Project Activities
Researchers iteratively developed and refined the model based on a review of existing literature and focus groups with potential end users. Through a series of field tests, they collected data on the feasibility and usability of the model. Lastly, the research team pilot tested the model to evaluate its promise for improving teacher knowledge, skills, and use of supplementary aids and services, as well as student academic outcomes and access to the general curriculum.
Structured Abstract
Setting
The research took place in elementary schools in Kansas, Illinois, North Carolina, South Carolina, and Minnesota.
Sample
For the focus groups, nine school-based professionals (special and general education teachers and related services providers) and nine family members participated. Twelve teacher/student dyads participated in the first field test, eighteen in the second, and six in the third. The sample for the pilot study included 15 teacher/student dyads.
The project resulted in a professional development model that includes the SSPP, an associated teacher's manual, and an online fidelity of implementation system. SSPP is delivered through a web-based application and involves the following four steps: (1) interpreting SIS-C assessment data and identifying student support needs, (2) identifying specific supplementary aids and services to enhance student learning and participation in the general education curriculum, (3) implementing the identified aids and services, and (4) evaluating the impact of the aids and services on learning and participation outcomes. The teacher manual provides resources on how to implement the four steps of the SSPP, such as procedures for using SIS-C data, case studies, and an implementation checklist. The online fidelity of implementation system allows teachers to track their own implementation of the four steps and collect data on the impact of the supplementary aids and services on student outcomes. It also allows outside reviewers to document teacher fidelity of implementing SSPP and use of supplementary aids and services. Teachers implement SSPP for approximately 2 to 3 weeks at the beginning of the school year and engage in ongoing evaluation of the implementation of the process and the use of supplementary aids and services throughout the year.
Research design and methods
To begin the project, the research team iteratively developed SSPP, the teacher manual, and online fidelity of implementation system by reviewing existing literature and gathering feedback through focus groups. The first round of focus groups was conducted separately with school-based professionals (special and general education teachers and related services providers) and family members to provide feedback on a draft of the model components. The components were revised based on feedback and focus groups re-convened to provide feedback on the revised components. Next, the research team conducted the first field test to gather data on the feasibility and usability of the intervention and inform further revisions to the intervention. A second field test was conducted to determine whether teachers could implement SSPP with fidelity using a within-subjects design. Prior to piloting the revised intervention, a third field test was conducted to gather additional data on feasibility and usability. Finally, the professional development model was pilot tested with teacher/student dyads using a stepped wedge randomized controlled trial to assess its promise for improving (1) teacher knowledge, skills, and use of supplementary aids and services in the general education classroom and (2) student access to the general education curriculum and academic achievement. Teacher-student dyads were randomly assigned to one of three groups with varying baseline lengths—2 weeks, 3 weeks, or 4 weeks. Therefore, all dyads received the intervention, but at different points in time, depending on their assigned baseline length.
Control condition
For the pilot study, business-as-usual functioning of teacher-student dyads during the baseline phase served as the control condition.
Key measures
Teacher outcomes were measured using self-reports of competence applying universal design for learning principles and competence arranging supports. Student outcomes were assessed using self- and teacher-reported measures of their engagement, attainment of learning goals, access to the general education curriculum, and receipt of appropriate supports. Fidelity of implementation data were collected by independent observers using the online fidelity of implementation system developed in the project. Teachers also provided information on the feasibility, usability, and acceptability of the model through interviews and a measure of social validity developed specifically for this project.
Data analytic strategy
During the development of the model, focus groups and interviews were transcribed and coded to identify common themes in content, concerns, and recommendations. Quantitative data from surveys were analyzed descriptively. Data from the field tests were analyzed descriptively and using repeated measures multivariate analyses of variance. Given the limited number of dyads involved in the pilot study, a two-level ordered logistic first-order autoregressive model (occasions nested in dyads) was estimated through Bayesian computation of student outcome data.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- Teachers found the SSPP to be feasible, effective, and valuable.
- Teachers’ competence in applying universal design learning principles and arranging supports in the general education classroom increased after the SSPP; however, the statistical significance is indeterminate due to the small sample size.
- Preliminary evidence suggests that there was a positive impact of the SSPP on student engagement and student learning.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
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