2011-2012 Weekends with the Experts

2011-2012 Weekends with the Experts Homework Project

Letter from Dr. Derrick Smith about your “Homework”:

Hello everyone! I hope that you enjoyed your two days with me at the workshop on MathBuilders. It is my hope that each of you gleaned some jewel from the workshop that will help you as you teach students with visual impairments.

Your homework is actually considered “Action Research” in the field of educational research. Action Research is a “process in which participants examine their own educational practice systematically and carefully, using the techniques of research” (Watts, 1985, p. 118). Action Research is NOT:  A literature review of a topic;  Problem solving in the sense of trying to find out what is wrong, it is rather focused on new knowledge for improvement;  “Pure” research that can be generalized about a large group of people;  A process to learn WHY we do something. Action research is focused on learning new knowledge to IMPROVE a situation!

Now, while there are many ways to conduct action research, they all follow a similar process: 1. Identify a problem a. Focus on ONE problem. b. Develop a question that is concise, meaningful, stated in common language, and is a higher-order question (not a yes/no question) 2. Gather data (pre-test data) a. There are many ways to collect data such as interviews, portfolios, field notes, journals, surveys, tests, checklists, etc. b. You need to collect as much data as possible to make sure that the “problem” exists. 3. Interpret data to understand the problem more fully a. Analyze and identify major themes. b. Analyze the data to determine what it tells you. c. Quantify it if possible to create BASELINE data. 4. Act on evidence (intervention) a. Using the information you learned from the workshop, develop an intervention. b. You SHOULD NOT just use the intervention ONCE! You should complete at least 3- 4 lessons with the intervention before collecting any other data. 5. Gather data (pos-data) a. Collect data in a similar way as the pre-test data was collected. b. Quantify your results if possible c. It must be noted that it is not necessary to quantify all data as social validity is important. 6. Evaluate the results a. Compare your pre-test data to your post-test data. b. Was there any change in knowledge? How much? c. What factors may have impeded any learning? d. What are the next steps?

Here are some resources: http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf http://www.sitesupport.org/actionresearch/

YouTube Video, 2 parts: http://www.youtube.com/watch?v=MDVH0u4tUWo http://www.youtube.com/watch?v=ZZHvpgU7pc8 2011-2012 Weekends with the Experts Homework Project

Skills to be Taught or Tools to Use

Name of Teacher: School District: Grade Level of Student:

1. Describe the problem the student is having in relation to math. Be sure to include how you have identified the problem (i.e. FCAT Scores, Math Grades, pre-test, assessments, progress monitoring, etc.) As a braille reader the student is struggling with __(subtraction, addition, algebra, geometry, etc.)______. This problem is documented through homework, class work, and FCAT Scores. In previous assessments it has been determined that the student knows all the Nemeth Code for this grade level. She is able to ______. However, when given______she is only able to correctly answer 20% of the items.

2. Goal for Improvement: Compose a statement detailing the goal for improvement in measurable terms. It is recommended that the goal for improvement target one specific behavior or area of weakness.

Susan will solve a minimum of 20 _(type of problems)______problems with 85% accuracy.

3. What Might Be Done About the Problem? What strategies were discussed at Working with the Experts that relate to this problem?

4. Instructional Focus: Select instructional strategies or interventions based upon the documented needs of the student. What is the one new instructional strategy or tool that you plan to use for at least five trials?

5. After implementing the new strategy or tool for an adequate amount of time or trials, evaluate the effectiveness of the strategy through a post-test.

6. Write a report of the results. (See the sample report attached from previous workshop.) 2011-2012 Weekends with the Experts Homework Project

SAMPLE Final Report The Impact of Sequential Instruction of the Tangible Graphs Kit from APH for Interpreting Tactile Graphics

Math items on FCAT are allowed to be read to blind students if needed. However, the tactile graphics are not allowed to be explained. In O&M my students have been using tactile maps with Velcro shapes and pieces. Maps and graphs in textbooks and on tests are presented as raised line drawings. I have one 5th grade student who scored a 3 on the math with lowest areas in data analysis and geometry. I have a 2nd grader who will be taking FCAT next year and needs to start with practicing interpretations of tactile graphics. Braille users need frequent practice and exposure to raised line drawings and in interpreting those tactile graphics. Having this information led me to two questions:

*Will using a designed tactile graphic program for enhancing tactile graphic exploration (Tangible Graphs) improve student’s ability to interpret raised line drawings of maps and graphs for O&M as well as in their textbooks and for benchmark and FCAT tests? I expect the students to scan tactile graphics more quickly and efficiently. This will in turn enhance their ability to interpret graphics that are presented in the textbooks and the FCAT.

*When provided with raised line drawings, and allowable brailled information read to the students, they will identify the main features of the tactile graphic without hands-on or verbal descriptions from the teacher with 80% accuracy or better

My primary target for gathering data involved the two students mentioned above. I also implemented the instruction to two other braille students, a fifth grader who does not take the FCAT but is assessed using Alternate Assessment and a first grader. All four students were assessed in a “Pre-test” and “Post-test” by giving them the Tangible Graphs test as well as assessing their abilities to interpret a tactile graphic from the 3rd Grade Math FCAT Practice Test and a graphic from their grade level math books. Sequential instruction was provided during O&M times 1-2 times per month over a month period. Each student progressed through the various activities at their own pace with data related to strengths and weaknesses noted at each lesson. Each lesson started with a review of materials from the previous lesson. The Pre-Test and Post-Test results are listed below.

Student Pre-Test Post-Test 5th Grader participating in FCAT Tangible Graphs 46% accuracy 96% accuracy FCAT Graphic unable to interpret graphic Interpreted without questions read Grade Level Graphic unable to interpret graphic Interpreted after questions read

2nd Grader Tangible Graphs 44% accuracy 95% accuracy FCAT Graphic Interpreted without question read Interpreted without questions read Grade Level Graphic explored but unable to identify Interpreted after questions read

5th Grader Alternate Assessment Tangible Graphs 20% accuracy 83% accuracy FCAT Graphic Disorganized scanning Used organized Scanning, ID graphic Grade Level Graphic Unable to Interpret Interpreted after questions read

1st Grader Tangible Graphs Hurried, disorganized scanning 77% accuracy FCAT Graphic Interpreted shape Interpreted graphic Grade Level Graphic Needed strategies to explore Interpreted graphic

All students made significant improvements. The growth shown, demonstrated the value in the structured Tangible Graphs program. This program will be continued with all students.