Sheldon Loman, PhD sheldon.loman@pdx Office: (503) 725-5939

1. Conducting Observations: PSU Supervisor TrainingTeaching Expectations and Providing Positive and Corrective Feedback Sheldon Loman, PhD sheldon.loman@pdx.edu Office: (503) 725-5939 Materials available at: http://psusupervisor.pbworks.com/

2. “Clearing a path for people with special needs clears the path for everyone!”

3. Person-First Language • Emphasize the use of person-first language • Examples: • Student with cerebral palsy • Young man in Ms. Lee’s class • Young woman with communicative difficulties • Jason • Yesenia • Non-examples: • Life Skills Student • Low-functioning autistic kid • Physically handicapped girl

4. High Expectations for Students • Encourage teacher candidates to hold high expectations for students. • Emphasize the use of student preferences and choice. • Promotion of independence, decision-making…. • Self-determination.

5. Steps in Ecological Assessment Process • Step 1: Plan with Student & Family • Person-centered Planning • Step 2: Summarize what is known about the student • Record Review, IEP Review • Step 3: Encourage Self-Determination/ Assess Student Preferences • Preference Assessment • Step 4: Assess student’s instructional program • Daily Schedule Analysis • Task Analyses • Other Assessments • Step 5: Develop ecological assessment report • To inform IEP: PLAAFP, Goals & Objectives, Interventions

6. Planning Alternative Tomorrows with Hope (PATH) http://www.inclusive-solutions.com/pcplanning.asp

7. Practice Guide for Self Determination Loman et al., 2010

8. Preference Assessments • Why are preference assessments so important? • Want to be seen as the “giver of good things” • Natural consequences may not be reinforcing to the learner. • http://www.youtube.com/watch?v=CBuTHzWvN8I

9. Form 5.2

10. Forced Choice Form 5.3

11. Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

13. Daily Schedule Analysis

18. Steps in Ecological Assessment Process • Step 1: Plan with Student & Family • Person-centered Planning • Step 2: Summarize what is known about the student • Record Review, IEP Review • Step 3: Encourage Self-Determination/ Assess Student Preferences • Preference Assessment • Step 4: Assess student’s instructional program • Daily Schedule Analysis • Task Analyses • Other Assessments • Step 5: Develop ecological assessment report • To inform IEP: PLAAFP, Goals & Objectives, Interventions

19. Antecedent: Natural Cue that triggers [or should trigger]…. Consequence: Natural outcome that consistently occurs after behavior Behavior you want to Increase or Decrease Antecedent Strategies -Time Delay -Prompting -Pre-correction -Modeling Consequence Strategies -Differential Reinforcement -Shaping -Error Correction Instructional Design -Range of Responses -Range of Examples -Positive Examples -Negative Examples -Minimally Different -Maximally Different

20. Functional Routines Instruction

21. Teaching Routines • Forward Chaining • http://www.youtube.com/watch?v=wMVZQICUhAk • Backward Chaining • http://www.youtube.com/watch?v=LbBj4Tzi9CQ

22. Conducting Observations: Agenda • Review: observation process • Self Assessment • Using the observation forms across a range of students’ abilities

23. The goals: • Consistent feedback across supervisors and students • Feedback references evidence based practices and coursework • Quantitative and qualitative data on evidence-based practices for each student • Complete three formal observations during the term for each student with this form

24. Supervision process: prior to the observation • Teacher candidates should: • Schedule the observation for a time when the candidate is teaching (for functional this may also be an assessment activity for the first observation) • Send you the pre-observation form & lesson plan 24 hours in advance electronically • Have the lesson plan and pre-observation form ready for you in the supervision binder • Have the practicum notebook ready for review at the observation

25. 1st“Lesson Plan”/Instructional Assessment Plan the student will submit will be their Ecological Inventory or Daily Schedule Analysis

26. 2nd“Lesson Plan” • Task Analysis and/or Instructional Plan

28. 3rd“Lesson Plan” will be their instructional plan • http://functionalworksample.pbworks.com/w/file/fetch/49653035/Instructional%20Plan%20Example%20for%20Work%20Sample.pdf

29. Observation form • Competencies • 15 qualitative items • Room for 3 individual targets selected by teacher candidate or supervisor • Quantitative data • Positive to Corrective • Opportunities to Respond • Partner • Group • Individual

30. Levels of Observation • Level 1: usually first observation for a new teacher candidate • If all Level 1 items are 2-3, then move on to Level 2 items (giving feedback on both Levels 1 & 2) • If all Level 2 items are 2-3, then move on to Level 3 items (giving feedback on Levels 1, 2, & 3) • The goal is to provide feedback at the teacher candidates level of learning • For student teachers, you may start doing all three levels at once: 1, 2, & 3

31. Supervision process and form • Review Practicum Notebook (behavior management plan, data section, pre-observation form, lesson plan with correctly written objectives) • Conduct Observation • 2-5 minutes qualitative items (competencies) • 5 minutes quantitative data (pick level 1 or 2/3) • Open observation • Last 2-5 minutes qualitative items • Debrief with Teacher Candidates • Feedback on lesson plan & data • Student self evaluation • Positive feedback (keepers) • Targets for continuing development (polishers)

32. Varied teaching arrangements • We want to see teacher candidates not only using published curriculum teaching discrete skills (one-step skills- matching numbers, sounds, etc.) • E.g., STAR, Edmark, Early Literacy Skills Builder • Want to see teacher candidates facilitating student interactions with peers. • Want to see teacher candidates teaching multiple-step tasks/routines (e.g., putting away materials, organizing notebook, washing hands, etc.)

33. Competencies • 1: Not yet in place • Does not implement or implements ineffectively • 2: Attempts to Implement • Attempts implementation or is partially effective • 3: Implements Effectively • Effectively implements sometimes, but not consistent • 4: Implements Consistently & Effectively • Consistently and effectively implements

34. Self Assessment of Teacher Candidate Competencies • Rate to what extent you believe you are able to recognize the following items in your observation of teacher candidates • + I feel comfortable evaluating this item • +/- I have some idea about what this looks like • - I have questions about what this looks like or I don’t know what this would look like • Star the two that you feel the most confident about • Circle the two you have the most questions about • (We’ll ask you to turn this in to inform later trainings)

35. What might this look like? Followed curriculum prompting protocols/instructional plan Low Inc Performance Level/Ability Hi Inc The teacher candidate is working from their assessmentplan and using response options(e.g. asking the student to point to a real object to assess vocabularyknowledge) that are described in plan The teacher candidate is using the lesson plan and lesson activities are related to thelesson objectiveand stated on the lesson plan. Secondary Age Range The teacher candidate is usingReading Mastery, and is readingfrom the scripted lesson plan, using signaling to elicit unisonoral responses, and using allparts of the lesson materials, which is reflected in lesson plansand lesson materials. The teacher candidate is working from their instructional plan and using the prompting protocols (e.g., verbal prompts) described in the plan Elementary

36. Your turn: What does “implements consistently & effectively” look like? _________________________ Low Inc Performance Level/Ability Hi Inc Low Inc. Secondary: What does the Teacher candidate do to “implement consistently and effectively” for students with low incidence ability at secondary level? Hi Inc. Secondary: What does the Teacher candidate do to “implement consistently and effectively” for students with high incidence ability at secondary level? Secondary Age Range Hi Inc. Elementary: What does the Teacher candidate do to “implement consistently and effectively” for students with high incidence ability at elementary level? Low Inc. Elementary: What does the Teacher candidate do to “implement consistently and effectively” for students with low incidence ability at elementary level? Elementary

37. Teaching School Rules: Token ChartStudents earn tokens for following classroom rules and then get to pick from the treasure box

38. Example of Teaching School Rules

39. Debrief • Partners: • Share the two items you starred and the two items you circled • Help one another clarify questions about circled items • Share out: • Whip around- • Share one item your partnership felt firm about, and one item about which you have questions

40. Take a look at your observation form to find this section.

41. Opportunity to Respond: Mark a tally in this box when the teacher provides a request that requires a student response Examples: “What word?” “What’s this?” “Show me the circle?” “What’s next (showing a picture schedule)?”

42. OTRs…what you want to see…. Fast paced instruction… high OTRs

43. Calculating Totals of Columns

44. Partner: Record in these rows when teacher candidate is making a request of students that are working with another student

45. Group: Record in these rows when teacher is making a request of 2 or more students

46. Individual: Record using this row when teacher is making a request of only one student.

47. Calculating Total OTR of Rows

48. Page 3 on Observation Form • Total of Partner & Group OTR divided by Total OTR

49. Correct: Mark a tally in this box when the student responds correctly (or at the prompt level outlined) to a teacher’s request Examples: Student reads correct word. Student points to correct word/pictures/objects. Student performs at prompt level dictated by teacher.

50. Incorrect: Mark a tally in this box if the student did not respond correctly to teacher’s requests Examples: Says wrong sound/word Student requires more intrusive prompt than designed (e.g., use of touch/tap prompts after others haven’t worked).