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RESNA Catalyst Webinars Presents

Evidence Based Practice: AT in the Core Curriculum. RESNA Catalyst Webinars Presents. Dr. Tara Jeffs June 16, 2011. Today’s Objectives. Ready, Set, Go…. Evidence Based Practice. No Child Left Behind Act (NCLB) of 2001 mandates that educators

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RESNA Catalyst Webinars Presents

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  1. Evidence Based Practice: AT in the Core Curriculum RESNACatalyst WebinarsPresents Dr. Tara Jeffs June 16, 2011

  2. Today’s Objectives Ready, Set, Go…

  3. Evidence Based Practice No Child Left Behind Act (NCLB) of 2001 mandates that educators use scientifically-based research to inform their instructional decisions and practices. Edyburn, 2010

  4. What is Scientifically-Based Research? As defined in Title IX of NCLB, the term scientifically-based research is defined as: • research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and • includes research that: i) employs systematic, empirical methods that draw on observation or experiment; ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;

  5. iii) relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators; iv) is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random assignment experiments, or other designs to the extent that those designs contain within condition or across-condition controls; v) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review. (Source: No Child Left Behind Act, TITLE IX GENERAL PROVISIONS, PART A SEC. 9101. DEFINITIONS US Department of Education. Retrieved November 19, 2009, from: http://www.ed.gov/policy/elsec/leg/esea02/pg107.html )

  6. Council for Exceptional Children Completed by the Evidence-Based Practices Core Team

  7. But what if?

  8. Limited or Lacking • Special Education has limited documentation of evidence based practices. • Special Education Technology/ Assistive Technology has even fewer.

  9. Research and Reason • Stanovich & Stanovich (2003) state: • Teachers thus have the responsibility to be effective users and interpreters of research. • As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, usesome basic research concepts to draw conclusions on their own.

  10. Research and Reason Evidence of instructional effectiveness can come from any of the following sources: ➤Demonstrated student achievement in formal testing situations implemented by the teacher, school district, or state; ➤Published findings of research-based evidence that the instructional methods being used by teachers lead to student achievement; or ➤Proof of reason-based practice that converges with a research-based consensus in the scientific literature. This type of justification of educational practice becomes important when direct evidence may be lacking (a direct test of the instructional efficacy of a particular method is absent), but there is a theoretical link to research-based evidence that can be traced. (Stanovich & Stanovich, 2003)

  11. Resources and Tools to Identify Evidence Based Practices What Works Clearinghouse http://ies.ed.gov/ncee/wwc/

  12. Resources and Tools to Identify Evidence Based Practices Campbell Collaboration http://www.campbellcollaboration.org/resources/links/links_education.php

  13. Resources and Tools to Identify Evidence Based Practices Best Evidence Encyclopedia http://www.bestevidence.org/

  14. Let’s Look at Assistive Technology!

  15. Assistive Technology + IEP

  16. Definition of Assistive Technology

  17. Exception…. The term assistive technology does not include a medical device that is surgically implanted or the replacement of such device.

  18. Council for Exceptional Children Technology and Media Products ( TAM) http://www.tamcec.org/publications/index.htm

  19. Vendors Provide Valuable Resources Case studies Informative articles Best practices

  20. AT = Access • AT can help students access the curriculum and enhance their academic progress. • AT may take the form of low tech devices or high tech devices. • The key is to match students ‘ needs to the task and consider AT that supports the student in the learning process.

  21. Essential AT Resources http://www.fdlrs.com/docs/ent2010web.pdf http://www.fctd.info/

  22. http://www.lcps.org/at

  23. Considering AT? Look closely at: • Student’s needs • Environments • Task difficulty • Tools SETT FRAMEWORK-Modified from information provided by Joy Zabala, 2001 joy@joyzabala.com

  24. Student • What does the Student need to do? • What are the Student's special needs? • What are the Student's current abilities?

  25. Environment - What materials and equipment are currently available in the environment'? • What is the physical arrangement? Are there special concerns? • What is the instructional arrangement? Are there likely to be changes? • What supports are available to the student? • What resources are available to the people supporting the student?

  26. The Tasks -What activities take place in the environment? • What activities support the student's curriculum? • What are the critical elements of the activities? • How might the activities be modified to accommodate the student's special needs? • How might technology support the student's active participation in those activities?

  27. The Tools • What strategies might be used to invite increased student performance? What no-tech, low-tech, and high-tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? • How might these tools be tried out with the student in the customary environments in which they will be used?

  28. Academic Task Step 1: Break the task down and look specifically what is being asked or required of the learner. Step 2: Examine the learner’s strengths and weaknesses and how they may impact the completion of the task. Step 3: Identify natural supports in the environment Step 4: Select essential tools that will make completing the task possible.

  29. Academic Skills: Writing / Composition/ Spelling • Word cards, word books, & word walls • Pocket or talking dictionaries/thesaurus • Outlining / mindmapping software • Multimedia software ( i.e Photostory, iMovie) for digital storytelling, visual literacy • Graphic based word processors • Word prediction software • Highlighters • Autocorrect feature in MS Word program • Magnetic words or stamp letter and word sets. • Proofreading software

  30. http://natri.uky.edu/assoc_projects/qiat/resources.html Wonderful Resources

  31. Guiding DocumentIncluding Assistive Technology in the IEP Key Questions for IEP Teams • Does the agency have clearly written guidelines for documenting AT in the IEP? • Are the guidelines systemically disseminated? • Has a person been designated to provide support and guidance in addressing the guidelines and their implementation? • Does the IEP team have a working knowledge of these guidelines? • Are the guidelines consistently implemented?

  32. Key Questions for IEP Teams • Does the student need AT devices or services to achieve annual goals? • Will it be documented in an existing goal, a new goal, an objective or benchmark under a goal?

  33. Key Questions for IEP Teams • Does the student need AT devices or services as a part of a related service in order to receive a Free Appropriate Public Education (FAPE) or to benefit from special education? • Will the provision of AT devices or services become part of the services of a current service provider? • Will additional personnel be needed to provide the AT services?

  34. AT Effectiveness Key Questions for IEP Teams • How will team members determine who is responsible for each aspect of evaluation? • Who will collect data? • Who will analyze data? • Who will share the information about student performance with team members? • Is training or technical assistance needed to develop an evaluation of effectiveness plan or carry it out?

  35. AT Implementation Plan http://natri.uky.edu/resources/fundamentals/defined.html

  36. Pulling it Altogether

  37. Any Questions? Feel free to contact me: Dr. Tara Jeffs Loudoun County Public Schools Ashburn, VA Tara.jeffs@lcps.org assistivetechnology@gmail.com

  38. Edyburn, D. ( 2010). Understanding the quality of the science • supporting the special education technology evidence base . Journal of Special Education Technology. 25 (1) 65-68. • Stanovich, P.J. & Stanovich, K.E. (2003). Using research and reason in education: How teachers can use scientifically based research • to make curricular& instructional decisions. National Institute for Literacy. Jessup , MD • Available http://lincs.ed.gov/publications/pdf/Stanovich_Color.pdf References & Resources The QIAT Leadership Team (2010). Guiding Document: Assistive Technology Implementation available http://www.qiat.org.

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