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Session goals. Situate classroom based technical assistance within the broader framework of teacher educationProvide a rationale for the development of outcomes and performance indicators for children who are deaf-blind and their service providersShare how classroom based TA can use the OPIs, in conjunction with the IEP, to maximize student outcomesDemonstrate a relational database that facilitates the management and utility of the processAddress participant questions.
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1. Building Bridges: Embedding outcome evaluation in national and state TA deliveryElla TaylorDiane HaynesJohn KilloranSarah BeairdAugust 1, 2006
2. Session goals Situate classroom based technical assistance within the broader framework of teacher education
Provide a rationale for the development of outcomes and performance indicators for children who are deaf-blind and their service providers
Share how classroom based TA can use the OPIs, in conjunction with the IEP, to maximize student outcomes
Demonstrate a relational database that facilitates the management and utility of the process
Address participant questions ET will go over the sessions goals and introduce everyone.ET will go over the sessions goals and introduce everyone.
3. It痴 all about the outcomes! Similarities
TA providers & education professionals are being required to demonstrate the impact of our efforts
TA providers & education professionals must do this within a standards based environment that demands learning for all students
Differences
Education professionals usually operate within only one venue (i.e., one state, one school district)
TA providers operate across multiple venues
Issue for TA providers is the use of a common language across the multiple venues I want to situate what we池e doing within the broader framework of educationI want to situate what we池e doing within the broader framework of education
4. As TA providers our goal is to help teachers and service providers with each aspect of their classroom in order to maximize student learning. We must also figure out how we demonstrate our impact across multiple classrooms, multiple students, and multiple service providers. Within the packet will be a more detailed version of this slide that explains each of these components. I値l make the connections between what we値l be talking about and how that fits in with classrooms designed for student learning.As TA providers our goal is to help teachers and service providers with each aspect of their classroom in order to maximize student learning. We must also figure out how we demonstrate our impact across multiple classrooms, multiple students, and multiple service providers. Within the packet will be a more detailed version of this slide that explains each of these components. I値l make the connections between what we値l be talking about and how that fits in with classrooms designed for student learning.
5. Measuring impact across and within states Outcome evaluation system comprised of
Targeted outcome statements for each group of stakeholders (i.e., children, families, service providers, and systems).
Performance indicators associated with each outcome that help quantify how the expected result or change will be measured.
A TA process that embeds the targeted outcomes and performance indicators at the beginning of the TA cycle.
A computerized relational database system that ties the planning, delivery and evaluation of TA together. I値l explain that John will explain the development of the outcome and performance indicators. Sarah will share how all these components come together in a relational database system.I値l explain that John will explain the development of the outcome and performance indicators. Sarah will share how all these components come together in a relational database system.
6. Measuring impact within the classroom Extend outcome evaluation system to include
IFSP outcomes
IEP benchmarks
State academic standards
Alternate assessment components
Transition targets
Clearly align and connect these components within the outcome evaluation system to facilitate their utility for the education professional I値l explain that Diane will explain this in a few momentsI値l explain that Diane will explain this in a few moments
7. NTAC痴 OPI System Provides a consistent coding system used in the
development and implementation of technical assistance
for ongoing collection, analysis & reporting of data.
The system was developed across four domains:
Service Providers
Families
Systems
Children John begins his sectionJohn begins his section
8. How to demonstrate impact across trainings, individuals, students? Outcome
A statement of a measurable condition or an expected result or change. (i.e. increase, improvement, progress toward).
Performance Indicator
A statement that helps quantify the outcome and indicates whether the outcome has been achieved. Often, multiple indicators may provide better evidence of the achievement of an outcome.
9. A Little History of the NTAC OPI System
10. Federal emphasis on collecting and reporting outcome results has been challenging for many TA & D projects including NTAC!
The need for a systematic process of collecting and reporting outcome information (effect data) was identified.
NTAC responded through a comprehensive four year process of
identifying measurable outcomes for service providers, children/youth, families, and systems;
developing instruments for collecting the data;
field-testing and redesigning the instruments multiple times; and,
analyzing the outcome data.
Multiple stakeholders were involved in this endeavor including;
NTAC staff,
NTAC advisory board members,
State deaf-blind project personnel,
Families and consumers, and
Higher education faculty and researchers in the field.
11. NTAC痴 OPIs Comprehensive outcomes for
children (16)
families (12)
service providers (22)
systems (8)
Multiple performance indicators for each outcome
Embedded in all aspects of planning, delivery and evaluation
Aligns needs assessment, delivery of TA and measurement of impact
On web (http://www.tr.wou.edu/ntac)
FileMaker Pro templates
12. Putting it all together and beginning a system The NTAC Outcomes & Performance Indicator (OPI) System
A process created to assist with
planning
collecting
aggregating, and
reporting effort, effect and outcome data
13. How NTAC uses the OPIs Needs assessment and planning
Identify the stakeholder group
service provider
child
family, and/or
systems
Identify the outcome(s) to be targeted
Identify the performance indicators that will help determine attainment of targeted outcome(s)
14. How NTAC uses the OPIs Delivery of service
Implement technical assistance that is targeted to the outcomes selected through
needs assessment, and
planning process
15. Evaluation
Tailor assessment/evaluation measures to
the intensity of the TA
targeted outcomes, and
performance indicators
How NTAC uses the OPIs
16. More on evaluation Align the intensity of the evaluation with the intensity of the activity
One time activity results in less intense evaluation than sustained professional development.
Align needs (OPIs) of the activity with evaluation
17. Incorporating outcomes into project activities
18. Examples of incorporating OPIs into evaluation Change of knowledge
鄭s a result of the training, I have increased my knowledge about the receptive and expressive array of language and communication skills for children with deaf-blindness. (SP.07.a)
Follow-up (Service Providers)
釘ased on the recent training provided on use of strategies to improve communication and/or language, please indicate your progress in performing the following tasks
responding to the child痴 expressive communication attempts (SP.07.d)
implementing expressive communication strategies across environments (SP.07.e)
Either John can continue or I can pick up from here to talk a little bit more about how we do evaluationEither John can continue or I can pick up from here to talk a little bit more about how we do evaluation
19. Examples of incorporating OPIs into evaluation Follow-up (Child change)
典hree months ago, you received technical assistance on understanding how a combined vision and hearing loss impacts learning and social/emotional development. As a result of that training, please indicate any progress the student has made in the following skills
Rate of expressive communication (C.04.a)
Use of multiple communication intents (C.04.b)
20. Embedding the OPIs into initial Change of Knowledge evaluation
21. Embedding the OPIs into Follow-up evaluation
22. Embedding child change OPIs into the follow-up evaluation
23. Reporting Example Effect Language Percentage of service providers reporting an increase in knowledge about strategies to improve communication and language for students who are deaf-blind (8 out of 10 = 80%)
Percentage of service providers reporting an increase in skills to implement strategies to improve communication and language for students who are deaf-blind (5 out of 6 = 83%)
24. APR Example Effect Language Mean rating of students demonstrating a change in receptive communication (4.0 on a 5.0 scale)
Mean rating of students demonstrating a change in expressive communication (3.5 on a 5.0 scale)
25. Using the OPIs to develop the 澱ig picture within a state Diane痴 section beginsDiane痴 section begins
26. Building the 澱ig picture Needs assessment
Uses outcome statements from the child OPIs to focus on the student first
Action plan
Uses performance indicators to target specific impact on child
Incorporates IFSP/IEP, state standards, alternate assessment to clearly align with state mandates
Action plan for service provider
Uses service provider outcomes and performance indicators to link impact on student learning to effort of service provider
Evaluation
Clearly articulates how student learning/progress will be measured This is where Diane would walk the participants through each aspect of these forms. They will have a handout that replicates the KY templates.This is where Diane would walk the participants through each aspect of these forms. They will have a handout that replicates the KY templates.
27. Linkages Needs assessment & action plan provide clear direction for service provider and/or family
Needs assessment helps TA providers determine common needs across the state
Action plan identifies common strategies and measures of impact on student learning (outcomes)
Evaluation can be used by both the service provider and the TA provider Diane would talk about connections between what is good for service provider is also good TA (and good for TA providers).Diane would talk about connections between what is good for service provider is also good TA (and good for TA providers).
28. Keeping track FileMaker Pro database Sarah begins FMP demonstrationSarah begins FMP demonstration
29. Questions?