June 1994 — Features

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Using Computers to Initiate Active Learning for Students With Severe Behavior Problems

Operation and Evaluation Teachers will initiate classroom computer training by choosing four motivated students who work cooperatively and are viewed as leaders by their peers. After the basic program concepts are mastered, students will collectively create a flyer announcing their seasonal publication. Prior to the flyer being released and ads being collected, students would elect a publication committee to oversee the following five basic operations: Produce and distribute a seasonal flyer; Collect the classified ads; Document accounts payable/received; Publication production; and Publication distribution. Portfolios are an efficient way to monitor and evaluate a student's academic and behavioral progress. The first item in each portfolio will be a one-page, hand-written, pre-test on a subject familiar to students. After approximately six weeks of using the computer to complete writing assignments, students will be asked to develop the same essay on the computer as a post-test. On a weekly basis, teachers will formatively evaluate student progress by examining behavioral charts such as Daily Point Sheets plus Daily and Weekly Point Graphs (Figures 1, 2 and 3). Portfolios should also reveal evidence of the following student objectives:
Increased time on task; Decreased behavior problems; Increased attendance; and Improved quality of academic assignments. Every month teachers will conduct a summative evaluation to provide a larger context and perspective on the program's strengths and weaknesses. Teachers will use the results to improve future programs in which computers are utilized to enhance active learning. For the current program, results will be used to decide whether or not to mainstream students who have progressed beyond teacher expectations.