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2014 AER Conference

2014 AER Conference. Standards and Data and Outcomes … Oh MY! Moving from Perception to Reality with Data and Professional Standards. Presenters. Kay Ratzlaff Florida TVI Instructional Materials Center QPVI Facilitator. Nancy Toelle Texas TVI Texas School for the Blind

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2014 AER Conference

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  1. 2014 AER Conference Standards and Data and Outcomes … Oh MY! Moving from Perception to Reality with Data and Professional Standards

  2. Presenters • Kay Ratzlaff • Florida • TVI • Instructional Materials Center • QPVI Facilitator • Nancy Toelle • Texas • TVI • Texas School for the Blind • QPVI Developer AER 2014

  3. Discussion for Today • Data • Strategies for data collection • Managing data • Using data for decision making • Professional Standards of Practice • Outcomes Yes, we have to pay attention to the “man” behind the curtain!

  4. “Gee Toto, I’ve a feeling we’re not in Kansas anymore.” AER 2014

  5. Goals • Identify strategies for collecting and managing data to enhance program development and instruction • Establish professional development strategies that implement evidence-based practices and encourage program and individual professional growth • Select standards-based tools for conducting essential assessments and communicating results.

  6. Quality Indicators Timely Records Services Meeting the Standard Services Based on Assessed Needs Outcomes Measured

  7. Which Characters Do You See in Your Staff? • Dorothy - dreamer who needs to be rescued • Tin Man – thinks with their heart • Scarecrow – thinks only with their brain • Lion – scared until absolutely necessary • Glinda – pops in to make it “all better” • Wizard – good intentions, but faulty methods AER 2014

  8. And yes … • Elphaba, the witch, that makes life miserable for everyone! AER 2014

  9. How do you move from all these personalities to … A team working together to make it to the Emerald City? AER 2014

  10. QPVI in Florida • FIMC-VI supporting and facilitating delivery to districts • Voluntary participation of districts • Administrator commitment • Self-study model • Building Local Capacity model • Ongoing support

  11. QPVI in Florida • Aligns with increase in accountability • Provides data to support programs and services • Provides training for administrators • Addressing problems in programs and practices based on data not perception • Included in the Florida Department of Education Strategic Plan

  12. Data • Timely (Compliance) • Eye medical report • Assessments of functional vision and learning/literacy media • O&M screenings and evaluations • ECC screenings and evaluations • IEP and Reevaluation dates

  13. Data • Student Information • Eye condition(s) • Acuities and peripheral fields • Time in general education • Primary and secondary conditions • Other services (OT, PT, etc.) • Primary and secondary learning media • Font sizes and working distance • Instructional reading levels and WPM

  14. Data • Program • Service – direct or consult • Minutes of direct service • Minutes of consult or support • Paraeducators or braillist • Clinical low vision evaluations • FIMC-VI registrations

  15. Master List Example

  16. Example of Data-Driven Decision Making! Data from master list

  17. Direct Versus Consult Services Direct = 55 Consult = 38 504 = 1 Blank = 21

  18. Comparison Data:Total Students 2009 - 2012 From 61 to 83 Direct Students = 31% to 33% From 136 to 169 Collaborative Con. Students = 69% to 67%

  19. Florida Sample Data – From QPVI Master List of 473 Students • Approximately 87% of students have more than one eye condition • 45% of students have Visual Impairment as their primary disability • 55% have another disability as primary • 44% are labeled Intellectually Disabled (IND) • 10% are labeled Orthopedically Impaired • 8% are labeled Developmentally Delayed • 7% are labeled Deaf Hard of Hearing or Dual Sensory Impaired; or Hospital Homebound, or Other Health Impaired • 6% are labeled Specific Learning Disability (SLD) • 4% are labeled Autistic

  20. Common Visual Impairments • Nystagmus (26%) • Myopia (15%) • Optic Nerve Atrophy or Hypoplasia (13%) • Cortical Visual Impairment (10%) • Retinopathy of Prematurity (8%) • Ambylopia (8%) • High Myopia (8%) • Glaucoma (6%) • Albinism – Ocular and Oculocutaneous (5%) • Syndromes (5%) • Colobomas (3%) • Cataracts (3%) • Aphakia (2%)

  21. 6th Grade FCAT Data on Reading Percent of students scoring a 3 or better.

  22. Service Delivery Compared by Florida District

  23. QPVI Self-Study: The results of each Key Component are applied to the Master List Master List EligibilityUnique Needs Roles & Responsibilities Type/Amount Staff/Caseloads

  24. Process after Data Collection Baseline data (snapshot) is archived Data is analyzed by VI staff to determine compliance problems and establish priorities Action plan is designed with names, assignments, due dates, completion targets

  25. Sustaining the Data • Establish a process for program data collection (shared drives, paper version to clerical person, etc.) • Update the student data after each IEP meeting

  26. TVI and O&M • Use the data for: • Eligibility decisions • Instructional goals • Type, time, and intensity of services • Progress monitoring

  27. Program Supervisor • Use the data for • Caseload management • Tracking results on action plans • Monitoring student outcomes • Justification for supplies, equipment, and personnel • Consolidated data

  28. Noting Presence/Timeliness of VI Program Data • Determine most critical data points to reflect data-driven decision making • Identify data points that are critical to reflect quality programming (eye reports, FVA, LMA, etc.) • Develop Master List: Excel/Access or Numbers • Complete, analyze, set priorities, sustain

  29. District Baseline & Year One Comparison – Target 100%

  30. Key Components – Addresssing Issues of “Quality” • Developing a master list of students database • Eligibility for VI services • Unique VI student needs • Roles and responsibilities • Type and amount of VI service • Staff and caseloads • Self-study report

  31. Let’s analyze this master list What’s wrong with this picture??? • Analyze and aggregate the data • What are the good data points? • What are the bad data points? • How would you use that data to drive your decisions or change your practices?

  32. Why is Assessment Data Important???

  33. Professional Standards for TVIs and O&Ms • Assessments that align with the EA Rubric • Instruction that implements the Expanded Core Curriculum • Data-driven decision making • Needs of students determine service • Use of published and peer-reviewed materials and curricula

  34. Professional Practices for TVIs and O&M • Use of research-based instructional practices • Delphi studies on instructional time for literacy instruction • Braille readers • Readers with low vision • ABC Braille Study for instructional methods

  35. Professional Practices for TVIs and O&Ms • RIOT model for reevaluations (Record Review, Interview, Observation, Test) • Assessments of functional vision, learning media, and ECC areas are conducted with fidelity

  36. Professional Practices for TVIs • Peer-review of all reports • Teaching ECC areas • Collecting data on instructional outcomes AS EVIDENCE OF PROGRESS • Using data to drive instruction and goals

  37. Strategies to Make it Happen • Intensive time for training • Most school districts take 3 to 4 years to implement the changes • Follow-up on consistent basis • “Inspect what you expect” – hold people accountable • Regular Communication • Wikis, shared drives, small group meetings, mentors, etc.

  38. To Make it Work … • Data collection process • Commitment of administrators • Established professional standards of performance • Commitment of administrators • Strategies for Communication: Wikis, shared drives, small group meetings, mentors, etc. • Did we say … Commitment of administrators to enforce standards!

  39. Accountability Is Here To Stay • Make It Count • Use professional resources - no more flying by the seat of our pants! • Engage in professional development - conferences, webinars, internet • Know your stuff • Be a professional • Do It Right • Implement the strategies that work • Take responsibility for outcomes of students (no more blaming them!) • Be “in the room and at the table” to advocate for students and clients

  40. Do it for them! Data… Professional Standards … Quality … Instruction … Assessment ... Outcomes

  41. Action Plan Data Standards Establish goals for quality and train to meet those goals Decide on your data points and processes. COLLECT AND ANALYZE DATA TO TRACK PROGRAM QUALITY Clearly establish your professional standards Peer reviews, “data days,” changes in practices, evaluations Process is dynamic and not static, adjust as needed Quality Implement Review

  42. You are the professional in the room!

  43. Resources Assuring Quality Literacy Instruction for Students Who are Blind  by: Alan J. Koenig • Texas Tech University, and M. Cay Holbrook • The University of British Columbia; From: Koenig, A.J., & Holbrook, M.C. (2000). Ensuring high-quality instruction for students in braille literacy programs. Journal of Visual Impairment and Blindness, 94, 677-694. Available for download: www.nfb.org/images/nfb/documents/.../delphibraillestudentsholbrook.doc Literacy for Students with Low Vision: A Framework for Delivery of Instruction, by  Anne L. Corn • Vanderbilt University, and Alan J. Koenig • Texas Tech University: From: Journal of Visual Impairment and Blindness, May 2002, 96, . Available for download: http://www.afb.org/jvib/JVIB960503.asp Quality Programs for Students with Visual Impairments, Nancy Toelle, developer:www.qpvi.com Essential Assessments Rubric, www.earubric.com FIMC-VI

  44. Facilitators for Today’s Session • Nancy Toelle QPVI Developer / Texas School for the Blind and Visually Impaired nancytoelle@gpvi.com & www.QPVI.com • Kay Ratzlaff Coordinator of Instructional Resources Florida Instructional Materials Center for the Visually Impaired kratzlaff@fimcvi.org & www.FIMCVI.org AER 2014

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