Data-baseddecisionmaking:AkeytosuccessforALL!

SuccessfulLearningConference2017

Bree Jimenez,PhD

MaterDeiSchool&UniversityofSydney

Snell(2003)remindsusthatinadditiontotheircollectivediversityandneedforlifelongsupports,individualswithseveredisabilitiesshareafundamentalhumantrait,the“capacitytolearn”(p.221).

ReasonsforOptimism

• InclusiveEducation• SchoolReformandRestructuring• AccesstoAustralianCurriculum• TransitiontoAdultLife• PositiveBehaviorSupports• PeerSupports• Self-Determination

CriterionoftheLeastDangerousAssumption(Donnellan,1984)

– “Weshouldassumethatpoorperformanceisduetoinstructionalinadequacyratherthantostudentdeficits.”

– Inotherwords,ifastudentdoesnotdowell,thequalityoftheinstructionshouldbequestionedbeforethestudent’sabilitytolearn.

ANewParadigmCherylJorgenson(2005)

1. Allpeoplehavedifferenttalentsandskills.2. Intelligenceisnotaone-dimensionalconstruct,

norcanit(oritsabsence)bemeasuredaccuratelyandreliablyenoughtobasestudents’educationalprogramsandfuturegoalsontestresults.

3. Childrenlearnbestwhentheyfeelvalued,whenpeopleholdhighexpectationsforthem,andwhentheyaretaughtandsupportedwell.

LearninginGeneralCurriculumforSswithSCDBasedonLeastDangerousAssumption

1.Createfulleducationalopportunity.

2.Promotecurrentandfutureoptions.

3.Complementdailylivingskills.

4.Enhanceinclusion.

5.Promotestudentabilities.

1.Createfulleducationalopportunity.

Wedonotknowwhatstudentscanachieveuntiltheyhavetheopportunitytolearn.

Academiclearningcanenhanceuseoftechnologyfordailylife.

• (Useofcomputer)

Skillslikereadingandmathincreaseemploymentoptions.

• Pictureofstudentinajobshowingneedforacademics(e.g.,readingmanual)

2.Promotecurrentandfutureoptionsinthecommunity.

• (pictureofstudentdoingsomeDLSlikecooking)

Thereisnoevidencethatapersonmustmasterallormostdailylivingskillsbeforebeingabletolearnacademics.Infactthatexpectationisadoublestandardonlyappliedtostudentswithmoreseveredisabilities.

3.Complementacquisitionofdailylivingskills.

Academiclearningenhancesschoolinclusionasstudentsfocusonthesamecontent.

4.Enhanceschoolinclusion.

AcademiclearningcanbeaugmentedwithtechnologicalsupportsandmayactuallybemorefeasibleandappealingforsomeSs withSCDthanmotoricdemandsofdailylivingroutines.

5.Promotestudentabilities.

ApplythefollowingcriteriatopromoteLDA

1. Outcomesbasedinstruction2. Evidence-basedpractices3. Differentiatedinstructionwhichmaintains

rigor4. Consistentdatacaptureanddecision

making

RIGOROUS- beingdeep,ratherthanbroad;andactiveratherthanpassive

ACARA(2012).Guidance-for-using-the-Australian-Curriculum-with-students-

with-special-education-needs

ResponseModes• Datacollectedmustbeanaccuraterepresentationof

whatthestudentknowsandcando.• Tasksmustbedesignedandsupportsmustbeutilized

insuchawayasthestudentcanindependentlyrespondtoanyitemspresented.

HowWillStudentAnswer?Responseboardoption

• Providesavisualaid• Simplifiesrespondingbyofferingoptions

• Onlyuseforstudentswhocannotcomposeanswerusingspeech

OutcomesBased

Instruction

EBPs

T

Data Based Decisions

Outcomes Based

Instruction

Evidence Based

Instruction

Foundational Skills

VarietyofWaystoMakeOutcomesAccessible

• Prioritize– Teachaportionofthecontent

• Pinpoint– Teachaportionofeachoutcome

• Simplify– Anextensionoftheoutcome

• TaskAnalyze– Skillsequences

BigIdeas&KeyVocabulary• Story-basedLiteratureLessons:KeyVocabularywithpicturecomprehension

– Browder,Trela,&Jimenez(2007)

WonderstoriesinScience;KeyVocabulary(object/picturematch)– Browder,D. M.,Trela,K.,Courtade,G. R.,Jimenez,B. A.,Knight.V.,&Flowers,C.

(2012).– Smith,Spooner,Jimenez,&Browder(2012)– Mims,Hudson,&Browder(2012)– Jimenez,Knight,&Browder(2012)

DataCollection

Student Name: James Target Behavior: Answer inference questions related to grade appropriate text Criterion for Mastery: ¾ trials 100

90

80

70

60

50

40

30

20

10 Question 4 M M M V V I Question 3 M M M I V I 0 Question 2 P M M V I V % Question 1 P M M M M M

DATE 29.3 31.3 3.4 6.4 10.4 14.4 # correct/total 0 0 0 1 1 2

WHO EL EL JG EL EL SG WHERE/WHEN Hobbit

– chapter 1

Hobbit – Chapter 1

Hobbit – Chapter 2

History lesson -

Hobbit – Chapter 3

Religion lesson – story

Record the prompt level codes in the boxes:

I – independentV – “highlight key info” to make inferenceM – “think aloud”P – tell student answer

Skills Progress Problem (see back) Application(s) to be tried

Date Implemented Comments

Obj: ___ Regressionacrossallskills

___Inconsistentdatacollection/

instruction

___Slowprogress

___Variableprogressorregression

inoneskill

___ Good progress J

___ Mastery

Enhancing Instructional EffectivenessPlanning For Progress

CriterionoftheLeastDangerousAssumption(Donnellan,1984)

– “Weshouldassumethatpoorperformanceisduetoinstructionalinadequacyratherthantostudentdeficits.”

– Inotherwords,ifastudentdoesnotdowell,thequalityoftheinstructionshouldbequestionedbeforethestudent’sabilitytolearn.

ToolstoTeachtotheOutcomes

HOWTOTEACHTOTHE

OUTCOMES

UniversalDesignforLearning

AssistiveTechnology

ResearchtoPractice

Generalisation

Systematicinstruction

Student-directedlearning

Jimenez,Courtade,Browder(2013).SixSuccessfulStrategiesforTeachingtotheStandards.Verona,WI.AttainmentCompany.

“aguywithadisabilitywithPOWERinhislife”–KurtFearnley,ACELDisabilitySummit2017

StudentEngagedFormativeAssessments

(Jimenez&Warren,inprogress)

SUCCESSFULLEARNINGCONFERENCE

Bree.jimenez@sydney.edu.auBreeJ@materdei.edu.org

Facebook:Dr.Bree JimenezTwitter:@BreeAnnJimenez