Order of Presenters:Order of Presenters:Diane Browder, Fred Spooner, Angel Lee,

Vicki Knight, Pam Mims, Bree JimenezgUNC Charlotte

The Effects of Tell-Show- Try – Apply” TSTA Method of Professional

Development on Teacher’s Instructional Alignment

Project MASTERY

Describe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDelineate Systematic Instruction as an EPBDelineate Systematic Instruction as an EPBProvide a brief overview of content of the PDProvide a brief overview of content of the PDProvide a brief overview of content of the PD Provide a brief overview of content of the PD used across three statesused across three statesShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow student products and classroom video Show student products and classroom video clips of outcomesclips of outcomesclips of outcomes clips of outcomes

ELAELAMath and scienceMath and scienceMath and scienceMath and science

Rapid changes in curricular expectations forRapid changes in curricular expectations forRapid changes in curricular expectations for Rapid changes in curricular expectations for students with severe disabilitiesstudents with severe disabilities

Most teachers must update through Most teachers must update through inserviceinserviceLack of research on effective models of PDLack of research on effective models of PD

PD often stops with changing knowledgePD often stops with changing knowledgeWe need models that change teachingWe need models that change teaching

Research provides some guidance for teaching Research provides some guidance for teaching d i b t t h t k thd i b t t h t k thacademics, but teachers may not know the academics, but teachers may not know the

researchresearchUse of EBPUse of EBPUse of EBPUse of EBP

How and why to align instruction with stateHow and why to align instruction with stateHow and why to align instruction with state How and why to align instruction with state standardsstandardsHow to teach major content domainsHow to teach major content domainsHow to teach major content domainsHow to teach major content domains

ELAELAM thM thMathMathScienceScience

Research/ TheoryResearch/ Theory PracticesPractices

Criteria to use forCriteria to use for How to extend stateHow to extend state

Research/ TheoryResearch/ Theory PracticesPractices

Criteria to use for Criteria to use for alignment from research alignment from research on state AA alignmenton state AA alignment

How to extend state How to extend state standardsstandards

“Work it across”“Work it across”gg

6Project MASTERY

Research and TheoryResearch and Theory PracticePracticeConceptual model of Conceptual model of ELAELA

How to teach a storyHow to teach a story--based lesson bybased lesson by

Research and TheoryResearch and Theory PracticePractice

Comprehensive review Comprehensive review of readingof reading

yyAdapting a gradeAdapting a grade--level booklevel bookgg

Studies on early literacyStudies on early literacy Following a task Following a task analysis for a read analysis for a read aloudaloudaloudaloudUsing comprehension Using comprehension questionsquestions

7Project MASTERY

Research and TheoryResearch and Theory PracticePracticeComprehensive review Comprehensive review of math researchof math research

How to teach almost How to teach almost any math standard byany math standard by

Research and TheoryResearch and Theory PracticePractice

Conceptual model of Conceptual model of mathmath

y yy yUsing a math storyUsing a math storyDeveloping a task Developing a task

Research on using TA to Research on using TA to teach algebrateach algebra

analysis of the math analysis of the math operationoperationCreating a graphicCreating a graphicCreating a graphic Creating a graphic organizerorganizer

8Project MASTERY

Research and TheoryResearch and Theory PracticePracticeScience conceptual Science conceptual modelmodel

How to teach an How to teach an inquiryinquiry--based science based science

Research and TheoryResearch and Theory PracticePractice

Comprehensive review Comprehensive review of scienceof science

q yq ylesson bylesson by

Wonder StoryWonder Story

Studies on inquiryStudies on inquiry--based sciencebased science

HandsHands--on experimenton experimentKWHL chart (graphic KWHL chart (graphic Organizer)Organizer)Organizer)Organizer)

9Project MASTERY

TellTellBackground Background info/research/ theoryinfo/research/ theory

ShowShowExample; templateExample; templateRole play or videoRole play or video

TryTryTryTryFill out template; role Fill out template; role playplay

ApplyApplyApplyApplyTeachers use in own Teachers use in own classrooms; submit classrooms; submit productsproductspp

Three statesThree states Days 1 and 2Days 1 and 2Three statesThree states2 Southeast2 SoutheastWesternWestern

Days 1 and 2Days 1 and 2Up to 50 teachers from Up to 50 teachers from across the stateacross the stateAll t t ithAll t t ithAll content with some All content with some practicepracticeMeasure: Alignment quizMeasure: Alignment quiz

Day 3Day 3Up to 15 of the teachers Up to 15 of the teachers h d t ti dh d t ti dhad extra practice dayhad extra practice daySubmitted classroom Submitted classroom productsproducts

Star Level One Star Level One Applications of systematic instruction plans we developed Applications of systematic instruction plans we developed in ELA, math, science; individualized to their student in ELA, math, science; individualized to their student …..plans + video…..plans + video

S L l TS L l TStar Level TwoStar Level TwoGeneralization of Level One to new content…plans/videoGeneralization of Level One to new content…plans/video

Star Level Three Star Level Three Development of a universally designed lesson plan…planDevelopment of a universally designed lesson plan…plan

Star Level FourStar Level FourUse of embedded systematic instruction in a generalUse of embedded systematic instruction in a generalUse of embedded systematic instruction in a general Use of embedded systematic instruction in a general education class….plan + videoeducation class….plan + video

Describe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDescribe Why We Need PD Models for AccessDelineate Systematic Instruction as an EPBDelineate Systematic Instruction as an EPBProvide examples of content of the PD usedProvide examples of content of the PD usedProvide examples of content of the PD used Provide examples of content of the PD used across three statesacross three statesShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow data on outcomes of the PDShow student products and classroom video Show student products and classroom video clips of outcomesclips of outcomesclips of outcomes clips of outcomes

ELAELAMath and scienceMath and scienceMath and scienceMath and science

Fred SpoonerFred SpoonerUNC Charlotte

Determining evidenceDetermining evidence--based practice requiresbased practice requiresDetermining evidenceDetermining evidence--based practice requiresbased practice requiresIdentifying a practiceIdentifying a practiceLocating research on practiceLocating research on practiceLocating research on practiceLocating research on practiceEvaluating the quality of each studyEvaluating the quality of each studyMaking determination of hether s bset ofMaking determination of hether s bset ofMaking determination of whether subset of Making determination of whether subset of studies meet quality guidelines to support the studies meet quality guidelines to support the practicepracticepracticepractice

Snell (1983) defines systematic instructionSnell (1983) defines systematic instructionSnell (1983) defines systematic instructionSnell (1983) defines systematic instruction“. . . Replicable process which reflects “. . . Replicable process which reflects currently accepted “best” practices usescurrently accepted “best” practices usescurrently accepted best practices, uses currently accepted best practices, uses performance data (both probe and performance data (both probe and instructional) to make modifications, and instructional) to make modifications, and ))proceeds from acquisition to proficiency, proceeds from acquisition to proficiency, maintenance, and finally generalization maintenance, and finally generalization l i ” ( 113)l i ” ( 113)learning” (p. 113)learning” (p. 113)

Trail and error “hit or miss” procedures not Trail and error “hit or miss” procedures not ppdefensibledefensibleInstructional componentsInstructional components

Daily/frequent trainingDaily/frequent trainingTarget behaviorTarget behaviorTask analysisTask analysisTask analysisTask analysisIdentified antecedentsIdentified antecedentsSpecific Specific reinforcerreinforcer with schedule of deliverywith schedule of deliveryPrompting and fading strategiesPrompting and fading strategiesData collection sheets derived from task analysisData collection sheets derived from task analysis

Maintenance planMaintenance planppGeneralization planGeneralization planPerformance data used to make instructional Performance data used to make instructional decisionsdecisions

With systematic instruction With systematic instruction how you teach the how you teach the task/skilltask/skill, teaching method, is methodically , teaching method, is methodically organized in a logical fashionorganized in a logical fashion

Instructional components identifiedInstructional components identifiedTask analysisTask analysis

Prompting and fading strategiesPrompting and fading strategiesp g g gp g g gData collection proceduresData collection procedures

Thoroughly tested teaching technique with this Thoroughly tested teaching technique with this populationpopulation

Reading Reading Browder, Wakeman, Spooner, AhlgrimBrowder, Wakeman, Spooner, Ahlgrim--Delzell, & Delzell, & Algozzine (2006, Algozzine (2006, ECEC))Mostly sight wordsMostly sight wordsy gy gProceduresProcedures

Systematic prompting and fadingSystematic prompting and fading

Individual components for readingIndividual components for readingIndividual components for reading Individual components for reading Browder, AhlgrimBrowder, Ahlgrim--Delzell, Spooner, Mims, & Baker Delzell, Spooner, Mims, & Baker (2009, (2009, ECEC))Taught picture & word recognitionTaught picture & word recognitionProcedureProcedure

Ti d lTi d lTime delayTime delay

MathematicsMathematicsBrowder Spooner AhlgrimBrowder Spooner Ahlgrim Delzell Harris &Delzell Harris &Browder, Spooner, AhlgrimBrowder, Spooner, Ahlgrim--Delzell, Harris, & Delzell, Harris, & Wakeman (2008, Wakeman (2008, ECEC))Mostly numbers and computation or measurementMostly numbers and computation or measurement

ProceduresProceduresStrong evidence for systematic instructionStrong evidence for systematic instruction

ScienceScienceSpooner, Knight, Browder, Jimenez, & DiBiase Spooner, Knight, Browder, Jimenez, & DiBiase (2010)(2010)Mostly safety and health skillsMostly safety and health skillsMostly safety and health skillsMostly safety and health skillsProceduresProcedures

Systematic instructionSystematic instructionyyTask analytic instructionTask analytic instructionTime delayTime delay

Used systematic instruction to teach a large Used systematic instruction to teach a large y gy gnumber of community, domestic, and number of community, domestic, and academic skills to this populationacademic skills to this population

T th b hi (H &T th b hi (H & K ilitK ilit 1975)1975)Tooth brushing (Horner & Tooth brushing (Horner & KeilitzKeilitz, 1975), 1975)Washing clothes (Cuvo, Jacobi, & Washing clothes (Cuvo, Jacobi, & SipkoSipko, 1981), 1981)Meal planning (Meal planning (SarberSarber & Cuvo, 1983)& Cuvo, 1983)Meal planning (Meal planning (SarberSarber & Cuvo, 1983)& Cuvo, 1983)Public telephone use (Test, Spooner, Public telephone use (Test, Spooner, KeulKeul, & , & GrossiGrossi, 1990), 1990)S f t kill ( t f SCIENCE)S f t kill ( t f SCIENCE)Safety skills (a component of SCIENCE)Safety skills (a component of SCIENCE)

11stst Aid (Gast, Aid (Gast, WinterlingWinterling, Wolery, & Farmer, 1992; , Wolery, & Farmer, 1992; Spooner, Stem, & Test, 1989)Spooner, Stem, & Test, 1989)

Sight wordsSight wordsggFollow job sequence (Browder & Follow job sequence (Browder & MinarovicMinarovic, 2000), 2000)Perform cooking activities (Browder, Hines, McCarthy, & Perform cooking activities (Browder, Hines, McCarthy, & Fees 1984)Fees 1984)Fees, 1984)Fees, 1984)

Based on what Based on what we know, we know, across the course of across the course of the last 40 years systematic instruction as athe last 40 years systematic instruction as athe last 40 years, systematic instruction, as a the last 40 years, systematic instruction, as a package, is the best set of teaching procedures package, is the best set of teaching procedures with documented evidence in the field ofwith documented evidence in the field ofwith documented evidence in the field of with documented evidence in the field of severe disabilitiessevere disabilities

Angel Lee

Component How We Achieve It

14+ hours direct to teachers 2 days of training for the large group; additional day for select group

Follow up consultation Follow up via a monthly newsletter with reminders and highlighted best practices

Content focused on standards, core content, assessment

Training had a strong focus on using content that was grade aligned. Teachers taught how to start with the general education lesson plan.

d l h “ ll h l ” h hProvides active learning Using the “Tell, Show, Try, Apply” approach teachers were given many opportunities to engage with materials and practice strategies during the training

Improves teacher knowledge in Training includes extensive information on literacyImproves teacher knowledge in subject area

Training includes extensive information on literacy, math and science

Advances teacher’s understanding of effective

Training includes systematic instruction (prompting hierarchy, SIPS), Universal Design for Learning, timeunderstanding of effective 

instructional practiceshierarchy, SIPS), Universal Design for Learning, time delay

Project MASTERY

Access Literacy Math Science

Overview of Access d L i

Overview of Literacy f t d t ith SD

Math overview Science overviewand Learning for students with SD

“Work it Across” UDL and General Ed. Lesson Plans in ELA

UDL and General Ed. Lesson in Math

UDL and General Ed. Science Lessons

Grade appropriate/ age appropriate 

Story‐based Lessons Math Task AnalysisWriting a mathstoryAdapting a TA for

Inquiry Task Analysis

my student

Symbolic levels Adapting books Application of a Math Lesson

Application of a Science Lesson

Biography examples Embedding State Standards in Story Based Lessons

RTI d St d t ithRTI and Students with Significant Disabilities (SD)

IncludingIncludingIncludingIncludingExample adapted storiesExample adapted storiesExample graphic organizersExample graphic organizersTask analysis (ELA, Math, Science)Task analysis (ELA, Math, Science)Overview of Systematic InstructionOverview of Systematic InstructionAlignment examplesAlignment examplesUDL handoutsUDL handoutsAdditional support documentsAdditional support documents ( b ddi t t( b ddi t tAdditional support documents Additional support documents (e.g., embedding state (e.g., embedding state standards in SBL, UDL planning as a team)standards in SBL, UDL planning as a team)Conceptual modelsConceptual models

Training teachers to MASTERYTraining teachers to MASTERYTraining teachers to MASTERYTraining teachers to MASTERYAdditional opportunities to Additional opportunities to

ti i TA f lit th dti i TA f lit th dpractice using TAs for literacy, math, and practice using TAs for literacy, math, and sciencesciencetake data with videostake data with videostake data with videostake data with videosAdapt general education lessons using Adapt general education lessons using universal design for learninguniversal design for learninguniversal design for learninguniversal design for learningOn Day 3 criteria for Star levels are discussedOn Day 3 criteria for Star levels are discussed

Vicki KnightVicki Knight

Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:Apply the task analysis of ELA, Math, and Apply the task analysis of ELA, Math, and Science content (for 2 students)Science content (for 2 students)Science content (for 2 students)Science content (for 2 students)Include a DVD of an applied lessonInclude a DVD of an applied lessonProvide a Systematic Instruction PlanProvide a Systematic Instruction PlanProvide a Systematic Instruction Plan Provide a Systematic Instruction Plan

With a data sheet including 2 data points (for 2 With a data sheet including 2 data points (for 2 students) students) ))

Results l lLevel 1: Application

100%

Task Analysis for Content Areas100%

Systematic Instruction Plans 

50%60%70%80%90%100%

nt  Correct 

50%60%70%80%90%100%

nt Correct 

0%10%20%30%40%

ELA Math Science

Percen

0%10%20%30%40%

ELA Math Science

Perce

ELA Math  Science ELA Math  Science 

80%90%100%

ta Point 

Student Data

30%40%50%60%70%

Correct on

 Secon

d Dat

0%10%20%

ELA Math  Science 

Percen

t C

31Project MASTERY

Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:Generalize the task analysis of ELA, Math, Generalize the task analysis of ELA, Math, and Science content (for 2 students)and Science content (for 2 students)and Science content (for 2 students)and Science content (for 2 students)Include a DVD of a generalized lessonInclude a DVD of a generalized lessonProvide a Systematic Instruction PlanProvide a Systematic Instruction PlanProvide a Systematic Instruction Plan Provide a Systematic Instruction Plan

With a data sheet including 2 data points (for 2 With a data sheet including 2 data points (for 2 students) students) ))

Results l lLevel 2: Generalization

Systematic Instruction Plans Task Analysis of Content Areas

60%70%80%90%100%

rrect

Systematic Instruction Plans

60%70%80%90%100%

rrect

Task Analysis of Content Areas

10%20%30%40%50%60%

Percen

t Cor

10%20%30%40%50%60%

Percen

t Cor

0%

ELA Math  Science 

90%100%

oint

Student Data

0%

ELA Math  Science 

30%40%50%60%70%80%

t on

 Secon

d Data P

0%10%20%30%

ELA Math  Science Percen

t Correct

33Project MASTERY

Results: Comparison of Application to lGeneralization

Systematic Instruction Plans Task Analysis of Content Areas

70%80%90%100%

ect

Systematic Instruction Plans

70%80%90%100%

ect

Task Analysis of Content Areas 

10%20%30%40%50%60%

Percen

t Corr

Level 1: Application 

Level 2: Generalization 

10%20%30%40%50%60%

Percen

t Corr

Level 1: Application 

Level 2: Generalization 

0%10%

ELA Math  Science 

0%10%

ELA  Math  Science 

90%100%

Student Data 

30%40%50%60%70%80%

ercent Correct

Level 1: Application

Level 2: Generalization 

0%10%20%30%

ELA Math  Science 

Pe

34Project MASTERY

Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:Include a General Education lesson plan with Include a General Education lesson plan with a UDL form completed (for 2 students)a UDL form completed (for 2 students)a UDL form completed (for 2 students)a UDL form completed (for 2 students)Create an Assessment from the General Create an Assessment from the General Education lessonEducation lessonEducation lesson Education lesson Include a DVD of a UDL lesson/teacher selfInclude a DVD of a UDL lesson/teacher self--reflection/student selfreflection/student self--reflection reflection

Results l lLevel 3: UDL lesson 

90.00%

100.00%

UDL Planning

50.00%

60.00%

70.00%

80.00%

ent C

orrect 

0 00%

10.00%

20.00%

30.00%

40.00%

Perce

0.00%

General Education Lesson Plan 

Plans for UDL  Assessment  DVD/Reflection 

36Project MASTERY

Evidence to submit:Evidence to submit:Evidence to submit:Evidence to submit:•• Include a General Education lesson plan (for 2 Include a General Education lesson plan (for 2

students)students)students)students)•• Provide a Systematic Instruction Plan Provide a Systematic Instruction Plan

With a data sheet including 2 data points (for 2With a data sheet including 2 data points (for 2With a data sheet including 2 data points (for 2 With a data sheet including 2 data points (for 2 students) students)

•• Include a DVD of a UDL lesson/teacher selfInclude a DVD of a UDL lesson/teacher self--reflection/student selfreflection/student self--reflection reflection

Resultsl lLevel 4: Inclusion 

90.00%

100.00%

Inclusion Lesson 

50.00%

60.00%

70.00%

80.00%

ent C

orrect

10.00%

20.00%

30.00%

40.00%

Perce

0.00%

Inclusion Lesson  SI Plan (ELA, Math, or Science)

Student Data (ELA, Math, or Science)

DVD/Reflection

38Project MASTERY

Results: Project MASTERY Professional Developmentj p

1   223

Pre test mean Post test mean

39Project MASTERY

Results: Exploratory Factor Analysis of f l lProfessional Development 

Pretest Posttest

Domain M SD M SD t‐test ES

Formula 0.00 0.07 5.65 3.24 21.31 ** 3.41

Knowledge 12.83 4.97 18.17 3.94 11.07 ** 1.20

Skill 2 51 4 50 5 64 5 91 5 79 ** 0 60Skill 2.51 4.50 5.64 5.91 5.79 ** 0.60** p<.001

40Project MASTERY

Results: Exploratory Factor Analysis of f l lProfessional Development 

35

Project MASTERY Professional Development: Exploratory Factor Analysis

20

25

30

er of Items

Skill

10

15

Total N

umbe

Skill

Knowledge

Formula

0

5

Pretest  Posttest

41Project MASTERY

Results:d d b d lStandards‐based IEP On‐line Training 

42Project MASTERY

Results: b d lData‐based Decisions On‐line Training 

90

100

Data‐based Decisions 

60

70

80

Correct

20

30

40

50

Percen

t C

0

10

Pre test  Post test 

43Project MASTERY

Pamela J MimsPamela J. Mims

TELLShow:Videos of Sample lessonsTELL: 

Overview of Literacy for students with SD

Videos of Sample lessonsModeling

Try:

for students with SDUDL and General Ed. Lesson Plans in ELA Try:

Role Play with sample materials

Story‐based LessonsAdapting books

Apply:

p gEmbedding State Standards in Story  Apply:

With sample materialsGeneralize to teacher made 

t i l

Based Lessons

materials

46Project MASTERY

English Language ArtsEnglish Language Arts 

Adapted book  Story‐based lesson

Comprehension response ELA lesson lesson  response 

47Project MASTERY

ELA

48Project MASTERY

Star Level 1‐ ELAStar Level 1 ELA 

49Project MASTERY

Star Level 2‐ ELAStar Level 2 ELA

Project MASTERY 50

Star Level 2Star Level 2

51Project MASTERY

Star Level 3 ‐ ELAStar Level 3  ELA

Repetition

53Project MASTERY

54Project MASTERY

55Project MASTERY

56Project MASTERY

Star Level 4 ‐ ELA

57Project MASTERY

Project MASTERY 58

Project MASTERY 59

Bree JimenezBree Jimenez

“It’s about the Problem.”

61Project MASTERY

A model for Math lessons

62Project MASTERY

TELLShow:Videos of Sample lessonsTELL: 

NCTM Strands of Math

Videos of Sample lessonsModeling

Try:

MathStory‐Based Math Lessons Try:

Role Play with sample materials

Graphic OrganizersMath Task Analysis 

Apply:

y(Elem, Middle, HS)Universal Design for  Apply:

With sample materialsGeneralize to teacher made 

t i l

Learning with Gen. Ed Math Lesson Plan

materials

63Project MASTERY

“It’s about the Question.”

65

NSES St d d i S iNSES St d d i S iNSES Standards in ScienceNSES Standards in Science

Special Emphasis on Special Emphasis on Inquiry as ScienceInquiry as ScienceWonder StoryWonder StoryKWHL chart (graphic organizer)KWHL chart (graphic organizer)Science Task Analysis (Elem, Middle, HS)Science Task Analysis (Elem, Middle, HS)Universal Design for Learning with Gen. Ed Science Universal Design for Learning with Gen. Ed Science

Lesson PlanLesson PlanVideos of Sample lessons, Sample materials, Videos of Sample lessons, Sample materials, Modeling, Role PlayModeling, Role Play

TELL:

Show:Videos of Sample lessonsTELL: 

NSES Standards in ScienceSpecial Emphasis on 

Videos of Sample lessonsModeling

Try:

Inquiry as ScienceWonder StoryKWHL chart (graphic Try:

Role Play with sample materials

KWHL chart (graphic organizer)Science Task Analysis (Elem, Middle, HS)

Apply:

(Elem, Middle, HS)Universal Design for Learning with Gen. Ed Science Lesson Plan Apply:

With sample materialsGeneralize to teacher made 

t i l

Science Lesson Plan

materials

67Project MASTERY

A Model for Science LessonsA Model for Science Lessons

68Project MASTERY

. 

What We Learned & hWhat Comes Next

Plans for 2010‐2011 WHERE TeachersMASTERY PD

Replication of 2009 2010 FLORIDA 15Replication of 2009‐2010  ‐with choral responding 

FLORIDA 15

Effects of district level support

TEXAS 20support

Effects of prior PD in WYOMING 15Effects of prior PD in systematic instruction strategies

WYOMING 15

70Project MASTERY

Questions?Questions?• http://education.uncc.edu/access

• dbrowder@uncc.edu@

• fhspoone@uncc.edu

• a lee@uncc edu• a.lee@uncc.edu

• vfknight@uncc.edu

• pjbednar@uncc.edu

• bjimenez@uncc.eduj

71Project MASTERY