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| Assessing and Teaching Academics with the Morningside Model of Generative Instruction |
| Monday, May 25, 2015 |
| 3:00 PM–4:50 PM |
| 212AB (CC) |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Kent Johnson (Morningside Academy) |
| Discussant: Charles T. Merbitz (Behavior Development Solutions) |
| CE Instructor: Kent Johnson, Ph.D. |
| Abstract: The Morningside Model of Generative Instruction (MMGI) is a research based protocol for teaching elementary and middle school learners. Over 140 schools and agencies in the US and Canada have successfully implemented MMGI with typically developing students who struggle in school. Recently the Haugland Learning Center has implemented MMGI with students with Autism Spectrum Disorders. In the first presentation, Andrew Kieta will present annual growth in student learning at Haugland, demonstrating its success with this new population. He will focus on writing performance. In the second presentation, Morningside Academy's school psychologist, Julian Gire, will present new approaches to monitoring the progress of writing performance throughout the school year, in order to make teaching interventions that will guarantee at least two years' annual growth. In the third presentation, Marianne Delgado and Nicole Erickson will present procedures for increasing application of newly taught vocabulary words in student writing. In the fourth presentation, Kathy Fox will present the effects of a teacher coaching protocol on both teacher and student performance. |
| Keyword(s): academic skills, assessment, generative instruction |
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Growth In Writing Performance in Children with Autism with the Morningside Model of Generative Instruction |
| ANDREW R. KIETA (Haugland Learning Center) |
| Abstract: Entering our 5th year of collaboration, Haugland Learning Center and Morningside Academy have transitioned from discovering whether students on the Autism spectrum could demonstrate Generativity through contingency adduction, to designing procedures to make generative learning more dynamic and efficient. This process marked the first attempted implementation of the Morningside Model of Generative Instruction with a student population in which every student is on the Autism spectrum. Past presentations indicated that generative outcomes are achievable with students with autism spectrum disorders through systematic programming, quality instruction, and population specific supports. This session will focus on how extensions in writing instruction have helped develop student repertoires more likely to be recruited into generative combinations, and will highlight what weve learned in implementing a large-scale assessment framework. Performance data will demonstrate the growth exhibited by students to underscore how we continue to develop and implement successful learning technologies with a population different from those served at Morningside Academy and in the typical public school classrooms that have previously implemented the model. |
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Meta level assessment: Progress monitoring of written expression |
| JULIAN GIRE (Morningside Academy) |
| Abstract: At Morningside Academy student progress is monitored through a multi-level system of assessment and evaluation. The initial, or Macro, level consists of norm and/or criterion referenced tests. The second, or Meta, level directly deals with progress monitoring through the use of Curriculum Based Measures/Curriculum Based Assessments (CBM/CBA). The third, or Micro, level are Standard Celeration Charts that document student in class progress as well as guide instruction and intervention. The focus of this presentation will be to describe procedures, specifically, for progress monitoring of written expression. A general description of Meta level of assessment will be presented as well along with evidence supporting the importance of this type of assessment. Several different methods of writing assessment will be presented along with data and commentary on the pros and cons of each method. Participants will leave with a general understanding of progress monitoring, procedures for, and current trends in, the monitoring of writing skill progress. |
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Vocabulary Acquisition with Both Corrective Decoding Students, and Middle School Students Performing Independent Research |
| MARIANNE DELGADO (Morningside Academy), Nicole Erickson (Morningside Academy) |
| Abstract: Two teachers at Morningside Academy explored the application of correctly defined words in novel situations. Students learned vocabulary with two methods. One method was SAFMEDS, a flash card memorization and fluency program. The second was student-generated definitions program, which included exploring word forms, context clues, connotations, and usage. During the baseline phase, each group was administered 3 sets of flash cards, with 8 words in each set. After definition mastery was shown, application of new vocabulary was tested using 12-minute quick writes of essays. After 3 rounds, the classes moved to 4 different student generated activities, with sets of 8 words. Nicole Erickson will be presenting the performance of her students, ages 9-12, with corrective decoding skills ranging from third through seventh grade. Marianne Delgado will be presenting the performance of her middle schoolers transitioning from teacher-directed literature classes to student-run project based learning groups. Data will be presented on Standard Celeration Charts. Pre and post versions of Pro-Eds Word Test 2 and 3 were used to determine the entry level skills of each group, and assess the acquisition of normative vocabulary skills. Substantial data have been collected in these studies to date. |
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The Effects of Teacher Coaching on Both Teacher and Student Performance |
| KATHY FOX (Haugland Learning Center) |
| Abstract: Research has shown that quality instruction is an important factor in student learning. It is often shown to be more important than more commonly discussed factors such as race, socioeconomic status, technology in the classroom, and class size. Haugland Learning Center is a chartered, non-public school for students with autism spectrum disorders in Columbus, Ohio where teachers in the Aspire program are coached not only to perform traditional teacher duties such as progress reporting and data collection, but also to implement research based best practices in instruction, and The Haugland Model of Classroom Management. The Aspire program attempts to replicate The Morningside Model of Generative instruction and works closely with Morningside Teacher?s Academy to train staff in important pieces of the model, provide them with necessary support to implement the model, and develop coaching strategies that will help develop high performing teachers. All staff receive feedback weekly and may be coached several times per week based on performance data. With continued development and data evaluation, we show that behavior analytic performance management and coaching strategies can improve teacher performance and student outcomes. |
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