DOCUMENT RESUME

ED 391 313 EC 304 562

AUTHOR Campbell, Patti C.; Campbell, Charles Robert

TITLE Instructional Teaming, Part A: Skills for Planning

Instruction. Trainee Workbook. Building Inclusive

Schools, Module 3.

INSTITUTION Kansas Univ., Parsons. Schiefelbusch Inst. for Life

Span Studies.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington,

DC.

PUB DATE 95

CONTRACT H086U10015

NOTE 100p.; Developed by the Kansas Project for the

Utilization of Full Inclusion Innovations for

Students with Severe Disabilities. For other modules

in this series, see EC 304 560-565. For related

videotapes, see EC 304 566.

PUB TYPE Guides Classrom Use Instructional Materials (For

Learner) (051) Guides Classroom Use Teaching

Guides (For Teacher) (052) Tests/Evaluation

Instruments (160)

EDRS PRICE MF01/PC04 Plus Postage.

DESCRIPTORS Classroom Techniques; Competency Based Education;

Diagnostic Teaching; *Disabilities; Educational

Practices; Elementary Secondary Education;

*Evaluation Methods; *Inclusive Schools;

Individualized Education Programs; Inservice Teacher

Education; *Instructional Development; *Performance

Based Assessment; Regular and Special Education

Relationship; *Student Evaluation; *Teamwork

ABSTRACT

This manual presents the trainee's workbook and the

trainer's guidelines for the third of six modules in a teacher

inservice series developed to promote the unified effort of both

regular and special education personnel in understanding and applying

nationally recognized practices to implement fully inclusive

education for student with diverse learning abilities and

disabilities. Module 3 is on skills for planning instruction in

instructional teams. The trainee workbook is in the form of 44

transparency masters and 4 activities which address performance

assessment, steps in designing performance assessments, examples of

real-life performances and products, the Individualized Education

Program as a performance assessment, establishing pertormance

objectives, task analysis, determining performance benchmarks,

performance evaluation, and discrepancy analysis in designing

instruction. The manual for trainers offers specific objectives and

suggested comments keyed to each of the transparencies, covering

restructuring of assessment and designing of performance assessment.

A pre/posttest is also included. (DB) ***********************************************************************

* Reproductions supplied by EDRS are the best that can be made *

* from the original document. * ***********************************************************************
An Instructional Series

Innovative Practices that Support

Students with Diverse Learning

Abilities in Neighborhood Schools

Building

Inclusive

Schools

0

2

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U 8. DEPARTMENT Of EDUCATION OPcs of Educahonat Research and impnsvernent EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

Vhis document has teen reprocluced as

recelvect trom the person or oroaruzahon

ongasahng .1

r SA.nor changes have been made to .rnprove

reprocluchon (welds.

Points of v.ew O oprn.ons stated .nttus docu ment do not necessanly represent ottic.ai

OERI pos.hon or pol.cy

Instructional Teaming

Part A: Designing Instruction

cc' \ University of Kansas Schiefelbusch Institute

for Life Span Studies

Kansas University Affiliated Program

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Module 3

Instructional Teaming Part A

Skills for Planning

Instruction

Trainee Workbook

Developed by:

Patti C. Campbell, M.D.

Charles Robert Campbell, Ed.D.

Contributors

Kristi Dulek, MS.

Kelly Spellman

Kristen Forbes, MS.

Margaret M. Denny, M.S.
Developed by the

Kansas Project for the Utilization of Full Inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools,

and 2) proiride an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program

2601 Gabriel

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant I HO86U10015). The Information and viewpoints presented herein do not

necessarity reflect the position or policy of the Office of Special Education, and no official 9ndorsement can be

Inferred.
Contents

Transparency

Number Page

#1 Instructional Teaming Part A: Designing Instructional

Objectives 1

#2 Performance assessment 2

#3 Reasons for Using Performance Assessment 3

#4 Six Steps to Designing Performance Assessments 4

#5 Step 1: Rethink the Curriculum

#6 Examples of IEP Goals 6

#7 Step 2: Reorganize IEP Goals. 7

#8 Examples of Whole Performan ces/Products 8

#9 Step 3: Rewrite the Goals 9

#10 Examples of a Rewritten Goal 10

#11 Step 4: Redefine the Components 11

#12 Example of a Redefined Component 12

#13 Step 5: Redetermine the Criterion for Acceptable Performance 13

#14 Rating Scale for Criterion of Acceptable Performance 14

#15 Step 6: Restructure the conditions for Acceptable Performance 15

#16 Examples of Different Goal Structures 16

#17 Real-life performances and products are usually 17

#18 Examples for Real-lffe Performances and Products 18

#19 The IEP as a Performance Assessment 19

#20 Individual Education Program Example 20

#21 Defining Components 22

#22 Writing Performance Objectives 23

#23 The performance 24

#24 Conditions of the performance 25

#25 Criterion for acceptable performance 26

#26 Set a CAP 27

#27 Examples of Performance Objectives 28

#28 Individualized Education Program (Example) 29

#29 How to Analyze a Task 30

#30 Task Analysis: Identify the task 31

#31 Task Analysis: Isolate the Components 32

#32 Define the Components 33

Instructional Tesuning Part A Trainee Workbook
ii

#33

#34

#35

#36

#37

#38

#39 Evaluating a Performance/Product Components Independently 41

#40

#41

#42

#43

#44

111111LIMOMPIMMENIMMINIMMINI

Examples of Component Definitions 34

Determine Benchmarks 35

Example of a Component with Benchmarks 36

Example of Performance Assessment 38

Evaluating the Performance/Product 39

Evaluating a Whole Performance 40

Activity

Number

#1

#2

#3

Structuring the Performance 42

Performance Assessment Checklist 43

Designing Instruction: Descrepancy Analysis 45

Discrepancy Analysis Form 46

Develop a Task Analysis 47

Page

Annual Goals 21

Defining Benchmark 37

Performance Assessment Checklist 44

Optional Activity 48

Pre/Post Test 49

References 50

Instructional Teaming Part A Trainee Workbook

6
itrkp,

Instructional Teaming Part A:

Designing Instructional Objectives

The trainee will . .

identify curriculum content that leads to

instruction in real-life, functional performances

and/or products.

use the IEP process to design a performance

assessment that promotes the inclusion of one

student with diverse learning abilities in the

general education environment.

Instructional Teaming Part A Trainee Workbook
2

c-14

=#2mmHg

Performance assessment . . .

is a vehicle for designing assessment and

instruction.

measures a student's ability to perform a

real-life/functional task.

allows teachers to systematically plan and

deliver real-life, functional instruction.

provides opportunities for students to

perform tasks and produce products in real

world applications.

Instructional Teaming Part A Trainee Workbook

8
innisi #3

Reasons for Using

Performance Assessment

Increaped emphasis on problem solving

Diverse school population

Prepare students for real-life

Restrictive interpretation of

existing curriculum

Instructional Teaming Part A Trainee Workbook

3
le/kimono:*

Six Steps to Designing

Performance Assessments

Rethink

P.eorg nize

Rewrite

Redefine

Redetermine

Restructure

Instructional Teaming Part A 'frainee Workbook

1 0
innilmi #5 1

Step 1: Rethink the Curriculum

What does the student's current curriculum

(IEP goals) look like in terms of real-life,

functional performances and/or products?

Instructional Teaming Part A Trainee Workbook

11
T

r#1:77,4110,1

Examples of IEP Goals

Counts change from $5.00

Better:

Makes a purchase with $5.00

1 2

Instructional Teaming Part A Trainee Workbook
1:< r

mum # 7

Step 2: Reorganize the Curriculum

What does the team want the student to do by the

end of the school year?

1 3

Instructional Teaming Part A Trainee Workbook
Examples of

Whole Performances/Products

David will make pruchases from a grocery store

independently.

NOT: David will learn to make change.

David will make a pizza.

NOT: David will measure dry ingredients.

David will write a letter.

NOT: David will learn the parts of a letter.

1 4

Instructional Teaming Part A Trainee Workbook
11111111111 #9

Step 3: Rewrite the Goals

How can current goals be rewritten to reflect

real-life, functional and/or age-appropriate

performances and/or products?

1 5

Instructional Teaming Part A Trainee Workbook

9
10

#10 IIII111111 Example of a

Rewritten Goal

David will dial his home phone number.

BETTER: David will use the public

telephone to call home for assistance.

EXPLANATION: the ability to dial his home

number is a smaller part of the "BIG picture,"

calling home for assistance.

1 6

Instructional Teaming Part A Trainee Workbook
ninnii #11 .....4110111\01%

Step 4: Redefine theComponents

How can current instructional objectives be

rewritten as components of the "BIG picture"

performances and products identified as IEP

goals?

1- WIl

Instructional Teaming Part A Trainee Workbook

11
12

Example of a Redefined

Component

GOAL:

David will make purchases from a grocery

store independently.

POSSIBLE COMPONENT:

1) locate items

"Given a picture of an item, David will

find the isle that the item is located on 8/10

trials for 3 consecutive days."

1 8

Instructional Teaming Part A Trainee Workbook
Step 5: Redetermine the Criterion

for Acceptable Performance

What are 3-te parameters of a successful

performance or an acceptable product?

19

13

Instructional Teaming Part A Trainee Workbook
14

Rating Scale for Criterion of

Acceptable Performance

Component With Benchmarks

An example of a component with bencnmarks could look like this:

1) ...locates correct isle 8/10 trials for 3 consecutive days

independently.

Independently Verbal Prompt Gestural Prompt

I VP GP

4 3 2

I

I 1 No help - verbal

or physical given

Can only perform

after verbal

prompt

Physical Prompt

PP

1

Must have gesture (hand or

finger in direction of correct isle

20

Must be physically directed by

teacher or designee to complete

task

Instructional Teaming Part A Trainee Workbook
mut #15 44%

Step 6: Restructure the Conditions

for Acceptable Performance

What are the conditions under which a successful

performance or acceptable product typically

occur?

2 1

Instructional Teaming Part A Trainee Workbook

15
16

Examples of

Different Goal Structures

David will make purchases from a grocery

store, independently.

Naturally occuring conditions: with his

mother on a routine shopping day.

Structured conditions: during community

based training (as a baseline).

Simulated conditions: in the "classroom

store."

22

Instructional Teaming Part A Trainee Workbook
11111111111 #17

Real-life performances and

products are usually . . . open ended with multiple solutions,

not simple/rote recall activities;

authentic, not contrived;

relevant;

feasible in terms of time and

safety constraints;

engage the students in interactions

with others; and

span the curriculum and age groups.

Source: From Collins, J. (1992). Using performance assessment to determine mathemati

cal dispositions Aiihnetiamary p. 40-47.

2 3 17

Instructional Teaming Part A Trainee Workbook
18

Example of Real Life

Performances and Products

taking an on road driving test

buidling a house

sewing a dress

cooking a meal

taking a trip

solving a complex problem

making a speech

cooperating in a group

thinking critically

24

Instructional Teaming Part A Trainee Workbook
The IEP as a

Performance Assessment

Present performance =

strengths and gaps in current

performance

Annual goals =

big picture performances and

products

Instructional objectives =

components and/or steps

Evaluation =

rating acceptable performance

Services provided =

team of service providers

25 19

Instructional Teaming Part A Trainee Workbook
Individualized Education Program Date Student Information Student. Committee Name Position Initials School: Grade: Current Placement: Date of Birth: Age: Current Level of Functioning Annual Goal Statements (Performance/Products) Instructional Objectives (Dimensions) (Include Person Responsible & Time) Objective Criteria and Evaluation (Benchmarks) 1.0 Community MrcaglIn David indicates when there is a need to buy groceries. WitantaMi Does not independently locate items that are verbally relayed to him. Sight vocabulary does not include more than 20-25 words. Does not make pure-ises independenify. 1.0 David will make purchases from a grocety 1 storeindependently. . , 26 rdd.ddip 27
Individualized Education Program Student Information Student. Committee Name Position Initials School. Grade. Current Placement: Date of Birth: Age: Current Level of Functioning Annual Goal Statements (Performance/Products) Instructional Objectives (Dimensions) (Include Person Responsible & Time) Objective Criteria and Evaluation (Benchmarks) 28 ,29
22

Defining Components

For the example:

makes purchase from a

grocery store independently.

components could include:

locating the appropriate isles

obtaining items

going to the checkout counter

paying for items

30

Instructional Teaming Part A Trainee Workbook
, mum #22

Writing Performance

Objectives

Performance objectives are measurable and

include:

one observable behavior.

a specific set of antecedent conditions; and

the criterion for acceptable performance.

3 1

23

Instructional Teaming Part A Trainee Workbook
The performance . . . describes what the student will do.

For example:

The student will

say

write

zip

point to

32

Instructional Teaming Part A Trainee Workbook
.......iilitimil #24

Conditions of the performance . . . describe the circumstances surrounding the

performance.

For example:

Given a shoping list . . . Given a dollar and cents total for

items purchased. ..

33

Instructional Teaming Part A Trainee Workbook

25
JIMMINIIIIM111111111111111 4n..2v5 nom

Criterion for acceptable

performance . . .

sets the standard for a minimally acceptable

performance

For example:

8/10 trails independently, 3 consecutive days

80% accuracy within 10 minutes

within one minute after a verbal request

34

Instructional Teaming Part A Trainee Workbook
!loon!, #26

Set a CAP

Criterion for Acceptable Performance

Use the following procedure to set the

CAP:

identify successful performers

observe successful performers

rank the performances

identify the lower half of the

performances

average those performances

Instructional Teaming Part A Trainee Workbook
2t;

Examples of Performance

Objectives

Given a picture list of 5 grocery items, David

will locate each item independently for 5

consecutive trials.

When asked to print his first name, David

will print it with no errors for 10 consecutive

trials.

Given the prompt, "It's time to eat," David

will go to the cafeteria within 2 minutes for 5

consecutive days.

36

Instructional Teaming Part A Trainee Workbook
Individualized Education Program Student Information Student. Committee Name Position Initials School. Mr. Mayes Principal Mm..lones 5th Grade Teacher Mrs. Saylor Special Ed Teacher Mr.Shores Counselor Mrs.Thompson Parent lEP from IMO toMQ614 Grade: Current Placement: Date of Birth: Age: Current Level of Functioning Annual Goal Statements (Performance/Products) Instructional Objectives (Di- mensions) (Include Person Responsible & :1 Objective Criteria and Evaluation (Benchmarks) 1.0 Community ftengtha David indicates when there ls a need to buy groceries. Weeligwaseti Does not independently locate items that are verbally relayed to him. Sightvocabulary does noit include more than 20-25 words. Hedoes not make purchases independently. 1.0 David will make purchasestrom a grocery store independently. _J'ime 1.1 When verbally given an item (David, find the isle the toilet paper is on), David will locate the isle independently (Saylor, Community, 1- 1.2 When given a pidureof Item, David will locate item in grocery store Independently(Saylor, C0111-111Unit30, II W 9 1.3 When all the items on David's list have been obtained Davidwill ndicate it is time to icheckoutindependently,. 1.4 When given tctalcostof purchase(s), David will use Ndollarup"technique to y for grocedes, I 8//10 trials for 3 cons. trainingdays 8/10 trials for 3 cons. days - 5 cons. trials 5 cons.trials 37 BEST COPY AVAILABLE 38
#29 IIIIHMI)MIIIMINIMINIINIMMIIIIMill

.. How to Analyze a Task

Identify the task or performance

Break the task or performance into

logical steps

39

Instructional Teaming Part A Trainee Workbook
to

)

11111111111 #30

Task Analysis: Identify the task

Identify the task or performance/product.

Example:

"makes purchases independently in the

grocery store"

4 0

Instructional Teaming Part A Trainee Workbook

31
Task Analysis: Isolate the

Components

Observe a competent performer.

List the steps or components of the performance.

For example:

8. Pay for purchases

7. Locate appropriate checkout lane

6. Repeat steps 2, 3, and 4 for each item on list

5. Put item in cart

4. Locate/select item

3. Find isle first item is on

2. Look at list

1. Get cart

4 1

Instructional Teaming Part A Trainee Workbook
11111111111 #32

Define the Components

For example:

Locates isle independently.

Operationally defined:

Given a picture of an item, (loaf of bread)

from grocely list, student will push cart

(min otg_Asi_Api erimeter ) to the isle that contains

the item.

Not considered correct if student pushes cart up

and down all isles (i.e., trial and error).

4 2

33

Instructional Teaming Part A Trainee Workbook
34

#33 num

Examples of Component

Definitions

1.1 Locates isle independently.

Student goes to correct isle by pushing cart (outside perimeter)

and locating isle that contains item.

Incorrect if student pushes cart up and down all isles.

1.2 Locate item independently.

Student locates correct item (according to category or brand

name) by rolling cart down correct isle as he scans merchandise

on both sides or isle.

Incorrect if he goes down more than one isle to find

merchandise.

1.3 Indicates time to checkout independently.

Student moves cart to the checkout counter.

Incorrect if any item on list has not placed in cart.

1.4 Pays for groceries independently

Student counts out correct number of dollars plus one based

on price quoted to him by cashier. For example, $5.41 would

require student to count out next higher dollar amount, $6.00,

without assistance.

Any assistance given to student by cashier or teacher/designee

requires rater to score according to level of assistance.

Instructional Teaming Part A Trainee Workbook

4 3
mini #34

Determine Benchmarks

Benchmarks are written descriptions of levels of

performance.

Benchmarks are used to rate student performance

on each component of the Annual Goal.

4 4

35

Instructional Teaming Part A Trainee Workbook
36

Example of a

Component with Benchmarks

For example :

1) ... locates correct isle 8/10 trials for 3 consecutive days

independently.

Independently

4

No help - verbal

or physical given

Verbal Prompt

VP

3

Can only perform

after verbal

prompt

Gestural Prompt

GP

2

Must have gesture (hand or

finger in direction of correct isle

45

Physical Prompt

PP

1

Must be physically directed by

teacher or designee to complete

task

Instructional Teaming Part A Trainee Workbook
Defining Benchmarks

Annual Goal:

(1)

(2)

(3)

(4)

4

37

Instructional Teaming Part A Trainee Workbook
38

Example of Performance Assessment

Annual Goal: Student will make purchases from a

grocery store independently.

(1) Locate isle independently.

VP GP PP

Independent

no help-verbal

or physical

Verbal prompt

verbal directive

given by teacher

(2) Locate item independently. VP

Independent

no help-verbal

or physical

Gesture

movement by

teacher (hand

finger, arm, point)

to indicate action

to be performed

GP

Physical prompt

body manipulations

by teacher to assist

student through

action to be

performed

PP

Verbal prompt

verbal directive

given by teacher

(3) Go to checkout indwndently.

(4)

Gesture

movement by

teacher (hand

finger, arm, point)

to indicate action

to be performed

GP

Physical prompt

body manipulations

by teacher to assist

student through

action to be

performed

PP

Independent

no help-verbal

or physical

Verbal prompt

verbal directive

given by teacher

Gesture Physical prompt

movement by body manipulations

teacher (hand by teacher to assist

finger, arm, point) student through

to indicate action action to be

to be performed performed

Pay at checkout independently. vP GP PP

Independent

no help-verbal

or physical

Verbal prompt

verbal directive

given by teacher

Gesture Physical prompt

movement by body manipulations

teacher (hand by teacher to assist

finger, arm, point) student through

to indicate action action to be

to be performed performed

Instructional Teaming Part A Trainee Workbook

4 7
41%

Evaluating the performance/product

as a whole performance or product?

For example:

reading a book

giving a speech

preparing a dessert

Or is each part of the performance/product

evaluated independently?

For example:

reading one chapter

great delivery of speech

baking the bread

Instructional Teaming Part A Trainee Workbook

4 8
40

#38 mount

Evaluating the Whole

Performance/Product

Each component has a point value assigned to it.

All points are added together for a total score.

For example:

1) locating items

2) choosing items

3) going to checkout counter =

4) paying at checkout counter =

IIMININI

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01111111

11IMMMI

Total Score:

Total =

1 - 4 points

1 - 4 points

1 - 4 points

1 - 4 points

16 possible

points

15-16 points = Superior

13-14 points = Above Average

11-12 points = Average

11 & below = Below Average

Instructional Teaming Part A Trainee Workbook

4 9
1111111110 #391

Evaluating a Performance/Product

Components Independently

Each component has a point value assigned to it.

Points are NOT added together for a total score.

For example:

1) locating items

2) choosing items

3) going to checkout

4) paying at checkout

5 0

OW

must reach CAP

must reach CAP

must reach CAP

must reach CAP

Instructional Teaming Part A Trainee Workbook

41
42

ZI\\10100 #40 81111 1111 Structuring the Performance

Will the performance be natural or contrived?

Will assessment be announced or unannounced?

How many times will the performance occur?

Is this performance/product representative?

Is this generalizable behavior?

How long will it take?

Who will assess/teach?

51

Instructional Teaming Part A Trainee Workbook
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Performance Assessment Checklist

1) Is exercise natural or structured?

(Indicate by N or S)

2) Is exercise one that will be announced or unannounced?

(Indicate by A or Un)

3) How many times will exercise occur?

(ex. 1/wk = 1 time a week;

d = daily)

4) Is performance/product representative

of the purpose of the assessment?

(Indicate by Y [yes] or N [no])

5) Is behavior generalizable?

(Indicate by Y [yes] or N [no])

6) How long will assessment take?

Indicate amount of time (ex., 20 min,.)

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Instructional Teaming Part A Trainee Workbook
Designing Instruction:

Discrepancy Analysis

Observe the student while he/she performs the

skill unaided.

Indicate any steps the student cannot perform

to criterion.

Design instruction for unmastered components.

5 4

Instructional Teaming Part A Trainee Workbook
46

Discrepancy Analysis Form

Performance/Product (Annual Goal): David will make purchases

in the grocery store independently.

Components

1) Locates isle independently

7 I V G p

\J J I I

I no help verbal gestural physical

prompt prompt assistance

2) Locates item(s) independently

O 1 1

1 V G P

C

no help verbal gestural physical

prompt prompt assistance

3) TGoes to checkout independently

V G p

no help verbal gestural physical

prompt prompt assistance

4) Pays for item(s)

I V G

I

I [ 1)

no help verbal gestural physical

prompt prompt assistance

Discrepancy analysis:

Student was not able to independently pay for purchase. The

teacher's observation stated that David was not able to "read" the

dollar and cent amount ($5.28).

Instructional Teaming Part A Trainee Workbook

55
union! #441 It%

Develop a Task Analysis

10. Put wallet away.

9. Put change in wallet.

8. Take change from cashier.

7. Add one dollar (if there are numbers after the

decimal).

6. Count out number of "dollars" that match that

amount.

5. Look at the first number (dollar amount).

4. Look on register for total amount.

3. Put money in hand.

2. Open to dollar section.

1. 7..z..ke out wallet.

Instructional Teaming Part A Trainee Workbook

47
48

Optional Activity

(1) Using the performance assessment your team

designed, observe your target student's

performance of this task or product.

(2) Document any discrepancies that occur.

(discrepancy analysis).

(3) Task analyze the components that the student

cannot perform to criterion.

(4) Bring the task analysis to the next workshop

session.

57

Instructional Teguning Part A Trainee Workbook
1. T F

2. T F

3. T F

4. T F

5. T F

6. T F

7. T F

8. T F

9. T F

10. T F

Pre/Post Test

Performance assessment allows teachers to create group testing

techniques that are relevant to students with diverse learning

abilities.

When reforming assessment, it is first necessary to "rethink" the

curriculum in terms of real-life, functional performances or

products.

Functional skills are defined as those that "someone else would

have to do for the student if the student did not learn to do it

himself".

The components of an performance assessment are also the

short-term objectives necessary to attain a larger goal.

When setting a criterion for acceptable performance, it is important to test students who have little experience doing the task or

performance.

Benchmarks indicate to the teacher the point where instruction

shoull begin.

Mopping a floor is a performance that must be analyzed as a

whole.

A task analysis should contain as few steps as possible so as not

to cause confusion for the student.

A complete performance objective includes the condition under

which the behavior is ti occur and the criterion used to judge

whether or not there has been successful performance.

When completing a discrepancy analysis, the steps the student

can perform to criteria are indicated.

Instructional Teaming Part A Trainee Workbook

58

49
50

References

Collins, J. (1992). Using performance assessment to determine mathematical

dispositions. Arithmetic Teacher, p. 40-47.

Strickland, B.B., Turnbull, A.P. (1990). Individualized Education Program (3rd ed). Ohio: Merrill.

59

Instructional Teaming Part A Trainee Workbook
Trainee Notes ***%
Module

Instructional

Teaming

Part A

3

Building

Inclusive

Schools

Innovative Practices

that Support Students with

Diverse Learning Abilities

in Neighborhood Schools

61
Developed by the

Kansas Project for the Utilization of Full Inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools, and 2) provide an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program

2601 Gabriel

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant #1-1086U1C015). The information and viewpoints presented herein do not

necessarily reflect the position or policy of the Office of Special Education, and no official endorsement can be

inferred.

6 2
Module

Instructional Teaming Part A

Shills for Planning

Instruction

Trainer Guidelines

Developed by:

Patti C. Campbell, Ed.D.

Charles Robert Campbell, Ed.D.

Contributors

Kristi Dulek, M.S.

Kelly Spellman

Kristen Forbes, M.S.

Margaret M. Denny, M.S.
Contents

Section Page

1.0 Overview 1

2.0 Restructuring Assessment 2

3.0 Designing Performance Assessment 4

64
Trainer Guidelines Trainee Workbook

***"\. IMININII111*111111111.\011141

1.0 Overview

1.1 Objectives

Instructional Teaming Part A:

rT#1- Designing Instructional Objectives

.1" I Page 1 - Trainee Workbook

CI The trainee will...

identify curriculum content that

leads to instruction in real-life functional petformances and/or products.

use the IEP procPss to design a performance assessment that promotes

the inclusion of one student with

diverse learning abilities in the general education environment.

1.2 pretest

Optional - see PreRosttest Section

T#1

Instructional Teaming Part A:

Designing Instructional Objectives,

The trainee will. . identify curriculum content that leads to

instruction in real -life, functional

performances and/or products.

use the IEP process to design a perfor- mance assessment that promotes the

inclusion of one student with diverse

learning abilities in the general education

environment.

65

Instructional Teaming Part A Trainer Guidelines

1
2

Trainee Workbook Trainer Guidelines

T#2

Performance assessment ...

1111

is a vehicle for designing

assessment and instruction.

measures a student's ability to

perform a real-life/functional

task.

allows teachers to systematically plan and deliver real-life, functional instruction.

provides opportunities for students to perform tasks and

produce products in real world

applications.

2.0 Restructuring Assessment

2.1 Performance Assessment

T#2 Performance Assessment

Page 2 - Trainee Workbook

CI Performance assessment is a vehicle

for designing assessment and

instruction.

Performance assessment measures a

student's ability to perform a real

life/functional task.

ID Performance assessment allows

teachers to systematically plan and

deliver real-life, functional

instruction.

10 Performance assessment provides

opportunitiesfor students to peiform

tasks and produce products in real

world applications.

LJ Many successful inclusive schools

use a performance assessement

format for planning appropriate

instruction for students with diverse

learning needs.

0 Using a performance assessment

format as the basis for planning

instruction results in effective,

appropriate instruction for students

with diverse learning needs.

Instructional Teaming Part A Trainer Guidelines

6 6
Trainer Guidelines

=MERMEN,

Trainee Workbook

rr#3 Reasons for Using Performance

Assessment

1 Page 3 - Trainee Workbook

The following are some reasons

successful inclusive schools use

peformance assessment to design

approprite curriculum and

instuction.

Increasing emphasis on student

outcomes stressing problem solving

skills and cooperation with others

underscores the need to restructure

the contents of the traditional

curriculum.

C3 In inclusive school's the student

population is often more diverse;

including students of many cultures,

ethnic origins, religions, and diverse

learning needs.

Schools today offer challenges and

opportunities to students and

teachers alike.

ID ?students are to be prepared to live,

work, and play in a diverse and

dynamic society upon exiting school, then educators must design curricula

that assures that students will be

prepared.

Li Restrictive interpretation of existing

curriculum.

Increasingly, educators are realizing

that rigid interpretation of existing

curriculum is often too restrictive to

include students with diverse learning needs.

T#3

Reasons for Using

Performance Assessment

Increased emphasis on problem

solving

Diverse school population

Prepare students for real-life

Restrictive interpretation of existing

curriculum

67

Instructional Teaming Part A Trainer Guidelines

3
Trainee Workbook

411

1#\MOIVII\2(ist

4

Trainer Guidelines

T#4

Six Steps to Designing

Performance Assessments

Rethink

Reorganize

Rewrite

Redefine

Redetermine

Restructure

I 3.0 Designing Performance Assessment

3.1 Designing Performance Assessments

Six Steps to Designing Performance

Assessments

Page 4 - Trainee Workbook

Providing students with diverse

learning needs with appropriate

real-life skills begins with planning appropriate real-life assessement and instruction.

CI The following six steps describe a

process for designing one such

assessment process.

Rethink the student's current curriculum (IEP goals and objectives)

Reorganize IEP goals into real-life,

functional performances and/or

products.

Rewrite (or possibly discard) all

goals that do not lead to functional

and/or age appropriate performances

and/or products.

Redefine the components (short

term objectives) of each real-life

performance or product.

Redetermine the criterion for acceptable petformance (CAP) of the

successful performance (or acceptable

product).

Restructure conditions that typically evoke the performance.

Instructional Teaming Part A Trainer Guidelines

68
Trainer Guidelines

3.2 Rethinking the Curriculum

Step 1: Rethink the Curriculum

Page 5 - Trainee Workbook

ID First, rethink the student's current curriculum in terms of real-life,

functional performances and/or

products.

What does the student's current

curriculum (IEP goals) look like in

terms of real-life, functional, and/or

age appropriate performances and/

or products.

C:I Are IEP goals written as isolated

and disjointed skills or behaviors that

are not a component or part of a real

life function or skill?

Li Are goals written as whole products

or complete performances?

Examples of IEP Goals

Page 6 - Trainee Workbook

C:3 For example: "Counts change from

$5.00 purchase," is an isolated skill.

Competent adults in our society,

typically, do not simply count change

unless it is a part of a larger skill or

function.

C3 For example: "Makes a purchase

with $5.00" is a "whole"

performance. Counting change may

be a part of the total performance.

Competent adults in our society,

typically, make $5.00 purchases.

Trainee Workbook

T#5

Step 1: Rethink the Curriculum

What does the student's current

curriculum (IEP goals) look like

in terms of real-life, functional

performances and/or products?

T#6 ' Examples of IEP Goals

Counts Change from $5.00

Better:

Makes a purchase with $5.00

68

Instr actional Teaming Part A Trainer Guidelines

5
Trainee Workbook

*'#\-**

T#7

Step 2: Reorganize IEP Goals

What does the team want the student

to do by the end of the school year?

T#8

Examples of

Whole Performances/Products

David will make purchases from

a grocery store indepently.

NOT: Davit., will learn to make

change.

David will make a pizza.

NOT: David will measure dry

ingredients.

David will write a letter.

NOT: David will learn the parts

of a letter.

Trainer Guidelines

la In order to develop performance

assessments, goals need to be written

in terms of whole performances and

complete products.

3.3 Reorganizing IEP Goals

Step 2: Reorganize IEP Goals

Page 7 - Trainee Workbook

ID Second, organize the student's

current curricular goals into reallife, functional and/or age appropri

ate performances and/or products.

What does the team want the student

to do by the end of the school year in

terms of whole performances and

whole products?

rr#8 Performances/Products Examples of Whole

Page 8 - Trainee Workbook

0 For example: David will make

purchases from a grocery store

independently.

NOT: David will learn to make

change.

For example: David will make a

pizza.

NOT: David will measure dry

ingredients.

For example: David will write a

letter.

NOT: David will learn the parts

of a letter.

0 Typically, complete performance

and and whole products can be

thought of as " 13IG picture" goals

not little step" objectives.

T#7

1

Instructional Teaming Part A Trainer Guidelines

70
Trainer Guidelines Trainee Workbook

3.4 Rewriting the Goals

Step 3: Rewrite the Goals

Page 9 - Trainee Workbook

CI Third, rewrite and possibly discard

all goals that do not reflect real-life,

functional, and/or age-appropriate

performances and/or products.

la How can current goals be rewritten

to reflect real-life, functional and/or

age-appropriate performances and/

or products?

Example of a Rewritten Goal

Page 10 - Trainee Workbook

Ci Are goals actually instructional

objectives that lead to aquistation

of the larger performance or product?

For example: "David will dial his

home phone number."

Could they be rewritten to reflect

the "BIG pricture?"

For example: "David will use the

public telephone to call home for

assistance."

C:1 Explanation: David's ability to dial

his home phone number is a smaller

part of the "BIG picture."

Why David needs to know how to

dial his home phone number.

T#9'

Step 3: Rewrite the Goals

How can current goals be rewritten

to reflect real-life, functional and/or

age-appropriate performances

and/or products?

T#10

Example of a

Rewritten Goal

David will dial his home phone

number.

BF. i tit: David will _use the public

-telephone to call home for assistance. -. EXPLANATION: the ability to dial

his home number is a smaller part of

the "BIG picture"calling home for

assistance.

71

Instructional Teaming Part A Trainer Guidelines
Trainee Workbook Trainer Guidelines

T#11'

Step 4: Redefine the Components

How can instructional ob!ectives be

rewritten as components ot the "BIG

picture" performances and products ,11.1111 identified as IEP goals?

1:3 The smaller step then could be

included as an instructional

objective.

3.5 Redefining the Components

#11

\

T#12

Example of a Redefined

Component

GOAL:

David will make purchases from a

srocery store independently.

POSSIBLE COMPONENT:

1) locate items

"Given a picture of an item, David

will find the isle that the item is

located on 8110 trials for 3

consecutive days."

Step 4: Redefine the Components

Page 11 - Trainee Workbook

Fourth, redefine the components

(or instructional objective) of each

real-life functional performance and/

or product.

CI How can the instructional objective

be rewritten as components rf the

"BIG picture" performance or product identified as IEP goals?

Will acquistion of these components

lead to a typical performance or

product?

Are components written in a

performance format clearly describing the behavior to be performed,

conditions under which behavior will

occur, and criteria for successful

completion?

Example of a Redefined

Page 12 - Trainee Workbook

0 GOAL: David will make purchases

from a grocery store independently.

POSSIBLE COMPONENT:

1) locate items

Instructional Teaming Part A Trainer Guidelines

7 2
Trainer Guidelines Trainee Workbook

"Given a picture of an item, David

will find the isle that the item is

located on 8/10 trials for 3 consecutive days."

3.6 Redetermining the Criterion for

Acceptable Performance

Step 5: Redetermine the

Criterion for Acceptable

rT#13 Performance

Page 13 - Trainee Workbook

0 Fifth, define the criterion for acceptable performance (or acceptable

product).

Typically, a rating scale is used to

describe a range of possible performances or products.

CI Each point (sometimes referred to as

a benchmark) on the rating scale

provides a clear description of the

student's performance for each

component.

Rating Scale for Criterion of

Acceptable Performance

Page 14 - Trainee Workbook

For example: On the "locating isle"

component ofthe "groceny shopping"

goal for David, the anticipated performances range from an independent performance to one requiring

physical assistance.

The rating scale provides a clear

description of student performance

on each of the essential components

Step 5: Redetermine the Criterion

for Acceptable Performance

What are the parameters of a

successful performance or an

acceptable product?

Rating Scale for Criterion of

Acceptable Performance

Component With Benchmarks

;An example of component with benchmarics could look like thim

il) locates conect isle MO trials for 3 consecutive days

independently.

Iadritendendy Verbal Prompt Gestural Prostpt ?Apical Prompt 1 VP GP PP

4 3 2 1 hie help - verbal Can only perform Meet have set. Moot be Styria, physkal stem after ...Aral tare Oland or cally directed by mart fins(' In dbec- leather or &els- Wet el owed ble see to complete

task

Instructional Teaming Part A Trainer Guidelines

73
Trainee Workbook

'4\

10

Trainer Guidelines

la The team decides at what level the

T#15 student meets criterion.

Step 6: Restructure the Conditions

for Acceptable Performance

What are the conditions under

which a succesf,ful performance or

acceptable roduct typically occur?

Examples of

Different Goal Structures

David's goal requires " independent"

peiformance, so David would have

to score "4" to meet criterion on this

component.

3.7 Restructuring the Conditions for Acceptable Performance

Step 6: Restructure the Conditions T#15 for Acceptable Performance Page 15 - Trainee Workbook

O Sixth, restructure the conditions for

an acceptable performance or

product.

What are the conditions under which

a successful performance or acceptable product typically occur?

r0 Decisions concerning where, when,

how, and how many times the

performance will be assessed is the

T#16 final step in assessing the student 's

performance.

O This can be a important step,

especially for students with diverse

learning abilities, because successful

perfbrmance under one set of

conditions does not necessaily

generalize to other conditions.

ri,.16 Examples of Different Goal Structures

Page 16 - Trainee Workbook

O For example: Possible conditions

of performance for David's "grocery shopping" goal include:

naturally occuring conditions,

structured conditions, and

simulated conditions.

David will make purchases from a

grocery store, independently.

Naturally occuring conditions: with

his mother on a routine shopping

day

Structured Conditions: during

comunity-based training

(as a baseline)

Stimulated Conditions: in the

"classroom store"

4=1.111,

Instructional Teaming Part A Trainer Guidelines

7 4
Trainer Guidelines

The goal, as stated, does not provide

specific conditions.

3.8 Identifying Performances and

Products

Real-life performances and

products are usually...

Page 17 - Trainee Workbook

Real-life performances and products are usually. . . open ended and have multiple

solutions;

are not typically not arrived at

by simple or rote recall activities;

authentic (real), not contrived

(made-up);

relevant, engaging, and/or thought

provoking;

feasible in terms of time and

safety constraints;

are active and engage students

in interactions with others;

and finally,

cut across the curricular domains

and age groups.

Examples of Real-life Performances

T#18 and Products

Page 18 - Trainee Workbook

There are many examples of real-life,

fiinctional and or age-appropriate

pelformances and products that compentent adults typically do.

Trainee Workbook

I I I I I I I I P5*. INOlq

T#17

Real-life performances and products are usually...

open ended with multiple solutions;

not simple/rote recall activities;

authentic, not contrived;

relevant;

feasible in terms of time and

safety constraints;

engage the students in interactions

with others; and

span the curriculum and age groups.

Source: From Collins, J. (1992). Using performance assessment to

determine mathematical dispositions. Adihmsdlaiggagz, p. 40-47. ; \

T#18

Examples of Real-life

Performances and Products

taking an on road driving test

building a house

sewing a dress

'cooking a meal

taking a trip

solving a complex problem

making a speech

cooperating in a group

thinking critically

Instructional Teaming Part A Trainer Guidelines

7 5

11
12

Trainee Workbook Trainer Guidelines

T#19

The IEP as a

Performance Assessment

rresent Performance =

strengths and gaps in current

performance

Annual Goals =

big picture performances and

products

Instructional Objectives =

components and/or steps

Evaluation =

rating acceptable performance

Services Provided =

team of service provide's

0 The following are some examples

of that may be appropriate for students' with diverse leaning needs:

taking an on road driving test

building a house

sewing a dress

cooking a meal

faking a trip

solving a complex problem

making a speech

cooperating in a group, and

thinking critically

3.9 The IEP and Performance

Assessment

The IEP as a Performance

T#19 Assessement

Page 19 - Trainee Workbook

While it may seem that performance

assessement is somthing new on the

educational horizon, special educators have been using them for a long

time.

The IEP (individualized educational

program) can be an excellent emmple

of a performance/product assessment

tool.

10 The IEP can be used as a management document that broadly addresses the curriculm of a student with

diverse learning needs.

It can also be a valuable instructional ' ool used on a day to day basis

(Stricicland & Turnbull, 1990).

Instructional Teaming Part A Trainer Guidelines

7 6
Trainer Guidelines Trainee Workbook

The following sections of this

module outline a process for writing and using the IEP as a perfomance assessment.

Present Performance =

strengths and gaps in current

performance

Annual Goals =

big picture performances and

products

Instructional Objectives =

components and/or steps

Evaluation =

rating acceptable performance

Services Provided =

team of service providers (in

real-life and naturally occuring

settings)

3.10 Writing the IEP as a Performance

Assessment

Individualized Education &Nat Program Example

1 Page 20 - Trainee Workbook

CI In the example provided,

David's annual goal reflects a

real-life functional performance,

"David will make a purchase from

the grocery store independently."

This goal reflects the performance based strengths and weaknesses listed as Present Level of

Performance.

T#20'

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k

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I I h

1

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2. 0

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il Mild

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t hai Midi!

Instructional Teaming Part A Trainer Guidelines

77
14

Trainee Workbook Trainer Guidelines

A#1'

Hi

i

g.

1

3

1

1

I

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in

h.

111,

1 14

1

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I I

Ifiq

T#21

Defining Components

For the example: makta purchase from a

grocery store independently,

components could include:

locating the appropriate isles

obtaining items

going to the checkout counter

paying for items

if Annual Goals

4.4 Page 21 - Trainee Workbook

Review the current IEP of a

student with diverse learning abilities team's target student.

Compare the annual goals set

for the student with the criteria

for performance/product listed on

T#17.

9 Identify a Performance/Product

based (functional) real-life task (an

annual goal) for a student with

diverse learning abilities.

Write areal lilfe performance/product

(annual goal) on the IEP form

pmrided.

Iniude the student's strengths and

weakness (present level of performance) that led to choosing the goal.

Discuss this activity as a large group

activity.

Tr#21 Defining Components 1...1. I Page 22 - Trainee Workbook

Once the annual goal (performance/

product) is determined, the next step

is to define components or steps

necessary to achieve the performance

or product.

0 The components are the parts of a

performance and/or product that are

to be assessed.

Instructional Teaming Part A Trainer Guidelines

7 8
Trainer Guidelines Trainee Workbook

Those that are not added to the

Present Level of Performance as

strengths are scheduled for instruction (instructional objectives).

For example, for the performance

make purchases from a grocery store

independently, the components

could include:

locating appropriate isles

obtaining items

going to the checkout counter

paying for items

These instructional objectives (components) are measurable and serve

as milestones toward attaining the

annual performance goal.

After the student's performance is

assessed, components that the

student could do are listed as strengths and the remaining ones as

weaknesses.

O Instructional objectives are written

for all components identified as

weaknesses.

IG#22 Writing Performance Objectives

Page 23 - Trainee Workbook

ki*j."1/4.

Writing Performance

Objectives

Performances objectives are

measurable and include:

one observable behavior;

a specific set of antecedent

conditions; and

the criterion of acceptable

performance.

T#22

O Instructional objectives are stated

in observable and meaurable terms.

15 4111

Instructional Teaming Part A Trainer Guidelines

7 9
16

Trainee Workbook Trainer Guidelines

T#23

The performance ... describes what the student will do.

For example:

The student will

say

write

zip

point to

Ci Performances objectives are measurable and include:

one observable behavior,

a specific set of antecedent

conditions and

the criterion for acceptable

performance.

The performance ... Page 24 - Trainee Workbook

CI Instructional objectives include:

One behavior to be changed/

acquired as the result of instruction.

Behaviors must be observable,

measurable, and repeatable.

_ T#24' The behavior describes what the

student will do.

Conditions of the performance...

describe the circumstances

surrounding the performance.

For example:

Given a shopping list...

Given a dollar and cents total

for items to purchase...

11111111111

For example: The student will say,

write, zip, point to.

Conditions of the performance.

Page 25 - Trainee Workbook

0 Describe the circumstances

surrounding the performance.

For example: Given a list of grocery

items. . . Given a dollar and cents total for

items to purchase...

Instructional Teaming Part A Trainer Guidelines

8 0
Trainer Guidelines Trainee Workbook

_A*11111

Criterion for acceptable

rr#2 .45 performance

I Page 26 - Trainee Workbook

Ci The criterion used to judge a successful performance.

For exampL: 8/10 trial independently, 3 consecutive days,

80% accuracy within 10

minutes.

Set a CAP

Page 27 - Trainee Workbook

CI The following process is useful for

determining the criterion for acceptable performance (CAP):

CI Identify successful performers

Select a group of students who

know or can successfully perform

the task or performance.

ID Observer successful performers

Have this group of students perform the task.

Rank the peiformances

Rank their performance from highest to lowest.

0 Identify the the lower half of

the performances.

T#25

Criterion for acceptable

performance...

sets the standard for a minimally

acceptable performance.

For example:

8/10 trails independently, 3

consecutive days

80% accuracy within 10 minutes

within one minute after a verbal

request

T#2:y

Set a CAP

Criterion for Acceptable Performance

Use the following procedure to set

the CAP:

identify sucessful performers

observe successful performers

rank the performances

identify the lower half of the performances

average those performances

Instructional Teaming Part A Trainer Guidelines

Sj

17
Trainee Workbook

18

Trainer Guidelines

T#27

Examples of Performance

Objectives

Given a picture list of 5 grocery

items, David will locate each item

independently for 5 consecutive trials.

When asked to print his first name,

David will print it with no errors

for 10 consecutive trials.

Given the prompt, "It's time to eat",

David will go to the cafeteria within 2

minutes for 5 consecutive days.

T#28.

2

.0

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CI Average those performances

Average the scores of the lower half

of the performances.

CI This average performance is considered the "minimum criterion

ofacceptable performance.

i his performance is the standard

used to compare other perfbrmances.

Tr#27.4 Examples of Performance Objectives

l'ilin Page 28 - Trainee Workbook

CI Some examples of instructional

objectives include:

Given a picture list of 5 grocery

items, David will locate each item

independently for 5 consecutive

trails.

When asked to print his first name,

David will print it with no errors for

10 consecutive trials.

Given prompt, "It's time to eat",

David will go to the cafeteria within

2 minutes for 5 consecutive days.

ir Individualized Education Program

r#28 (Example)

Page 29 - Trainee Workbook 110111 This is an example of an IEP written

with performance/product (annual

goal) and instructional objectives

that contain the expected behavior,

conditions under which the 11, VII

Instructional 'reaming Part A Trainr Guidelines

82 BEST COPY AVAILABLE
Trainer Guidelines

behavior will be performed, and the

criterionfor acceptable performance.

Ci To successfully "make purchases

from a grocery store independently,"

the following behaviors must occur:

1.1 Given a picture of an item

(David find the isle the toilet

paper is on), independently

8/10 trials for 3 consecutive.

training days.

1.2 Given a picture of an item,

David will locate the item

on the shelf (freezer compartment) for 8/10 trials for

3 consecutive days.

1.3 When all items on David's

list have been obtained,

David will move to the

checkoutcounter independently for 5 consecutive

trials.

1.4 Given total cost of purchase(s), David will use a

"dollar up" technique to

pay for groceries independently for 5 consecutive trials.

These instructional objectives

(components) are the foundation for

designing instruction.

Ci Each of these objectives can be further

analyzed for essential parts through

the task analysis process.

r1129 How to Analyze a Task

I Page 30 - Trainee Workbook

Trainee Workbook

*_A_*'\.011119k 1.-41

T#29''

How to Analyze a Task

Identify the task or performance

Break the task or perfonnance

into logical steps

19

....

Instructional Teaming Part A Trainer Guidelines

83
20

Trainee Workbook

w\-.4,4tstT#30

Task Analysis: Identify the task

Identify the task or performance/

product.

Example:

"makes purchases independently

in the grocery store"

Trainer Guidelines

0 Task analysis is a process that

breaks a task into sequential

essential components.

These subtasks are isolated, described, and sequenced to enable

a student to perform the desired

task.

'g#30 Task Analysis: Identify the Task

1 Page 31 - Trainee Workbook

The first step in analyzing a task

analysis is to identifiy the task or

performance/product.

For example: David "makes

purchases independently in

the grocery store."

Task Analysis: Isolate the

rr#31 Components T#31

;Ems 1 Page 32 - Trainee Workbook

Task Analysis: Isolate the

Components

Observe a competent performer

List the steps or components of

the performance

Example:

8. Pay for purchases

7. Locate appropriate checkout lane

6. Repeat steps 2, 3, and 4 for each

item on list

5. Put item in cart

4. Locate/select item

3. Find isle first item is on

2. Look at list

1. Get cart

Li Next, break the performance/

product into steps or components.

Observe a student or group of

students who are considered

competent performers of the task.

Competence can be determined

by teacher nomination or a spe--

ified criterion level.

For example: (Steps or components

are listed in a reverse hierarchy):

Instructional Teaming Part A Trainer Guidelines

84
Trainer Guidelines Trainee Workbook

**0111klial\s, 04,

8. Pay for purchases

7. Locate appropriate checkout

lane

6. Repeat steps 2,3, and 4 for each

item on list

5. Put item in cart

4. Locate/select item

3. Find isle first item is on

2. Look at list

1. Get cart

GI A task analysis should consist of at

least 8 steps and have no more than

20 steps. (Browder, 1991).

Begin all steps with an action verb.

Steps are then useful as verbal

prompts (Take out your wallet).

CI Write the task sequence exactly as it

is to be performed by the student.

Steps involving partial participation

can be written in capital letters.

Partial participation means that the

student will perform some part of

the step rather than the entire step.

Steps that need additional clarification can be placed in parentheses

and are not given as part of the

prompt; (Pick up the item with two

hands).

85

Instructional Teaming Part A Trainer Guidelines
22

Trainee Workbook Trainer Guidelines

T# 32

Define the Components

Example:

Locates isle independently.

Operationally defined:

Given a picture of an item, (loaf of bread)

from grocery list, student will push cart

(using outside perimeter) to the isle

containing the item.

Not considered correct if student pushes

cart up and down all isles (i.e., trial and

error).

0 Identify the components (instructional term objectives) for the

annual goal identified in

Activity#1.

Be sure to include a behavior, condition and CAP. Write

these as components (instructional objectives) on the IEP from

(Workbook page 21.)

3.11 Defining Components and

Benchmarks

;7432 Define the Components

1 Page 33 -Trainee Workbook

CI The next step after determining

the components is to define each

component in terms acceptable

performance.

For example: David locates the

correct isle independently.

0 A possible operational definition

could be: Given a picture of an

iteam, (loaf of bread) from grocery list, student will push the

cart (using outside perimeter)

to the isle that contains item.

Performance is not considered

correct if student pushes cart up

and down all isles (trial and

error).

0 Each component is operationally

defined so that ratings will be reliable from one observer to the next.

Instructional Teaming Part A Trainer Guidelines
Trainer Guidelines Trainee Workbook

T#33'.

Examples of Component

Defaitions

Locates isle independently.

Student goes to correct isle by pushing cart (outside perimeter)

and locating isle that contains item .

Incorrect if student pushes cart up and down all isles .

Locate item independently.

Student locates correct item (according to category or brand

name) by rolling cart down correct isle as he scans

merchandise on both sides or isle.

Incorrect if he goes down more than one isle to find

merchandise. 1.3 Indicates time to checkout independently.

Student moves cart to the checkout counter.

Incorrect if any item on list has not placed in cart. 1.4 Pays for groceries independently

Student counts out correct number of dollars plus one based

on price quoted to him by cashier. For example, $1.41 would

require student to count out next higher dollar amount - $6.00,

without assistance.

Any assistance given to student by cashier or teacher/designee

would require rater to score according to level of assistance.

T#33 Examples of ComponentDefinitions

Pages 34 - Trainee Workbook

la A definition of each component

for the example is provided.

CI It is useful to also provide at least

one negative exaple of each behavior.

1.1 Locate isle independently. Student goes to correct isle by pushing cart

(outside perimeter and

locating isle containing

iten.

Incorrect if student pushes

cart up and down all isles.

1.2 Locate item independently.

Student locates correct

item (according to category

or brand name) by rolling

cart down correct isle as

he scans merchandise on

both sides or isle.

Incorrect if he goes down

more than one isle to find

merchandise.

1.3 Indicates time to checkout

independently. Student

moves cart to the checkout

counter.

Incorrect if any item on

87 list has not placed in cart.

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24

Trainee Workbook Trainer Guidelines

T#34

Deter Agine Benchmarks

Benchmarks are written

descriptions of levels of

performance.

Benchmarks are used to rate

student performance on each

component of the Annual

Goal.

T#35

Example of a Component with Benchmarks

An example of a component with berdunarka could look like dila

1) locates contact Wit MO trials for 3 commode* days

Independently.

loimemlently Verbal Prompt Gootutol r000:ot lityskal Tr000pt

I V? C? IT

4 3 I 1

I

I I I N. help vain' Coo only perform Mott Itavo pt. WAN to 07.1- or phyolool sloes OMR. vabol two Mond et tally &oda loy

MeV flow la dims Moder or doolg.

Use el toms Isl. ow to coomplthr Wit

1.4 Pays for groceries independenly. Student counts out

correct number of dollars

plus one based on price quoted to him by cashier. For

example, $5.41 would

require student to count

out next higher dollar

amount - $6.00, without

assistance.

Any assistance given to student by

cashier or teacher/designee would

require rater to score according to

level of assistance.

Determine the Benchmarks

Page 35 - Trainee Workbook

The next step is to determine benchmarks of the peiformanceproduct.

Benchmarks are written descriptions

of levels of peiform ance.

U Benchmarks are used to rate student

performance on each -omponent of

the Annual Goal.

Possible benchmarks for this component are: independently (I), verbal prompt (VP), gestural prompt

(GP), and physical prompt (PP).

Example of a Component with

T#35 Benchmarks

Page 36 - Trainee Workbook

An example of a component with

benchmarks follows: locates correct

isle 8/10 trials for 3 consecutive jays

independently.

Instructional Teaming Part A Trainer Guidelines
Trainer Guidelines Trainee Workbook

U Possible benchmarks for this component are independently (I), verbal prompt (VP), gestural prompt

(GP), and physical prompt (PP).

Independently is defined as no

assistance, either verbal or physical, given.

Verbal prompt means the student

is told what or how to do something ("the bread is at the front of

the store").

Gestural prompt means the student is given gesture (hand or finger

pointed in the direction of correct

isle).

Physical prompt means the student

is given physical assistance to complete task (the teacher pushes the

cart (with student) to the appropriate isle).

Defining Benchmarks

Page 37 - Trainee Workbook

For each of the instructional objectives listed on the IEP, Activity #2

determine appropriate benchmarks.

Use the form provided.

U The example four benchmarks are

used for each component, however,

two or more can be appropriate

depending on the component.

Benchmarks can be different for

each component.

A#2 , Defining Benchmarks

Annual Goal:

(1)

(2)

(3)

14)

Instructional Teaming Part A Trainer Guidelines

89

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26

Trainee Workbook Trainer Guidelines

Example of Performance

Assessment

T#36 Example of Performance

rr#36 Assessment

1 Page 38 - Trainee Workbook

!Annual Goal: Student will make purchases from a

:grocery store independently.

(1)

.42)

(3)

44)

Locate isle Independently.

Locate Item independently. VP 111, loosFrars 101400....es 011

or =4=

Go to checkout Independently. VP M.. ay momme

Pr Gamow .1mor-+' =I=

Pay at checkout independently

loo Wyo.* 041

VP

1411wIles glwabriatlaw

rr

M... ft MI bat. mft. MrImpftemft

yasupolabm W rohl-aola

skameasme. ftioft.

90

CI This example of a performance

assessment includes an Annual

Goal statement (performance/

product), Instructional Objectives (components with benchmarks) and Evaluation (definitions of benchmarks).

0 Annual Goal (performance): "Student will make pu..thases from

a grocery store independently."

CI Instructional Objectives (components):

1) locate the correct isle(s),

2) locate the item's) on the shelf/

counter/frozen food case,

3) go to checkout counter,

4) pay for items,

CI Criterion (benchmarks): independently (on all components) for 3

consecutive days.

C3 The criterion reflects the level

necessary for acceptable performance, all possible levels of performance or benchmarks are listed

along a continuum and are fcund

on a rating scale or data collection sheet.

Instructional Teaming Part A Trainer Guidelines
Trainer Guidelines

Typically, the continuum of

benchmarks is found on a rating scale or data sheet and

only the criterion for acceptable

performance is recorded on the

IEP.

3.12 Analyzing the performance/

product

fa Once benchmarks are defined, the

next step is evaluating the performance/product.

Evaluating the Performance/

IT#37 Prc duct

Page 39 - Trainee Workbook

CI Is the performance/product one

that is to be evaluated as a

whole performance or product?

If so, then less than satisfactony

performance on one part could be

compensated for by successful performances on the other parts.

Trainee Workbook

11111141111111\0014111 *4'1\0%

For example: One could get the

general idea of a book if some chapters were more carefully read

than others;

a great delivery could compensate

for a less than interesting topic;

and preparing a great dessert could

compensate for burning the bread.

Evaluating the

performance/product

T#37

as a whole performance or product?

Example:

reading a book

giving a speech preparing a dessert

Or is each part of the performance

/product evaluated independently?

Example:

reading one chaeter great delivery of speech baking the bread

Instructional Teaming Part A Trainer Guidelines

27
Trainee Workbook Trainer Guidelines

T#38

Ev3luating a Whole

Performance/Product

Each dimension of a performance has a point

value assigned to it. All points are added

together for a total score.

For example:

1) locating items

2) choosing items

3) going the checkout counter

4) paying at checkout counter

Total Score:

= 1-4 points

= 1-4 points

= 14 points

= 1-4 points

Total a 16 possible

points

15-16 points = Superior

13-14 points st Above Average

11-12 points = Average

11 & below = Below Average

Or is each part of the petformance

or product evaluated independently?

In this case, each part of the performance must be performed to criterion.

For example: Each chapter of the

book would be assessed separately;

a successful speech would require

a specific performance of each of

the components;

well respearched, interesting topic,

and appropriate delivery would be

required; and

finally, all courses of the meal would

have to m .et specified criterion.

Evaluating a Whole Performance/

T#38 Product

Pages 40 - Trainee Workbook

CI This example demonstrates the use

of point values on the rating scale to

evaluate performance.

U Evaluating a performance or product

as a whole means each dimension of

a performance has a point value

assigned to it.

The points are added together for a

total score.

28

Instructional Teaming Part A Trainer Guidelines

ti 2
Trainer Guidelines Trainee Workbook

rr#3

For example, each of these four

components are worth four points.

Together, they have a point value

of 16 points.

15-16 points are required for cuperior performance,

13-14 points are required for above

average performance, and

11-12 points are required for an

average performance

In this example one part of the

performance 'can compensate for

poor performance on another

.qrt.

Evaluating a Performance/Product

Components Independently

Page 41 - Trainee Workbook

Ca Evaluating each component of a

performance or product means

that each component is seen as

independent of the others.

In this example, each of the four

components must be performed to

criterion to be considered an acceptable performanc,.

O Failing to meet criterion on any

one part requires the student

continue to recieve instruction

on that component.

T#39

Evaluating a Performance/Product

Components Independently

Each component of a performance or product

has a point value assigned to it. Points are

NOT added together for a total score.

:Example:

!11 locating items - must reach CAP

2) choosing items - must reach CAP

3) going to checkout - must reach CAP

.4) paying at checkout - must reach CAP

Instructional Teaming Part A Trainer Guidelines

93

29
30

Trainee Workbook

T#40 ;

Structuring the Performance

Will the performance be natural or contrived?

Will assessment be announced

or unannounced?

How many times will the performance occur?

Is this performance/product representative?

Is this generalizable behavior?

How long will it take?

Who will assess/teach?

Trainer Guidelines

3.13 Planning the Structure to Evoke a

Lerformance

CI Once the type of evaluation is

decided, the next step is to decide

how the assessment and subsequent instruction will be structured.

TM°. Structuring the Performance

1... I Page 42 - Trainee Workbook

0 There are several considerations

when structuring a performance

assessment.

CI Will the performance be natural or

contrived?

Does it fit in as a logical way to

assess information that has

been learned or do you have to

plan a specific opportunity for

which to give the assessment?

Is Da '1 shopping with his father

for dinner? or

Is David pretending to buy items,

soley for the purpose of seeing if

he is able?

CI Will assessement be announced or

unannounced?

Do students know when to expect

their performances to be assessed?

0 How many times will the performance occur?

Instructional Teaming Part A Trainer Guidelines

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Trainer Guidelines Trainee Workbook

Will students only get one opportunity to perform the assessment

or will multiple opportunities

be provided?

Is this performance/product

representative?

If information on a student's

ability to grocery shop independently is grocery shopping being

observed?

CD Is the performance/product

generalizable?

Will students be able to recognize

the performance and transfer it to

similar situations or in different

content areas?

How long will it take?

Will enough useful information

from the assessment be obtained

to justify the amount of time it

will take the students to complete

it?

O Who will assess/teach?

The classroom teacher may not

always be the person who is rating

the student.

Always indicate who is responsible

for this.

T#41 Performance Assessment Checklist

Page 43 - Trainee Workbook

11)

T#41

Performance Assessment Checklist

Is exercise natural or structuted?

(Indicate by N or S)

Is exerdse one that will be annou- nced or unannounced?

(Indicate by A or I.In)

How many times will exercise occur?

(ex.liwk 1 time a week; d daily)

Is performance/product representative of the purr*, of the amenmint? (Indicate by Y (yes) or N Iran

Is behavior generalizable?

(Indicate by Y yeal or N loop

How long will assessment take?

Indicate amount of time (ex., 20 mln.)

Instructional Teaming Part A Trainer Guidelines

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31
Trainee Workbook Trainer Guidelines

Afr Performance Assessment Checklist

Review the authentic assessment you have designed

and complete the checklist provided.

1) Is ysterche natural or structured?

(Indicate by N or SI

Is exercise one that will be announced

or unannounced? (Indicate by A or Un

3) How many times will exercise occur?

(ex. Ilwk u 1 time a week; d dally)

4) Is performance/product representative

of the purpose of the assessment?

(Indicate by Y (yes] or N (no))

3) Is behavior generalizable?

(Indicate by Y (yeti or N inoD

6) How long will assessment take?

Indicate amount of time (ii., 20 min.)

32 .

T#42'

DeAgning Instruction: Discrepancy Analysis

Observe the student while

he/she performs the skill unaided.

Indicate any steps the student

cannot perform to criterion.

Design instruction for

unmastered components

?

Cl This is an example of a checklist

that can be used to answer the

above questions.

More than one performance (annual goal) can be listed at a time.

Performance Assessment

Checklist

Pages 44 -Trainee Workbook

U With your team members, use the

performance assessment completed

in Activity #2-3 to answer the

questions on the Performance

Assessment Checklist.

Use the form provided.

Have each team choose a representative to present the performance

assessment designed during the

activity sessions.

O Allow time to discuss each assessment with the entire group.

3.14 Using Performance Assessment to

Design Instruction

Designing Instruction:

T#42 Discrepancy Analysis

Page 45 - Trainee Workbook

0 A discrepancy analysis is useful

in identifying the parts of

a performance or product where

instruction is necessary.

Instructional Teaming Part A Trainer Guidelines

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Trainer Guidelines Trainee Workbook

0 The following three activities

comprise a descrepancy analysis:

Observe the student while he/she

performs the task or produces the

desired product unaided

This activity is like a pretest.

Indicate any steps the student cannot perform to criterion.

As the performance or product has

been broken into essential components or steps it is easy to identify

deficts.

Design instruction for unmastered components.

71:#4,2 Discrepancy Analysis Form

l'elfi Pages 46 - Trainee Workbook

ID This discrepancy analysis was

completed for David.

The performance assessed was:

David will make purchases in the

grocery store independently.

D The components (instructional

objectives) are listed along with

benchmarks on the rating scale.

U The student's observed performance is circled.

The analysis indicates that the student performs each of the behaviors

to criterion (independently) with

the exception of "pays for purchase."

***..\0,%°\.

T#43

Discrepancy Analysis Form

Nrformance/Product (Annual Goal): David will make purchases

:in the grocery store Independently.

Components

1)

2)

S)

Locates isle independently

Locates item(s) independently

1. 1 Goes to checkout Independently

Pays for item(s)

we MO M.4. v....v. Discrepancy Analyst=

Student was not able to independently pay for purchase. The

observation of the teacher stated that he was not able to read

the dollar and cent amount ($3.28).

Instructional Teaming Part A Trainer Guidelines

33
34

Trainee Workbook

'6%0* %"\iiottlet

T#44.1

Develop a Task Analysis

10. Put wallet away.

9. Put change in wallet.

8. Take change from cashier.

7. Add one dollar tii there are numbers after the

decimal).

6. Count out number of "dollars" that match that

amount.

5. Look at the first number (dollar amount).

4. Look on register for total amount.

3. Put money in hand.

2. Open to dollar sc -aon.

1. Take out wallet.

A#4

Optional Activity

(1) Using the performance assessment your team designed, observe your

target student's performance of

this task or product.

(2) Document any discrepancies that

occur. (discrepancy analysis).

(3) Task analyze the components

that the student cannot perform

to criterion.

(4) Bring the task analysis to the next workshop session.

Trainer Guidelines

The student requires physical assistance to complete this behavior.

CI The observer indicated that David

did not read the dollar and cent

amount ($5.28).

T#45 Develop a Task Analysis

ININII 1 Page 47 - Trainee Workbook

The next step is to develop a task

analysis to teach this skill.

Ci The following task analysis was

developed:

10. Put wallet away.

9. Put change in wallet.

8. Take change from cashier.

7. Add one dollar (if there are

numbers after the decimal).

6. Count out number of "dollars" that match that amount.

5. Look at the first number

(dolar amount).

4. Look on register for total

amount.

3. Put money in hand.

2. Open to dollar section.

1. Take out wallet.

Cl As discussed above, the task

analysis written in reverse order

for the data collection procedures

covered in the module Instructional Teaming Part B, Delivering

instruction.

Optional Activity

,A#4 Page 48 - Trainee Workbook

Instructional Teaming Part A Trainer Guidelines
Trainer Guidelines Trainee Workbook

C3 Using the performance assessment

your team designed , observe your

target student's performance of

this task or product.

Document any discrepancies that

occur. This is the discrepancy

analysis.

0 Task analyze the components that

the student cannot perform to

criterion.

3.15 Postest

Optional see Pre/Posttest Section

Instructional Teaming Part A Trainer Guidelines
Trainer Notes ***%