Assessing the CurriculumAssessing the Curriculum

Gary L. Cates, Ph.D., N.C.S.P.Gary L. Cates, Ph.D., N.C.S.P.

CurriculumCurriculum

Structured set of learning outcomes or Structured set of learning outcomes or taskstasks Learning ObjectivesLearning Objectives

Should focus on learning of all studentsShould focus on learning of all students Individualized instruction (means flexible Individualized instruction (means flexible

process of decision making).process of decision making). Organized by content/skill/cognitive Organized by content/skill/cognitive

complexitycomplexity

Curriculum FocusCurriculum Focus

FactsFacts S-RS-R

ConceptsConcepts Stimulus class with shared characteristicsStimulus class with shared characteristics

RulesRules Basis for organizing attributes of conceptsBasis for organizing attributes of concepts If – then; correlationIf – then; correlation

StrategiesStrategies Process of work: How do you arrive at the Process of work: How do you arrive at the

productproduct

Integrating Curriculum with Integrating Curriculum with InstructionInstruction

Review related backgroundReview related background Branch into new areasBranch into new areas Provide a framework and provide Provide a framework and provide

opportunity to use it.opportunity to use it. Write and/or speak about it to othersWrite and/or speak about it to others

Assessing the Academic Assessing the Academic EnvironmentEnvironment

Gary L. Cates, Ph.D., N.C.S.P.Gary L. Cates, Ph.D., N.C.S.P.

I. Objectives of assessmentI. Objectives of assessment

Determine how academic Determine how academic environment impacts observed environment impacts observed academic problemacademic problem

Determine degree to which problem is Determine degree to which problem is a skill versus performance deficita skill versus performance deficit

Determine instructional, mastery, and Determine instructional, mastery, and frustration levels of instructionfrustration levels of instruction

Serve as tool for making instructional Serve as tool for making instructional decisions decisions

RikyRiky

88thth grade female referred for low grade female referred for low mathematics performancemathematics performance

What information do you want/need?What information do you want/need?

Using RIOT to Develop Using RIOT to Develop HypothesesHypotheses

Review: (e.g. Student Review: (e.g. Student grades/patterns, Work samples)grades/patterns, Work samples)

InterviewsInterviews ObservationObservation Test (e.g. formal and informal Test (e.g. formal and informal

such as CBA/E, Rubrics, Behavior such as CBA/E, Rubrics, Behavior rating scales/checklists)rating scales/checklists)

Types of Data CollectionTypes of Data Collection

Verbal Reports (e.g. interviews)Verbal Reports (e.g. interviews) Rating Scales (e.g. BASC)Rating Scales (e.g. BASC) Record Review (e.g. Cumulative file, Record Review (e.g. Cumulative file,

homework – permanent products)homework – permanent products) Observation Systems (e.g. BOSS)Observation Systems (e.g. BOSS) Direct Systematic Behavioral Observation (e.g. Direct Systematic Behavioral Observation (e.g.

Interval recording, frequency counts)Interval recording, frequency counts)

Things to keep in mind with Things to keep in mind with regard to teacher interviewregard to teacher interview

You have 20 minutes maxYou have 20 minutes max Teachers will story tellTeachers will story tell Your goal is to get an operational Your goal is to get an operational

definition that is observable and definition that is observable and measurable.measurable.

Specific Questions to Teachers: Specific Questions to Teachers: Behavior ProblemsBehavior Problems

What does the behavior look like?What does the behavior look like? How often does it occurHow often does it occur What happens immediately before What happens immediately before

the behavior?the behavior? What happens immediately after?What happens immediately after? What have you tried so far?What have you tried so far? What behavior would you rather see?What behavior would you rather see?

Specific Questions to Teachers: Specific Questions to Teachers: Academic ProblemsAcademic Problems

How are instructional assignments How are instructional assignments presented?presented?

What is expected?What is expected? Where is the student currently?Where is the student currently? How are opportunities for practice How are opportunities for practice

presented?presented? How is feedback provided?How is feedback provided? What has or has not worked?What has or has not worked?

Instructional Planning FormInstructional Planning Form

Instructional Strategies Instructional Strategies MaterialsMaterials ArrangemeArrangementnt

TimeTime MotivationMotivational al

StrategiesStrategies

AssessmenAssessment t

ProceduresProceduresSkillSkill Teaching Teaching

StrategyStrategy

Student Name_________________ ___ Teacher Name________________ School Year ____________Goal ___________________________________________________________________________________

10/03 Adapted from the U of Oregon

Practice Analyzing an ABC Practice Analyzing an ABC LogLog

See handoutSee handout Why do you think the behavior is Why do you think the behavior is

occurring?occurring? What might you do for an What might you do for an

intervention?intervention? What is an acceptable alternative What is an acceptable alternative

behavior?behavior? How would you monitor progress?How would you monitor progress?

Practice Using A Frequency Practice Using A Frequency Count/Rate Measure LogCount/Rate Measure Log

See HandoutSee Handout Determine the rate of behaviorDetermine the rate of behavior Determine Discrepancy RatioDetermine Discrepancy Ratio

The average child does this on average The average child does this on average 1.8 times per day. 1.8 times per day.

Write a hypothesis: Remember ICELWrite a hypothesis: Remember ICEL Develop a method for hypothesis Develop a method for hypothesis

testing: Remember RIOTtesting: Remember RIOT

Systematic Direct Behavioral Systematic Direct Behavioral Observations: Interval Observations: Interval

RecordingRecording

Partial Interval RecordingPartial Interval Recording: Occurs : Occurs anytime within intervalanytime within interval

Whole Interval RecordingWhole Interval Recording: Occurs : Occurs majority of Intervalmajority of Interval

Momentary Time SamplingMomentary Time Sampling: Within 3 : Within 3 seconds seconds

Duration RecordingDuration Recording: How long behavior : How long behavior occursoccurs

Behavior 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 A X X

2 TO X X X X X X

3 OT X X X X X X X X X X X X X X X X X

Behavior1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 A X

2 TO X X X

3 OT X X X X X X X X X X X X X X X X X X

Target Child

Composite Child

Consider Multiple Domains: ICELConsider Multiple Domains: ICEL

Instruction Curriculum

Environment

Learner

CURRICULUMCURRICULUM

• • Content of materialsContent of materials• • Difficulty level of Difficulty level of

materialsmaterials• • SequencingSequencing• • OrganizationOrganization• • Perceived relevancePerceived relevance

INSTRUCTIONINSTRUCTION

• • Instructional philosophyInstructional philosophy• • Instructional approach or Instructional approach or

method(s)method(s)• • Expectations/objectivesExpectations/objectives• • Clarity & organizationClarity & organization• • PacePace• • Opportunities for practiceOpportunities for practice• • Duration of continuous Duration of continuous

instructioninstruction• • Nature & frequency of Nature & frequency of

feedbackfeedback• • Academic engaged timeAcademic engaged time• • Classroom ManagementClassroom Management

Content of DomainsContent of Domains

ENVIRONMENTENVIRONMENT

• • Arrangement of the Arrangement of the roomroom

• • Furniture/equipmentFurniture/equipment• • RulesRules• • Management plansManagement plans• • RoutinesRoutines• • ExpectationsExpectations• • Peer contextPeer context• • Peer (e.g., attention) Peer (e.g., attention)

and family influence and family influence (e.g., cultural beliefs)(e.g., cultural beliefs)

• • Task pressureTask pressure

LEARNERLEARNER

• • Appropriateness of curriculum Appropriateness of curriculum and instructionand instruction

• • Perception of learning Perception of learning environmentenvironment

• • Academic skillsAcademic skills• • Social/behavioral skillsSocial/behavioral skills• • Adaptive behavior skills (e.g., Adaptive behavior skills (e.g.,

self-help, )self-help, )• • MotivationMotivation OrganizationOrganization• • Medical IssuesMedical Issues

Focus on Changeable VariablesFocus on Changeable Variables

Focus on those variables that we have direct Focus on those variables that we have direct control over, including:control over, including: Curriculum Curriculum Instruction (e.g., arrangement, response format)Instruction (e.g., arrangement, response format) Allotted/Engaged TimeAllotted/Engaged Time Classroom EnvironmentClassroom Environment Motivational Strategies (individualized)Motivational Strategies (individualized)

This does not suggest that other variables are This does not suggest that other variables are notnot important, but that we may have less control over important, but that we may have less control over some variables in the school environment.some variables in the school environment.

Rating ScalesRating Scales

Academic Competence Evaluation Academic Competence Evaluation ScalesScales

Academic Performance Rating ScaleAcademic Performance Rating Scale They provide additional evidence for They provide additional evidence for

or against your hypothesisor against your hypothesis They should not be used to make They should not be used to make

definitive diagnosesdefinitive diagnoses They do not always lend themselves They do not always lend themselves

to intervention development.to intervention development.

Permanent Product ReviewPermanent Product Review

Look for error patternsLook for error patterns Percent of homework completionPercent of homework completion Percent of homework turned inPercent of homework turned in Type, amount of feedbackType, amount of feedback Performance related to peersPerformance related to peers Consistency in performanceConsistency in performance

Other TipsOther Tips

Make a drawing of the classroom and Make a drawing of the classroom and where the child sitswhere the child sits

Don’t use your jargonDon’t use your jargon Listen for what the teacher really Listen for what the teacher really

wants and figure out how to balance wants and figure out how to balance that with what the child needsthat with what the child needs

Don’t gossipDon’t gossip Don’t give out info in pieces.Don’t give out info in pieces.