Access for Success Guidance for Interpreting the Results of the Implemented ULDA you have tried and tracked the action(s) for the suggested time period, look for the overall trend. Generally, here’s how you can interpret the results. If student’s work approached task Work was consistent with his/her Continue the action for three more weeks to expectations most of the time skills and prior performance determine if the student can eventually AND THEN meet the task expectations. If student’s work approached task Work was not consistent with his/her Try another action. THEN expectations most of the time AND skills and prior performance If student’s work met task expectations Work was consistent with his/her Continue with this action in the classroom. THEN most of the time AND skills and prior performance If student’s work met task expectations Work was not consistent with his/her Try another action. most of the time skills and performance, and it THEN AND was a decline in quality If student’s work met task expectations Work was not consistent with his/her Continue with this action in the classroom. most of the time skills and prior performance, and it THEN AND was an increase in quality If student’s work surpassed task Work was consistent with his/her This task may not have posed difficulty for expectations most of the time skills and prior performance the student in relation to the targeted AND THEN challenge; the action impact was negligible. If student’s work surpassed task Work was not consistent with his/her Change the action during this task; it could expectations most of the time skills and prior performance, and it be that task familiarity limited impact of AND THEN was a decline in quality action. If student’s work surpassed task Work was not consistent with his/her Keep up with this action! It’s a clear benefit expectations most of the time skills and prior performance, and it to the student. AND THEN was an increase in quality
Access for Success Guidance for Interpreting the Results of the Implemented ULDA you have tried and tracked the action(s) for the suggested time period, look for the overall trend. Generally, here’s how you can interpret the results. If student’s work approached task expectations most of the time AND Work was consistent with his/her skills and prior performance THEN Continue the action for three more weeks to determine if the student can eventually meet the task expectations. If student’s work approached task expectations most of the time AND Work was not consistent with his/her skills and prior performance THEN Try another action. If student’s work met task expectations most of the time AND Work was consistent with his/her skills and prior performance THEN Continue with this action in the classroom. If student’s work met task expectations most of the time AND Work was not consistent with his/her skills and performance, and it was a decline in quality THEN Try another action. If student’s work met task expectations most of the time AND Work was not consistent with his/her skills and prior performance, and it was an increase in quality THEN Continue with this action in the classroom. If student’s work surpassed task expectations most of the time AND Work was consistent with his/her skills and prior performance THEN This task may not have posed difficulty for the student in relation to the targeted challenge; the action impact was negligible. If student’s work surpassed task expectations most of the time AND Work was not consistent with his/her skills and prior performance, and it was a decline in quality THEN Change the action during this task; it could be that task familiarity limited impact of action. If student’s work surpassed task expectations most of the time AND Work was not consistent with his/her skills and prior performance, and it was an increase in quality THEN Keep up with this action! It’s a clear benefit to the student.
afs_c11_interpret_results.docx