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Supporting EffectiveSupporting Effective
Instruction: Technology andInstruction: Technology and
Professional DevelopmentProfessional DevelopmentCarol McDonald ConnorCarol McDonald Connor
Frederick J. MorrisonFrederick J. Morrison
Christopher SchatschneiderChristopher Schatschneider
Barry FishmanBarry Fishman
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Coming to PD through the backComing to PD through the back
doordoor
Individualizing Student Instruction StudyIndividualizing Student Instruction Study
RFT to test the impact of childRFT to test the impact of child
characteristics-by-instruction interactionscharacteristics-by-instruction interactionson student outcomeson student outcomesAptitude by treatment interactionsAptitude by treatment interactions
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Designing the PD ProtocolDesigning the PD Protocol
Used the research base to develop a state ofUsed the research base to develop a state of
the art professional development protocol,the art professional development protocol, delivered to all treatment group teachersdelivered to all treatment group teachers
We assumed that, with our coaching, theWe assumed that, with our coaching, theteachers would be able to implement ISI in theteachers would be able to implement ISI in the
first experimental year with enough fidelity sofirst experimental year with enough fidelity so
that we could test our hypothesesthat we could test our hypotheses most PD research suggests that it takes 2 to 3most PD research suggests that it takes 2 to 3
years for teachers to fully implement a new practiceyears for teachers to fully implement a new practice
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What was the Intervention?What was the Intervention?
Created algorithms based on the HLMCreated algorithms based on the HLMresults in our Beyond the Reading Warsresults in our Beyond the Reading Warspaperpaper
Assessment to Instruction (A2i) softwareAssessment to Instruction (A2i) softwarecreated to compute recommendedcreated to compute recommendedamounts and types of instruction for eachamounts and types of instruction for each
childchildEmbedded in planning software design toEmbedded in planning software design toscaffold research-based reading practicesscaffold research-based reading practices
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Multiple Dimensions of InstructionMultiple Dimensions of Instruction
Student Buddy Reading
Sustained Silent Reading
Reading Comprehension
worksheets
Student Individual Writing
Pair writing
Vocabulary
Teacher Read Aloud
Student Read Aloud, Choral
Group Writing, Writing
Instruction, Model Writing
Listening Comprehension
Discussion
Meaning
Focused
Spelling
phonics worksheets,
handwriting activities
decoding activities
Alphabet activities
Letter Sight-Sound
Phonological Awareness
Onset-rime, blending and
segmenting
Word Segmentation
Code
Focused
Child ManagedTeacher Managed
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Algorithm Results TM-CFAlgorithm Results TM-CF
TMCFa = ((End of Year Target - (.2* LW GE))/(.05 + (.05 * LW)))+13.
TMCF_Recommended = (TMCFa - (.82 * Month )).
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Algorithm Results for CM-MFAlgorithm Results for CM-MF
CMMFa = ((3.76 End of year target + (1.4 * Vocabulary AE))/(.30)) - 14.
CMMFsl = 10-(.24*CMMFa).CMMF_Recommended= CMMFa + .5*(CMMFsl * Month).
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PD ProtocolPD Protocol
Focused on using A2i to plan instruction andFocused on using A2i to plan instruction andthen on implementing the recommendedthen on implementing the recommendedamounts for each child in the classroomamounts for each child in the classroom GroupingGrouping
small group rather than whole classsmall group rather than whole class using A2i recommended groupings (homogeneous)using A2i recommended groupings (homogeneous)
Classroom organizationClassroom organization Effective child-managed activitiesEffective child-managed activities
Individualizing time, content, and deliveryIndividualizing time, content, and delivery no one way to individualize instructionno one way to individualize instruction
Research-based practiceResearch-based practice
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Mentor or Coaching ModelMentor or Coaching Model
Research PartnersResearch Partners
classroom based 2 hours bi-weeklyclassroom based 2 hours bi-weekly
School level meetingsSchool level meetings Individual meetingsIndividual meetings
IndividualizedIndividualized
Same amount of timeSame amount of time Content and focus variedContent and focus varied
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Did the PD work?Did the PD work?
Evidence from child outcomesEvidence from child outcomes
Evidence from A2i software trackingEvidence from A2i software tracking
Evidence from changes in teacherEvidence from changes in teacherknowledgeknowledge
Evidence from classroom observationsEvidence from classroom observations
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Evidence from Child OutcomesEvidence from Child OutcomesHLM - Treatment versus Control Student ReadingHLM - Treatment versus Control Student Reading
Comprehension OutcomesComprehension Outcomes
Mean scores controlling for fall vocabulary, passage comprehension, letter-word reading, curriculum,FARL, and Reading First status. 464 = GE 1.8, 468 = GE 2.0, n = 616 students
TreatmentControl
460
462
464
466
468
470
SpringPassage
ComprehensionWSc
ore
Treatment
Control
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Evidence from Software TrackingEvidence from Software TrackingA2i Use and Reading ComprehensionA2i Use and Reading Comprehension
460
462
464
466
468
470
472
Control 90 min 180 min 270 min 360 min
S
pringComprehensionWScore
HLM fitted growth curves controlling for fall vocabulary, letter-word reading,curriculum, FARL, and Reading First status. 464 = GE 1.8, 468 = GE 2.0,
AE = 8.2 years
AE = 6.0 years
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Evidence from changes in TeacherEvidence from changes in Teacher
KnowledgeKnowledge Teacher Knowledge Test Descriptives and ReliabilityTeacher Knowledge Test Descriptives and Reliability
Assesses teachers understanding of English phonology,Assesses teachers understanding of English phonology,orthography, and morphology, and concepts of literacyorthography, and morphology, and concepts of literacyacquisition and instructionacquisition and instruction
34 multiple choice and 11 short answer items34 multiple choice and 11 short answer items Administered fall and springAdministered fall and spring Cronbachs alpha = .87.Cronbachs alpha = .87.
Teachers in the treatment group had significantly higherTeachers in the treatment group had significantly higherspring TKS scores compared to control teachersspring TKS scores compared to control teachers
Controlling for school SES status, other PD opportunities,Controlling for school SES status, other PD opportunities,teacher credentials and fall TKS scoresteacher credentials and fall TKS scores
standardize beta = .40standardize beta = .40
A2i and TKS correlationsA2i and TKS correlations Fall TKS and A2i total use did not correlateFall TKS and A2i total use did not correlate
Spring TKS and A2i correlation = .58Spring TKS and A2i correlation = .58
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Importance of Teacher KnowledgeImportance of Teacher Knowledge
First Graders end of year grade equivalent score of 1.9 = 428
Scores on the TKS ranged from 9 to 36 (M= 23.45,
SD = 7.27).
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Evidence from Classroom ObservationsEvidence from Classroom Observations
Child-managed
Pair
4.1. Literacy Codes:
4.1.2. Phoneme Awareness
4.1.3. Syllable Awareness
4.1.4. Morpheme Awareness
4.1.5. Onset/Rime Awareness
4.1.6. Word ID/Decoding
4.1.7. Word ID/Encoding
4.1.8. Fluency
4.1.9. Print Concepts
4.1.10. Oral Language
4.1.11. Print Vocabulary
4.1.12. Reading Comprehension4.1.13. Text Reading
4.1.14. Writing
4.1.15. Library
4.1.16. Assessment
4.1.2. Phoneme Awareness
4.1.2. Phoneme Awareness
4.1.2.2. Blending
4.1.2.3. Elision/Initial
4.1.2.4. Elision/Final
4.1.2.5. Elision/Vowel
4.1.2.6. Elision/Medial
4.1.2.7. Substitution/Initial
4.1.2.8. Substitution/Final
4.1.2.9. Substitution/Vowel
4.1.2.10 Substitution/Medial4.1.2.11 Segmenting/Counting
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TCM Small-group Code-focusedTCM Small-group Code-focused
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Teacher-Managed InstructionTeacher-Managed Instruction
0
5
10
15
20
25
Min/day
TM-CF TCM-CF TM-MF TCM-MF
Treatment
Control
0
2
4
6
8
10
12
14
16
18
TCM-CF TCM-MF
Treatment
Control
Whole Class
Small Group
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Child Managed InstructionChild Managed Instruction
02
4
6
8
1012
14
16
18
20
Min/Day
CM-SG-CF CM-Ind-CF CM-SG-MF CM-SM-Ind-
MF
Treatment
Control
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Winter Observed A2iWinter Observed A2i
recommended amountsrecommended amounts
-25
-20
-15
-10
-5
0
5
10
TCM-CF TCM-MF CM-CF CM-MF
Treatment
Control
Simple
Differences
0
5
10
15
20
25
Min/Day
TCM-CF TCM-MF CM-CF CM-MF
Treatment
Control
Distance FromRecommendation
Absolute Values
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Effect of Distance fromEffect of Distance from
RecommendationsRecommendations
461
462
463
464
465
466
467
468
469
470
471
43 0.12
TCM-CF DFT (minutes/day)
SpringPCWscor
464 = 1.8, 470 = 2.1 or
about a 3 month difference
in GE
446
448
450
452
454
456
458
460
62 0.01
CM-MF DFT (minutes/day)
SpringLWWscore
450 = 1.9, 458 = 2.5 .6 GE or
about a 5 and a half month
difference in GE
Winter TM-CF DFR Winter CM-MF DFR
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HLM - DFR predicting studentHLM - DFR predicting student
outcomesoutcomes Cumulative fall, winter and spring DFR for TM-CF andCumulative fall, winter and spring DFR for TM-CF and
CM-MFCM-MF DFR Treatment teachers < DFR Control TeachersDFR Treatment teachers < DFR Control Teachers
Total Amounts of instruction did not predict studentTotal Amounts of instruction did not predict student
outcome growth (residualized change)outcome growth (residualized change) Cumulative TM-CF and CM-MF DFR negativelyCumulative TM-CF and CM-MF DFR negatively
predicted both Passage Comprehension and Letter-predicted both Passage Comprehension and Letter-Word Identification residualized changeWord Identification residualized change TM-CF DFR amount and change fall to springTM-CF DFR amount and change fall to spring CM-MF DFR amountCM-MF DFR amount
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DiscussionDiscussion
Finding effective ways to change teacherFinding effective ways to change teacherpractice quickly are criticalpractice quickly are critical For Random Field TrialsFor Random Field Trials Improving student learningImproving student learning
Why did our PD work?Why did our PD work? Practice-based PD versus General KnowledgePractice-based PD versus General Knowledge Focus on A2i, which was designed to scaffold theFocus on A2i, which was designed to scaffold the
kinds of instruction research suggests are morekinds of instruction research suggests are moreeffective in improving students reading skillseffective in improving students reading skills
Did the technology really make a difference?Did the technology really make a difference? We dont know and will need to conduct a RFT to find outWe dont know and will need to conduct a RFT to find out
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