Assessment & Reflective Practice Our Cornerstone for Change 25 Industrial Park Road, Middletown, CT...
-
Upload
colleen-harrison -
Category
Documents
-
view
220 -
download
2
Transcript of Assessment & Reflective Practice Our Cornerstone for Change 25 Industrial Park Road, Middletown, CT...
Assessment & Reflective Practice
Our Cornerstone for Change
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
Connecticut State Department of Education · Division of Educational Programs and Services
2
The Layout of Professional Development for EIP
Day 1 -Collaborative Strategic Decision-Making Developing a process and framework
Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works
Day 3 -Instructional Repertoire Building new ways to develop strategies focused on
improved student outcomes
3
Central Themes
Building a Collaborative Learning Community
Using Strategic Decision-Making
Building Capacity to Develop, Implement and Sustain an Effective Process
4
Objectives for Today
To examine the use of protocols for analyzing student work in order to define a focus area for improvement;
To develop effective monitoring systems that chart student progress from baseline to a specified target; and
To define reflective practice and identify how it will improve implementation integrity, as well as enhance instructional practice.
5
Components of EIP
LeadershipCollegial & Family PartnershipsStrategic Decision-MakingAssessment & Reflective Practice Instructional Repertoire Accountability & Documentation
6
Lessons Learned
Using assessment and reflection should result in a change in instructional practice.
Assessments focus on environment, curriculum, and instruction, not just the student.
Reflection is a process that focuses on how teachers can enhance their practice.
7
Indicators of a Quality Decision-Making Process
Identify the focus area or concern Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a
monitoring system Implement & monitor student progress & the
plan Evaluate student progress & the plan
8
Which Indicators Relate to Assessment & Reflective Practice?
Identify the focus area of improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a
monitoring system Implement & monitor student progress & the
plan Evaluate student progress & the plan
9
Indicators That Will Be Covered Today
Identify the focus area of improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a
monitoring system Implement & monitor student progress &
the plan Evaluate student progress & the plan
What is Assessment?
11
The Purpose of Assessment
“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”
Salvia & Ysseldyke (2001)
12
What is the Purpose for Assessment?
To make instructional decisions
13
Data to Verify
Fro
mT
o
Perception of an Issue Action
What Makes Decision-Making Strategic?
Data Driven Action
Action
Based on SWIS
Perception of an Issue
14
15
Characteristics of Assessment
Functional (Effective, Useful) Relevant Direct Multidimensional Formative Frequent, Repeated Individually Focused Technically Adequate
16
When You Think “Assessment”
What is the question that needs to be answered?
What information do you intend to obtain from your assessment?
What will you do to get the information? How will you use the information you got?
17
Phases of Collaborative
Inquiry
CollectingData
Analyzing Data
OrganizingData-Driven
Dialogue
Framing the
Question
Drawing Conclusions, Taking Action
Monitoring Results
Love, N., 2002
18
What Data Do We Use?
Looking at Numbers Quantitative data
(Numbers) Defining the gap
between expectations and current performance
Monitoring the progress and growth
Move Beyond Numbers Qualitative data
(Descriptions) Developing a focus area
or the cause of a concern
Defining the context Examining the
implications of decisions
19
Testing vs. Assessment
Grading Practices
How Do Grades Support or Hinder Assessment?
21
What Grade Would You Give?
100
85
50
0 10 20 30 40 50 60 70 80 90 100
Student z
Student y
Student x
22
What Grade Would You Give Now?
90
60
20
10
20
30
0 10 20 30 40 50 60 70 80 90 100
Student z
Student y
Student x
23
Let’s Reflect
What does this exercise tell us about grading?
How reliable are grades in terms of assessing student progress?
24
Test
Review
Observation
InterviewExamining
Student Work
Decision-Making
Decision-Making
25
Test
Review Observation
InterviewExamining
Student Work
Decision-Making
Decision-Making
26
27
Domains of Assessment
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
28
DOMAINS R (Review) I (Interview) O (Observe) T (Test)E (Examine Student Work)
C
Curriculum
Permanent products District StandardsLesson plans
TeachersCurriculum SpecialistsAdministrators
Implementation of standards Decisions on selection of content
Readability of texts
Standards in PracticeSLICETuning Protocol
E
Environment
School Rules, handbooksPolicies
TeachersAdministratorsParentsStudents
Interaction patternsEnvironmental analysisObservational based assessments
Classroom environment scales, checklists, etc.
Initial Line of InquiryStandards in Practice
I
Instruction
Permanent products
Teachers Administrators Parents Students
Implementation of CCTTeacher expectationsAntecedents, conditions, consequences
Classroom environment scales, checklists, etc.
Initial Line of InquiryDescriptive ReviewLesson StudyTuning Protocol
S
Student
Student records
TeachersAdministrators ParentsStudents
Target areaDimensions & nature of the problem
Student performanceDiscrepancy btw setting demands & performance
Initial Line of InquiryDescriptive Review
29
Nation/International AssessmentsAre students performing optimally?
Large Scale AssessmentsAre students meeting the state standards?
Diagnostic AssessmentsWhat are students’ cognitive strengths and needs?
Student Report CardsHow are students performing in general?
Performance AssessmentCan students apply and generalize what they’ve learned?
Classroom Curriculum Unit Tests, QuizzesDid Students learn it?
Formative AssessmentsAre students learning it?
Figure 1.The Richness and Complexity of Student Assessment Data
Spec
ific
ity
of I
nfor
mat
ion
Rat
e of
Fee
dbac
k
North Central Regional Educational LaboratoryPolicy Issues
Issue 6 Nov 2000
2
1. Using Student Assessment Data: What can We Learn from Schools? Allison Cromley
Annually to students in selected grades
As needed/usually 1X/year
Once/curriculum unit
Weekly
Daily
30
Assessment & Reflective Practice
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
All Students in School
Uni
vers
al
Ass
essm
ent
Foc
used
A
sses
smen
t
Lesson Study
Observational-Based
Curriculum-Based
Observation-Feedback on Instruction
In-Depth AnalysisIncreased Objectivity
Focused Assessments
Reflective Practice
Examining Student Work
Problem Validation
Formal & Informal Monitoring Student Progress
31
A Key Factor for Assessment
In 2000, a Harvard study was conducted examining the issue of disproportionality in special education. Connecticut was cited as one of the states identified as in need of improvement in this area.
Using Assessment to Identify the Focus Area for
Improvement
33
Using Your Homework
Select a “case” to use for the next session Single student e.g., a gifted student A specific group of students e.g., ELL A classroom or grade level e.g., improving
math instruction A whole school e.g., lunchroom behavior A whole district e.g., increasing time with non-
disabled peers or a new science curriculum
34
Identify the Focus Area for Improvement
What is happening? Frame a question in terms of the impact on
student learning Examine the context by collecting and
analyzing data Develop a hypothesis to define a central area
of focus
35
Remember… We Need to Develop a Question
Frame a question in terms of the impact on student learning Frames our thinking in terms of inquiry vs.
judging Aligns our thinking to student learning
36
Use Your Case
Examine the information you have about your case.
What is the question you want to answer? Write your question on your worksheet.
#1
37
Examine the Context
Examine the context by collecting and analyzing data Determine when, where, how long, with
whom, and under what conditions Develop a rationale for the occurrence using
data Use evidence to explain what we see as
reason for performance gaps
38
Domains of Assessment
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
39
Essential Questions to Analyze Curriculum
What content standards does this address?
What are the performance standards?
What is the essential content?
What is the level of expectation?
How are the curricula standards and materials adapted to meet instructional level?
40
Essential Questions to Analyze Environment
How are expectations clearly communicated?
What are the task directions?
What are the opportunities for student choice?
What are the physical influences on the learning?
What are the social/interpersonal influences on the learning?
How do the student and teacher collaborate in the learning process?
41
Essential Questions to Analyze Instruction
What is the amount of student engagement and relevant practice?
Is there appropriate pacing?
What teaching strategies are used?
How are tasks organized for students?
Is there an instructional match?
How does the feedback support student learning?
42
Essential Questions to Analyze Student Performance
What does the student know?
What can the student do? What are the student’s
strengths? What are the student’s
interests? What it the instructional
level?
What learning strategies does the student use?
How does the student organize information and approach new learning?
How does the student self-monitor?
What are the patterns in errors?
43
Essential Questions to Ask About Behavior
When is the behavior most/least likely to occur?
Where is the behavior most/least likely to occur?
With whom is the behavior most/least likely to occur?
What happens immediately before/after the behavior?
What do others do when the behavior occurs?
What other environmental conditions may contribute to the behavior?
Pennsylvania Department of Education, Initial Line of Inquiry Gary LaVigna (2000) Behavioral Assessment and Advanced Support Strategies
44
For Example…
Chad3
4
21
Gickliing
Dog CatApple
Ball
45
How Does Chad Approach Alphabetizing?
Chad3
4
21
Gickliing
Dog CatApple
Ball
46
How Does Chad Approach Alphabetizing?
Chad3
4
21
Gickliing
Dog CatApple
Ball
47
What Does This Tell Us About…
Curriculum How effective is the curriculum for Chad?
Environment What are the environmental influences on
Chad’s learning? Instruction
What instructional methodology strengthens Chad’s learning?
48
Use Your Case
Examine the assessments you currently have about your case. What assessment data could tell you about…? Curriculum Environment Instruction Student(s)
#2
Using Protocols to Define the Focus Area of
Improvement
A Means to Collaboratively Analyze Assessments
50
What are Protocols?
Tools for analysis that are characterized by: Structured dialogue Collaborative inquiry More than one perspective Reflective practice
51
The Purpose of Protocols
Provide a safe environment to share and reflect with colleagues
Give and receive feedback on our practices and the relationship to student learning
Focus on student work/performance Make the most efficient use of our time
52
Centers
Using the premise of your “case” select the most appropriate centerDescriptive Review Initial Line of Inquiry
BehaviorAcademic
A Sample Protocol for Examining Student Work
Descriptive Review
54
Descriptive Review
What does it look like? Examination of a
student product (e.g. writing sample, math assignment, etc.)
Round Robin responses to selected questions (e.g. describe what you see?)
When would we use it? C Determining next
curriculum area E Connecting the context &
student work I Determining next steps for
instruction S Having a deeper analysis
of student learning
55
Descriptive Review
What do you need? Facilitator to run the
process Presenting teacher to
provide the context of the student work & a focus for reflection
A Student work sample hard copy of the student work
How does it work? Follow articulated steps Select key questions to ask
for each round (one question per round)
Each member of the group provides one response to the question (Round robin fashion) (Can go around more than once for more responses)
56
Descriptive Review Sample Timetable
Steps Time
Review of Process 5 minutes
Setting the Tone 15 minutes
Work is Presented with Context 5 minutes
Descriptive Rounds 30 minutes
Hearing from the Teacher 10 minutes
Reflecting 5 minutes
57
Descriptive Review
Review the Process The facilitator provides the directions and
timelines for the process.
Setting the Tone The group reviews the intention of the
process. The group agrees to the reflective process.
58
Descriptive Review
Work is Presented/Context Teacher puts the work out for the team to see
and provides a brief introduction to the work.
Descriptive Rounds Selection of rounds is based on type of work and
focus of reflection. Each round builds on the previous one, seeking to deepen an appreciation for the instruction, task, and student learning.
59
Descriptive Review
Hearing from the Teacher Presenter has time to say what was heard.
Reflecting The group reflects on the process. Each member highlights what was learned.
60
Descriptions vs. Judgments
Descriptions See, Hear, Touch Evidence based Specific language
Judgments Inferences Feelings Assumptions
Perceptions
A Sample Protocol for Examining Behavior
Initial Line of Inquiry
62
Initial Line of Inquiry What does it look like?
Facilitated dialogue focused on behavior and the context around behavior
Structured responses to key questions using anecdotal and assessment data
Develops a hypothesis for the focus area of improvement
When would we use it? C Determining curriculum
effects on behavior E Connecting environmental
conditions to behavior I Determining instructional
effects on behavior S Having a deeper analysis
of student behavior
63
Initial Line of Inquiry
What do you need? Facilitator to run the
process Team of people who
Know the student Know functional analysis
General observations Observational Based
Assessments Overhead or chart paper
How does it work? Follow articulated steps
and key questions Record information on the
format provided by protocol Facilitate a collaborative
dialogue about the meaning of the observations
Develop a hypothesis
64
Behaviors Exist in Context
Behaviors are context related Challenging behaviors result from unmet
needs Effective supports come from an
understanding of why a behavior occurs
65
The ABCs of Behavior
Antecedents
Behavior
Consequences
66
ABC Chart
Time Antecedent Behavior Consequence
9:05 Teacher gives class an independent writing assignment
X looks out window
Teacher prompts X to begin writing
9:10 Teacher prompts X to begin writing
X picks up pen and scribbles on page
Teacher walks away
9:17 Teacher prompts X to stop scribbling and begin writing
X rips paper up and throws it on the floor
Teacher tells X to go to office
9:18 Teacher tells X to go to office
X stands up and goes to office
X stays in office until next period
67
The Format for Initial Line of Inquiry
Strengths of Student:
Slow Triggers (Setting Events)
Fast Triggers (Antecedents)
Problem Behavior
Perceived Function
Actual Consequence
Pennsylvania Department of Education, Initial Line of Inquiry
68
Consequences
Consequence is the immediate natural response to a behavior Undesirable outcome (not likely to occur
again) Desirable outcome (likely to occur again)
Imposed consequences do not always yield the results we want
69
What is the Function of Behavior?
AvoidanceWhat is avoided with the behavior?
GainsWhat is gained or achieved with the
behavior?
70
Make a Statement About the Behavior
Three parts include:When {antecedent/trigger} occurs,
The {student(s)} do/does {behavior of concern},
In order to {perceived function}.
Pennsylvania Department of Education, Initial Line of Inquiry
71
Hypothesis Statement:
When Jeff is given an independent writing assignment, he rips his paper up and throws it on the floor, in order to escape the writing task.
A Sample Protocol for Examining Academic
Performance
Initial Line of Inquiry
73
Initial Line of Inquiry What does it look like?
Facilitated dialogue focused on the context around academic achievement
Structured responses to key questions using assessment data
Develops a hypothesis for the focus area of improvement
When would we use it? C Determining curriculum
effects on achievement E Connecting environmental
conditions to achievement I Determining instructional
effects on achievement S Having a deeper analysis
of student learning
74
Initial Line of Inquiry What do you need?
Facilitator to run the process
Team of people who Know the student Know the curriculum &
instruction
General observations Curriculum Based
Assessments Overhead or chart paper
How does it work? Follow articulated steps
and key questions Record information on the
format provided by protocol Facilitate a collaborative
dialogue about the meaning of the observations & assessments
Develop a hypothesis
75
Learning Variables
This protocol focuses on four learning variables:
CurricularInstructionalStudent PerformanceEnvironmental
76
The Format for Initial Line of Inquiry
Curriculum Instruction Student Performance Environment
Pennsylvania Department of Education, Initial Line of Inquiry
77
Three Part Hypothesis
What variables (factors) block learning?
How does the student learn?
What strategies would support how the student learns?
Pennsylvania Department of Education, Initial Line of Inquiry
78
Hypothesis Statement
When Jeff is given an independent writing assignment that requires at least five paragraphs in respond to a prompt, he writes simple detail sentences that lack a main idea or a central theme and therefore, Jeff needs to organize his writing of main idea and detail sentences under a central theme by using a structured graphic organizer, such as TOWER.
79
Use Your Case
Reflect on what you learned using this protocol. What can say you about…? Curriculum Environment Instruction Student(s)
#3
80
Other Protocols to Consider
Action Reflection Protocol (Education Development Center, Newton, MA.)
Case Story (Coalition for Essential Schools) Collaborative Analysis of Student Learning (CAStle) ASCD Consultancy (CES/Annenberg Institute National School
Reform Faculty) Final Word Protocol (Coalition for Essential Schools) Lesson Study (Japan) Primary Language Record (Centre for Language in Primary
Education, London) Slice (Joseph McDonald) Tuning Protocol
81
Reflection Question
Share the methods your school or district currently uses to examine student work?
What are the advantages of using a structured protocol?
Using Assessment to Develop an Hypothesis
83
Develop a Hypothesis
Develop a hypothesis to define a central focus Examines the relationship among the context
variables Determines why this is
84
Symptoms vs. CausesSymptoms Observable Details A list of separate
concerns
Causes Inferred from
behaviors Underlying
reason/function Determined by
grouping and analyzing objective, observable evidence
85
Symptoms vs. CausesSymptoms Lack of fluency Frequent word
recognition errors Errors tend to be visual
Mispronounces words Frequent spelling
errors
Cause
86
Symptoms vs. CausesSymptoms Does not complete work Frequently moves
around the room during academic tasks
Acts out during teacher directed lessons
Cause
87
Making a Statement About the Focus Area of Improvement
When {condition or trigger} occurs,
{the student, class, school, etc.} does {focus area},
in order to {perceived function}.
When there is an indoor recess, the students in grade 4 talk
loudly and get out of their seats during lunch, in order to
release energy.
88
Use Your Case
Use your analysis to develop a hypothesis When {condition or trigger} occurs, {the
student, class, school, etc.} does {focus area}, in order to {perceived function}.
#4
89
So What Do We Want to Happen?
The desired outcome is developed
from changing the currently reality to
a new one.
Take a look at your hypothesis. What
is it that you want to happen instead?
Establishing Baseline and Developing Monitoring
Systems
Measuring Progress
Establishing Baseline and Developing Monitoring
Systems
Measuring Progress
92
What Do These Words Mean?
Always Occasionally Rarely Often Sometimes
Frequently Usually A lot Never Once and a while
Independently mark a percentage next to each word.
93
What Do These Words Mean?
Compare what you wrote with your table group.
Record the range of percentages.
94
What Do These Words Mean?
Always
Occasionally
Rarely
Often
Sometimes
Frequently
Usually
A lot
Never
Once and a while
95
What Do These Words Mean?
What do these ranges tell us about the way we generally describe what we see?
96
Types of Vague Language
Nouns/Pronouns and Verbs “My students don’t listen.”
Comparators “I want my students to do better on their quizzes.”
Rule Words “I have to give C’s to students who have modified work.”
Universal Qualifiers “All of the parents are upset about the report card.”
L. Lipton & B. Wellman, 2003
Baseline
98
Establish Baseline
Establish baseline of current level of performance Determine a starting point before anything is
implemented Determine what the student(s) currently
know(s) and able to do
99
Baseline Data
Baseline data needs to align with the focus area. Clearly define the focus
Observable (can be seen or heard)Measurable (can be counted)Specific (clear terms, no room for a judgment call)
It is always numbers.
100
Which Ones Are Observable, Measurable, & Specific?
Paying attention Aggressive behavior Out of seat Off task Throwing objects Homework
completion
Comprehension Spelling errors Phonemic awareness Math facts known Writing narrative Correct words per
minute
How would you change vague and non-measurable terms to be observable, measurable, and specific?
101
Baseline Data
A general rule of thumb is 3.
Sensitive to small changes
over time.
102
Which Assessments Provide Quality Baseline?
Holistic writing score Duration of a behavior
or task Rubrics Grades Communication
journal
Frequency count of behavior or task
Running record or DRA
Anecdotal record Error analysis of
student work ABC Chart
103
Use Your Case
Using the question and hypothesis you developed, develop a plan to establish baseline. What will be assessed? How? By whom? When?
#5
Setting Targets
105
Determine the Gap
Determine the specific gap between current and desired performance Determine what needs to specifically
changeEstablish what the student needs to learnEstablish what conditions are needed to
accelerate the learning
106
Demands/
Skills
Years in School
The Achievement Gaps
KU-CRL
Gap
Baseline
Expected Performance
107
Set a Target
Set a target for expected outcome and timeframe for accomplishment Determine the grade level performance standard Determine the rate of learning for most students
in this area Use the gap analysis to determine a reasonable
target and a specific timeframe for this target to be achieved
108
Using Benchmarks
Break down the time to meet a given goal in shorter increments
Set a performance mark for each benchmark
Build each benchmark on the previous one-interval monitoring
Use to articulate the rate of progress
109
Demands/Skills
Time
The Goal Line
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Projected Line of Growth
Benchmark -4 weeks
Benchmark -8 weeksBenchmark -6 weeks
16 weeks
110
Use Your Case
Using your current information, discuss what is needed for you to develop a target goal and a set of benchmarks. Do you have baseline? Can you define the expected performance
for all students? Can you assess the gap?
How will you get all this information?
#6
111
Writing a Desired Outcome
Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call)
May sometimes require smaller benchmarks
When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}.
112
Use Your Case
Using your current information, develop a desired outcome.
When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}.
What are you missing to complete this sentence? When will you obtain this?
#7
Monitoring Systems
114
Develop a Monitoring System
Develop a monitoring system that aligns with the baseline data and a criterion for measuring the progress
115
Monitoring vs. Evaluating
Monitoring On-going and frequent Part of the
implementation process
Provide information for adjustments in plan
Evaluating A specific point in time A review of the
implementation process
Provide information for decisions on next steps
116
How Will We Monitor?
Determine who will monitor the progress Determine the assessment process to use
and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation
DailyWeekly
117
Monitor the Progress
Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly)
Student progress Implementation Integrity
Check for rate of progress as it relates to the target goal line
118
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Current Progress
119
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Progress
120
Documenting Student Progress
Quantitative Information Graphing progress (e.g., attendance, homework
completion, correct words per minute, etc.) Noting scores/levels and assessments used Stating student growth in terms of numbers
Qualitative Information Narratives written in objective, observable language Noting the analysis of scores and the context
(curriculum, instruction, and environment)
121
Tips for Documenting Student Progress
Use the same assessment process and tools for baseline and monitoring
Sensitive to small changes over time. Report the information in the same format (e.g.
graphing). Align the assessment with the intervention (e.g.
DRA, OBA). Monitor student progress on a frequent and
regular basis in order to make quality judgments about the progress.
122
Use Your Case
Using your potential desired outcome, discuss a possible monitoring plan.What will be assessed?How?By whom?When? How frequently?How does it relate to the baseline?
#8
Reflective Practice
Our Cornerstone for Change
124
Why Reflect?
“If teachers are to become skilled at independently identifying and addressing idiosyncratic learning problems of their students, they must learn to reflect critically on student work as well as on their own teaching practices.”
“Lifelines to the classroom: Designing support for beginning teachers”, by Kendyll Stansbury and Joy Zimmerman. Knowledge Brief, WestEd, 2000.
125
Evaluate the Student Progress and Plan
What changes occurred? Evaluate and analyze the overall progress by
comparing the baseline data to the outcome data Examine the degree of implementation
integrity of the plan Determine what changes occurred Use a decision guide to make adjustments
and/or revisions to the plan
126
What Reflective Educators Do?
Commit to continuous improvement Assume responsibility of learning Demonstrate thinking skills for inquiry Take action that aligns with new
understanding
Reflective Practice to Improve Schools J. York-Barr, et.al.
127
Reflection Cycle
Collect DataFrom a Variety
Of Sources
Analyze Data
Evaluate StudentLearning
Modify Practice
Draw Conclusions About Impact of
Teaching on Student Learning BEST Training 2001
128
What Do We Change?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
129
Integrity
Did we do what we said we would do? Reasons why we tend not to follow through:
Lack of defined or appropriate focus Plan was not clearly defined or comprehensive to
include appropriate strategies The skill levels needed to implement the plan were
not adequate The right resources (time, money, personnel) were
not supplied
130
Measuring the Effectiveness of Implementation
Did we achieve our goal for student outcomes? Did we do what we said we were going to do to
promote student success? How do we know this?
Did we set a predetermined goal line? Did we monitor student progress towards this goal
line? Did we examine why the goal was met or not met?
131
Self-Reflection
Dialogue how the protocol you used today will serve as reflective practice and as a means to ensure implementation integrity. Descriptive Review Initial Line of Inquiry
132
With Your Technical Assistant
Reflect how today’s information influences the process you have developed thus far.
Review the previous dialogue about your school’s /district’s use of collegial support and family partnerships. Examine the various ways of teaming and determine how collegial support and family partnerships could potentially look for your school/district.
133
On Your Own…
1. Select a protocol and try it with a small group.
2. Review today’s content and add any additional assessment information needed to case study. Collect baseline. Revise hypothesis and desired outcome, if
necessary. Utilize technical assistance support to complete
assessment worksheet for case study.
134
Bring with You Next Time
Bring same case study and supplemental materials with you, including updated assessment information.
Bring curriculum and sample lesson plans for case that relate to identified focus area in need of improvement.