Conducting Observations: PSU Supervisor TrainingTeaching Expectations and Providing Positive and Corrective Feedback

Sheldon Loman, PhDsheldon.loman@pdx.eduOffice: (503) 725-5939

Materials available at: http://psusupervisor.pbworks.com/

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“Clearing a path for people with special needs clears the path for

everyone!”

Person-First Language Emphasize the use of person-first language

Examples: Student with cerebral palsy Young man in Ms. Lee’s class Young woman with communicative difficulties Jason Yesenia

Non-examples: Life Skills Student Low-functioning autistic kid Physically handicapped girl

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High Expectations for Students

Encourage teacher candidates to hold high expectations for students.

Emphasize the use of student preferences and choice.

Promotion of independence, decision-making…. Self-determination.

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Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Planning Alternative Tomorrows with Hope (PATH)

http://www.inclusive-solutions.com/pcplanning.asp

Loman et al., 2010

Preference Assessments• Why are preference assessments so important?

• Want to be seen as the “giver of good things”

• Natural consequences may not be reinforcing to the learner.

• http://www.youtube.com/watch?v=CBuTHzWvN8I

Form 5.2

Forced Choice Form 5.3

Qualities of a Well-Designed Standards-Based IEP

(modified from Wakeman et al., 2010)

+Daily Schedule Analysis

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Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Antecedent Strategies

-Time Delay

-Prompting

-Pre-correction

-Modeling

Instructional Design

-Range of Responses-Range of Examples-Positive Examples-Negative Examples-Minimally Different-Maximally Different

Consequence Strategies

-Differential Reinforcement

-Shaping

-Error Correction

Functional Routines InstructionCue(opportunity to respond)

Response/Behavior

Consequence Pause

FR Environment provides a natural cue

Student does each step needed to complete the activity

Student gets natural outcome of activity

Student focuses on next routine

EX Student’s bus arrives and door opens.

Other students get off bus

S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials

Student is now inside with other students and has inviting activities to do. Teacher offers praise

Student transitions to next routine

Teaching Routines• Forward Chaining

• http://www.youtube.com/watch?v=wMVZQICUhAk

• Backward Chaining• http://www.youtube.com/watch?v=LbBj4Tzi9CQ

Conducting Observations: Agenda Review: observation process Self Assessment Using the observation forms across a range of

students’ abilities

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The goals: Consistent feedback across supervisors and students

Feedback references evidence based practices and coursework

Quantitative and qualitative data on evidence-based practices for each student

Complete three formal observations during the term for each student with this form

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Supervision process: prior to the observation Teacher candidates should:

Schedule the observation for a time when the candidate is teaching (for functional this may also be an assessment activity for the first observation)

Send you the pre-observation form & lesson plan 24 hours in advance electronically

Have the lesson plan and pre-observation form ready for you in the supervision binder

Have the practicum notebook ready for review at the observation

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1st “Lesson Plan”/Instructional Assessment Plan the student will submit will be their Ecological Inventory or Daily Schedule Analysis

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2nd “Lesson Plan”

Task Analysis and/or Instructional Plan

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3rd “Lesson Plan” will be their instructional plan http://functionalworksample.pbworks.com/w/f

ile/fetch/49653035/Instructional%20Plan%20Example%20for%20Work%20Sample.pdf

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Observation form

Competencies 15 qualitative items Room for 3 individual targets selected by

teacher candidate or supervisor Quantitative data

Positive to Corrective Opportunities to Respond

Partner Group Individual

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Levels of Observation

Level 1: usually first observation for a new teacher candidate If all Level 1 items are 2-3, then move on to Level 2

items (giving feedback on both Levels 1 & 2) If all Level 2 items are 2-3, then move on to Level 3

items (giving feedback on Levels 1, 2, & 3)

The goal is to provide feedback at the teacher candidates level of learning

For student teachers, you may start doing all three levels at once: 1, 2, & 3

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Supervision process and form

1. Review Practicum Notebook (behavior management plan, data section, pre-observation form, lesson plan with correctly written objectives)

2. Conduct Observation 2-5 minutes qualitative items (competencies) 5 minutes quantitative data (pick level 1 or 2/3) Open observation Last 2-5 minutes qualitative items

3. Debrief with Teacher Candidates Feedback on lesson plan & data Student self evaluation Positive feedback (keepers) Targets for continuing development (polishers)

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Varied teaching arrangements

We want to see teacher candidates not only using published curriculum teaching discrete skills (one-step skills- matching numbers, sounds, etc.) E.g., STAR, Edmark, Early Literacy Skills Builder

Want to see teacher candidates facilitating student interactions with peers.

Want to see teacher candidates teaching multiple-step tasks/routines (e.g., putting away materials, organizing notebook, washing hands, etc.)

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Competencies

1: Not yet in place Does not implement or implements ineffectively

2: Attempts to Implement Attempts implementation or is partially effective

3: Implements Effectively Effectively implements sometimes, but not

consistent 4: Implements Consistently & Effectively

Consistently and effectively implements

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Self Assessment of Teacher Candidate Competencies

Rate to what extent you believe you are able to recognize the following items in your observation of teacher candidates + I feel comfortable evaluating this item +/- I have some idea about what this looks like - I have questions about what this looks like or I

don’t know what this would look like Star the two that you feel the most confident about Circle the two you have the most questions about (We’ll ask you to turn this in to inform later trainings)

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Routine1. 2. 3. 4.5.

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Performance Level/Ability

Age

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Low Inc Hi Inc

What might this look like? Followed curriculum prompting protocols/instructional plan

The teacher candidate is usingReading Mastery, and is readingfrom the scripted lesson plan, using signaling to elicit unisonoral responses, and using allparts of the lesson materials, which is reflected in lesson plansand lesson materials.

The teacher candidate is using the lesson plan and lesson activities are related to thelesson objectiveand stated on the lesson plan.

The teacher candidate is working from their assessmentplan and using response options(e.g. asking the student to point to a real object to assess vocabularyknowledge) that are described in plan

The teacher candidate is working from their instructional plan and using the prompting protocols (e.g., verbal prompts) described in the plan

Routine1. 2. 3. 4.5.

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Performance Level/Ability

Age

Ran

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Low Inc Hi IncYour turn: What does “implements consistently & effectively” look like? _________________________

Hi Inc. Elementary: What does the Teacher candidate do to “implement consistently and effectively” for students with high incidence ability at elementary level?

Hi Inc. Secondary: What does the Teacher candidate do to “implement consistently and effectively” for students with high incidence ability at secondary level?

Low Inc. Secondary: What does the Teacher candidate do to “implement consistently and effectively” for students with low incidence ability at secondary level?

Low Inc. Elementary: What does the Teacher candidate do to “implement consistently and effectively” for students with low incidence ability at elementary level?

Teaching School Rules: Token ChartStudents earn tokens for following classroom rules and then get to pick from the treasure box

Example of Teaching School Rules

Debrief

Partners: Share the two items you starred and the two

items you circled Help one another clarify questions about

circled items Share out:

Whip around- Share one item your partnership felt firm about,

and one item about which you have questions

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Take a look at your observation form to find this section.

Opportunity to Respond: Mark a tally in this box when the teacher provides a request that requires a student response

OTRs…what you want to see….

Fast paced instruction…high OTRs

Calculating Totals of Columns

Partner: Record in these rows when teacher candidate is making a request of students that are working with another student

Group: Record in these rows when teacher is making a request of 2 or more students

Individual: Record using this row when teacher is making a request of only one student.

Calculating Total OTR of Rows

Page 3 on Observation Form

Total of Partner & Group OTR divided by Total OTR

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Correct: Mark a tally in this box when the student responds correctly (or at the prompt level outlined) to a teacher’s request

Incorrect: Mark a tally in this box if the student did not respond correctly to teacher’s requests

Teacher Correction: Mark a tally here if a teacher provides feedback on target skill.

Teacher Correction: Mark a tally here if a teacher provides feedback on target skill. We expect the teacher to

quickly provide another opportunity for the student to respond to get this request correct (even with more intrusive prompting).

We want student to end teaching session with success and not an error.

Correct responses…what you want to see….

Greater than 80% of OTRs with Correct Responses

Incorrect/Teacher Correctionswhat you want to see….

Every incorrect response with a teacher correction

Calculating Totals of Columns

Page 3 on Observation Form

Percent Correct Responses= Correct over Total OTR

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Your Turn

Observe instruction Task: Folding Envelopes Starting Cue: “Please fold the envelopes”

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Qualitative Data Collection (on back or second page)

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Take data: OTRs, Correct, & Incorrect https://www.youtube.com/watch?v=r_cja5FtoaM

Provide student-focused feedback 1st write it using keeper/polisher feedback Practice delivering feedback with partner

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Providing Feedback

Student Reflection Positive Comments (e.g. 3 Keepers)

The students (desirable student behavior) because you (teacher behavior)

Student focused “Polisher” (3:1 ratio) It is important that students (desirable student

behavior). In order to do that, you might try (teacher behavior)

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Your Turn Providing Feedback

With a partner: 1 person shares feedback with the other as if you were the teacher

Thank you 3 Keepers

The students (desirable student behavior) because you (teacher behavior)

1 Polisher It is important that students (desirable student

behavior). In order to do that, you might try (teacher behavior).

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Example: Keepers and Polisher

Keepers/positive

The students were successful because you modeled how to sound out the words before asking them to read them.

The students stayed on task because you gave students frequent positive feedback on their correct academic responding.

All of the students had many opportunities to practice because you used unison oral responding

Polisher/corrective

It’s important that every student gets a chance to answer, and during the fluency building activity, some students did not answer on signal. In order to do that, you might try giving more think time before asking for a response.

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Positive to Corrective Ratio Positive feedback

an item that contains a positive evaluative term like (e.g. good, well done) Acknowledgement of appropriate SOCIAL behaviors (e.g., I see Jorge is

waiting quietly). Non example – repeating answer with no indication of correctness,

verifying academic responses (e.g. “Yes, /a/.”) Corrective feedback

an item that contains a negative or corrective evaluative term or negative tone (e.g. stop talking)

Acknowledgement or correction of inappropriate SOCIAL behaviors, (e.g. that’s a teacher point for not following directions)

Non-example Repeating the prompt (put your pencils down… put your pencils down)

OR corrections of academic responses.

Practice Coding:

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Page 3 on Observation Form

Ratios from Positive to Corrective Total of Partner & Group OTR divided by Total OTR Percent Correct Responses= Correct over Total OTR

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Deepening Prior Knowledge: using observation forms across a range of students’ abilities

In 3 groups: Select the item you think might be most difficult

to know if it was implemented appropriately. (2 minutes)

As a group, create a matrix that helps address one example of successful implementation. (5 minutes)

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Functional Work Sample Evaluation 7 sections

Context Goals Instructional Plan Data on Learning Gains Interpretation/Explanation of Data Uses of Data Presentation

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Section One- Context

Teacher Candidate (TC) selects a focus student with needs in the areas of: Academics, Communication, and Daily Living Skills

TC describes school-wide practices in supporting students with low-incidence disabilities. Universal Design for Learning, Positive

Behavioral Supports, Response to Intervention

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Assessments in Section One

File Review Direct Observation of Focus Student for at

Least Two One Hour Blocks of Time Summary of student’s daily schedule

Opportunities for participation in general education while working towards IEP goals

Preference Assessment One of the Following Areas:

Communication, Academic, Social Skills Conduct Task Analyses for 2 Routines

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