Assessing the Curriculum Gary L Cates Ph D

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

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

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

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

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

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

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

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

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

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

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

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

Instructional Planning Form Student Name_________ ___ Teacher Name________ School Year ______ Goal __________________________________________ Instructional Strategies Skill Teaching Strategy Materials Arrangement Time Motivational Strategies Assessment Procedures 10/03 Adapted from the U of Oregon

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

Practice Using A Frequency Count/Rate Measure Log n n n See Handout Determine the rate of behavior Determine Discrepancy Ratio n n n The average child does this on average 1. 8 times per day. Write a hypothesis: Remember ICEL Develop a method for hypothesis testing: Remember RIOT

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

Target Child Behavior 1 1 A 2 TO X 3 OT X 2 3 4 5 6 7 8 9 10 11 12 13 X X X X 5 6 7 14 15 16 17 18 19 20 X X X X Composite Child 1 2 3 4 8 9 10 11 12 13 14 15 16 17 18 19 20 Behavior 1 A X 2 TO X 3 OT X X X X X

Consider Multiple Domains: ICEL Instruction Curriculum Learner Environment

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

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

Focus on Changeable Variables ü Focus on those variables that we have direct control over, including: ü ü ü Curriculum Instruction (e. g. , arrangement, response format) Allotted/Engaged Time Classroom Environment 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.

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

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

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