order of presenters: diane browder, fred spooner, … hours direct to teachers 2 days of training...
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Order of Presenters:Order of Presenters:Diane Browder, Fred Spooner, Angel Lee,
Vicki Knight, Pam Mims, Bree JimenezgUNC Charlotte
The Effects of Tell-Show- Try – Apply” TSTA Method of Professional
Development on Teacher’s Instructional Alignment
Project MASTERY
Describe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDelineate Systematic Instruction as an EPBDelineate Systematic Instruction as an EPBProvide a brief overview of content of the PDProvide a brief overview of content of the PDProvide a brief overview of content of the PD Provide a brief overview of content of the PD used across three statesused across three statesShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow student products and classroom video Show student products and classroom video clips of outcomesclips of outcomesclips of outcomes clips of outcomes
ELAELAMath and scienceMath and scienceMath and scienceMath and science
Rapid changes in curricular expectations forRapid changes in curricular expectations forRapid changes in curricular expectations for Rapid changes in curricular expectations for students with severe disabilitiesstudents with severe disabilities
Most teachers must update through Most teachers must update through inserviceinserviceLack of research on effective models of PDLack of research on effective models of PD
PD often stops with changing knowledgePD often stops with changing knowledgeWe need models that change teachingWe need models that change teaching
Research provides some guidance for teaching Research provides some guidance for teaching d i b t t h t k thd i b t t h t k thacademics, but teachers may not know the academics, but teachers may not know the
researchresearchUse of EBPUse of EBPUse of EBPUse of EBP
How and why to align instruction with stateHow and why to align instruction with stateHow and why to align instruction with state How and why to align instruction with state standardsstandardsHow to teach major content domainsHow to teach major content domainsHow to teach major content domainsHow to teach major content domains
ELAELAM thM thMathMathScienceScience
Research/ TheoryResearch/ Theory PracticesPractices
Criteria to use forCriteria to use for How to extend stateHow to extend state
Research/ TheoryResearch/ Theory PracticesPractices
Criteria to use for Criteria to use for alignment from research alignment from research on state AA alignmenton state AA alignment
How to extend state How to extend state standardsstandards
“Work it across”“Work it across”gg
6Project MASTERY
Research and TheoryResearch and Theory PracticePracticeConceptual model of Conceptual model of ELAELA
How to teach a storyHow to teach a story--based lesson bybased lesson by
Research and TheoryResearch and Theory PracticePractice
Comprehensive review Comprehensive review of readingof reading
yyAdapting a gradeAdapting a grade--level booklevel bookgg
Studies on early literacyStudies on early literacy Following a task Following a task analysis for a read analysis for a read aloudaloudaloudaloudUsing comprehension Using comprehension questionsquestions
7Project MASTERY
Research and TheoryResearch and Theory PracticePracticeComprehensive review Comprehensive review of math researchof math research
How to teach almost How to teach almost any math standard byany math standard by
Research and TheoryResearch and Theory PracticePractice
Conceptual model of Conceptual model of mathmath
y yy yUsing a math storyUsing a math storyDeveloping a task Developing a task
Research on using TA to Research on using TA to teach algebrateach algebra
analysis of the math analysis of the math operationoperationCreating a graphicCreating a graphicCreating a graphic Creating a graphic organizerorganizer
8Project MASTERY
Research and TheoryResearch and Theory PracticePracticeScience conceptual Science conceptual modelmodel
How to teach an How to teach an inquiryinquiry--based science based science
Research and TheoryResearch and Theory PracticePractice
Comprehensive review Comprehensive review of scienceof science
q yq ylesson bylesson by
Wonder StoryWonder Story
Studies on inquiryStudies on inquiry--based sciencebased science
HandsHands--on experimenton experimentKWHL chart (graphic KWHL chart (graphic Organizer)Organizer)Organizer)Organizer)
9Project MASTERY
TellTellBackground Background info/research/ theoryinfo/research/ theory
ShowShowExample; templateExample; templateRole play or videoRole play or video
TryTryTryTryFill out template; role Fill out template; role playplay
ApplyApplyApplyApplyTeachers use in own Teachers use in own classrooms; submit classrooms; submit productsproductspp
Three statesThree states Days 1 and 2Days 1 and 2Three statesThree states2 Southeast2 SoutheastWesternWestern
Days 1 and 2Days 1 and 2Up to 50 teachers from Up to 50 teachers from across the stateacross the stateAll t t ithAll t t ithAll content with some All content with some practicepracticeMeasure: Alignment quizMeasure: Alignment quiz
Day 3Day 3Up to 15 of the teachers Up to 15 of the teachers h d t ti dh d t ti dhad extra practice dayhad extra practice daySubmitted classroom Submitted classroom productsproducts
Star Level One Star Level One Applications of systematic instruction plans we developed Applications of systematic instruction plans we developed in ELA, math, science; individualized to their student in ELA, math, science; individualized to their student …..plans + video…..plans + video
S L l TS L l TStar Level TwoStar Level TwoGeneralization of Level One to new content…plans/videoGeneralization of Level One to new content…plans/video
Star Level Three Star Level Three Development of a universally designed lesson plan…planDevelopment of a universally designed lesson plan…plan
Star Level FourStar Level FourUse of embedded systematic instruction in a generalUse of embedded systematic instruction in a generalUse of embedded systematic instruction in a general Use of embedded systematic instruction in a general education class….plan + videoeducation class….plan + video
Describe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDelineate Systematic Instruction as an EPBDelineate Systematic Instruction as an EPBProvide examples of content of the PD usedProvide examples of content of the PD usedProvide examples of content of the PD used Provide examples of content of the PD used across three statesacross three statesShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow student products and classroom video Show student products and classroom video clips of outcomesclips of outcomesclips of outcomes clips of outcomes
ELAELAMath and scienceMath and scienceMath and scienceMath and science
Determining evidenceDetermining evidence--based practice requiresbased practice requiresDetermining evidenceDetermining evidence--based practice requiresbased practice requiresIdentifying a practiceIdentifying a practiceLocating research on practiceLocating research on practiceLocating research on practiceLocating research on practiceEvaluating the quality of each studyEvaluating the quality of each studyMaking determination of hether s bset ofMaking determination of hether s bset ofMaking determination of whether subset of Making determination of whether subset of studies meet quality guidelines to support the studies meet quality guidelines to support the practicepracticepracticepractice
Snell (1983) defines systematic instructionSnell (1983) defines systematic instructionSnell (1983) defines systematic instructionSnell (1983) defines systematic instruction“. . . Replicable process which reflects “. . . Replicable process which reflects currently accepted “best” practices usescurrently accepted “best” practices usescurrently accepted best practices, uses currently accepted best practices, uses performance data (both probe and performance data (both probe and instructional) to make modifications, and instructional) to make modifications, and ))proceeds from acquisition to proficiency, proceeds from acquisition to proficiency, maintenance, and finally generalization maintenance, and finally generalization l i ” ( 113)l i ” ( 113)learning” (p. 113)learning” (p. 113)
Trail and error “hit or miss” procedures not Trail and error “hit or miss” procedures not ppdefensibledefensibleInstructional componentsInstructional components
Daily/frequent trainingDaily/frequent trainingTarget behaviorTarget behaviorTask analysisTask analysisTask analysisTask analysisIdentified antecedentsIdentified antecedentsSpecific Specific reinforcerreinforcer with schedule of deliverywith schedule of deliveryPrompting and fading strategiesPrompting and fading strategiesData collection sheets derived from task analysisData collection sheets derived from task analysis
Maintenance planMaintenance planppGeneralization planGeneralization planPerformance data used to make instructional Performance data used to make instructional decisionsdecisions
With systematic instruction With systematic instruction how you teach the how you teach the task/skilltask/skill, teaching method, is methodically , teaching method, is methodically organized in a logical fashionorganized in a logical fashion
Instructional components identifiedInstructional components identifiedTask analysisTask analysis
Prompting and fading strategiesPrompting and fading strategiesp g g gp g g gData collection proceduresData collection procedures
Thoroughly tested teaching technique with this Thoroughly tested teaching technique with this populationpopulation
Reading Reading Browder, Wakeman, Spooner, AhlgrimBrowder, Wakeman, Spooner, Ahlgrim--Delzell, & Delzell, & Algozzine (2006, Algozzine (2006, ECEC))Mostly sight wordsMostly sight wordsy gy gProceduresProcedures
Systematic prompting and fadingSystematic prompting and fading
Individual components for readingIndividual components for readingIndividual components for reading Individual components for reading Browder, AhlgrimBrowder, Ahlgrim--Delzell, Spooner, Mims, & Baker Delzell, Spooner, Mims, & Baker (2009, (2009, ECEC))Taught picture & word recognitionTaught picture & word recognitionProcedureProcedure
Ti d lTi d lTime delayTime delay
MathematicsMathematicsBrowder Spooner AhlgrimBrowder Spooner Ahlgrim Delzell Harris &Delzell Harris &Browder, Spooner, AhlgrimBrowder, Spooner, Ahlgrim--Delzell, Harris, & Delzell, Harris, & Wakeman (2008, Wakeman (2008, ECEC))Mostly numbers and computation or measurementMostly numbers and computation or measurement
ProceduresProceduresStrong evidence for systematic instructionStrong evidence for systematic instruction
ScienceScienceSpooner, Knight, Browder, Jimenez, & DiBiase Spooner, Knight, Browder, Jimenez, & DiBiase (2010)(2010)Mostly safety and health skillsMostly safety and health skillsMostly safety and health skillsMostly safety and health skillsProceduresProcedures
Systematic instructionSystematic instructionyyTask analytic instructionTask analytic instructionTime delayTime delay
Used systematic instruction to teach a large Used systematic instruction to teach a large y gy gnumber of community, domestic, and number of community, domestic, and academic skills to this populationacademic skills to this population
T th b hi (H &T th b hi (H & K ilitK ilit 1975)1975)Tooth brushing (Horner & Tooth brushing (Horner & KeilitzKeilitz, 1975), 1975)Washing clothes (Cuvo, Jacobi, & Washing clothes (Cuvo, Jacobi, & SipkoSipko, 1981), 1981)Meal planning (Meal planning (SarberSarber & Cuvo, 1983)& Cuvo, 1983)Meal planning (Meal planning (SarberSarber & Cuvo, 1983)& Cuvo, 1983)Public telephone use (Test, Spooner, Public telephone use (Test, Spooner, KeulKeul, & , & GrossiGrossi, 1990), 1990)S f t kill ( t f SCIENCE)S f t kill ( t f SCIENCE)Safety skills (a component of SCIENCE)Safety skills (a component of SCIENCE)
11stst Aid (Gast, Aid (Gast, WinterlingWinterling, Wolery, & Farmer, 1992; , Wolery, & Farmer, 1992; Spooner, Stem, & Test, 1989)Spooner, Stem, & Test, 1989)
Sight wordsSight wordsggFollow job sequence (Browder & Follow job sequence (Browder & MinarovicMinarovic, 2000), 2000)Perform cooking activities (Browder, Hines, McCarthy, & Perform cooking activities (Browder, Hines, McCarthy, & Fees 1984)Fees 1984)Fees, 1984)Fees, 1984)
Based on what Based on what we know, we know, across the course of across the course of the last 40 years systematic instruction as athe last 40 years systematic instruction as athe last 40 years, systematic instruction, as a the last 40 years, systematic instruction, as a package, is the best set of teaching procedures package, is the best set of teaching procedures with documented evidence in the field ofwith documented evidence in the field ofwith documented evidence in the field of with documented evidence in the field of severe disabilitiessevere disabilities
Component How We Achieve It
14+ hours direct to teachers 2 days of training for the large group; additional day for select group
Follow up consultation Follow up via a monthly newsletter with reminders and highlighted best practices
Content focused on standards, core content, assessment
Training had a strong focus on using content that was grade aligned. Teachers taught how to start with the general education lesson plan.
d l h “ ll h l ” h hProvides active learning Using the “Tell, Show, Try, Apply” approach teachers were given many opportunities to engage with materials and practice strategies during the training
Improves teacher knowledge in Training includes extensive information on literacyImproves teacher knowledge in subject area
Training includes extensive information on literacy, math and science
Advances teacher’s understanding of effective
Training includes systematic instruction (prompting hierarchy, SIPS), Universal Design for Learning, timeunderstanding of effective
instructional practiceshierarchy, SIPS), Universal Design for Learning, time delay
Project MASTERY
Access Literacy Math Science
Overview of Access d L i
Overview of Literacy f t d t ith SD
Math overview Science overviewand Learning for students with SD
“Work it Across” UDL and General Ed. Lesson Plans in ELA
UDL and General Ed. Lesson in Math
UDL and General Ed. Science Lessons
Grade appropriate/ age appropriate
Story‐based Lessons Math Task AnalysisWriting a mathstoryAdapting a TA for
Inquiry Task Analysis
my student
Symbolic levels Adapting books Application of a Math Lesson
Application of a Science Lesson
Biography examples Embedding State Standards in Story Based Lessons
RTI d St d t ithRTI and Students with Significant Disabilities (SD)
IncludingIncludingIncludingIncludingExample adapted storiesExample adapted storiesExample graphic organizersExample graphic organizersTask analysis (ELA, Math, Science)Task analysis (ELA, Math, Science)Overview of Systematic InstructionOverview of Systematic InstructionAlignment examplesAlignment examplesUDL handoutsUDL handoutsAdditional support documentsAdditional support documents ( b ddi t t( b ddi t tAdditional support documents Additional support documents (e.g., embedding state (e.g., embedding state standards in SBL, UDL planning as a team)standards in SBL, UDL planning as a team)Conceptual modelsConceptual models
Training teachers to MASTERYTraining teachers to MASTERYTraining teachers to MASTERYTraining teachers to MASTERYAdditional opportunities to Additional opportunities to
ti i TA f lit th dti i TA f lit th dpractice using TAs for literacy, math, and practice using TAs for literacy, math, and sciencesciencetake data with videostake data with videostake data with videostake data with videosAdapt general education lessons using Adapt general education lessons using universal design for learninguniversal design for learninguniversal design for learninguniversal design for learningOn Day 3 criteria for Star levels are discussedOn Day 3 criteria for Star levels are discussed
Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:Apply the task analysis of ELA, Math, and Apply the task analysis of ELA, Math, and Science content (for 2 students)Science content (for 2 students)Science content (for 2 students)Science content (for 2 students)Include a DVD of an applied lessonInclude a DVD of an applied lessonProvide a Systematic Instruction PlanProvide a Systematic Instruction PlanProvide a Systematic Instruction Plan Provide a Systematic Instruction Plan
With a data sheet including 2 data points (for 2 With a data sheet including 2 data points (for 2 students) students) ))
Results l lLevel 1: Application
100%
Task Analysis for Content Areas100%
Systematic Instruction Plans
50%60%70%80%90%100%
nt Correct
50%60%70%80%90%100%
nt Correct
0%10%20%30%40%
ELA Math Science
Percen
0%10%20%30%40%
ELA Math Science
Perce
ELA Math Science ELA Math Science
80%90%100%
ta Point
Student Data
30%40%50%60%70%
Correct on
Secon
d Dat
0%10%20%
ELA Math Science
Percen
t C
31Project MASTERY
Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:Generalize the task analysis of ELA, Math, Generalize the task analysis of ELA, Math, and Science content (for 2 students)and Science content (for 2 students)and Science content (for 2 students)and Science content (for 2 students)Include a DVD of a generalized lessonInclude a DVD of a generalized lessonProvide a Systematic Instruction PlanProvide a Systematic Instruction PlanProvide a Systematic Instruction Plan Provide a Systematic Instruction Plan
With a data sheet including 2 data points (for 2 With a data sheet including 2 data points (for 2 students) students) ))
Results l lLevel 2: Generalization
Systematic Instruction Plans Task Analysis of Content Areas
60%70%80%90%100%
rrect
Systematic Instruction Plans
60%70%80%90%100%
rrect
Task Analysis of Content Areas
10%20%30%40%50%60%
Percen
t Cor
10%20%30%40%50%60%
Percen
t Cor
0%
ELA Math Science
90%100%
oint
Student Data
0%
ELA Math Science
30%40%50%60%70%80%
t on
Secon
d Data P
0%10%20%30%
ELA Math Science Percen
t Correct
33Project MASTERY
Results: Comparison of Application to lGeneralization
Systematic Instruction Plans Task Analysis of Content Areas
70%80%90%100%
ect
Systematic Instruction Plans
70%80%90%100%
ect
Task Analysis of Content Areas
10%20%30%40%50%60%
Percen
t Corr
Level 1: Application
Level 2: Generalization
10%20%30%40%50%60%
Percen
t Corr
Level 1: Application
Level 2: Generalization
0%10%
ELA Math Science
0%10%
ELA Math Science
90%100%
Student Data
30%40%50%60%70%80%
ercent Correct
Level 1: Application
Level 2: Generalization
0%10%20%30%
ELA Math Science
Pe
34Project MASTERY
Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:Include a General Education lesson plan with Include a General Education lesson plan with a UDL form completed (for 2 students)a UDL form completed (for 2 students)a UDL form completed (for 2 students)a UDL form completed (for 2 students)Create an Assessment from the General Create an Assessment from the General Education lessonEducation lessonEducation lesson Education lesson Include a DVD of a UDL lesson/teacher selfInclude a DVD of a UDL lesson/teacher self--reflection/student selfreflection/student self--reflection reflection
Results l lLevel 3: UDL lesson
90.00%
100.00%
UDL Planning
50.00%
60.00%
70.00%
80.00%
ent C
orrect
0 00%
10.00%
20.00%
30.00%
40.00%
Perce
0.00%
General Education Lesson Plan
Plans for UDL Assessment DVD/Reflection
36Project MASTERY
Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:•• Include a General Education lesson plan (for 2 Include a General Education lesson plan (for 2
students)students)students)students)•• Provide a Systematic Instruction Plan Provide a Systematic Instruction Plan
With a data sheet including 2 data points (for 2With a data sheet including 2 data points (for 2With a data sheet including 2 data points (for 2 With a data sheet including 2 data points (for 2 students) students)
•• Include a DVD of a UDL lesson/teacher selfInclude a DVD of a UDL lesson/teacher self--reflection/student selfreflection/student self--reflection reflection
Resultsl lLevel 4: Inclusion
90.00%
100.00%
Inclusion Lesson
50.00%
60.00%
70.00%
80.00%
ent C
orrect
10.00%
20.00%
30.00%
40.00%
Perce
0.00%
Inclusion Lesson SI Plan (ELA, Math, or Science)
Student Data (ELA, Math, or Science)
DVD/Reflection
38Project MASTERY
Results: Project MASTERY Professional Developmentj p
1 223
Pre test mean Post test mean
39Project MASTERY
Results: Exploratory Factor Analysis of f l lProfessional Development
Pretest Posttest
Domain M SD M SD t‐test ES
Formula 0.00 0.07 5.65 3.24 21.31 ** 3.41
Knowledge 12.83 4.97 18.17 3.94 11.07 ** 1.20
Skill 2 51 4 50 5 64 5 91 5 79 ** 0 60Skill 2.51 4.50 5.64 5.91 5.79 ** 0.60** p<.001
40Project MASTERY
Results: Exploratory Factor Analysis of f l lProfessional Development
35
Project MASTERY Professional Development: Exploratory Factor Analysis
20
25
30
er of Items
Skill
10
15
Total N
umbe
Skill
Knowledge
Formula
0
5
Pretest Posttest
41Project MASTERY
Results: b d lData‐based Decisions On‐line Training
90
100
Data‐based Decisions
60
70
80
Correct
20
30
40
50
Percen
t C
0
10
Pre test Post test
43Project MASTERY
TELLShow:Videos of Sample lessonsTELL:
Overview of Literacy for students with SD
Videos of Sample lessonsModeling
Try:
for students with SDUDL and General Ed. Lesson Plans in ELA Try:
Role Play with sample materials
Story‐based LessonsAdapting books
Apply:
p gEmbedding State Standards in Story Apply:
With sample materialsGeneralize to teacher made
t i l
Based Lessons
materials
46Project MASTERY
English Language ArtsEnglish Language Arts
Adapted book Story‐based lesson
Comprehension response ELA lesson lesson response
47Project MASTERY
TELLShow:Videos of Sample lessonsTELL:
NCTM Strands of Math
Videos of Sample lessonsModeling
Try:
MathStory‐Based Math Lessons Try:
Role Play with sample materials
Graphic OrganizersMath Task Analysis
Apply:
y(Elem, Middle, HS)Universal Design for Apply:
With sample materialsGeneralize to teacher made
t i l
Learning with Gen. Ed Math Lesson Plan
materials
63Project MASTERY
NSES St d d i S iNSES St d d i S iNSES Standards in ScienceNSES Standards in Science
Special Emphasis on Special Emphasis on Inquiry as ScienceInquiry as ScienceWonder StoryWonder StoryKWHL chart (graphic organizer)KWHL chart (graphic organizer)Science Task Analysis (Elem, Middle, HS)Science Task Analysis (Elem, Middle, HS)Universal Design for Learning with Gen. Ed Science Universal Design for Learning with Gen. Ed Science
Lesson PlanLesson PlanVideos of Sample lessons, Sample materials, Videos of Sample lessons, Sample materials, Modeling, Role PlayModeling, Role Play
TELL:
Show:Videos of Sample lessonsTELL:
NSES Standards in ScienceSpecial Emphasis on
Videos of Sample lessonsModeling
Try:
Inquiry as ScienceWonder StoryKWHL chart (graphic Try:
Role Play with sample materials
KWHL chart (graphic organizer)Science Task Analysis (Elem, Middle, HS)
Apply:
(Elem, Middle, HS)Universal Design for Learning with Gen. Ed Science Lesson Plan Apply:
With sample materialsGeneralize to teacher made
t i l
Science Lesson Plan
materials
67Project MASTERY
What We Learned & hWhat Comes Next
Plans for 2010‐2011 WHERE TeachersMASTERY PD
Replication of 2009 2010 FLORIDA 15Replication of 2009‐2010 ‐with choral responding
FLORIDA 15
Effects of district level support
TEXAS 20support
Effects of prior PD in WYOMING 15Effects of prior PD in systematic instruction strategies
WYOMING 15
70Project MASTERY
Questions?Questions?• http://education.uncc.edu/access
• a lee@uncc edu• [email protected]
71Project MASTERY