1 / 35

Introduction to Observational Tools for Instructional Improvement

This guide outlines the use of National Alternate Assessment Center's Classroom/Student Observational Tools aimed at improving instructional practices for students with significant cognitive disabilities. It discusses the project's history, purpose, and the development of a cadre for enhancing classroom instruction. Key themes include instruction on age-appropriate general curriculum, integrated learning environments, appropriate supports, high expectations for student performance, and the use of evidence-based practices. The guide offers insights on effective observation protocols and instructional improvement strategies.

ricky
Télécharger la présentation

Introduction to Observational Tools for Instructional Improvement

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related