1. Assessing the Curriculum Gary L. Cates, Ph.D., N.C.S.P.

2. Curriculum Structured set of learning outcomes or tasks Structured set of learning outcomes or tasks Learning Objectives Learning Objectives Should focus on learning of all students Should focus on learning of all students Individualized instruction (means flexible process of decision making). Individualized instruction (means flexible process of decision making). Organized by content/skill/cognitive complexity Organized by content/skill/cognitive complexity

3. Curriculum Focus Facts Facts S-R S-R Concepts Concepts Stimulus class with shared characteristics Stimulus class with shared characteristics Rules Rules Basis for organizing attributes of concepts Basis for organizing attributes of concepts If – then; correlation If – then; correlation Strategies Strategies Process of work: How do you arrive at the product Process of work: How do you arrive at the product

4. Integrating Curriculum with Instruction Review related background Review related background Branch into new areas Branch into new areas Provide a framework and provide opportunity to use it. Provide a framework and provide opportunity to use it. Write and/or speak about it to others Write and/or speak about it to others

5. Assessing the Academic Environment Gary L. Cates, Ph.D., N.C.S.P.

6. I. Objectives of assessment Determine how academic environment impacts observed academic problem Determine how academic environment impacts observed academic problem Determine degree to which problem is a skill versus performance deficit Determine degree to which problem is a skill versus performance deficit Determine instructional, mastery, and frustration levels of instruction Determine instructional, mastery, and frustration levels of instruction Serve as tool for making instructional decisions Serve as tool for making instructional decisions

7. Riky 8 th grade female referred for low mathematics performance 8 th grade female referred for low mathematics performance What information do you want/need? What information do you want/need?

8. Using RIOT to Develop Hypotheses Review: (e.g. Student grades/patterns, Work samples) Review: (e.g. Student grades/patterns, Work samples) Interviews Interviews Observation Observation Test (e.g. formal and informal such as CBA/E, Rubrics, Behavior rating scales/checklists) Test (e.g. formal and informal such as CBA/E, Rubrics, Behavior rating scales/checklists)

9. Types of Data Collection Verbal Reports (e.g. interviews) Verbal Reports (e.g. interviews) Rating Scales (e.g. BASC) Rating Scales (e.g. BASC) Record Review (e.g. Cumulative file, homework – permanent products) Record Review (e.g. Cumulative file, homework – permanent products) Observation Systems (e.g. BOSS) Observation Systems (e.g. BOSS) Direct Systematic Behavioral Observation (e.g. Direct Systematic Behavioral Observation (e.g. Interval recording, frequency counts)

10. Things to keep in mind with regard to teacher interview You have 20 minutes max You have 20 minutes max Teachers will story tell Teachers will story tell Your goal is to get an operational definition that is observable and measurable. Your goal is to get an operational definition that is observable and measurable.

11. Specific Questions to Teachers: Behavior Problems What does the behavior look like? What does the behavior look like? How often does it occur How often does it occur What happens immediately before the behavior? What happens immediately before the behavior? What happens immediately after? What happens immediately after? What have you tried so far? What have you tried so far? What behavior would you rather see? What behavior would you rather see?

12. Specific Questions to Teachers: Academic Problems How are instructional assignments presented? How are instructional assignments presented? What is expected? What is expected? Where is the student currently? Where is the student currently? How are opportunities for practice presented? How are opportunities for practice presented? How is feedback provided? How is feedback provided? What has or has not worked? What has or has not worked?

13. Instructional Planning Form Instructional Strategies MaterialsArrangementTime Motivational Strategies Assessment Procedures Skill Teaching Strategy Student Name_________________ ___ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ 10/03 Adapted from the U of Oregon

15. Practice Analyzing an ABC Log See handout See handout Why do you think the behavior is occurring? Why do you think the behavior is occurring? What might you do for an intervention? What might you do for an intervention? What is an acceptable alternative behavior? What is an acceptable alternative behavior? How would you monitor progress? How would you monitor progress?

17. Practice Using A Frequency Count/Rate Measure Log See Handout See Handout Determine the rate of behavior Determine the rate of behavior Determine Discrepancy Ratio Determine Discrepancy Ratio The average child does this on average 1.8 times per day. The average child does this on average 1.8 times per day. Write a hypothesis: Remember ICEL Write a hypothesis: Remember ICEL Develop a method for hypothesis testing: Remember RIOT Develop a method for hypothesis testing: Remember RIOT

18. Systematic Direct Behavioral Observations: Interval Recording Partial Interval Recording: Occurs anytime within interval Partial Interval Recording: Occurs anytime within interval Whole Interval Recording: Occurs majority of Interval Whole Interval Recording: Occurs majority of Interval Momentary Time Sampling: Within 3 seconds Momentary Time Sampling: Within 3 seconds Duration Recording: How long behavior occurs Duration Recording: How long behavior occurs

19. Behavior1234567891011121314151617181920 1AXX 2TOXXXXXX 3OTXXXXXXXXXXXXXXXXX Behavior 1234567891011121314151617181920 1AX 2TOXXX 3OTXXXXXXXXXXXXXXXXXX Target Child Composite Child

20. Consider Multiple Domains: ICEL InstructionCurriculum Environment Learner

21. CURRICULUM CURRICULUM Content of materials Content of materials Difficulty level of materials Difficulty level of materials Sequencing Sequencing Organization Organization Perceived relevance Perceived relevanceINSTRUCTION Instructional philosophy Instructional philosophy Instructional approach or method(s) Instructional approach or method(s) Expectations/objectives Expectations/objectives Clarity & organization Clarity & organization Pace Pace Opportunities for practice Opportunities for practice Duration of continuous instruction Duration of continuous instruction Nature & frequency of feedback Nature & frequency of feedback Academic engaged time Academic engaged time Classroom Management Classroom Management Content of Domains

22. ENVIRONMENT Arrangement of the room Arrangement of the room Furniture/equipment Furniture/equipment Rules Rules Management plans Management plans Routines Routines Expectations Expectations Peer context Peer context Peer (e.g., attention) and family influence (e.g., cultural beliefs) Peer (e.g., attention) and family influence (e.g., cultural beliefs) Task pressure Task pressure LEARNER Appropriateness of curriculum and instruction Appropriateness of curriculum and instruction Perception of learning environment Perception of learning environment Academic skills Academic skills Social/behavioral skills Social/behavioral skills Adaptive behavior skills (e.g., self- help, ) Adaptive behavior skills (e.g., self- help, ) Motivation Motivation Organization Organization Medical Issues Medical Issues

23. Focus on Changeable Variables Focus on those variables that we have direct control over, including: Focus on those variables that we have direct control over, including: Curriculum Curriculum Instruction (e.g., arrangement, response format) Instruction (e.g., arrangement, response format) Allotted/Engaged Time Allotted/Engaged Time Classroom Environment Classroom Environment Motivational Strategies (individualized) Motivational Strategies (individualized) This does not suggest that other variables are not important, but that we may have less control over some variables in the school environment. This does not suggest that other variables are not important, but that we may have less control over some variables in the school environment.

24. Rating Scales Academic Competence Evaluation Scales Academic Competence Evaluation Scales Academic Performance Rating Scale Academic Performance Rating Scale They provide additional evidence for or against your hypothesis They provide additional evidence for or against your hypothesis They should not be used to make definitive diagnoses They should not be used to make definitive diagnoses They do not always lend themselves to intervention development. They do not always lend themselves to intervention development.

25. Permanent Product Review Look for error patterns Look for error patterns Percent of homework completion Percent of homework completion Percent of homework turned in Percent of homework turned in Type, amount of feedback Type, amount of feedback Performance related to peers Performance related to peers Consistency in performance Consistency in performance

26. Other Tips Make a drawing of the classroom and where the child sits Make a drawing of the classroom and where the child sits Don’t use your jargon Don’t use your jargon Listen for what the teacher really wants and figure out how to balance that with what the child needs Listen for what the teacher really wants and figure out how to balance that with what the child needs Don’t gossip Don’t gossip Don’t give out info in pieces. Don’t give out info in pieces.