Promoting UniversitySchool Partnerships in Reading Establishment to Implementation
Promoting UniversitySchool Partnerships in Reading Establishment to Implementation Garrett Warrilow, Gaige Johnson, Sarah Byrne, Mara McAree The Partners
Western Michigan Universitys Language and Literacy Lab Headed by Dr. Denise Ross Graduate and Undergraduates studying Behavior Analysis Interests: Students struggling with academics, classroom management, social justice for populations in poverty languageandliteracylab.weebly.com The Partners (Contd.) Comstock Northeast Middle School (NEMS)
A Rural Community in Kalamazoo, MI Holds Grades 5-8 (approx. 525 students) Approximately 75% of students qualify for free or reduced lunch Transience of student population is an issue. During the 2013-14 school year NEMS had 103 students leave and added 124 new students SOAR Class Reading Intervention Class (remedial reading)
Classroom Teacher Ms. Alesia Walsh An exploratory/Elective Course which runs on an A-B Primarily Serves Tier 2 students (some tier 3) Class sizes range from 5-15 students The Beginning My undergraduate experience Meeting Dr. Ross through BAUE Piloting the Partnership We believe in clear expectations
(beyond CHAMPs) and decide to create an MOU Developing an MOU What is an MOU? Memorandum of Understanding A formal agreement between two parties. It is not legally binding but carries a degree of seriousness and mutual respect, stronger than a gentlemans agreement.
(Rouse, 2011) Established to layout each parties expectations moving forward. Rouse, M. (2011, January). Memorandum of understanding. Whatis.com.Retrieved from: http://whatis.techtarget.com/definition/memorandum-of-understanding-MOU-or-MoU Developing an MOU (Contd.) Meeting with Business Services Director Liability and Indemnification
Indemnity Security or protection against a loss or other financial burden Balancing with Comstock Developing an MOU (Contd.) This process took approximately 4 months from January to April of 2015
Moving into Full Implementation Move to a full day, A and B days Recruit Undergraduate Students Plan classroom structure, assessments and instructional materials Train graduate and undergraduate Students Assessment and Instruction SOAR Practicum
Sarah Byrne Department of Psychology Western Michigan University Assessment Why do we assess students? Individualization of instruction
To give the best instruction for the student's current level of reading ability What tests do we use and what do they tell us?
San Diego Quick Assessment Decoding AIMSweb: fluency AIMSweb: MAZE Decoding Spelling Morphographs When do we assess. How often?
Card-marking or benchmark Grouping Divided students into two groups: Decoding versus comprehension on initial assessments Subdivided decoding groups into smaller groups of 1-6 students based on class size 55 minute sessions 10 min Do Now
Break into instructional groups Classroom teacher instructs students with higher reading levels University students instruct students with more intensive needs Fluency instruction Instruction
Clear response signals Active responding Multiple response opportunities Embed error correction - minimize errors when learning. Have 4 levels of curriculum based on ability Fluency, vocabulary, decoding, and comprehension What it looks like?
Instruction Clear response signals Active responding Multiple response opportunities Embed error correction - minimize errors when learning. Have 4 levels of curriculum based on ability Fluency, vocabulary, decoding, and comprehension What it looks like?
Types of Curriculum and Why Decoding: Corrective Reading - Decoding (SRA) to teach decoding, comprehension, vocabulary Spelling: Spelling Morphographs (SRA) Fluency: 6-Minute Solution Fluency Vocabulary and Comprehension: Anita Archer (School Mandated)
Individualized instruction as needed Data Collection All student progress is monitored as students work through lessons. Mastery criterion of 90% Able to keep track of other information AIMSweb (wpm and errors)
Attendance Who taught and what day the students finished a particular lesson We now monitor MAZE scores, Six Minute solutions fluency Behavior Management Good instruction reduces behavior problems Token economy with Walsh dollars
How do students receive Walsh dollars? CHAMPS Reinforcement during active responding What do the students think? What do the students think? What do the students think?
Board Certified Behavior Analyst (BCBA) Training For Graduate Students Gaige Johnson, MA, BCBA BCBA Training Requirements Completion of 750 hours of Intensive Practicum hours in behavior analysis within a university practicum program approved by the Behavior Analysis Certification Board (BACB) Direct implementation, other field experience,
individual and group supervision meetings All hours must be under the supervision of a BCBA Appropriate Activities for Individuals Seeking BACB Certification (Information obtained from the BACB Experience Standards, 2015) Conducting assessments related to the need for behavioral intervention Designing, implementing, and systematically monitoring skill-acquisition (reading) and
behavior- reduction programs (disruptive behavior) Overseeing the implementation of behavioranalytic programs by others Attending planning meetings, researching the literature, and talking to individuals about the program BACB Task List Organized into three sections: 1. Basic Behavior-Analytic Skills
Measurement, experimental design, behavior analytic procedures, etc. 2. Client-Centered Responsibilities Identification of the problem, things to consider when implementing an intervention, etc. 3. Foundational Knowledge Basic concepts that need to be understood in order to perform the tasks in the first 2 sections
What Do Graduate Students Do at Our Practicum Site? Work at least 10 hours/week in a reading intervention classroom at a local middle school During this time, graduate students: Run direct instruction lessons in small groups Supervise undergraduate students running direct instruction lessons Assist/oversee classroom management
(token economy system) Continuously monitor student progress Make data-based decisions Assist classroom teacher with various tasks My Training Experience Strong background working primarily with young children diagnosed with autism and other developmental delays Limited knowledge of what I might encounter in a
middle school setting Training over the summer: Working with incarcerated adolescents Designing, implementing, and monitoring a reading intervention program Exposure to running direct instruction lessons The Graduate Student Experience Have a number of opportunities to expand their knowledge on how to supervise others
and how to foster and maintain partnerships in the community Supervision of undergraduate students: Learn how to give appropriate feedback Take on the role of a mentor Improve performance management skills Training experience Learn how to delegate tasks to those being supervised
The Graduate Student Experience Community partnerships (specifically with a school): How to interact with individuals from different professional backgrounds Being sensitive to the values and practices of others Practice explaining/discussing behavior analytic concepts in plain language Working closely with the classroom teacher
Insight on the administrative aspect of a school Undergraduate Practicum Training Behavior Management through CHAMPS and a token economy Using Data to Make Decisions Individualized Learning Plans Corrective Reading Lessons Teacher Performance Rate and Accuracy
Scale UG Practicum Training Continued Training during seminars held throughout the semester First four Fridays of the Fall semester followed by one a month Frequent observations in the classroom
Weekly meetings with a graduate mentor Experience in the Classroom Teaching Corrective Reading Lessons Classroom Management Progress Monitoring Benefits of the Language & Literacy Practicum as an Undergraduate Student
Application of material learned in previous courses Learning about the multitude of opportunities that the study of Behavior Analysis offers Opportunity to Expand Professional Network Witnessing and monitoring the improvement of students reading abilities
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