Presentation is loading. Please wait.

Presentation is loading. Please wait.

A SSESSING WITH T ECHNOLOGY Projecting Individualized Student Growth Targets in the Classroom with Web-Based Assessment Lauren Menard, EdD.

Similar presentations


Presentation on theme: "A SSESSING WITH T ECHNOLOGY Projecting Individualized Student Growth Targets in the Classroom with Web-Based Assessment Lauren Menard, EdD."— Presentation transcript:

1 A SSESSING WITH T ECHNOLOGY Projecting Individualized Student Growth Targets in the Classroom with Web-Based Assessment Lauren Menard, EdD. laurenannmenard@gmail.com Society for Information Technology and Teacher Education (2013)

2 A SCENDANCY OF A CADEMIC G ROWTH (N OELL & B URNS, 2006) Society for Information Technology and Teacher Education (2013). International competitiveness, ensure all students regardless of background have access to a high quality education, and prepare all students for college, work and citizenship (Statement on National Governors Association and State Education Chiefs Common Core Standards, 2010, ¶5). Teacher effectiveness simultaneously being evaluated with unprecedented emphasis on student growth Common Core State Standards Compass

3 CCSS I MPLEMENTATION S UPPORT N EEDED As states move forward to implement the standards, they will need to translate standards into classroom teaching that will help all students master these new standards (Statement on National Governors Association and State Education Chiefs Common Core Standards, 2010, ¶4). Requires collective collaborationsimilar to weeding the garden debating what to continue, what to change, and what to cast away (Duncle, 2010, p.2). Society for Information Technology and Teacher Education (2013).

4 By themselves, value-added data are neither good nor bad. It is how we use them that matters (Di Carlo, 2012, p.39). Society for Information Technology and Teacher Education (2013). It is not surprising that many states and districts have neglected some of these steps. They were already facing budget cuts and strained capacity before having to design and implement new teacher evaluations in a short time frame. This was an extremely difficult task (Di Carlo, 2012, p.41).

5 C ONTROVERSIAL V ALUE A DDED M ODEL (VAM) E VALUATIONS New York City: Los Angeles Times: public database of teacher names and ratings Alternate view: VAMs reflect, Whom a teacher teaches, not how well they teach (Darling-Hammond, 2012, ¶14) Society for Information Technology and Teacher Education (2013). Your daughter is the worst teacher in the city!!

6 S TUDENTS WITH D ISABILITIES Society for Information Technology and Teacher Education (2013). Vast majority of IDEA eligible students, taught and tested on grade-level state- mandated curricula (Richards, 2010, p. 8). Leave no child behind can be described in similar shorthand as maximum exposure to grade-level curriculum (Richards, 2010, p. 1). Access to instruction in grade-level content in order to move closer to grade-level achievement … to focus instruction on a student's instructional level would lower expectations and limit opportunities (20 USED, 2007, p. 17,755) NCLB AYPIDEA

7 L OUISIANA T EACHERS Required to: Develop Student Learning Targets (SLT) by content based on common assessments Develop a scoring plan to evaluate their effectiveness (Louisiana Department of Education, 2011b) Society for Information Technology and Teacher Education (2013).

8 S AMPLE C LASS : 10 S TUDENTS Society for Information Technology and Teacher Education (2013). Variety of disabilities (e.g., Specific Learning Disability, Developmental Delay, Intellectual Disability, Other Health Impaired) Medical conditions, behavioral challenges, communication and motor deficits All self-contained K - 5 th Grade Eight African Americans, one Caucasian, one Hispanic 7 boys and 3 girls 6 students: LEAP; 2 students LAA2

9 Society for Information Technology and Teacher Education (2013). One evaluation measure for all, such as survival or percent proficient on LEAP, risks labeling all high- risk specializing centers unacceptable. Greater risks: Discouraging teaching where growth is predictably low Penalizing teachers for taking on the toughest assignment (Darling-Hammond, 2012, ¶ 16)

10 B ENCHMARKS N EEDED TO P ROJECT G ROWTH Society for Information Technology and Teacher Education (2013). Common assessment benchmarks (e.g., Aimsweb, DIBELS) were not available because none were administered to students in the self- contained class at the beginning of the year, presumably because of low skill levels. Initial baselines had to be quickly gathered because teacher SLTs were due.

11 E ASY CBM Society for Information Technology and Teacher Education (2013). Houghton Mifflin Harcourt Curriculum-based assessment and progress- monitoring tool for grades K-8 th Web-based Free teacher version Louisiana approved Tier 2 common assessment Over 163,000 teachers relying on easyCBM Approved by the National Center for Response to Intervention (EasyCBM, 2012)

12 Society for Information Technology and Teacher Education (2013).

13 S ELECTED E ASY CBM P ROGRESS M ONITORING FOR THE S AMPLE C LASS Letter Naming Fluency Word Reading 1 Word Reading 2 Society for Information Technology and Teacher Education (2013).

14 G ROWTH T ARGETS Bill Copeland once said, The trouble with not having a goal is that you can spend your life running up and down the field and never score (Yaeger, 2011, p.1). Value-added models paraphrase the sentiment: Society for Information Technology and Teacher Education (2013). Without reaching growth targets teachers can teach all year without contributing to a students education.

15 PROJECTING INDIVIDUALIZED GROWTH TARGETS Society for Information Technology and Teacher Education (2013). Increase initial benchmarks by 20% Interpret growth as a new raw score Apply a minimum increase of three assessment items

16 Society for Information Technology and Teacher Education (2013). StudentSkillPre-test%20% Growth percentage Growth target 1WR(2)39/17622.15%4.4326.5847/176 2WR (1)7/1205.83%1.166.9910/120 3WR(1)9/1207.5%1.5912/120 4WR(1)13/12010.83%2.1713.16/176 5LNF14/10014%2.816.817/100 6WR(1)8/1206.66%1.337.9911/120 7LNF13/10013%2.615.616/100 8WR (1)1/120.83%.166.9964/120 9WR(2)14/1767.95%1.599.5417/120 10LNF19/10019%3.822.823/100

17 T EACHER SLT AND S CORING R UBRIC Eight of the ten students in the class will demonstrate growth in literacy skills as evidenced by 20% or more growth between baselines and post assessments with easyCBM measurements. Society for Information Technology and Teacher Education (2013). Insufficient Attainment (1) Partial Attainment (2) Full Attainment (3) Exceptional Attainment (4) 6 or fewer students meet individual growth target 7 students meet individual growth target 8 students meet individual growth target 9 or more students meet individual growth target

18 Society for Information Technology and Teacher Education (2013). The first plots (IB) represent initial raw scores on Letter Naming, Word Reading Fluency 1, or Word Reading Fluency 2. The second point in the series (GOAL) represents projected individual growth targets. Time delays between progress monitoring (PM) trials were between two and four weeks. Student absence and scheduling affected the number of trials. All assessments occurred over approximately eight weeks. Several students met growth targets by the first or second progress monitoring period, which suggests a 20% projected increase was too low.

19 VAM I SSUES How much academic growth do all students need to evidence for teachers to be considered effective? Teacher gains were lower with new English-learners and special education students than with typical students (Darling-Hammond, 2012, ¶18). Students with disabilities learned new words at less than half the rate (Deno et al., 2001). Construct shifting affects rate of growth (Martineau, 2006; OMalley, et al., 2011). Teacher effects are both additive and cumulative with little evidence of compensatory effects of more effective teachers in later grades (Sanders & Rivers, 1996, p.6). Society for Information Technology and Teacher Education (2013).

20 C LOSING Society for Information Technology and Teacher Education (2013). In environments of low student achievement, strained capacity, and budget cuts, a teacher may have limited training on evidencing value-added teaching. If a dichotomy of a teachers heart versus a teachers knowledge base or the question of whether great teachers are born or made were debated, this work would firmly stand on the side of instructional pedagogy. Questions and comments following. Thank you for your attention.


Download ppt "A SSESSING WITH T ECHNOLOGY Projecting Individualized Student Growth Targets in the Classroom with Web-Based Assessment Lauren Menard, EdD."

Similar presentations


Ads by Google