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Action Research for Teachers of the Deaf Across Instructional
Settings
Dr. Jennifer S. Beal, Ph.D.
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Goals for this presentation
Graph data
Make data-based
instructional decisions
Monitor data
Teach students to self-graph
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My Background
B.S., Special Education, VSU
M.Ed, Deaf Education, VSU
Teacher in Valdosta for 6
years
Ed.S., VSUPh.D., Georgia
State University
Researcher at 2 schools for the
deaf
5th year as VSU faculty
Currently research ASL development
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Check-in
• Teacher of the Deaf?
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Check-in
• Interpreter?
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Check-in
• Administrator?
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Check-in
• Other?
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How do you know if you/teachers are effective?
How do you measure student
performance?
What assessments do
you use?
For what skills?How often?What do you do with the results?
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How do you know if you/teachers are effective?
How do you measure student
performance?
What assessments do
you use?
For what skills?How often?What do you do with the results?
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How do you know if you/teachers are effective?
How do you measure student
performance?
What assessments do
you use?
For what skills?How often?What do you do with the results?
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How do you know if you/teachers are effective?
How do you measure student
performance?
What assessments do
you use?
For what skills?How often?What do you do with the results?
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How do you know if you/teachers are effective?
How do you measure student
performance?
What assessments do
you use?
For what skills?How often?What do you do with the results?
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How do you know if you/teachers are effective?
How do you measure student
performance?
What assessments do
you use?
For what skills?How often?What do you do with the results?
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Legislation
Data-based instructional
decisions
Evidence-based instructional
strategies
2004
2015
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What types of data do you
currently collect for deaf/hard of
hearing students?
How do you collect those data?
What do you do with the results?
Assessment
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How?
Identify area of student need (academic or social behavior)
Baseline assessment (where the student currently is)
Data-driven instructional objectives
Select intervention strategy (Evidence for effective instructional strategies)
On-going progress monitoring with data (teacher or student graphs data)
Student or teacher presents data at IEP meeting
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Example Assessments
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ASL-Receptive Skills Test
http://www.northernsignsresearch.com/shop.php
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• Expressive ASL
• Kendall Conversational Proficiency Levels (p-levels)
• French, 1999
• https://texasdeafed.org/uploads/files/general-files/Clerc_Center_Student_Language_and_Communication_Profile_Summary.pdf
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Johns’ Basic Reading Inventory
• Reading assessment• Grade-level vocabulary lists• Grade-level reading passages• Miscue analysis• Retell• Comprehension questions• Frustration, instructional and independent reading
levels• Triangulate with other assessments• https://he.kendallhunt.com/product/basic-reading-
inventory-kindergarten-through-grade-twelve-and-early-literacy-assessment-3
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• https://www.renaissance.com/products/assessment/star-360/star-math-skills/
• https://p.widencdn.net/t3rrwc/206004%20Accelerated%20Reader%20360%20Brochure.pdf
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How?
Identify area of student need (academic or social behavior)
Baseline assessment (where the student currently is)
Data-driven instructional objectives
Select intervention strategy (Evidence for effective instructional strategies)
On-going progress monitoring with data (teacher or student graphs data)
Student or teacher presents data at IEP meeting
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Objectives
• Observable
• Measurable
• Audience (“The student will…”)
• Behavior (“…expressively identify 10 first grade Dolch words…”)
• Criteria (“with 100% accuracy”)
• Degree (“…2 out of 3 opportunities”)
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How?
Identify area of student need (academic or social behavior)
Baseline assessment (where the student currently is)
Data-driven instructional objectives
Select intervention strategy (Evidence for effective instructional strategies)
On-going progress monitoring with data (teacher or student graphs data)
Student or teacher presents data at IEP meeting
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https://global.oup.com/academic/product/literacy-instruction-for-students-who-are-deaf-and-hard-of-hearing-9780199838554?cc=us&lang=en&
http://gupress.gallaudet.edu/CSDE.html
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How?
Identify area of student need (academic or social behavior)
Baseline assessment (where the student currently is)
Data-driven instructional objectives
Select intervention strategy (Evidence for effective instructional strategies)
On-going progress monitoring with data (teacher or student graphs data)
Student or teacher presents data at IEP meeting
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Check-in
• Do you currently graph any data?
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Check-in
• What program do you use?
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Check-in
• Do your students graph their own data?
• What programs and devices do they use?
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• Examples of action research
• Graphs
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How?
Identify area of student need (academic or social behavior)
Baseline assessment (where the student currently is)
Data-driven instructional objectives
Select intervention strategy (Evidence for effective instructional strategies)
On-going progress monitoring with data (teacher or student graphs data)
Student or teacher presents data at IEP meeting
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4;5 male
Pre-school small group or 1:1
Student will answer 5 out of 6 who, what, and do questions after repeated readings of a story
Bilingual school for the deaf
Example 1
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• Teach how to graph in Excel
• Set up self-graphing for students
• Empowerment
• Data-driven decisions
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http://journals.sagepub.com/doi/abs/10.1177/1053815112456601
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TEACHING Exceptional Children, 2002
Preventing School Failure, 2003
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Set up graph on laptop or iPad
Have student open it
Identify correct day
Add data point for target behavior
Discuss performance v. goal (aim line)
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• How do you envision implementing student self-graphing within resource or itinerant settings?
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Goals for this presentation
Graph data
Make data-based
instructional decisions
Monitor data
Teach students to self-graph
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Future Directions
• I am available to present in greater detail on ASL assessments, use of data to guide instruction, and evidence-based practices