Great Goals Great Data

Behaviour

Education

And

Management

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.

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

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

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.

Which is the best painting?

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.

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?

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.

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

Comparing apples with oranges

Need for a consistent unit of measurement.

Kids aren’t constant

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

It all starts with the IEP

IEP Program

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 document A 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 student Owned by the teacher

Rigorous, non-negotiable Flexible and dynamic

Priorities for one student May cover groups of children

Measurable Do-able

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

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

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

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

Writing good objectives

Student focussed

The outcome describes what the student can able to do as a result of teaching rather than teaching strategies used.

Collaborative Have the outcome been developed collaboratively and written in parent friendly language?

Observable Ask the question “How will I know that the student has mastered this skill, what concrete action will he perform?

Precise Does each outcome reflect the student’s performance level and can achievement be measured precisely?

End-dated Is 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

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.

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 skillsCondition: using one handed typing program and small keyboard, in Business Education classCriterion: of 20 words per minute with 80% accuracy.

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

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 1The 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 andobtains simple, discrete, concrete information from accessible texts.

A Real objectiveFred 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?

Real data E:\data - what.xls

E:\data - who.xls

E:\School Review 08.ppt

Activity objectiveStudent 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

Issues to consider Teaching Versus Practicing

Fluency – speed and accuracy

How the data is to be collected

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

jenny@beamconsulting.com.au

www.beamconsulting.com.au

9228 1107

BEAM Consulting