Assessment & Reflective Practice Our Cornerstone for Change 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department

Assessment & Reflective Practice

Our Cornerstone for Change

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

2

The Layout of Professional Development for EIP

Day 1 -Collaborative Strategic Decision-Making Developing a process and framework

Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works

Day 3 -Instructional Repertoire Building new ways to develop strategies focused on

improved student outcomes

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Central Themes

Building a Collaborative Learning Community

Using Strategic Decision-Making

Building Capacity to Develop, Implement and Sustain an Effective Process

4

Objectives for Today

To examine the use of protocols for analyzing student work in order to define a focus area for improvement;

To develop effective monitoring systems that chart student progress from baseline to a specified target; and

To define reflective practice and identify how it will improve implementation integrity, as well as enhance instructional practice.

5

Components of EIP

LeadershipCollegial & Family PartnershipsStrategic Decision-MakingAssessment & Reflective Practice Instructional Repertoire Accountability & Documentation

6

Lessons Learned

Using assessment and reflection should result in a change in instructional practice.

Assessments focus on environment, curriculum, and instruction, not just the student.

Reflection is a process that focuses on how teachers can enhance their practice.

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Indicators of a Quality Decision-Making Process

Identify the focus area or concern Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a

monitoring system Implement & monitor student progress & the

plan Evaluate student progress & the plan

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Which Indicators Relate to Assessment & Reflective Practice?

Identify the focus area of improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a

monitoring system Implement & monitor student progress & the

plan Evaluate student progress & the plan

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Indicators That Will Be Covered Today

Identify the focus area of improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a

monitoring system Implement & monitor student progress &

the plan Evaluate student progress & the plan

What is Assessment?

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The Purpose of Assessment

“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”

Salvia & Ysseldyke (2001)

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What is the Purpose for Assessment?

To make instructional decisions

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Data to Verify

Fro

mT

o

Perception of an Issue Action

What Makes Decision-Making Strategic?

Data Driven Action

Action

Based on SWIS

Perception of an Issue

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15

Characteristics of Assessment

Functional (Effective, Useful) Relevant Direct Multidimensional Formative Frequent, Repeated Individually Focused Technically Adequate

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When You Think “Assessment”

What is the question that needs to be answered?

What information do you intend to obtain from your assessment?

What will you do to get the information? How will you use the information you got?

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Phases of Collaborative

Inquiry

CollectingData

Analyzing Data

OrganizingData-Driven

Dialogue

Framing the

Question

Drawing Conclusions, Taking Action

Monitoring Results

Love, N., 2002

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What Data Do We Use?

Looking at Numbers Quantitative data

(Numbers) Defining the gap

between expectations and current performance

Monitoring the progress and growth

Move Beyond Numbers Qualitative data

(Descriptions) Developing a focus area

or the cause of a concern

Defining the context Examining the

implications of decisions

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Testing vs. Assessment

Grading Practices

How Do Grades Support or Hinder Assessment?

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What Grade Would You Give?

100

85

50

0 10 20 30 40 50 60 70 80 90 100

Student z

Student y

Student x

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What Grade Would You Give Now?

90

60

20

10

20

30

0 10 20 30 40 50 60 70 80 90 100

Student z

Student y

Student x

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Let’s Reflect

What does this exercise tell us about grading?

How reliable are grades in terms of assessing student progress?

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Test

Review

Observation

InterviewExamining

Student Work

Decision-Making

Decision-Making

25

Test

Review Observation

InterviewExamining

Student Work

Decision-Making

Decision-Making

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27

Domains of Assessment

Context of learning

What we teach

Outcomes of Learning

How we teach

Student(s)

Instruction

Environment

Curriculum

Adapted from Heartland Area Education Agency

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DOMAINS R (Review) I (Interview) O (Observe) T (Test)E (Examine Student Work)

C

Curriculum

Permanent products District StandardsLesson plans

TeachersCurriculum SpecialistsAdministrators

Implementation of standards Decisions on selection of content

Readability of texts

Standards in PracticeSLICETuning Protocol

E

Environment

School Rules, handbooksPolicies

TeachersAdministratorsParentsStudents

Interaction patternsEnvironmental analysisObservational based assessments

Classroom environment scales, checklists, etc.

Initial Line of InquiryStandards in Practice

I

Instruction

Permanent products

Teachers Administrators Parents Students

Implementation of CCTTeacher expectationsAntecedents, conditions, consequences

Classroom environment scales, checklists, etc.

Initial Line of InquiryDescriptive ReviewLesson StudyTuning Protocol

S

Student

Student records

TeachersAdministrators ParentsStudents

Target areaDimensions & nature of the problem

Student performanceDiscrepancy btw setting demands & performance

Initial Line of InquiryDescriptive Review

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Nation/International AssessmentsAre students performing optimally?

Large Scale AssessmentsAre students meeting the state standards?

Diagnostic AssessmentsWhat are students’ cognitive strengths and needs?

Student Report CardsHow are students performing in general?

Performance AssessmentCan students apply and generalize what they’ve learned?

Classroom Curriculum Unit Tests, QuizzesDid Students learn it?

Formative AssessmentsAre students learning it?

Figure 1.The Richness and Complexity of Student Assessment Data

Spec

ific

ity

of I

nfor

mat

ion

Rat

e of

Fee

dbac

k

North Central Regional Educational LaboratoryPolicy Issues

Issue 6 Nov 2000

2

1. Using Student Assessment Data: What can We Learn from Schools? Allison Cromley

Annually to students in selected grades

As needed/usually 1X/year

Once/curriculum unit

Weekly

Daily

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Assessment & Reflective Practice

(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

All Students in School

Uni

vers

al

Ass

essm

ent

Foc

used

A

sses

smen

t

Lesson Study

Observational-Based

Curriculum-Based

Observation-Feedback on Instruction

In-Depth AnalysisIncreased Objectivity

Focused Assessments

Reflective Practice

Examining Student Work

Problem Validation

Formal & Informal Monitoring Student Progress

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A Key Factor for Assessment

In 2000, a Harvard study was conducted examining the issue of disproportionality in special education. Connecticut was cited as one of the states identified as in need of improvement in this area.

Using Assessment to Identify the Focus Area for

Improvement

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Using Your Homework

Select a “case” to use for the next session Single student e.g., a gifted student A specific group of students e.g., ELL A classroom or grade level e.g., improving

math instruction A whole school e.g., lunchroom behavior A whole district e.g., increasing time with non-

disabled peers or a new science curriculum

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Identify the Focus Area for Improvement

What is happening? Frame a question in terms of the impact on

student learning Examine the context by collecting and

analyzing data Develop a hypothesis to define a central area

of focus

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Remember… We Need to Develop a Question

Frame a question in terms of the impact on student learning Frames our thinking in terms of inquiry vs.

judging Aligns our thinking to student learning

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Use Your Case

Examine the information you have about your case.

What is the question you want to answer? Write your question on your worksheet.

#1

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Examine the Context

Examine the context by collecting and analyzing data Determine when, where, how long, with

whom, and under what conditions Develop a rationale for the occurrence using

data Use evidence to explain what we see as

reason for performance gaps

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Domains of Assessment

Context of learning

What we teach


How we teach

Student(s)

Instruction

Environment

Curriculum


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Essential Questions to Analyze Curriculum

What content standards does this address?

What are the performance standards?

What is the essential content?

What is the level of expectation?

How are the curricula standards and materials adapted to meet instructional level?

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Essential Questions to Analyze Environment

How are expectations clearly communicated?

What are the task directions?

What are the opportunities for student choice?

What are the physical influences on the learning?

What are the social/interpersonal influences on the learning?

How do the student and teacher collaborate in the learning process?

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Essential Questions to Analyze Instruction

What is the amount of student engagement and relevant practice?

Is there appropriate pacing?

What teaching strategies are used?

How are tasks organized for students?

Is there an instructional match?

How does the feedback support student learning?

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Essential Questions to Analyze Student Performance

What does the student know?

What can the student do? What are the student’s

strengths? What are the student’s

interests? What it the instructional

level?

What learning strategies does the student use?

How does the student organize information and approach new learning?

How does the student self-monitor?

What are the patterns in errors?

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Essential Questions to Ask About Behavior

When is the behavior most/least likely to occur?

Where is the behavior most/least likely to occur?

With whom is the behavior most/least likely to occur?

What happens immediately before/after the behavior?

What do others do when the behavior occurs?

What other environmental conditions may contribute to the behavior?

Pennsylvania Department of Education, Initial Line of Inquiry Gary LaVigna (2000) Behavioral Assessment and Advanced Support Strategies

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For Example…

Chad3

4

21

Gickliing

Dog CatApple

Ball

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How Does Chad Approach Alphabetizing?

Chad3

4

21

Gickliing

Dog CatApple

Ball

46

How Does Chad Approach Alphabetizing?

Chad3

4

21

Gickliing

Dog CatApple

Ball

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What Does This Tell Us About…

Curriculum How effective is the curriculum for Chad?

Environment What are the environmental influences on

Chad’s learning? Instruction

What instructional methodology strengthens Chad’s learning?

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Use Your Case

Examine the assessments you currently have about your case. What assessment data could tell you about…? Curriculum Environment Instruction Student(s)

#2

Using Protocols to Define the Focus Area of

Improvement

A Means to Collaboratively Analyze Assessments

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What are Protocols?

Tools for analysis that are characterized by: Structured dialogue Collaborative inquiry More than one perspective Reflective practice

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The Purpose of Protocols

Provide a safe environment to share and reflect with colleagues

Give and receive feedback on our practices and the relationship to student learning

Focus on student work/performance Make the most efficient use of our time

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Centers

Using the premise of your “case” select the most appropriate centerDescriptive Review Initial Line of Inquiry

BehaviorAcademic

A Sample Protocol for Examining Student Work

Descriptive Review

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Descriptive Review

What does it look like? Examination of a

student product (e.g. writing sample, math assignment, etc.)

Round Robin responses to selected questions (e.g. describe what you see?)

When would we use it? C Determining next

curriculum area E Connecting the context &

student work I Determining next steps for

instruction S Having a deeper analysis

of student learning

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Descriptive Review

What do you need? Facilitator to run the

process Presenting teacher to

provide the context of the student work & a focus for reflection

A Student work sample hard copy of the student work

How does it work? Follow articulated steps Select key questions to ask

for each round (one question per round)

Each member of the group provides one response to the question (Round robin fashion) (Can go around more than once for more responses)

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Descriptive Review Sample Timetable

Steps Time

Review of Process 5 minutes

Setting the Tone 15 minutes

Work is Presented with Context 5 minutes

Descriptive Rounds 30 minutes

Hearing from the Teacher 10 minutes

Reflecting 5 minutes

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Descriptive Review

Review the Process The facilitator provides the directions and

timelines for the process.

Setting the Tone The group reviews the intention of the

process. The group agrees to the reflective process.

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Descriptive Review

Work is Presented/Context Teacher puts the work out for the team to see

and provides a brief introduction to the work.

Descriptive Rounds Selection of rounds is based on type of work and

focus of reflection. Each round builds on the previous one, seeking to deepen an appreciation for the instruction, task, and student learning.

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Descriptive Review

Hearing from the Teacher Presenter has time to say what was heard.

Reflecting The group reflects on the process. Each member highlights what was learned.

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Descriptions vs. Judgments

Descriptions See, Hear, Touch Evidence based Specific language

Judgments Inferences Feelings Assumptions

Perceptions

A Sample Protocol for Examining Behavior

Initial Line of Inquiry

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Initial Line of Inquiry What does it look like?

Facilitated dialogue focused on behavior and the context around behavior

Structured responses to key questions using anecdotal and assessment data

Develops a hypothesis for the focus area of improvement

When would we use it? C Determining curriculum

effects on behavior E Connecting environmental

conditions to behavior I Determining instructional

effects on behavior S Having a deeper analysis

of student behavior

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What do you need? Facilitator to run the

process Team of people who

Know the student Know functional analysis

General observations Observational Based

Assessments Overhead or chart paper

How does it work? Follow articulated steps

and key questions Record information on the

format provided by protocol Facilitate a collaborative

dialogue about the meaning of the observations

Develop a hypothesis

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Behaviors Exist in Context

Behaviors are context related Challenging behaviors result from unmet

needs Effective supports come from an

understanding of why a behavior occurs

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The ABCs of Behavior

Antecedents

Behavior

Consequences

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ABC Chart

Time Antecedent Behavior Consequence

9:05 Teacher gives class an independent writing assignment

X looks out window

Teacher prompts X to begin writing

9:10 Teacher prompts X to begin writing

X picks up pen and scribbles on page

Teacher walks away

9:17 Teacher prompts X to stop scribbling and begin writing

X rips paper up and throws it on the floor

Teacher tells X to go to office

9:18 Teacher tells X to go to office

X stands up and goes to office

X stays in office until next period

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The Format for Initial Line of Inquiry

Strengths of Student:

Slow Triggers (Setting Events)

Fast Triggers (Antecedents)

Problem Behavior

Perceived Function

Actual Consequence

Pennsylvania Department of Education, Initial Line of Inquiry

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Consequences

Consequence is the immediate natural response to a behavior Undesirable outcome (not likely to occur

again) Desirable outcome (likely to occur again)

Imposed consequences do not always yield the results we want

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What is the Function of Behavior?

AvoidanceWhat is avoided with the behavior?

GainsWhat is gained or achieved with the

behavior?

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Make a Statement About the Behavior

Three parts include:When {antecedent/trigger} occurs,

The {student(s)} do/does {behavior of concern},

In order to {perceived function}.


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Hypothesis Statement:

When Jeff is given an independent writing assignment, he rips his paper up and throws it on the floor, in order to escape the writing task.

A Sample Protocol for Examining Academic

Performance


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Initial Line of Inquiry What does it look like?

Facilitated dialogue focused on the context around academic achievement

Structured responses to key questions using assessment data

Develops a hypothesis for the focus area of improvement

When would we use it? C Determining curriculum

effects on achievement E Connecting environmental

conditions to achievement I Determining instructional

effects on achievement S Having a deeper analysis

of student learning

74

Initial Line of Inquiry What do you need?

Facilitator to run the process

Team of people who Know the student Know the curriculum &

instruction

General observations Curriculum Based

Assessments Overhead or chart paper

How does it work? Follow articulated steps

and key questions Record information on the

format provided by protocol Facilitate a collaborative

dialogue about the meaning of the observations & assessments

Develop a hypothesis

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Learning Variables

This protocol focuses on four learning variables:

CurricularInstructionalStudent PerformanceEnvironmental

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The Format for Initial Line of Inquiry

Curriculum Instruction Student Performance Environment


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Three Part Hypothesis

What variables (factors) block learning?

How does the student learn?

What strategies would support how the student learns?


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Hypothesis Statement

When Jeff is given an independent writing assignment that requires at least five paragraphs in respond to a prompt, he writes simple detail sentences that lack a main idea or a central theme and therefore, Jeff needs to organize his writing of main idea and detail sentences under a central theme by using a structured graphic organizer, such as TOWER.

79

Use Your Case

Reflect on what you learned using this protocol. What can say you about…? Curriculum Environment Instruction Student(s)

#3

80

Other Protocols to Consider

Action Reflection Protocol (Education Development Center, Newton, MA.)

Case Story (Coalition for Essential Schools) Collaborative Analysis of Student Learning (CAStle) ASCD Consultancy (CES/Annenberg Institute National School

Reform Faculty) Final Word Protocol (Coalition for Essential Schools) Lesson Study (Japan) Primary Language Record (Centre for Language in Primary

Education, London) Slice (Joseph McDonald) Tuning Protocol

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Reflection Question

Share the methods your school or district currently uses to examine student work?

What are the advantages of using a structured protocol?

Using Assessment to Develop an Hypothesis

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Develop a Hypothesis

Develop a hypothesis to define a central focus Examines the relationship among the context

variables Determines why this is

84

Symptoms vs. CausesSymptoms Observable Details A list of separate

concerns

Causes Inferred from

behaviors Underlying

reason/function Determined by

grouping and analyzing objective, observable evidence

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Symptoms vs. CausesSymptoms Lack of fluency Frequent word

recognition errors Errors tend to be visual

Mispronounces words Frequent spelling

errors

Cause

86

Symptoms vs. CausesSymptoms Does not complete work Frequently moves

around the room during academic tasks

Acts out during teacher directed lessons

Cause

87

Making a Statement About the Focus Area of Improvement

When {condition or trigger} occurs,

{the student, class, school, etc.} does {focus area},

in order to {perceived function}.

When there is an indoor recess, the students in grade 4 talk

loudly and get out of their seats during lunch, in order to

release energy.

88

Use Your Case

Use your analysis to develop a hypothesis When {condition or trigger} occurs, {the

student, class, school, etc.} does {focus area}, in order to {perceived function}.

#4

89

So What Do We Want to Happen?

The desired outcome is developed

from changing the currently reality to

a new one.

Take a look at your hypothesis. What

is it that you want to happen instead?

Establishing Baseline and Developing Monitoring

Systems

Measuring Progress

Establishing Baseline and Developing Monitoring

Systems

Measuring Progress

92

What Do These Words Mean?

Always Occasionally Rarely Often Sometimes

Frequently Usually A lot Never Once and a while

Independently mark a percentage next to each word.

93


Compare what you wrote with your table group.

Record the range of percentages.

94


Always

Occasionally

Rarely

Often

Sometimes

Frequently

Usually

A lot

Never

Once and a while

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What do these ranges tell us about the way we generally describe what we see?

96

Types of Vague Language

Nouns/Pronouns and Verbs “My students don’t listen.”

Comparators “I want my students to do better on their quizzes.”

Rule Words “I have to give C’s to students who have modified work.”

Universal Qualifiers “All of the parents are upset about the report card.”

L. Lipton & B. Wellman, 2003

Baseline

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Establish Baseline

Establish baseline of current level of performance Determine a starting point before anything is

implemented Determine what the student(s) currently

know(s) and able to do

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Baseline Data

Baseline data needs to align with the focus area. Clearly define the focus

Observable (can be seen or heard)Measurable (can be counted)Specific (clear terms, no room for a judgment call)

It is always numbers.

100

Which Ones Are Observable, Measurable, & Specific?

Paying attention Aggressive behavior Out of seat Off task Throwing objects Homework

completion

Comprehension Spelling errors Phonemic awareness Math facts known Writing narrative Correct words per

minute

How would you change vague and non-measurable terms to be observable, measurable, and specific?

101

Baseline Data

A general rule of thumb is 3.

Sensitive to small changes

over time.

102

Which Assessments Provide Quality Baseline?

Holistic writing score Duration of a behavior

or task Rubrics Grades Communication

journal

Frequency count of behavior or task

Running record or DRA

Anecdotal record Error analysis of

student work ABC Chart

103

Use Your Case

Using the question and hypothesis you developed, develop a plan to establish baseline. What will be assessed? How? By whom? When?

#5

Setting Targets

105

Determine the Gap

Determine the specific gap between current and desired performance Determine what needs to specifically

changeEstablish what the student needs to learnEstablish what conditions are needed to

accelerate the learning

106

Demands/

Skills

Years in School

The Achievement Gaps

KU-CRL

Gap

Baseline

Expected Performance

107

Set a Target

Set a target for expected outcome and timeframe for accomplishment Determine the grade level performance standard Determine the rate of learning for most students

in this area Use the gap analysis to determine a reasonable

target and a specific timeframe for this target to be achieved

108

Using Benchmarks

Break down the time to meet a given goal in shorter increments

Set a performance mark for each benchmark

Build each benchmark on the previous one-interval monitoring

Use to articulate the rate of progress

109

Demands/Skills

Time

The Goal Line

Expectations for All Students

Baseline/Current Level of Performance

Goal

Student’s Projected Line of Growth

Benchmark -4 weeks

Benchmark -8 weeksBenchmark -6 weeks

16 weeks

110

Use Your Case

Using your current information, discuss what is needed for you to develop a target goal and a set of benchmarks. Do you have baseline? Can you define the expected performance

for all students? Can you assess the gap?

How will you get all this information?

#6

111

Writing a Desired Outcome

Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call)

May sometimes require smaller benchmarks

When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}.

112

Use Your Case

Using your current information, develop a desired outcome.

When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}.

What are you missing to complete this sentence? When will you obtain this?

#7

Monitoring Systems

114

Develop a Monitoring System

Develop a monitoring system that aligns with the baseline data and a criterion for measuring the progress

115

Monitoring vs. Evaluating

Monitoring On-going and frequent Part of the

implementation process

Provide information for adjustments in plan

Evaluating A specific point in time A review of the

implementation process

Provide information for decisions on next steps

116

How Will We Monitor?

Determine who will monitor the progress Determine the assessment process to use

and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation

DailyWeekly

117

Monitor the Progress

Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly)

Student progress Implementation Integrity

Check for rate of progress as it relates to the target goal line

118

Demands/Skills

Time

Charting Progress



Goal

Student’s Current Progress

119

Demands/Skills

Time

Charting Progress



Goal

Student’s Progress

120

Documenting Student Progress

Quantitative Information Graphing progress (e.g., attendance, homework

completion, correct words per minute, etc.) Noting scores/levels and assessments used Stating student growth in terms of numbers

Qualitative Information Narratives written in objective, observable language Noting the analysis of scores and the context

(curriculum, instruction, and environment)

121

Tips for Documenting Student Progress

Use the same assessment process and tools for baseline and monitoring

Sensitive to small changes over time. Report the information in the same format (e.g.

graphing). Align the assessment with the intervention (e.g.

DRA, OBA). Monitor student progress on a frequent and

regular basis in order to make quality judgments about the progress.

122

Use Your Case

Using your potential desired outcome, discuss a possible monitoring plan.What will be assessed?How?By whom?When? How frequently?How does it relate to the baseline?

#8

Reflective Practice

Our Cornerstone for Change

124

Why Reflect?

“If teachers are to become skilled at independently identifying and addressing idiosyncratic learning problems of their students, they must learn to reflect critically on student work as well as on their own teaching practices.”

“Lifelines to the classroom: Designing support for beginning teachers”, by Kendyll Stansbury and Joy Zimmerman. Knowledge Brief, WestEd, 2000.

125

Evaluate the Student Progress and Plan

What changes occurred? Evaluate and analyze the overall progress by

comparing the baseline data to the outcome data Examine the degree of implementation

integrity of the plan Determine what changes occurred Use a decision guide to make adjustments

and/or revisions to the plan

126

What Reflective Educators Do?

Commit to continuous improvement Assume responsibility of learning Demonstrate thinking skills for inquiry Take action that aligns with new

understanding

Reflective Practice to Improve Schools J. York-Barr, et.al.

127

Reflection Cycle

Collect DataFrom a Variety

Of Sources

Analyze Data

Evaluate StudentLearning

Modify Practice

Draw Conclusions About Impact of

Teaching on Student Learning BEST Training 2001

128

What Do We Change?

Context of learning

What we teach


How we teach

Student(s)

Instruction

Environment

Curriculum


129

Integrity

Did we do what we said we would do? Reasons why we tend not to follow through:

Lack of defined or appropriate focus Plan was not clearly defined or comprehensive to

include appropriate strategies The skill levels needed to implement the plan were

not adequate The right resources (time, money, personnel) were

not supplied

130

Measuring the Effectiveness of Implementation

Did we achieve our goal for student outcomes? Did we do what we said we were going to do to

promote student success? How do we know this?

Did we set a predetermined goal line? Did we monitor student progress towards this goal

line? Did we examine why the goal was met or not met?

131

Self-Reflection

Dialogue how the protocol you used today will serve as reflective practice and as a means to ensure implementation integrity. Descriptive Review Initial Line of Inquiry

132

With Your Technical Assistant

Reflect how today’s information influences the process you have developed thus far.

Review the previous dialogue about your school’s /district’s use of collegial support and family partnerships. Examine the various ways of teaming and determine how collegial support and family partnerships could potentially look for your school/district.

133

On Your Own…

1. Select a protocol and try it with a small group.

2. Review today’s content and add any additional assessment information needed to case study. Collect baseline. Revise hypothesis and desired outcome, if

necessary. Utilize technical assistance support to complete

assessment worksheet for case study.

134

Bring with You Next Time

Bring same case study and supplemental materials with you, including updated assessment information.

Bring curriculum and sample lesson plans for case that relate to identified focus area in need of improvement.

Documents

Assessment & Reflective Practice Our Cornerstone for Change 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department