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Making Observations Count: Mary Brownell, Daisy Pua, David Peyton, and Nathan Jones
- 2. Purpose Identify issues of assessing effective special education instruction Introduce the Pre-service Observation Instrument for Special Education (POISE) Discuss initial validation results and implications for teacher education
- 3. Overview Why is this important? Research on assessment & effective special education instruction What is missing? Issues surrounding observation tools How do we plan to fill the gap? Development and initial validation of POISE
- 4. Rationale See Jones & Brownell, 2014 • Prior research in special education supports instructional practices within a well-structured environment that are effective for students with disabilities and are substantively different than for students without disabilities (Horner et al., 2006; Jones and Brownell, 2014). • Recently, observation tools (i.e. CLASS, FFT) have undergone validation for general education; however, questions remain about their utility for assessing special education instruction and providing feedback. • Specifically, special education teacher preparation lacks valid tools that can reliably and accurately provide information about ways teacher candidates can improve their instruction.
- 5. What is missing? An observation instrument that… Systematically measures special education instruction Provides high degree of usability Enables precise feedback on instructional skills Do you have concerns with your assessment tools? What are they?
- 6. Example of a protocol https://goo.gl/1y8qRX
- 8. How do we plan to fill the gap Create an observation tool that cuts the mustard… converging research and classroom application Create an observation tool that is consistent across teachers, grade level, and disability
- 9. Conceptual Framework Effective Special Education Instruction Explicit & Systematic Responsive to Student Learning Class Size Student Characteristics Curriculum Structure Classroom and Student Management Comprehensible Content Instruction Different from general education Instruction
- 10. Pre-service Observation Instrument for Special Education (POISE) literature review and consensus building q-sort, expert cognitive interview collecting videos, inter-rater reliability Validation Process
- 11. Content Validation See Jones & Brownell, 2014 • Literature review & Cognitive Interviews – to affirm or disconfirm our theoretical orientation on what effective instruction looks like. • Examples: Gersten, Fuchs, Williams, & Baker, 2001; Archer & Hughes, 2011; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008 – To guide with item development and refinement of POISE • Cognitive interview and q-sort – 15 experienced special education practitioners
- 13. Content Validation • Pilot testing of POISE – Analyzed 40 videos lessons of special education interns – Refined anchors ratings • Established inter-rater reliability – Created exemplar behaviors derived from videos
- 14. Current version of POISE consists 5 Instructional Domains Classroom Management Student Individual Management Explicit & Systematic Instruction Responsiveness to Student Learning Content Instruction • Uses instructional time productively • Attends quickly to multiple demands on attention • Establishes and Sustains clear expectations for behavior and participation in class activities throughout the lesson • Maintains respectful interactions • Uses unobtrusive management strategies • Delivers the instruction at a brisk pace (i.e., teacher moves instruction along, engaging students) • Prompts student to use appropriate behavior prior to or during different activities • Works effectively with other adults during instruction
- 15. Current version of POISE consists 5 Instructional Domains Classroom Management Student Individual Management Explicit & Systematic Instruction Responsiveness to Student Learning Content Instruction • Uses research-based approaches to teach positive behavior • Promotes self-regulated behavior • Encourages self-reflection on behavior
- 16. Current version of POISE consists 5 Instructional Domains Classroom Management Student Individual Management Explicit & Systematic Instruction Responsiveness to Student Learning Content Instruction • Orients students through opening activities tied to the lesson (e.g., provides advance organizer, rationale, review of previous learning) • Criteria for effective performance are clear (e.g. teacher tells students what to do or students clearly understand what to do as evidenced by their performance) • Models/describes/explains concepts, strategies, and skills clearly • Provides clear examples and/or non- examples of a concept when appropriate. • Provides students repeated practice opportunities • Aligns practice opportunities with a clear learning objective • Provides a conclusion for the lesson (e.g. activity or review)
- 17. Current version of POISE consists 5 Instructional Domains Classroom Management Student Individual Management Explicit & Systematic Instruction Responsiveness to Student Learning Content Instruction • Monitors students to assess their understanding • Enables high rate of success for student responses • Gives timely appropriate feedback in form of error correction or response affirmation • Restructures tasks/questions based on student responses
- 18. Current version of POISE consists 5 Instructional Domains Classroom Management Student Individual Management Explicit & Systematic Instruction Responsiveness to Student Learning Content Instruction • Presents content in clear fashion • Presents content with enthusiasm • Presents content as accurate and free of obvious errors • Aligns pedagogical practices with needs of the learner(s)
- 19. Example Video Using POISE https://goo.gl/1y8qRX
- 20. Preservice Observation Instrument for Special Education (POISE) Preservice Observation Instrument for Special Education (POISE) Directions: For each scale, you will provide evidence in the notes section of how individual behaviors represented in each scale were met. Also, you will rate a candidate’s performance on each individual behavior on a scale of 1 - 3. A 1 represents either a behavior that was not observed and should have been (all bold faced behaviors must be observed) or was poorly executed. All behaviors rated as a 2 have been executed with some errors. Information gained from the interval recording instrument should be used to rate explicit and systematic instruction and responsiveness to individual student learning (v = behavior located in interval protocol). Classroom Management 1 2 3 Uses instructional time productively Attends quickly to multiple demands on attention Establishes and Sustains clear expectations for behavior and participation in class activities throughout the lesson Maintains respectful interactions Uses unobtrusive management strategies Delivers the instruction at a brisk pace (i.e., teacher moves instruction along, engaging students) Prompts student to use appropriate behavior prior to or during different activities Works effectively with other adults during instruction Individual Student Management 1 2 3 Uses research-based approaches to teach positive behavior Promotes self-regulated behavior Encourages self-reflection on behavior Explicit and Systematic Instruction 1 2 3 Orients students through opening activities tied to the lesson (e.g., provides advance organizer, rationale, review of previous learning) Criteria for effective performance are clear (e.g. teacher tells students what to do or students clearly understand what to do as evidenced by their performance) vModels/describes/explains concepts, strategies, and skills clearly v Provides clear examples and/or non-examples of a concept when appropriate. v Provides students repeated practice opportunities Aligns practice opportunities with a clear learning objective Provides a conclusion for the lesson (e.g. activity or review) Responsiveness to Individual Student Learning 1 2 3 v Monitors students to assess their understanding v Enables high rate of success for student responses v Gives timely appropriate feedback in form of error correction or response affirmation v Restructures tasks/questions based on student responses Current version: POISE Overall Instrument
- 21. Preservice Observation Instrument for Special Education (POISE) Explicit and Systematic Instruction Target Behaviors 1 2 3 4 5 6 7 8 9 0 T v Models/describes/explains concepts, strategies, and skills clearly v Provides clear directions for completing a task or activity v Models or explains how to use a skill or strategy v Prompts students to focus attention on relevant information v Cues students to use rules and strategic approaches to complete a task Provides examples and/ or non-examples related to the lesson Provides students repeated practice opportunities v Provides guided practice v Provides independent practice Responsiveness to Individual Student Learning Target Behavior 1 2 3 4 5 6 7 8 9 0 T v Monitors students to assess their understanding v Probes students to assess their understanding v Asks students to justify or explain answers or thinking Enables high rate of success for student responses Provides opportunities to respond v Gives timely appropriate feedback (e.g. error correct and or affirmation) v Provides assistance when a student or students are struggling v Restructures questions or task based on student responses
- 22. Questions ? Mary Brownell mbrownell@coe.ufl.edu Daisy Pua David Peyton puadt@ufl.edu peyto788@ufl.edu
Editor's Notes
- CEC
- Daisy
- Daisy
- David -When we scanned the literature we found forty years worth of high quality evidence based practices that promote learning for students with disabilities. -Some of these are special education’s greatest hits, others we found to be less frequent rarities -The challenge became not necessarily finding sound research, but rather how to conceptually organize the practices that they represent in special education.
- David *Lets move the blue panel first in the animation sequence in order to stimulate conversation, we can see if their experiences validate what we felt was missing -We found many observation tools, but few that captured the practices that were represented in the special education literature. -Additionally, we wanted to maximize usability, something that would require minimal training and intuitively reflect special education classroom practice. -And we wanted to move the narrative away from evaluative to want the faciliated and active feedback loop—around a structured set of practices. We thought that observations meetings and reflections should be grounded in something tangible…we want the intern to walk away with actionable feedback that they can hopefully measure and take action upon.
- Ask audience their experience supervising interns What are the difference from the intern perspective? What about more experience and less experience observers/mentors?
- Daisy & David
- David -We have to make sure that these practices arent discreet and robotic…teaching happens in rapid success or sometimes concurrently-we wanted to be sensitive to that -We wanted to strike a balance. The research undergirds the rigors of teaching, especially effective special education practice, however it has to hold water with the end users and the professionals it intends support and develop.
- David Start—Daisy -We (our team) developed the following conceptual framework as a bi-product of the research and the gaps in preservice practice. -First, we wanted to acknowledge the factors that impact instruction that we all know are beyond our control-- The effective instruction occurs within an ecological framework. Each ring illustrates the different context in which instruction is influenced. For example, student characteristics (i.e. disability) will require more directed and intensive lesson he effective instruction occurs within an ecological framework. Each ring illustrates the different context in which instruction is influenced. For example, student characteristics (i.e. disability) will require more directed and intensive lesson…
- Daisy
- David ***Do we want to use the ProSEM*** slide -When we scanned the literature we found forty years worth of high quality evidence based practices that promote learning for students with disabilities. -Some of these are special education’s greatest hits, others we found to be less frequent rarities -The challenge became not necessarily finding sound research, but rather how to conceptually organize the practices that they represent in special education.
- David -When we scanned the literature we found forty years worth of high quality evidence based practices that promote learning for students with disabilities. -Some of these are special education’s greatest hits, others we found to be less frequent rarities -The challenge became not necessarily finding sound research, but rather how to conceptually organize the practices that they represent in special education.
- David -When we scanned the literature we found forty years worth of high quality evidence based practices that promote learning for students with disabilities. -Some of these are special education’s greatest hits, others we found to be less frequent rarities -The challenge became not necessarily finding sound research, but rather how to conceptually organize the practices that they represent in special education.
- Discuss behaviors
- David (CM, IM, CI) Daisy ES, RTL
- Discuss behaviors
- Discuss behaviors
- Discuss behaviors
- Discuss behaviors
- Daisy
- Daisy Explain the purpose of interval instrument, it’s potential contribution to providing more specific feedback and minimizing subjective assessment
- Daisy