Great Goals Great Data

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• Great Goals Great Data

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B E A M
Behaviour
Education
And
Management
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• Treating teaching as an ART is risky because you
  have no objective way to know if you are
  successful.
• Treating teaching as a SCIENCE allows you to
  measure your success.
• ART asks that you infer, project, interpret and
  conclude.
• SCIENCE asks you to be deliberate, to test,
  teach, measure, graph and prove.

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My Journey
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Aims for the Session

• Setting great objectives so the IEP can be used
  as the tool for
• Effective instruction
• Reporting student achievement
• Teacher accountability
• School Accountability

• Principles and methods of effective instruction
  and precision teaching.

• Putting it all together for School Review

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Real aim

• To debunk the myth that you cant collect quality
  (school wide) data in Ed Support settings

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• Treating teaching as an ART is risky because you
  have no objective way to know if you are
  successful.
• Treating teaching as a SCIENCE allows you to
  measure your success.
• ART asks that you infer, project, interpret and
  conclude.
• SCIENCE asks you to be deliberate, to test,
  teach, measure, graph and prove.

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Which is the best painting?
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(No Transcript)
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More scientific questions could be

• Which painting cost the most money last time it
  was sold?
• How many people visit the gallery in which the
  painting hangs each year?
• How many other paintings does the artist have
  that are hung in famous galleries, fetched over
  10 million dollars, considered famous?
• How old is the painting?

These questions all have answers that can be
accurately measured.
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So how do we measure schools? How do we know if
we are successful?

• Write a sentence or two that would describe
  success as a teacher
• I know I am successful because ......

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One answer might be

• We would be successful if students know more,
  understand more and could do more as a result of
  our teaching.
• Emphasis is on what the child knows and can do
  not what the adult can do. Output not input.

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Wouldnt it be great if we were assessed on

• How nice we are
• How hard we work
• How pretty the school is
• How much we care
• How many people wouldnt do our work

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Comparing apples with oranges

• Need for a consistent unit of measurement.
• Kids arent constant

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Apples with Apples

• If you write your objective properly you can
  measure it
• If you measure it properly you can give it a
  percentage
• Percentage is a constant measure (apples and
  apples)
• If you give it a percentage you can aggregate it.
• If you can aggregate it you can collect data
  across the school/settings/kids

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It all starts with the IEP
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IEP versus Programs
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Priority Versus Program

• Taken from a current IEP for Year 4 child
• Society and Environment
• Will identify some changes in Aust families past
  and present
• Will describe some facts about a contemporary and
  historical Australian figure
• Will identify the significance of ANZAC day past
  and present
• Will participate in the ANZAC day ceremony

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Take a look at these objectives - comment

• Bruce will be encouraged to use his calm down
  strategies when upset .
• With prompting from an adult or peer Wendy will
  participate in Art and music lessons.
• Betty will behave during mat sessions.
• Fred will be asked to tell news twice a week.
• Jane will begin to share objects equally by
  counting around the group (setting table), taking
  turns, selecting people into teams

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• What do you want the child to LEARN?

NOT
What do you want the child to join in on.
DEFINITELY NOT
What the adult will do
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Role of the Principal

• To ensure the quality of the IEP
• Are the objectives measurable?
• Are the objectives priorities for the student?
• Do the objectives measure input or output?

Quality Assurance
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Writing good objectives
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S.C.O.P.E
1 Webb, P, Gardner, J Grant, J (2004) Inclusion
for All Teachers, Canning Vale WA KLIK
Enterprises
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Criterion

• Targeted learning outcome Condition Criterion
  Goal
• Goals need to
• identify the students targeted learning outcome,
  e.g, skill, activity, knowledge
• outline those conditions where the student will
  demonstrate the learning outcome, e.g., which
  specialized equipment will be used, activity,
  environment
• set criterion or standard which will demonstrate
  that the learning outcome has been achieved,
  e.g., the number correct, the level of accuracy,
  the period of time, the amount of support
  required.

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Example

• eg.Goal To develop keyboarding skills of 20
  words per minute with 80 accuracy during
  Business Education class, using one handed typing
  program and a small keyboard.
• Targeted learning outcome develop keyboarding
  skillsCondition using one handed typing program
  and small keyboard, in Business Education
  classCriterion of 20 words per minute with 80
  accuracy.

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0ther examples

• Darren will make sets of 1 5 0bjects with 90
  100 accuracy over 3 consecutive sets of trials.
• The student will indicate past tense by adding
  d or ed (ie jumped, pushed)
• Jessica will be able to receptively identify and
  match examples of
• Same
• Different
• More
• Less

Learning Channels Hear Say Touch say See -
Match
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Activity
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OUTCOMELS 1 The student Listens to and talks
with students, teachers and other adults in
routine classroom activities, uses their own
variety of English and generally stays on the
topic, sharing personal experiences and using
strategies to adjust their communication in
familiar situations and locates and obtains
simple, discrete, concrete information from
accessible texts.

• Fred will tell news
• Fred will recount events from own experience
• Fred will sequence events to tell news
• Fred will use who, what, where, why and how
  framework to sequence events.
• Fred will discuss familiar events and topics,
  answering wh questions

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A Real objective

• Fred will answer the following wh questions
  with 90 100 accuracy when presented with
  photographs of objects or people.
• What is it?
• Who is it?
• What colour is it.
• Where is it?

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Real data

• E\data - what.xls
• E\data - who.xls
• E\School Review 08.ppt

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Activity objective

• Student 1
• Student will see a word written in German and say
  its english name.
• Student 2
• Student will
• Present stimulus cards to student one quickly
• Provide corrective feedback
• Record responses on data collection sheet

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Issues to consider

• Teaching Versus Practicing
• Fluency speed and accuracy
• How the data is to be collected

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Fluency
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Putting it all together

• Provide teachers with quality professional
  learning on goal setting and data collection
• Insist on rigorous planning through IEP review,
  class review, teacher performance management
• Insist on quality data
• Collect quality data on priority areas
• Aggregate priority data for whole school needs

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Contact details

• jenny_at_beamconsulting.com.au
• www.beamconsulting.com.au
• 9228 1107