Introduction to Observational Tools for Instructional Improvement

1. Introduction to Observational Toolsfor Instructional Improvement Mike Burdge Keystone Alternate Assessment Mary Spencer, UoG Keystone/CEDDERS/UoG 2010

2. Introductions • History of the project • Purpose related to GSEG project • Cadre development Keystone/CEDDERS/UoG 2010

3. Purpose Use the National Alternate Assessment Center’s Classroom/Student Observational Tools to improve classroom instruction for students with significant cognitive disabilities Keystone/CEDDERS/UoG 2010

4. Outcomes • Understand purpose of the Observational Tools • Understand the 5 major themes re: instructional best practices for students with significant cognitive disabilities • Use information to discuss and develop instructional improvement plans Keystone/CEDDERS/UoG 2010

5. What do the tools look like? • Student Profile (items 1-7, pp. 5-8) • Observation Protocol • Classroom Observation (obs. info., items 8-19, pp. 9-13) • Student Observation (items 20-26, pp. 14-15) • Teacher Interview (items 27-36, pp. 16-19) • Work (items 37-46, pp. 19-21) • IEP Analysis (items 47-61, pp. 22-24) Keystone/CEDDERS/UoG 2010

6. Major Themes • Instruction on age appropriate, grade level specific general curriculum • Learning in integrated environment(s) • Use of appropriate supports • High expectations for student performance • Use of evidence-based instructional practices Keystone/CEDDERS/UoG 2010

7. 1. Instruction on age appropriate, grade level specific general curriculum Rationale: • “Access to and progress in” the grade-specific general curriculum (IDEA) • Assessments based upon that curriculum (NCLB) • Standards and content are important for all students Keystone/CEDDERS/UoG 2010

8. 1. Instruction on age appropriate, grade level specific general curriculum What to look for: • Grade specific, standards-based content instruction and performance in reading, math, and science • Materials, activities, and settings related to the general curriculum • Communication system that includes content-related options Keystone/CEDDERS/UoG 2010

9. 1. Instruction on age appropriate, grade level specific general curriculum Items: Keystone/CEDDERS/UoG 2010

10. Census Graph Simplified Math Census Graph Keystone/CEDDERS/UoG 2010

11. Main Character/Details Simplified Reading Main Character/Details Keystone/CEDDERS/UoG 2010

12. Discuss Theme 1 • Discuss with table mates • Report out and questions Keystone/CEDDERS/UoG 2010

13. 2. Learning in integrated environment(s) Rationale: • Superior academic achievement of both students w/disabilities and typical students • IEPs • Better achievement of goals • More instructional time • Better quality Keystone/CEDDERS/UoG 2010

14. 2. Learning in integrated environment(s) What to look for: • Physical placement • Instructional grouping • Interactions • Who delivers the instruction Conflicting information? Keystone/CEDDERS/UoG 2010

15. 2. Learning in integrated environment(s) Items: Keystone/CEDDERS/UoG 2010

16. Discuss Theme 2 • Discuss with table mates • Report out and questions Keystone/CEDDERS/UoG 2010

17. 3. Use of appropriate supports Rationale: • Necessary to receive information • Necessary to expressive their knowledge • Necessary to obtain and maintain interest Keystone/CEDDERS/UoG 2010

18. 3. Use of appropriate supports What to look for: • How is the content presented • How can the student perform and communicate about the content • How is the content made interesting for the student • COMMUNICATION SYSTEM Keystone/CEDDERS/UoG 2010

19. 3. Use of appropriate supports Items: Keystone/CEDDERS/UoG 2010

20. Discuss Theme 3 • Discuss with table mates • Report out and questions Keystone/CEDDERS/UoG 2010

21. 4. High expectations for student performance Rationale: • NCLB Non-regulatory Guidance: “an exclusively functional curriculum will not serve these students well” • IDEA requirements for general curriculum • “If you think they can’t, they won’t; if they think they can, they might.” Keystone/CEDDERS/UoG 2010

22. 4. High expectations for student performance What to look for: • The content instructed • The fidelity of student performance to the construct of the grade level standard • Higher order thinking skills (Webb) Keystone/CEDDERS/UoG 2010

23. 4. High expectations for student performance Items: Keystone/CEDDERS/UoG 2010

24. Discuss Theme 4 • Discuss with table mates • Report out and questions Keystone/CEDDERS/UoG 2010

25. 5. Use of evidence-based instructional practices Rationale: • Use of evidence-based practices are required by IDEA • Evidence-based practices increase student achievement • All general education practices are effective with student w/disabilities Keystone/CEDDERS/UoG 2010

26. 5. Use of evidence-based instructional practices What to look for: • Embedding functional skills, communication training, and special services delivery within academic contexts • Specific pedagogical strategies (general and special) • Data on student performance Teacher access to high quality PD Keystone/CEDDERS/UoG 2010

27. 5. Use of evidence-based instructional practices Items: Keystone/CEDDERS/UoG 2010

28. Discuss Theme 5 • Discuss with table mates • Report out and questions Keystone/CEDDERS/UoG 2010

29. Coding and Use of Information for Instructional Improvement • Tally all plusses (+) and record in 3rd column. • Compare # of plusses to number available (4th column). • Use the information from the items coded and those that are not coded to come up with questions to guide discussions around instructional improvement. • Develop action plan with dates and follow-up. Keystone/CEDDERS/UoG 2010

30. Coding and Use of Information for Instructional Improvement Remember - CRITICAL FRIEND One question should always be: What can I do to improve the instruction? Keystone/CEDDERS/UoG 2010

31. Respectful QuestioningThat Fosters Trust • I noticed you had a hard time keeping George busy. What can you do about that? • Working with 2 students at a time must be hard. How can you divide your time more equitably? • George had a lot of downtime. Have you thought about getting a peer to keep him occupied? • Tell me about how it is keeping all the students engaged. Keystone/CEDDERS/UoG 2010

32. Respectful QuestioningThat Fosters Trust • Estella really wasn’t using her communication system. What are you doing about that? • Where is that communication system we bought for her last year? Have you thought about using it in this class? • That system doesn’t seem to be working for her. Have you talked to Mrs. Ramirez about it? Doesn’t she ever help you with it? • Tell me about how Estella is communicating. Can you get a sense of how she is progressing in learning the content? Keystone/CEDDERS/UoG 2010

33. Respectful QuestioningThat Fosters Trust • Practice with Zach’s and Chris’s teachers • Use the coding sheets • Frame discussion around all 5 major themes • Record several possibilities of RQTFT • Rank order them from worst to best • Try the action plan Keystone/CEDDERS/UoG 2010

34. Managing Complex Change Where are teachers in this change process? Confused? Anxious? Resistant? Frustrated? What’s missing? Keystone/CEDDERS/UoG 2010

35. Managing Complex Change • Confusion = + skills + incentives + resources + action plan • Anxiety = vision + + incentives + resources + action plan • Resistance = vision + skills + + resources + action plan • Frustration = vision + skills + incentives + + action plan • Change = vision + skills + incentives + resources + action plan (adapted from Knoster, T. 1991: Presentation to TASH Conference, Washington, D.C.) Keystone/CEDDERS/UoG 2010