible &
accessible
High
alignment
Flexible &
accessible
No
alignment
Static – not
flexible
High
alignment
Static – not
flexible
Not aligned with standards Fully aligned with standards
Static-NotAccessibleTransformative-Flexible
InstructionandMaterials

8. No
alignment
Flexible
pacing
High
alignment
Flexible
pacing
No
alignment
Static
pacing
High
alignment
Static
pacing
Not aligned with standards Fully aligned with standards
StaticpacingscheduleFlexiblepacingschedule
ScopeandSequence–Pacing
Schedules

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

12. Tiered Instructional
Model

13. Elevator Pitch
What is Core/Tier 1?
What is Supplemental/Tier 2?
What is Intensive/Tier 3?

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

16. A Healthy Core

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?

19. 4-Step Problem
Solving

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.

26. R
Review
I
Interview
O
Observe
T
Test
I
Instruction
C
Curriculum
E
Environment
L
Learner
RIOT x ICEL

27. 27
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?

28. Problem
Analysis
Intervention
Design
The problem is occurring because ______________.
If ___________ would occur, then the problem would be reduced.
28

29. Criteria for Interventions
• Evidence-based
• Delivered with fidelity
• Scaled for intensity
• Implemented for sufficient time
• Evaluated frequently
• Integrated across tiers
29

30. Comprehensive Intervention Plan

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

33. Performance
Time
Response to Intervention
Expected Trajectory
Observed Trajectory 33

34. Flexible Instruction

35. Student Variability

36. Student Variability

37. Implied Skills
 Reading
 Language
 Communication
 Memory
 Abstract Thinking
 Background Knowledge
 Sequencing Information
 Self Direction
 Problem Solving
 Task Persistence
 Active Listening
 Self Regulation

38. Universal Supports
 Input
 Text to speech
 Visual reading guides
 Manipulatives
 Integration
 Graphic organizers
 Advance organizers
 Text mark-up
 Memory
 Compare and contrast
 Connect to text
 Personal illustrations
 Output
 Discussion guides
 Vocabulary cue cards
 Speaking prompts

39. Universal Supports

40. Universal Supports

41. Universal Design for Learning

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)

43. UDL Principles

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

45. Determining Student
Progress

46. More
MoreLess
Measurement Frequency
Measurement Precision
Depth of Problem Analysis
Instructional Time
Measurement Focus
Evidence Base
Group Size
Less

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

48. Performance
Fall
Positive Response to Intervention
Expected Performance
Observed Performance
Winter Spring 48

49. Performance
Time
Expected Trajectory
Observed Trajectory 49
Positive Response to Intervention

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

52. Performance
Fall
Questionable Response to Intervention
Expected Performance
Observed Performance
Winter Spring 52

53. Performance
Time
Questionable Response to Intervention
Expected Trajectory
Observed Trajectory 53

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

56. Performance
Fall
Poor Response to Intervention
Expected Performance
Observed Performance
Winter Spring 56

57. Performance
Time
Poor Response to Intervention
Expected Trajectory
Observed Trajectory 57

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

59. Performance
Time
Response to Intervention
Expected Trajectory
Observed Trajectory
Positive
Questionable
Poor
59

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

63. Let’s Practice!

64. Standards Based IEPs

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

75. Teaching & Learning:
Meeting the Needs of All
Students
Kelly Justice – USF
David Davis - USF