description: tags: connor

8/14/2019 description: tags: connor

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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



4.1.2.2. 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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