Observational Tools for Instructional Improvement

1. Observational Toolsfor Instructional Improvement Cadre Review July 12-13, 2010 Mary Spencer, UoG Mike Burdge, ILSSA June De Leon, CEDDERS Connie Guerrero ILSSA/CEDDERS/UoG2010

2. Purpose Use the National Alternate Assessment Center’s Classroom/Student Observational Tools to improve classroom instruction for students with significant cognitive disabilities ILSSA/CEDDERS/UoG 2009

3. 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 ILSSA/CEDDERS/UoG 2009

4. 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 ILSSA/CEDDERS/UoG 2009

5. 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 ILSSA/CEDDERS/UoG 2009

6. 1. Instruction on age appropriate, grade level specific general curriculum Items: ILSSA/CEDDERS/UoG 2009

7. 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 ILSSA/CEDDERS/UoG 2009

8. 2. Learning in integrated environment(s) What to look for: • Physical placement • Instructional grouping • Interactions • Who delivers the instruction ILSSA/CEDDERS/UoG 2009

9. 2. Learning in integrated environment(s) Items: ILSSA/CEDDERS/UoG 2009

10. 3. Use of appropriate supports Rationale: • Necessary to receive information • Necessary to expressive their knowledge • Necessary to obtain and maintain interest ILSSA/CEDDERS/UoG 2009

11. 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 ILSSA/CEDDERS/UoG 2009

12. 3. Use of appropriate supports Items: ILSSA/CEDDERS/UoG 2009

13. 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.” ILSSA/CEDDERS/UoG 2009

14. 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) ILSSA/CEDDERS/UoG 2009

15. 4. High expectations for student performance Items: ILSSA/CEDDERS/UoG 2009

16. 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 ILSSA/CEDDERS/UoG 2009

17. 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 ILSSA/CEDDERS/UoG 2009

18. 5. Use of evidence-based instructional practices Items: ILSSA/CEDDERS/UoG 2009