Assessing the Curriculum

1. Assessing the Curriculum Gary L. Cates, Ph.D., N.C.S.P.

2. Curriculum • Structured set of learning outcomes or tasks • Learning Objectives • Should focus on learning of all students • Individualized instruction (means flexible process of decision making). • Organized by content/skill/cognitive complexity

3. Curriculum Focus • Facts • S-R • Concepts • Stimulus class with shared characteristics • Rules • Basis for organizing attributes of concepts • If – then; correlation • Strategies • Process of work: How do you arrive at the product

4. Integrating Curriculum with Instruction • Review related background • Branch into new areas • Provide a framework and provide opportunity to use it. • Write and/or speak about it to others

5. Assessing the Academic Environment Gary L. Cates, Ph.D., N.C.S.P.

6. I. Objectives of assessment • Determine how academic environment impacts observed academic problem • Determine degree to which problem is a skill versus performance deficit • Determine instructional, mastery, and frustration levels of instruction • Serve as tool for making instructional decisions

7. Riky • 8th grade female referred for low mathematics performance • What information do you want/need?

8. Using RIOT to Develop Hypotheses • Review: (e.g. Student grades/patterns, Work samples) • Interviews • Observation • Test (e.g. formal and informal such as CBA/E, Rubrics, Behavior rating scales/checklists)

9. Types of Data Collection • Verbal Reports (e.g. interviews) • Rating Scales (e.g. BASC) • Record Review (e.g. Cumulative file, homework – permanent products) • Observation Systems (e.g. BOSS) • Direct Systematic Behavioral Observation (e.g. Interval recording, frequency counts)

10. Things to keep in mind with regard to teacher interview • You have 20 minutes max • Teachers will story tell • Your goal is to get an operational definition that is observable and measurable.

11. Specific Questions to Teachers: Behavior Problems • What does the behavior look like? • How often does it occur • What happens immediately before the behavior? • What happens immediately after? • What have you tried so far? • What behavior would you rather see?

12. Specific Questions to Teachers: Academic Problems • How are instructional assignments presented? • What is expected? • Where is the student currently? • How are opportunities for practice presented? • How is feedback provided? • What has or has not worked?

13. Instructional Planning Form Student Name_________________ ___ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ 10/03 Adapted from the U of Oregon

15. Practice Analyzing an ABC Log • See handout • Why do you think the behavior is occurring? • What might you do for an intervention? • What is an acceptable alternative behavior? • How would you monitor progress?

17. Practice Using A Frequency Count/Rate Measure Log • See Handout • Determine the rate of behavior • Determine Discrepancy Ratio • The average child does this on average 1.8 times per day. • Write a hypothesis: Remember ICEL • Develop a method for hypothesis testing: Remember RIOT

18. Systematic Direct Behavioral Observations: Interval Recording • Partial Interval Recording: Occurs anytime within interval • Whole Interval Recording: Occurs majority of Interval • Momentary Time Sampling: Within 3 seconds • Duration Recording: How long behavior occurs

19. Target Child Composite Child

20. Consider Multiple Domains: ICEL Instruction Curriculum Learner Environment

21. CURRICULUM • Content of materials • Difficulty level of materials • Sequencing • Organization • Perceived relevance INSTRUCTION • Instructional philosophy • Instructional approach or method(s) • Expectations/objectives • Clarity & organization • Pace • Opportunities for practice • Duration of continuous instruction • Nature & frequency of feedback • Academic engaged time • Classroom Management Content of Domains

22. ENVIRONMENT • Arrangement of the room • Furniture/equipment • Rules • Management plans • Routines • Expectations • Peer context • Peer (e.g., attention) and family influence (e.g., cultural beliefs) • Task pressure LEARNER • Appropriateness of curriculum and instruction • Perception of learning environment • Academic skills • Social/behavioral skills • Adaptive behavior skills (e.g., self-help, ) • Motivation Organization • Medical Issues

23. Focus on Changeable Variables • Focus on those variables that we have direct control over, including: • Curriculum • Instruction (e.g., arrangement, response format) • Allotted/Engaged Time • Classroom Environment • Motivational Strategies (individualized) • This does not suggest that other variables are not important, but that we may have less control over some variables in the school environment.

24. Rating Scales • Academic Competence Evaluation Scales • Academic Performance Rating Scale • They provide additional evidence for or against your hypothesis • They should not be used to make definitive diagnoses • They do not always lend themselves to intervention development.

25. Permanent Product Review • Look for error patterns • Percent of homework completion • Percent of homework turned in • Type, amount of feedback • Performance related to peers • Consistency in performance

26. Other Tips • Make a drawing of the classroom and where the child sits • Don’t use your jargon • Listen for what the teacher really wants and figure out how to balance that with what the child needs • Don’t gossip • Don’t give out info in pieces.