2007 AFB Josephine L. Taylor 2007 AFB Josephine L. Taylor Leadership InstituteLeadership Institute

Dallas, TexasDallas, Texas

How Can Research Have a Positive Impact on Educational Performance or

Programmatic Changes?

Education Session Facilitators---

Robert BeadlesKaren Blankenship

Jennifer Johnson Howell Gene McMahon

Ann Sebald Mary Ann Siller

KWLKWL

K: K: What I know about engaging in research What I know about engaging in research

that improves teaching strategies and that improves teaching strategies and educational outcomes educational outcomes

W: W: What I want to learn about ------What I want to learn about ------

Project CRISS (1988). http://www.projectcriss.orgProject CRISS (1988). http://www.projectcriss.org

Student Data Driven Student Data Driven Program-Based Program-Based

ResearchResearch

Eugene McMahon, Ed.D.Executive Director

When you make decisions about instruction, or designing new When you make decisions about instruction, or designing new programs and interventions or modifying existing programs programs and interventions or modifying existing programs

and interventions, what do you and interventions, what do you rely on mostrely on most??

• Research FindingsResearch Findings

• Information from college coursesInformation from college courses

• Your own experienceYour own experience

• Information from experienced teachers Information from experienced teachers

and other direct service staffand other direct service staff

Difficulties Associated With Research on Difficulties Associated With Research on Low-Incidence PopulationLow-Incidence Population

Small sample, difficult to generalize findingsSmall sample, difficult to generalize findings

Diversity within the sampleDiversity within the sample

Diversity of treatment (interventionsDiversity of treatment (interventions))

COSB Learning Outcomes ProjectCOSB Learning Outcomes Project

Student as unit of measurementStudent as unit of measurement

Relational databaseRelational database

Outcome and Process databases are Outcome and Process databases are

linked to the demographic database to linked to the demographic database to

allow for disaggregation of any variablesallow for disaggregation of any variables

Level of O&M MasteryLevel of O&M MasteryAges 14-17Ages 14-17

7.2 7.1

4.9

Totally Blind Cane to Supplement Vision Vision Only

Functional Vision

0

2

4

6

8

Mastery Level

Total Sample n=1502, Totally Blind n= 117, Cane Supplement n=175, Vision n= 510

Future DirectionsFuture Directions

Develop more toolsDevelop more tools Internet data collectionInternet data collection Online database capable of answering Online database capable of answering

queriesqueries Expansion of sample to VI students in Expansion of sample to VI students in

other educational settingsother educational settings National, Standardized School Record National, Standardized School Record

Card for all Students with Blindness or Card for all Students with Blindness or Visual DisabilitiesVisual Disabilities

Outcomes-based Research: Outcomes-based Research: Factors that Drive Factors that Drive

Programmatic ChangeProgrammatic Change

Robert J. Beadles, Jr. VI RehaB Consulting

Auburn, Alabama

Outcomes-based Research: Outcomes-based Research: Factors that Drive Factors that Drive

Programmatic ChangeProgrammatic Change State or Federal LegislationState or Federal Legislation Accountability (by both state and Accountability (by both state and

feds)feds) Funding (or the lack thereof)Funding (or the lack thereof) Service Delivery (methods)Service Delivery (methods) Changing Demographics Changing Demographics Strategic Planning or Organizational Strategic Planning or Organizational

Restructuring Restructuring

Outcome-based Research Outcome-based Research MethodologyMethodology

Develop a research questionDevelop a research question Decide what you are going to measure Decide what you are going to measure (Five Ws) (Five Ws) Decide how to measure the concept what Decide how to measure the concept what

method (experiment, survey/questionnaire, method (experiment, survey/questionnaire, existing data…)existing data…)

Once a method has been chosen, deciding on Once a method has been chosen, deciding on actual measures and procedures, such as actual measures and procedures, such as questionnaire items or experimental treatments questionnaire items or experimental treatments

Outcome-based Research Outcome-based Research Methodology Methodology (continued)(continued)

Pilot test and revise the measurement Pilot test and revise the measurement instrumentinstrument

Collect data Collect data – Conduct data collection via, telephone, Conduct data collection via, telephone,

email, or the old traditional paper surveyemail, or the old traditional paper survey Code data into a manageable size for analyses Code data into a manageable size for analyses Analyze the data Analyze the data Report the resultsReport the results

National Center for Educational OutcomesNational Center for Educational Outcomes““The number of students with disabilities achieving proficiency The number of students with disabilities achieving proficiency

on state accountability tests is increasing. Most states now on state accountability tests is increasing. Most states now have at least three years of trend data and enough evaluation have at least three years of trend data and enough evaluation data to be able to attribute increased proficiency to several data to be able to attribute increased proficiency to several positive efforts by schools and districts.”positive efforts by schools and districts.” (NCEO, 2005)(NCEO, 2005)

Clearly communicated participation policyClearly communicated participation policy Better alignment of IEPs with standardsBetter alignment of IEPs with standards Improved professional developmentImproved professional development Development and provision of accommodation guidelines Development and provision of accommodation guidelines

and trainingand training Increased access to standards-based instructionIncreased access to standards-based instruction Improved data collectionImproved data collection

Specialized School OutcomesSpecialized School Outcomes There is an increase in the numbers of There is an increase in the numbers of

identified BVI students around the United identified BVI students around the United StatesStates

Specialized schools and public school ratio of Specialized schools and public school ratio of outreach and educational service delivery is 1:2 outreach and educational service delivery is 1:2 or greater (For every specialized school or greater (For every specialized school student; two public school students also receive student; two public school students also receive services from the specialized school services from the specialized school services/programs).services/programs).

Specialized Schools provide contractual Specialized Schools provide contractual outreach services and support to over six outreach services and support to over six percent of the LEAs nationwide.percent of the LEAs nationwide.

Specialized School OutcomesSpecialized School Outcomes (continued)(continued)

[Some states a lot more than others][Some states a lot more than others] On average, Specialized Schools provide direct On average, Specialized Schools provide direct

instruction to 11 percent of a state’s blind or instruction to 11 percent of a state’s blind or visually impaired students.visually impaired students.

Students served by Specialized School outreach Students served by Specialized School outreach staff have almost doubled since 2001.staff have almost doubled since 2001.

Students attending Specialized Schools for the Students attending Specialized Schools for the Blind have a significantly lower dropout rate Blind have a significantly lower dropout rate when compared to BVI in public schools.when compared to BVI in public schools.

Social/Educational ResearchersSocial/Educational Researchers We cut nature up, organize it into concepts, and We cut nature up, organize it into concepts, and

ascribe significances as we do, largely because we ascribe significances as we do, largely because we are parties to a "contentious group of are parties to a "contentious group of truth truth seekersseekers" that agrees to organize it in this way - an " that agrees to organize it in this way - an agreement that holds through the research agreement that holds through the research community and is codified in the patterns of our community and is codified in the patterns of our language of research. language of research.

Our challenge as "truth seekers" is to see things as Our challenge as "truth seekers" is to see things as they are and ask why? Hopefully our solutions will they are and ask why? Hopefully our solutions will have a positive effect on change and not be have a positive effect on change and not be adversely affected by it.-----David Abrahamsadversely affected by it.-----David Abrahams

ResourcesResources http://education.umn.edu/nceo/OnlinePubs/default.htmlhttp://education.umn.edu/nceo/OnlinePubs/default.html

http://credo.stanford.edu/http://credo.stanford.edu/

http://www.osepideasthatwork.org/ParentKit/index.asphttp://www.osepideasthatwork.org/ParentKit/index.asp

http://www.uticapubliclibrary.org/non-profit/outcomes.htmlhttp://www.uticapubliclibrary.org/non-profit/outcomes.html

http://ag.arizona.edu/fcs/cyfernet/nowg/comm_index.htmlhttp://ag.arizona.edu/fcs/cyfernet/nowg/comm_index.html

http://national.unitedway.org/outcomes/library/pgmomres.cfmhttp://national.unitedway.org/outcomes/library/pgmomres.cfm

http://www.managementhelp.org/evaluatn/fnl_eval.htmhttp://www.managementhelp.org/evaluatn/fnl_eval.htm

Data-Driven Data-Driven Effective InstructionEffective Instruction

Presented by Presented by

Karen Blankenship, Ph.D.Karen Blankenship, Ph.D.Consultant for Visual Disabilities, IowaConsultant for Visual Disabilities, Iowa

State Department of Education State Department of Education

Jennifer Johnson Howell, Ed.D.Jennifer Johnson Howell, Ed.D.Curriculum and Assessment DirectorCurriculum and Assessment DirectorUtah Schools for the Deaf and BlindUtah Schools for the Deaf and Blind

Effective InstructionEffective Instruction Data-drivenData-driven Research/evidence- based instructional Research/evidence- based instructional

strategiesstrategies On-going probes for instruction are conductedOn-going probes for instruction are conducted Review time & durationReview time & duration Rigor and RelevanceRigor and Relevance

Iowa ECC resource guide, procedures manual, Iowa ECC resource guide, procedures manual, and progress monitoring.and progress monitoring.

http://www.iowa.gov/educate/content/view/576/1083http://www.iowa.gov/educate/content/view/576/1083/1/1//1/1/

Jo Taylor Community GroupJo Taylor Community Group

Presented by Presented by

Ann Sebald, Ed.D.Ann Sebald, Ed.D.

Grant Coordinator, National Center Grant Coordinator, National Center on Low-Incidence Disabilities on Low-Incidence Disabilities

National Center on National Center on Low-Incidence DisabilitiesLow-Incidence Disabilities

Established in 2001 by a Congressional Established in 2001 by a Congressional earmark ( Senator Wayne Allard) earmark ( Senator Wayne Allard)

Helped to focus the nation’s attention on Helped to focus the nation’s attention on the educational and social status of the educational and social status of students who comprise less than one-half students who comprise less than one-half of one percent of the school-age of one percent of the school-age population population

National Center on National Center on Low-Incidence DisabilitiesLow-Incidence Disabilities

Five MissionsFive Missions

– Information Exchange Information Exchange – Local SupportLocal Support– Teacher TrainingTeacher Training – Knowledge AdvancementKnowledge Advancement – Policy AnalysisPolicy Analysis

Tapped InTapped In

The online workplace of an international The online workplace of an international community of education professionalscommunity of education professionals

Jo Taylor CommunityJo Taylor Community

Established for JLTLI ConferenceEstablished for JLTLI Conference Online officesOnline offices Files available for visitorsFiles available for visitors Communicate with groups from around Communicate with groups from around

the country and worldthe country and world

KWLKWL

L: L: What I learned about the process and What I learned about the process and methods of engaging in research that methods of engaging in research that

improves teaching strategies and improves teaching strategies and educational outcomes educational outcomes

JLTLI 2007 Education Session JLTLI 2007 Education Session Facilitators Facilitators

Bob Beadles, Ph.D., CRC, VI RehaB ConsultingBob Beadles, Ph.D., CRC, VI RehaB Consultingbob.beadles@charter.netbob.beadles@charter.net

Karen Blankenship, Ph.D. Karen Blankenship, Ph.D. Consultant for Visual Disabilities, Iowa State Consultant for Visual Disabilities, Iowa State

Department of Education Department of Education Karen.Blankenship@iowa.govKaren.Blankenship@iowa.gov

Jennifer Johnson Howell, Ed.D.Jennifer Johnson Howell, Ed.D.Curriculum and Assessment Director, USDBCurriculum and Assessment Director, USDBjenniferhow@usdb.orgjenniferhow@usdb.org

JLTLI 2007 Education Session JLTLI 2007 Education Session Facilitators Facilitators (continued)(continued)

Gene McMahon, Ed.D., Executive Director, Gene McMahon, Ed.D., Executive Director, New York Institute for Special Education New York Institute for Special Education

eugenemcmahon@msn.comeugenemcmahon@msn.com

Ann M. Sebald, Ed.D.Ann M. Sebald, Ed.D.Grant Program Coordinator, NCLIDGrant Program Coordinator, NCLIDAnn.Sebald@unco.eduAnn.Sebald@unco.edu

Mary Ann Siller, M.EdMary Ann Siller, M.EdNational Project Manager, AFBNational Project Manager, AFBsiller@afb.netsiller@afb.net