embedded instruction for early learning · § assessment for program planning ... use high-quality...

Embedded Instruction for Early LearningTools for Teachers

Embedding Ongoing Assessment Strategies in Inclusive Classrooms to

Inform InstructionMary McLean, PhD

Anita Zucker Center for Excellence in Early Childhood Studies

College of EducationUniversity of Florida

Inclusion Institute, Chapel Hill, NC, May, 2018


Embedded Instruction for Early Learning

Dr. Patricia Snyder, P.I.

Institute of Education SciencesProject No. R324A070008, R324A150076

EI Project Team!

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Patricia SnyderUniversity of Florida

James AlginaUniversity of Florida

Mary McLean University of Florida

Mary Louise HemmeterVanderbilt University

Related Research and Training Projects§ Embedded Instruction for Early Learning:

Goal Two IES Study

§ Embedded Instruction for Early Learning: Goal Three IES Study

§ Embedded Instruction California (EICA)

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EI California Project Team!

5

Patricia Snyder Mary McLeanAnita Zucker Center for Excellence in Early

Childhood Studies University of Floridaand CA DR Access Project

Larry Edelman Denver CO and CA DR

Access Project

Tara McLaughlinMassey University

and AZCEECS

Darbi Shannon Crystal BishopAnita Zucker Center for Excellence in Early

Childhood Studies University of Florida

Anne KushnerCA DR Access

Project

Sheila SelfCA Department

of Education

Getting to Know Our CA EI Team…..

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Purposes of Assessment

§ Screening

§ Evaluation to determine eligibility for special education

§ Assessment for program planning

§ Monitoring child progress

§ Program evaluation (accountability)(McLean, Hemmeter & Snyder, 2014)

Desired Results Developmental Profile(2015)

http://www.draccess.org

http://www.draccess.org/

Uses of the DRDP (2015):

§ Assessment for program planning

§ The ongoing authentic assessment used to inform the rating of the DRDP is used to monitor child progress

§ Assessment for accountability (OSEP Outcomes)

Connecting Formative and Summative Assessment

Assess(Observe and

collect information

to inform DRDP 2015

ratings)

Instruct(Preschool

learning foundations,

curricula frameworks/cu

rricula, and IEP)

Monitor Progress (Ongoing authentic

assessment)

Summative Assessment

Formative Assessment

Formative Assessment

Overview of Embedded Instruction

A Comment on Children’s Experiences…

�We start with the assumption that each day, that every hour in every day, is of great

importance to a child, and that when an hour is neglected, allowed to pass without reason

and intent, teaching and learning go on nonetheless and the child may be the loser.�

(Hobbs, 1967, Am. Psych., p. 1109)

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Children will learn…but maybe not what they need to learn

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Foundation for Embedded Instruction:How Children Learn

Experiences and Observationsin Activities,

Routines, and Transitions

Interests and Preferences

Engagement

Learning Opportunities

Mastery

Adapted from Dunst (2000, 2001)

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Child-Initiated Experience

+Adult-Guided Experience

=Optimal Learning

Peer-Mediated Experience

+

Adapted from Epstein, A.S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning (2nd ed.). Washington, DC: NAEYC. Slide Adapted from: Embedded Instruction Project; Snyder et al, 2017

Each child’s equation is different…

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Child-Initiated Adult-GuidedPeer

Optimal Learning

Child-Initiated

Child-Initiated Peer-Mediated

Peer

Adult

Adult-Guided

What is Embedded Instruction?

Multi-component approach to provide intentional and systematic instruction

on priority learning targetsduring typically occurring

activities, routines, and transitionsto support

child engagement and learning

Key Features of Embedded Instruction§ Address priority skills

§ Teach skills in context

§ Teach within and across activities, routines, and transitions

§ Use �authentic� activities and materials to support learning

§ Use intentional and systematic instruction

§ Use ongoing, authentic assessment to monitor child progress

Key Components

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Component Priority Practice

What to Teach

Identify and align learning priorities for individual children.

Write priority learning targets.

When to Teach

Use engaging and ongoing activities to provide multiple and meaningful embedded learning opportunities.Develop an activity matrix to plan when and how many learning opportunities to embed within and across activities.

How to Teach Plan and implement embedded learning opportunities as complete learning trials.

How to EvaluateCollect and analyze data on embedded instruction implementation and child progress to inform instructional decisions.

What to Teach Practices

Key Components of Embedded Instruction

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Priority Practices: What to Teach

1. Identify and align learning priorities for individual children.

2. Write priority learning targets.

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Identify and align learning priorities for individual children§ Identify what a specific child needs to learn right now

to be more engaged and to meaningfully participate in everyday activities:

• Break down the skill so is it “teach-able”

• Small step ahead of what the child can currently do

§ Align what the child needs to learn right now with what is important for the child and for all children

• Ensure children are making progress toward IEP goals and in the general preschool curriculum

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Right Now

Identify and align learning priorities

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Individual Child

All Children

Need to know and be able to do

Learning Priority

IEP Goal

Foundations & Curriculum

Priority Learning Targets for Embedded Instruction

§ A statement of the behavior or skill the child will learn to do

§ Includes information that will help you design your embedded instruction plan

§ Behavior or skill specified should be �proximal�

§ Identify priority learning targets by:• Assessment information (DRDP 2015)• Breaking down �IEP� goal• Activity or routine assessment

Everyday Learning Opportunities

Activity Analysis§ Examine classroom activities to

identify characteristics, expectations, and learning opportunities for all children

Child-Focused Activity Analysis§ Observe a child while he/she is

engaged in an activity to help identify priority skills

Activity-Focused Assessment: Two Levels

Mia’s IEP§ Mia is 4 years old. She has Down

syndrome.

§ She attends an inclusive preschool 5 days a week.

§ Some of the goals on Mia�s IEP focus on:• scooping and serving food • demonstrating understanding of concepts

such as colors, shapes, and size• increasing social interactions with peers• using 2-word utterances

Individualized Instruction:Examples of Mia’s IEP GoalsMia will use two-word combinations to express recurrence (more milk), description (blue ball), agent action (Mia run) or action object (throw ball) when communicating. We will know she has met this goal when she uses 10 different two-word combinations in each category without adult models or prompts as recorded during ongoing routines and activities. (Preschool Foundation 2.0 – Vocabulary and DRDP 2015 LLD 3)

Breaking Down Mia’s GoalMia will use two words to express recurrence (more milk, push again)

Mia will use two words to describe objects (color and size: blue ball, big block) )

Mia will use two words to express agent-action (Mia push)

Mia will use two words to express action-object) (throw ball)

Mia will spontaneously produce two word utterances to express recurrence, to describe objects, and to express agent-action and action-object

What To Teach Handout

Writing Priority Learning Targets

(1) Learner Mia will

(2) Behavior use two words to express recurrence

(3) Conditions following a model,

(4) Activities during snack, outdoor activities, and center time

(5) Criterion on 4 occasions each day for three consecutive days.

Mia will use two words to express recurrence (e.g., more milk, push again) following a model during snack, outdoor activities, and center time on 4 occasions each day for 3 consecutive days.

§ Learner§ Behavior

§ Observable (specific action) and Measurable

§ Developmentally-appropriate

§ Functional and aligned§ Generative

§ Conditions§ Activities§ Criterion

Priority Target Pitfalls

§ Describing what the child should not do§ Transition without hitting§ Not talking out

§ Target is not observable and measurable § Pay attention§ Get along with others

Does not describe a specific action the child will do

When to Teach:

Ongoing activities, routines, and transitions


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Priority Practices: When to Teach

3. Use high-quality activities to provide multiple and meaningful embedded learning opportunities.

4. Develop an activity matrix to plan when and how many learning opportunities to embed within and across activities.

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Everyday Experiences and High-Quality Activities are the Foundation for Embedded Instruction

High-quality activities

§ Developmentally appropriate

§ Flexible and dynamic

§ Balance between teacher-directed and child-initiated

§ Build on children’s interests

§ Provide opportunities for social interaction

§ Encourage children to make choices

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Types of Activities

§ Teacher-directed activities

§ Child-initiated activities

§ Routines

§ Transitions

Consider “Fit”

“Fit”

Natural

Logical

Might not be a good fit

A good “fit” in meaningful activities Schedule Activity Learning Priority

Breakfast Pour liquids into a cup

Free Play Name colors

CentersUse pointing to make a choice between 2 items

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Develop an activity matrix to plan when and how many learning opportunities to embed within and across activities.

An Activity Matrix is a written plan to help ensure embedded learning opportunities occur.

It reminds teachers of: • the planned activities (aka the schedule),• the learning targets for each child, and• the number of embedded learning

opportunities and when they should occur.

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CREATING AN ACTIVITY MATRIX

Mia Addie

Arrival

Free Play• Initiates an interaction with peers

by tapping them on the shoulder and asking them to play

Circle

Outside

Meal• Labels object using one

describing word (e.g., color or bowls)

Centers

Transition

Departure

Step 2: List children in the top row.Step 1: List the activities and times of day in the left-hand column of the chart.

• Invites another child to play• Identifies the problem in a

conflict with another child

• Labels an emotion

Step 3: Put the child’s learning target in the appropriate activity

Activity Matrix: The Key for Embedding Mia Matthew Leo

Arrival Use 2-word action-object combination- 5

Move up and down 2 or more stairs without assistance - 2

Free Play Verbally name at least 3 different colors - 6

Follow a 1-step direction relating to the immediate context - 4

Circle Greet peers using 1-2 words - 3 Move objects or himself in relation to another object or location - 3

Will express his needs to adults and peers using 2-3 word sentences - 2

Outside Use 2-word action-object combination- 3

Move objects or himself in relation to another object or location - 5


SnackScoop food with a spoon onto her own plate and into her mouth-10


Will express his needs to adults and peers using 2-3 word sentences - 3

Class Activity

Use 2-word action-object combination- 3

Departure Move objects or himself in relation to another object or location - 2


Transitions Verbally name at least 3 different colors - 4


A Well-Planned Activity MatrixThings to think about:• “Fit” between the child’s priority learning

target and the activity

• Consider natural locations in which behavior occurs

• Consider staff who are available during daily activities

• Identify the number of opportunities needed for practice

• Include a sufficient numbers of trials given the child’s phase of learning

Classroom Activity Matrix Examples

Specific Area of Classroom Matrix

Scheduled Activity and Associated Activity Types Matrix

Specific Time of Day Matrix

Linking to General Preschool Curriculum & Activities

Free Play Mia Matthew Leo Amos Carla

BlocksVerbally name at least 3 different

colors3

Verbally name 5 shapes

3

HouseUse both hands to pour without

spilling 2

Table ToysVerbally name at least 3 different

colors3

ArtVerbally name 5

shapes3

Sand/WaterFollow a 1-step direction relating

to the activity 2

Use both hands to pour without

spilling 3

BooksFollow a 1-step direction relating

to the activity 3

General Preschool ActivitiesWeekly Topic:

BUGS Free Play

Blocks Models of bugs built from blocks (add duplo)

House Ant farm

Table Toys Bug and butterfly puzzles; lotto game with bug stickers;

Art Build a bug (build bugs from craft leftovers –top rolls, buttons, boxes, string)

Sand/Water Plastic bugs for counting and sorting

Books

The Bugliest Bug, The Little Squeegy Bug, I Love Bugs, Everything Bug: What Kids Really Want to Know about Bugs (Kids’ FAQ’s)

A photograph album with photos of insects from our nature walk;

Word and picture matching on felt board (grasshopper, ladybug, spider, ant, firefly, etc.)

CLASSROOM ACTIVITY MATRIX

Build a Matrix

Using the matrix handout:

§ Add a class schedule that you are familiar with to the left hand column

§ Put your child’s name at the top of the second column on the left

§ Add to the cells where you would embed instruction: behavior from the learning target and the number of times you want the behavior to occur

How to Teach


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Priority Practices: How to Teach

5. Plan and implement embedded learning opportunities as complete learning trials (CLTs).

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Complete Learning Trial (CLT)

A logically occurring or planned Antecedent

is followed by a ehavior

that leads to a logically occurringor planned Consequence

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It’s as simple as ABC!

Antecedent Behavior ConsequenceThings or events in the environment or behaviors of adults or children that set the occasion for a child’s target behavior.

The “cues” for the child.

Can also be an engineered aspect of the environment.

What the child does following the antecedent.

Behaviors are things that can be seen or heard.

Something that happens in the child’s environment immediately following her/his behavior.

Positive consequence that increases the likelihood the child will do the target behavior again in the presence of the antecedent.

Complete Learning Trials

Example of a CLT

How to Evaluate


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Priority Practices: How to Evaluate

6. Collect and analyze data on embedded instruction implementation and child progress to inform instructional decisions.

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Ongoing Evaluation

Systematic, ongoing, authentic observation and recording of child learning are part of embedded instruction.

§ Supports data-based decision making• Identification of need to provide additional

support or revise learning targets• Identification of need to move on to next

learning targetEmbedded Instruction observations can be used to inform DRDP ratings

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Am I doing it?Implementing ELO and CLT

Is it working?Monitoring child progress

Do I need to make changes?Continuing or modifying implementation of

embedded instruction

Collect and Analyze Data

1. Am I Doing it?

0"

2"

4"

6"

8"

10"

12"

14"

16"

Colors" Ask"for"object"" Iden8fy"big/li=le" Name"objects"

planned"

implemented"

complete"

Num

ber o

f Tria

ls

70





Collect and Analyze Data

2. Is it Working? Mia will ask a peer or adult for object or toy by tapping the peer or adult and using 1-2 words to ask for the item after a verbal or gestural prompt from an adult. Mia will ask for 10 items across 3 different activities each day for 4 out 5 days in a week.

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Making Data-Informed Decisions

3. Do I Need to Make Changes?Data-Informed Decision Making

Data to Consider:§ Implementation data, including number of trials

and A-B-C components

§ Child progress data

Possible Data-Informed Decisions:

§ Consider changing where and how many learning opportunities occur

§ Consider changing antecedents, additional help, or consequences

§ Consider changing the behavior targeted

What behaviors are targeted?What type of data do I need?

Ways to Collect Data (You can use multiple methods)

Frequency..……………

Accuracy………...….…

Level of Support…..…

Duration or Latency....

Fluency……….……..…

Permanent Record..…

Describe………..……...

Count it

Calculate % correct

Take notes or use rating scale

Time it

Accuracy plus speed

Collect work samples

Take notes or use rubric

Frequency: Count it

Activity Occurrences Total10/20/2009Time: 9:00-9:15

Centers //// 4

10/20/2009Time: 10:30-10:45

Outdoor Play

// 2

10/20/2009Time: 11:20-11:40

Lunch

Priority Learning Target: Sarina will give or exchange at least 3 items or objects with peers during centers, outdoor play, and lunch. She will give or exchange at least 3 items or objects in each of these activitiesfor two consecutive days.

Accuracy: Calculate % CorrectPriority Learning Target:

Maxford will jump by pushing off the ground with two feet simultaneously when verbally or physically prompted during recess, music, gym, and circle activities with 80% correct jumps for two consecutive days.

Maxford jumps throughout day: Percent Correct:

1 2 3 4 5 6 7 8 9 10

ü = correct û = not correct

Level of Support: Take Notes or Use Rating ScalePriority Learning Target:

Lily will pour liquids from one container into another when asked by a peer or adult during snack, outdoor play, and lunch. She will do this on at least 4 occasions each day for one week.

I = independent V = verbal promptPP = partial physical prompt FP = full physical prompt,

Activity or Routine

Level of SupportI V PP FP

Snack üü ü

Outside Play(water table) üü ü

Lunch ü üü

Embed Data Collection

How to Evaluate

How is Embedded Instruction Different? § Targets based on the IEP,

the learning foundations/curriculum and activity assessment

§ Embed learning trials in ongoing activities, routines and transitions throughout the day

§ Focus on fidelity of implementation of complete learning trials

§ Use of ongoing, authentic assessment

§ Embedded Instruction Website

www.embeddedinstruction.net

§ Desired Results access Websitehttp://www.draccess.org

• Anita Zucker Center for Excellence in Early Childhood Studies - University of Florida

https://ceecs.education.ufl.edu/

http://www.embeddedinstruction.net/

http://www.draccess.org/

https://ceecs.education.ufl.edu/


AcknowledgementsWork described was supported, in part, by grants from the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education to the University of Florida (R324A070008; R324A150076). The opinions expressed are those of the authors, not the funding agency.

www.embeddedinstruction.net

http://www.embeddedinstruction.net

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