High-Quality Instruction for Students Receiving Special Education Services

The phrase “high quality” continues to be used in several contexts in education. One context involves what are referred to as tiered intervention frameworks, which were discussed in Chapter 3. An example of a tiered intervention framework is a multi tier system of supports (MTSS).

Schools use tiered intervention frameworks to match their systems of interventions to their students’ instructional needs. A bedrock of these frameworks is the provision of high-quality instruction in general education classrooms (The IRIS Center, 2017; The IRIS Center, 2006).

A second context in which I have seen the phrase “high-quality” used involves high-impact tutoring. Specifically, I have seen references to high-quality, high-impact tutoring (Lee & Nicholas, 2022).

Yet, I have not been exposed to a detailed explanation of the meaning of the phrase “high quality.” In the MTSS context I referred to above, I have seen high-quality instruction defined simply as teaching the proper curriculum with evidence-based practices (The IRIS Center, 2017). This simple definition immediately caused me to think about the meanings of the individual terms “high” and “quality” and their application to effective and efficient instruction presented to students receiving special education services. The simple definition also resulted in an instantaneous reflection, on my part, about the multitude of factors that I have learned are directly and empirically associated with effective and efficient instruction presented to students receiving special education services. These factors are identified in this chapter.

As you work through the content presented in this chapter, remain cognizant that its primary purpose is to provide the reader with information about the design and implementation of high-quality instruction to students receiving special education services. Yet, as you will also learn from the chapter, the vast majority of the information is also relevant to the presentation of supplemental, remedial instruction to students who are not receiving special education services but are demonstrating significant and persistent academic achievement deficits.

References

Lee, A., & Nicholas, M. L. (April 5, 2022). High impact tutoring: Why it works and how to implement at scale [Webinar]. Retrieved from https://home.edweb.net/webinar/accelerate20220405/

The IRIS Center. (2006). RTI (part 1): An overview. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti01-overview/

The IRIS Center. (2017). High-quality mathematics instruction: What teachers should know. Retrieved from https://iris.peabody.vanderbilt.edu/module/math/

Chapter Primer

As the chapter is presently structured, two topics are addressed.

• An expanded definition for the term “high-quality instruction” is offered.
• One characteristic of high-quality instruction – evidence-based practices – is examined in detail.

Learning Objectives

The learning objective pertains to the section below titled, “An Expansive Definition of High-Quality Instruction.” After working through the content in this section, you should be able to

• List the five features/characteristics of high-quality instruction

An Expansive Definition of High-Quality Instruction

As was noted above, a simple definition of high-quality instruction is teaching a proper curriculum with evidence-based practices (The IRIS Center, 2017). Hence, according to this definition, an example of high-quality beginning reading instruction would be when a teacher uses simultaneous prompting, an evidence-based practice for teaching students with disabilities (Tekin-Iftar et al., 2019), to teach first-grade students the following portion of the phonics component of the beginning reading curriculum, which is the most common sound-symbol relationships for the following lowercase letters: f, s, m, a, t. Phonics was identified by the National Reading Panel (2000) as one of the five fundamental domains of beginning reading instruction (The IRIS Center, 2006).

Yet, an examination of the meaning of the phrase “high-quality” – in my opinion – leads to a much more expansive conceptualization of the term “high-quality instruction.” First, “high” can be defined as “a successful moment.” (Oxford Languages Dictionary, n.d.). I was taught by a professor who referred to a “teaching high,” meaning the moment he realized he had presented effective instruction as evidenced by a student demonstrating her acquisition of a targeted learning outcome. Second, the term “quality” refers to the distinguishing characteristics of something (Oxford Languages Dictionary, n.d.).

Concerning the characteristics, or features, of effective and efficient instruction, these characteristics involve much more than using evidence-based practices and teaching an appropriate curriculum (Morse, 2020a, 2020b). The features include additional matters such as an appropriate environmental arrangement, proper time management, and the use of valid, reliable assessments.

Altogether, the term high-quality instruction can be defined as the distinguishing characteristics/features of instruction that prove effective.

References

Morse, T. E. (2020a). Response to intervention: Refining instruction to meet student needs. Rowman & Littlefield.

Morse, T. E. (2020b). Small group instruction: A forum for teaching children with learning challenges. Rowman & Littlefield.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pub. No. 00-4754). Washington, DC: National Institute of Child Health and Human Development.

Oxford Languages Dictionary. (n.d.). Retrieved from https://languages.oup.com/google-dictionary-en/

Tekin-Iftar, E., Olcay-Gul, S., & Collins, B. C. (2019). Descriptive analysis and meta analysis of studies investigating the effectiveness of simultaneous prompting procedure. Exceptional Children, 85(3), 309-328. doi: 10.1177/0014402918795702Tekin-Iftar, E., Olcay-Gul, S., & Collins, B. C. (2019). Descriptive analysis and meta analysis of studies investigating the effectiveness of simultaneous prompting procedure. Exceptional Children, 85(3), 309-328. doi: 10.1177/0014402918795702

The IRIS Center. (2017). High-quality mathematics instruction: What teachers should know. Retrieved from https://iris.peabody.vanderbilt.edu/module/math/

The IRIS Center. (2006). RTI (part 3): Reading instruction. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti03/#content

Learning Objectives

The learning objectives pertain to the two sections below: (a) Evidence-Based Practices and (b) Evidence-Based Practice, Program, or Strategy. After working through the content in each section, you should be able to

• State the fundamental proposition put forth by the IDEA in stating that teachers are to use scientifically-based instruction with students with disabilities
• Define the term “evidence-based practice”
• Differentiate between an evidence-based program and an evidence-based strategy
• Explain the purpose of an evidence-based review

Evidence-Based Practices

The Individuals with Disabilities Education Act (IDEA, 2004) states that scientifically-based instruction is to be used with students with disabilities. Presently, the term evidence-based practice has replaced the term scientifically-based instruction.

Be that as it may, what is most important for you to understand is that both terms refer to the same fundamental proposition, which is that educators are to use instructional programs and individual instructional strategies that have been shown, through multiple research studies, to result in the provision of effective instruction to students with disabilities. Consequently, this module addresses the origin and meaning of evidence-based practice.

Following are the reasons you need to learn the content presented next.

• The IDEA stipulates that teachers should use scientifically-based instruction with students with disabilities.
• Schools must ensure each student with a disability is provided FAPE. One aspect of FAPE is that a student with a disability demonstrate progress appropriate in light of his circumstances. Using evidence-based practices when teaching students with disabilities increases the probability that schools will provide FAPE to these students when teachers use these practices.
• Practitioners always need to provide a valid response to the question, “What is special about special education?” The use of evidence-based practices for students with disabilities is one answer to this question. Arguably, it is the most noteworthy answer to this question.

References

Individuals with Disabilities Education Act (IDEA, 2004), 20 U.S.C. § 1401 et seq.

Evidence-Based Practice, Program, and Strategy

The term “evidence-based practice” is currently used to refer to what has been identified in the Individuals with Disabilities Education Act (IDEA, 2004) as scientifically-based instruction. The IDEA stipulates that teachers are to use scientifically-based instruction when teaching students with disabilities. Presently, the term evidence-based practice has replaced the term scientifically-based instruction.

A simple definition of evidence-based practice is an intervention supported by multiple research studies that result in the presentation of effective instruction to students with disabilities. However, two other terms have been coined to differentiate between two types of evidence-based practice. Consequently, this part of the chapter discusses how the term evidence-based practice relates to the two other terms you need to know: evidence-based program and evidence-based strategy.

• An evidence-based program refers to a multi-faceted commercial program that has proven successful with respect to presenting effective instruction on a particular topic. “Multi-faceted” means the program includes directions or training regarding how to use it, instructional materials, guidelines for how often (i.e., days per week/total time per day) and how long (i.e., total number of weeks) it is to be used, plus data collection and analysis protocols.
• An evidence-based strategy is an instructional strategy that has proven successful in presenting effective instruction. The strategy can be used to teach one or more targeted learning outcomes. For instance, constant time delay is an evidence-based strategy that can be used to teach reading, language arts, and mathematics content to students with disabilities.

In summary, brief definitions for the terms evidence-based practice, evidence-based program, and evidence-based strategy are presented below.

Evidence-based practice. This umbrella term includes the terms evidence-based program and evidence-based strategy.

Evidence-based program. As was stated previously, an evidence-based program refers to a multi-faceted commercial program that has proven successful in presenting effective instruction on a particular topic. Multi-faceted means the program includes directions or training regarding how to use it, instructional materials, guidelines for how often (i.e., days per week/total time per day) and how long (i.e., total number of weeks) it is to be used, plus data collection and analysis protocols.

Evidence-based strategy. An evidence-based strategy is an instructional strategy that has proven successful in presenting effective instruction. The strategy can be used to teach one or more targeted learning outcomes. The strategy stands alone, so to speak, which means it is used independently of any formal commercial program.

References

Individuals with Disabilities Education Act (IDEA, 2004), 20 U.S.C. § 1401 et seq.

The IRIS Center. (2014). Evidence-based practices (part 1): Identifying and selecting a practice or program. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_01/

The IRIS Center. (2014). Evidence-based practices (part 2): Implementing a practice or program with fidelity. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_02/

The IRIS Center. (2014). Evidence-based practices (part 3): Evaluating learner outcomes and fidelity. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_03/

Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program

Access The IRIS Center’s online module, Evidence-Based Practices: Identifying and Selecting a Practice or Program. (Estimated completion time: 1.5 hours)

After working through this module, you should be able to

• State the reasons why identifying and selecting an evidence-based practice (EBP) is difficult for education professionals
• Explain what is meant by the term “promising practice”
• Identify what the Every Student Succeeds Act (ESSA) and the No Child Left Behind Act (NCLB) state with respect to evidence-based practices
• List the benefits for educators and students of using EBPs
• Discuss the relevance of considering the following three matters when considering an EBP: (a) Student and Setting, (b) Resources, and (c) Evidence Level
• List trustworthy resources for EBPs for students with disabilities in grades K-12
• List the different sections that comprise a research article
• Describe the content that can be found in a research article

No Cost Resources Pertaining to This Topic

Each item below is a no cost resource that presents information about some aspect of this chapter’s focus, which is “High-Quality Instruction for Students Receiving Special Education Services.” To access a resource, use the link provided.

Evidence-Based Practices

Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program This online module is available from The IRIS Center. It is the first in a series of three modules. This module discusses the importance of identifying and selecting evidence-based practices (Estimated completion time: 1.5 hours).

Evidence-Based Practices (Part 2): Implementing a Practice or Program With Fidelity This online module is available from The IRIS Center. It is the second in a series of three modules. This module discusses implementing an evidence-based practice or program with fidelity (Estimated completion time: 1 hour).

Evidence-Based Practices (Part 3): Evaluating Learner Outcomes With Fidelity This online module is available from The IRIS Center. It is the third in a series of three modules. This module examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (Estimated completion time: 2 hours).

Explicit Instruction

To Be Clear. What Every Educator Needs to Know About Explicit Instruction This is a webinar from the National Center on Intensive Intervention (NCII). In this webinar, Drs. Rebecca Zumeta Edmonds, Teri Marx, Sarah Powell, and Devin Kearns (a) review the evidence-base behind explicit instruction for students with disabilities and (b) highlight content pertaining to NCII coursework that is designed to help educators learn how to deliver explicit instruction and review their current practices. Explicit instruction, identified as a high-leverage practice or HLP in special education by the CEEDAR Center and CEC, is defined as “a way of teaching where the teacher selects an important objective, specifies the learning outcome, designs structured instructional experiences, explains directly, models the skills being taught, and provides scaffolded practice to help a student achieve mastery” (Kearns, 2018).

An Introduction to Explicit Instruction This is an online module, from the National Center on Intensive Intervention, in which an overview of explicit instruction is presented. The presenter, Dr. Devin Kearns, emphasizes that explicit instruction is about modeling and practicing to help students reach academic goals. In the module, he focuses on how explicit instruction is an approach in which the teacher selects an important objective, specifies the learning outcome, designs structured instructional experiences, explains directly, models the skill being taught, and provides scaffolded practice to achieve mastery of one or more targeted learning outcomes.

Intensifying Instruction

Intensifying Instruction: What Teachers Need to Know This is an online module that is made available by The PROGRESS Center. According to the center, the module focuses on reviewing and intensifying instruction. It is part of a series covering instructional practices. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities. Those who enroll in this module will be able to do the following:

• Identify when to intensify instruction or intervention to support the development and implementation of specially designed instruction.
• Describe some components of intensifying instruction by adapting dosage, alignment, and transfer.

The asterisk above refers to the fact that more information about the larger context for the topic that is the focus of this online module can be found in this resource: *Nelson, G., Cothren Cook, S., Zarate, K., Powell, S.R., Maggin, D.M., Drake, K.R., Kiss, A.J., Ford, J.W., Sun, L., & Espinas, D.R. (2021). A systematic review of meta-analyses in special education: Exploring the evidence base for high-leverage practices. Remedial and Special Education. https://doi.org/10.1177/07419325211063491

Planning for Instruction: What Teachers Need to Know This is an online module that is made available by The PROGRESS Center. According to the center, this module focuses on planning for instruction. It is part of a series covering instructional practices. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities. Those who enroll in this interactive module will be able to do the following:

• Identify the three key steps in planning for instruction.
• Describe how to set meaningful learning targets using individualized education program (IEP) goals and/or grade-level standards; identify learning targets to set a clear sequence for instruction; and establish clear lesson objectives with aligned practice opportunities.

The asterisk above refers to the fact that more information about the larger context for the topic that is the focus of this online module can be found in this resource: *Nelson, G., Cothren Cook, S., Zarate, K., Powell, S.R., Maggin, D.M., Drake, K.R., Kiss, A.J., Ford, J.W., Sun, L., & Espinas, D.R. (2021). A systematic review of meta-analyses in special education: Exploring the evidence base for high-leverage practices. Remedial and Special Education. https://doi.org/10.1177/07419325211063491

Delivering Instruction: What Teachers Need to Know This is an online module that is made available by The PROGRESS Center. According to the center, the module focuses on delivering instruction. It is part of a series covering instructional practices. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities. Those who enroll in this module will be able to do the following:

• Define explicit instruction.
• Describe how to model, provide guided and independent practice opportunities, and use supporting practices within modeling and practice.

The asterisk above refers to the fact that more information about the larger context for the topic that is the focus of this online module can be found in this resource: *Nelson, G., Cothren Cook, S., Zarate, K., Powell, S.R., Maggin, D.M., Drake, K.R., Kiss, A.J., Ford, J.W., Sun, L., & Espinas, D.R. (2021). A systematic review of meta-analyses in special education: Exploring the evidence base for high-leverage practices. Remedial and Special Education. https://doi.org/10.1177/07419325211063491

The module also references this bibliography which documents meta-analyses of the use of an explicit instruction approach to teach reading, mathematics, writing, and science vocabulary.

Reviewing and Intensifying Instruction Practice Brief. This brief highlights some ways teachers can intensify instruction regardless of content domain, grade level, or disability type. It focuses on intervention dosage, opportunities to respond, alignment, and transfer. The brief highlights what teachers need to know about the practice, examples of intensifying instruction for students with disabilities, and how to get started intensifying instruction. In addition to using the link above, this brief can be obtained via this website. Additionally, related resources can be obtained using the aforementioned link.

Taxonomy of Intervention Intensity Overview Handout. The National Center on Intensive Intervention (NCII) makes this handout available and writes the following about it: “This handout briefly defines the seven dimensions of the Taxonomy of Intervention Intensity for academics and behavior. The Taxonomy of Intervention Intensity was developed based on research to support educators in evaluating and building intervention intensity. The seven dimensions include strength, dosage, alignment, attention to transfer, comprehensiveness, behavior or academic support, and individualization.” In addition to using the link above to directly access the handout, it can be obtained via this website. Note that the handout that pertains to academics is more of the focus of this OER, EEX4254, and EEX4474.

Clarifying Questions to Create a Hypothesis. The National Center on Intensive Intervention (NCII) makes this document available and writes the following about it: “This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention. The hypothesis should help guide intervention planning and selection of intensification strategies using the Intervention Intensification Strategy Checklist. When developing a hypothesis, teams should consider the intervention design, fidelity of implementation, and learner needs. Intervention fidelity data collected using the Student Intervention Implementation Log and informal diagnostic data may help teams answer the questions included in the question bank.” In addition to using the link above to directly access the handout, it can be obtained via this website.

Strategies for Scheduling: How to Find Time to Intensify and Individualize Intervention. The National Center on Intensive Intervention (NCII) makes this document available and writes the following about it: “One approach to intensifying an intervention as part of the DBI process is to increase the length or frequency of intervention sessions. Although it is important to consider whether a student needs additional time in an intervention (e.g., the intervention sessions are too brief or too infrequent), adding time to an existing intervention session may not be possible. Educators may need to think flexibly about how they plan and schedule instruction, both within existing intervention time and across the school day, to maximize efficiency and create more opportunities for students to respond to instruction and receive feedback. This guide includes strategies that educators can consider when trying to determine how to find the time for this intensification within the constraints of busy school schedules. Supplemental resources, planning questions, and example schedules are also provided.” In addition to using the link above to directly access the document, it can be obtained via this website.

What Counts as Evidence? Making Decisions for Instruction and Intervention Within a Multi-Tiered System of Support  In this webinar, various presenters (including staff from the NCII) share content focused on the continuum of evidence that supports instruction within a multi tier system of supports (MTSS). Among the critical questions practitioners reportedly ask as they are faced with making decisions regarding how to best meet the needs of their students are, “What is an evidence-based practice?” and “How do I know if evidence shows that a practice will be right for my students?” These questions are addressed in the webinar.

Providing Instructional Supports: Facilitating Mastery of New Skills This online module is made available by The IRIS Center.  The Center states that the module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (Estimated completion time: 1 hour).

Six Key Instructional Practices for Accelerating Learning and Promoting Progress for Students With Disabilities This webinar is available from The PROGRESS Center. In the webinar, Drs. Daniel Maggin, Sarah Powell, Gena Nelson, and Kary Zarate highlight six high-leverage, evidence-based practices shown to support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span. These practices were identified through an extensive, systematic meta-analysis.