standards and data and outcomes … oh my! moving from perception to reality with data and...
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Standards and Data and Outcomes … Oh MY!
Moving from Perception to Reality with Data and Professional Standards
2014 AER Conference
Presenters
Kay Ratzlaff Florida TVI Instructional
Materials Center QPVI Facilitator
Nancy Toelle Texas TVI Texas School for the
Blind QPVI Developer
July 30 – August 3 AER 2014
Discussion for Today Data
Strategies for data collection Managing data Using data for decision making
Professional Standards of Practice
Outcomes
Yes, we have to pay attention to the “man” behind the curtain!
“Gee Toto, I’ve a feeling we’re not in Kansas anymore.”
July 30 – August 3 AER 2014
Goals Identify strategies for collecting and
managing data to enhance program development and instruction
Establish professional development strategies that implement evidence-based practices and encourage program and individual professional growth
Select standards-based tools for conducting essential assessments and communicating results.
Quality Indicators
• Timely Records• Services Meeting the Standard • Services Based on Assessed Needs• Outcomes Measured
Which Characters Do You See in Your Staff?
Dorothy - dreamer who needs to be rescued
Tin Man – thinks with their heart Scarecrow – thinks only with their brain Lion – scared until absolutely necessary Glinda – pops in to make it “all better” Wizard – good intentions, but faulty
methodsJuly 30 – August 3 AER 2014
And yes … Elphaba, the witch, that makes life
miserable for everyone!
July 30 – August 3 AER 2014
How do you move from all these personalities to …
A team working together to make it to the Emerald City?
July 30 – August 3 AER 2014
QPVI in Florida
FIMC-VI supporting and facilitating delivery to districts
Voluntary participation of districts Administrator commitment Self-study model Building Local Capacity model Ongoing support
QPVI in Florida Aligns with increase in accountability Provides data to support programs and
services Provides training for administrators Addressing problems in programs and
practices based on data not perception Included in the Florida Department of
Education Strategic Plan
Data
1. Timely (Compliance)a. Eye medical report
b. Assessments of functional vision and learning/literacy media
c. O&M screenings and evaluations
d. ECC screenings and evaluations
e. IEP and Reevaluation dates
Data2. Student Information
a. Eye condition(s)
b. Acuities and peripheral fields
c. Time in general education
d. Primary and secondary conditions
e. Other services (OT, PT, etc.)
f. Primary and secondary learning media
g. Font sizes and working distance
h. Instructional reading levels and WPM
Data
3. Program a. Service – direct or consult
b. Minutes of direct service
c. Minutes of consult or support
d. Paraeducators or braillist
e. Clinical low vision evaluations
f. FIMC-VI registrations
Master List Example
DATA FROM MASTER LIST
Example of Data-Driven Decision Making!
Direct Versus Consult Services
55
38
1
21
DirectConsult504Blanks
Direct = 55Consult = 38504 = 1Blank = 21
Comparison Data:Total Students 2009 - 2012
From 61 to 83 Direct Students = 31% to 33%From 136 to 169 Collaborative Con. Students = 69% to 67%
Florida Sample Data – From QPVI Master List of 473 Students
Approximately 87% of students have more than one eye condition
45% of students have Visual Impairment as their primary disability
55% have another disability as primary 44% are labeled Intellectually Disabled (IND) 10% are labeled Orthopedically Impaired 8% are labeled Developmentally Delayed 7% are labeled Deaf Hard of Hearing or Dual Sensory
Impaired; or Hospital Homebound, or Other Health Impaired
6% are labeled Specific Learning Disability (SLD) 4% are labeled Autistic
Common Visual Impairments Nystagmus (26%) Myopia (15%) Optic Nerve Atrophy
or Hypoplasia (13%) Cortical Visual
Impairment (10%) Retinopathy of
Prematurity (8%) Ambylopia (8%)
High Myopia (8%) Glaucoma (6%) Albinism – Ocular
and Oculocutaneous (5%)
Syndromes (5%) Colobomas (3%) Cataracts (3%) Aphakia (2%)
6th Grade FCAT Data on Reading
0
10
20
30
40
50
60
70
80
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Grade 6 VI
Grade 6 All
Grade 6 ESE
Percent of students scoring a 3 or better.
Service Delivery Compared by Florida District
QPVI Self-Study:
The results of each Key Component are applied to the Master List
Master List Eligibility Unique Needs Roles & Responsibilities Type/Amount Staff/Caseloads
1. Baseline data (snapshot) is archived
2. Data is analyzed by VI staff to determine compliance problems and establish priorities
3. Action plan is designed with names, assignments, due dates, completion targets
Process after Data Collection
Sustaining the Data1. Establish a process for program data
collection (shared drives, paper version to clerical person, etc.)
2. Update the student data after each IEP meeting
TVI and O&M
Use the data for: Eligibility decisions Instructional goals Type, time, and intensity of
services Progress monitoring
Program Supervisor
Use the data for Caseload management Tracking results on action
plans Monitoring student
outcomes Justification for supplies,
equipment, and personnel Consolidated data
Noting Presence/Timeliness of VI Program Data
Determine most critical data points to reflect data-driven decision making
Identify data points that are critical to reflect quality programming (eye reports, FVA, LMA, etc.)
Develop Master List: Excel/Access or Numbers
Complete, analyze, set priorities, sustain
District Baseline & Year One Comparison – Target 100%
Dist 1 Dist 2 Dist 3 Dist 4 Dist 5Baseline 48% 64% 78% 65% 62%Current 87% 92% 100% 71% 85%
0%
20%
40%
60%
80%
100%
120%
Timely Functional Vision Assessments
Key Components – Addresssing Issues of “Quality”
1. Developing a master list of students database
2. Eligibility for VI services
3. Unique VI student needs
4. Roles and responsibilities
5. Type and amount of VI service
6. Staff and caseloads
7. Self-study report
Let’s analyze this master list
What’s wrong with this picture???
1. Analyze and aggregate the dataa. What are the good data points?
b. What are the bad data points?
2. How would you use that data to drive your decisions or change your practices?
Why is Assessment Data Important???
9/18/201233
Professional Standards for TVIs and O&Ms
Assessments that align with the EA Rubric
Instruction that implements the Expanded Core Curriculum
Data-driven decision making Needs of students determine service Use of published and peer-reviewed
materials and curricula
Professional Practices for TVIs and O&M
Use of research-based instructional practices Delphi studies on instructional time for
literacy instruction Braille readers Readers with low vision
ABC Braille Study for instructional methods
Professional Practices for TVIs and O&Ms
RIOT model for reevaluations (Record Review, Interview, Observation, Test)
Assessments of functional vision, learning media, and ECC areas are conducted with fidelity
Professional Practices for TVIs
Peer-review of all reports Teaching ECC areas Collecting data on instructional
outcomes AS EVIDENCE OF PROGRESS
Using data to drive instruction and goals
Strategies to Make it Happen
Intensive time for training Most school districts take 3 to 4 years to
implement the changes Follow-up on consistent basis “Inspect what you expect” – hold people
accountable Regular Communication
Wikis, shared drives, small group meetings, mentors, etc.
To Make it Work … 1. Data collection process2. Commitment of administrators3. Established professional standards of
performance4. Commitment of administrators 5. Strategies for Communication:
Wikis, shared drives, small group meetings, mentors, etc.
6. Did we say … Commitment of administrators to enforce standards!
Accountability Is Here To Stay Make It Count Use professional
resources - no more flying by the seat of our pants!
Engage in professional development - conferences, webinars, internet
Know your stuff Be a professional
Do It Right Implement the strategies
that work Take responsibility for
outcomes of students (no more blaming them!)
Be “in the room and at the table” to advocate for students and clients
Data… Professional Standards … Quality … Instruction … Assessment ... Outcomes
Establish goals for quality and train to meet those goals
Decide on your data points and processes. COLLECT AND ANALYZE DATA TO TRACK PROGRAM QUALITY
Clearly establish your professional standards
Peer reviews, “data days,” changes in practices, evaluations
Process is dynamic and not static, adjust as needed
Action Plan
DataData
StandardsStandards
QualityQuality
ImplementImplement
ReviewReview
You are the professional in the room!
Resources Assuring Quality Literacy Instruction for Students Who are Blind
by: Alan J. Koenig • Texas Tech University, and M. Cay Holbrook • The University of British Columbia; From: Koenig, A.J., & Holbrook, M.C. (2000). Ensuring high-quality instruction for students in braille literacy programs. Journal of Visual Impairment and Blindness, 94, 677-694. Available for download: www.nfb.org/images/nfb/documents/.../delphibraillestudentsholbrook.doc
Literacy for Students with Low Vision: A Framework for Delivery of Instruction, by Anne L. Corn • Vanderbilt University, and Alan J. Koenig • Texas Tech University: From: Journal of Visual Impairment and Blindness, May 2002, 96, . Available for download: http://www.afb.org/jvib/JVIB960503.asp
Quality Programs for Students with Visual Impairments, Nancy Toelle, developer: www.qpvi.com
Essential Assessments Rubric, www.earubric.com
9/11/2007 FIMC-VI
Facilitators for Today’s Session
Nancy Toelle
QPVI Developer / Texas School for the Blind and Visually Impaired
nancytoelle@gpvi.com & www.QPVI.com Kay Ratzlaff
Coordinator of Instructional Resources
Florida Instructional Materials Center for the Visually Impaired
kratzlaff@fimcvi.org & www.FIMCVI.org
July 30 – August 3 AER 2014
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