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Great Goals Great Data. Behaviour Education And Management.

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Presentation on theme: "Great Goals Great Data. Behaviour Education And Management."— Presentation transcript:

1 Great Goals Great Data

2 Behaviour Education And Management

3  Treating teaching as an ART is risky because you have no objective way to know if you are successful.  Treating teaching as a SCIENCE allows you to measure your success.  ART asks that you infer, project, interpret and conclude.  SCIENCE asks you to be deliberate, to test, teach, measure, graph and prove.

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5  Setting great objectives so the IEP can be used as the tool for  Effective instruction  Reporting student achievement  Teacher accountability  School Accountability Principles and methods of effective instruction and precision teaching. Putting it all together for School Review

6  To debunk the myth that you can’t collect quality (school wide) data in Ed Support settings

7  Treating teaching as an ART is risky because you have no objective way to know if you are successful.  Treating teaching as a SCIENCE allows you to measure your success.  ART asks that you infer, project, interpret and conclude.  SCIENCE asks you to be deliberate, to test, teach, measure, graph and prove.

8 Which is the best painting?

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10  Which painting cost the most money last time it was sold?  How many people visit the gallery in which the painting hangs each year?  How many other paintings does the artist have that are: hung in famous galleries, fetched over 10 million dollars, considered famous?  How old is the painting? These questions all have answers that can be accurately measured.

11  Write a sentence or two that would describe success as a teacher I know I am successful because So how do we measure schools? How do we know if we are successful?

12  We would be successful if students know more, understand more and could do more as a result of our teaching.  Emphasis is on what the child knows and can do not what the adult can do. Output not input.

13 Wouldn’t it be great if we were assessed on  How nice we are  How hard we work  How pretty the school is  How much we care  How many people wouldn’t do our work

14 Comparing apples with oranges  Need for a consistent unit of measurement.  Kids aren’t constant

15  If you write your objective properly you can measure it  If you measure it properly you can give it a percentage  Percentage is a constant measure (apples and apples)  If you give it a percentage you can aggregate it.  If you can aggregate it you can collect data across the school/settings/kids Apples with Apples

16 It all starts with the IEP

17 IEPProgram What the student will be able to do/ know (as a result of a teaching program) What the adult will do Strategies, Resources Prompting, Assessment A short concise documentA detailed document Developed collaboratively to meet specific priority areas for the student. Developed by the teacher to meet system, school or student goals Owned by the studentOwned by the teacher Rigorous, non-negotiableFlexible and dynamic Priorities for one studentMay cover groups of children MeasurableDo-able

18 Taken from a current IEP for Year 4 child Society and Environment  Will identify some changes in Aust families past and present  Will describe some facts about a contemporary and historical Australian figure  Will identify the significance of ANZAC day past and present  Will participate in the ANZAC day ceremony

19 1.Bruce will be encouraged to use his “calm down strategies” when upset. 2.With prompting from an adult or peer Wendy will participate in Art and music lessons. 3.Betty will behave during mat sessions. 4.Fred will be asked to tell news twice a week. 5.Jane will begin to share objects equally by counting around the group (setting table), taking turns, selecting people into teams

20 What do you want the child to LEARN? NOT What do you want the child to join in on. DEFINITELY NOT What the adult will do

21 To ensure the quality of the IEP  Are the objectives measurable?  Are the objectives priorities for the student?  Do the objectives measure input or output? Quality Assurance

22 Writing good objectives

23 Student focussed The outcome describes what the student can able to do as a result of teaching rather than teaching strategies used. CollaborativeHave the outcome been developed collaboratively and written in parent friendly language? ObservableAsk the question “ How will I know that the student has mastered this skill, what concrete action will he perform? PreciseDoes each outcome reflect the student ’ s performance level and can achievement be measured precisely? End-datedIs the outcome is end dated to ensure accountability and is realistically achievable in the time frame? 1 Webb, P, Gardner, J & Grant, J (2004) Inclusion for All Teachers, Canning Vale WA KLIK Enterprises S.C.O.P.E

24  Targeted learning outcome + Condition + Criterion = Goal  Goals need to:  identify the student’s targeted learning outcome, e.g, skill, activity, knowledge  outline those conditions where the student will demonstrate the learning outcome, e.g., which specialized equipment will be used, activity, environment  set criterion or standard which will demonstrate that the learning outcome has been achieved, e.g., the number correct, the level of accuracy, the period of time, the amount of support required.

25 Example  eg. Goal: To develop keyboarding skills of 20 words per minute with 80% accuracy during Business Education class, using one handed typing program and a small keyboard. Targeted learning outcome: develop keyboarding skills Condition: using one handed typing program and small keyboard, in Business Education class Criterion: of 20 words per minute with 80% accuracy.

26  Darren will make sets of 1 – 5 0bjects with 90 – 100% accuracy over 3 consecutive sets of trials.  The student will indicate past tense by adding “d” or “ed” (ie jumped, pushed)  Jessica will be able to receptively identify and match examples of  Same  Different  More  Less Learning Channels Hear – Say Touch – say See - Match

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28  Fred will tell news  Fred will recount events from own experience  Fred will sequence events to tell news  Fred will use who, what, where, why and how framework to sequence events.  Fred will discuss familiar events and topics, answering “wh” questions OUTCOME:LS 1 The student: Listens to and talks with students, teachers and other adults in routine classroom activities, uses their own variety of English and generally stays on the topic, sharing personal experiences and using strategies to adjust their communication in familiar situations; and locates and obtains simple, discrete, concrete information from accessible texts.

29 A Real objective Fred will answer the following “wh” questions with 90 – 100% accuracy when presented with photographs of objects or people.  What is it?  Who is it?  What colour is it.  Where is it?

30 Real data  E:\data - what.xls E:\data - what.xls  E:\data - who.xls E:\data - who.xls  E:\School Review 08.ppt E:\School Review 08.ppt

31 Activity objective Student 1  Student will see a word written in German and say it’s english name. Student 2 Student will:  Present stimulus cards to student one quickly  Provide corrective feedback  Record responses on data collection sheet

32 Issues to consider  Teaching Versus Practicing  Fluency – speed and accuracy  How the data is to be collected

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34 Putting it all together  Provide teachers with quality professional learning on goal setting and data collection  Insist on rigorous planning – through IEP review, class review, teacher performance management  Insist on quality data  Collect quality data on priority areas  Aggregate priority data for whole school needs

35    BEAM Consulting


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