s.t.a.t. year three mid‐year evaluation · 2018-08-13 · data sources •s.t.a.t. teacher...
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S.T.A.T. Year Three Mid‐Year Evaluation
Dr. Steven M. RossDr. Jennifer R. Morrison
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S.T.A.T. Evaluation Model
2
Professional Development Measurable Outcomes Goals
Classroom Environment
Teacher Practice
Digital Content
Administrators
Classroom Teachers
S.T.A.T. Teachers
Student Engagement
P21 Skills
Student Achievement
Graduate GloballyCompetitive
Students
MAP
PARCC
Year 1+
Year 2+
Years 3/4+Year 1+
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Data Sources
• S.T.A.T. Teacher Program Survey (BCPS survey)
• Classroom observations in Lighthouse Elementary Schools (10), Phase 2 Elementary Schools (10), Lighthouse Middle Schools (7), Phase 2 Middle Schools (7), Lighthouse High Schools (3) (OASIS‐21 Instrument)
• Digital content usage (BCPSOne)
• Student Focus Groups
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S.T.A.T. Evaluation Model
4
Professional Development Measurable Outcomes Goals
Classroom EnvironmentClassroom
Environment
Teacher PracticeTeacher Practice
Digital ContentDigital
Content
Administrators
Classroom Teachers
S.T.A.T. Teachers
Student Engagement
Student Engagement
P21 SkillsP21 Skills
Student Achievement
Graduate GloballyCompetitive
Students
MAP
PARCC
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Survey: PD Helpfulness
+
+
+
+
6.37%
+
5.64%
8.64%
22.54%
11.53%
16.76%
28.19%
67.15%
81.62%
75.53%
60.28%
Independent learning
Individual/1:1 support
Small group
Large group
not at all helpful only slightly helpful somewhat helpful very helpful+ < 5.0%
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Survey: Desired Future PD Mode
9.60%
8.46%
42.37%
26.58%
37.84%
23.02%
31.97%
9.33%
38.92%Training workshop(s)
Developed teacher development plan
Learning walk or instructional walk-through
Analysis of data
Observation of another teacher's classroom
Study group or lesson study
Observation of model teaching or conducting demonstration lesson
Developed an SLO
Other6
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S.T.A.T. Teacher Program
• Classroom teachers positive towards the S.T.A.T. teacher– Knowledgeable and supportive– Available for support and resources
• Needs:– Clear definition S.T.A.T. teacher roles and responsibilities– Pacing of PD– Professionalism
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S.T.A.T. Evaluation Model
8
Professional Development Measurable Outcomes Goals
Classroom Environment
Teacher Practice
Digital Content
Administrators
Classroom Teachers
S.T.A.T. Teachers
Student Engagement
Student Engagement
P21 SkillsP21 Skills
Student Achievement
Graduate GloballyCompetitive
Students
MAP
PARCC
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S.T.A.T. Experience
2015‐2016 2016‐20172014‐2015
LH Grades 1‐3
LH Grades K, 4, 5Ph 2 Grades 1‐3LH Grade 6
Ph 2 Grades K, 4, 5Ph 2 Grade 6LH Grade 7LH Grades 9‐12
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Observation Rating Scales
• Not observed: Not observed in class• Rarely: Received little emphasis/time in class• Somewhat/Occasionally: Receives modest emphasis/time in class
• Frequently: Receives substantial emphasis/time in class• Extensive(ly): Highly prevalent in class
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Impact on Classroom Environment
40.00%
50.70%
50.00%
31.25%
28.17%
34.38%
28.75%
21.13%
15.63%
Year 3 (2016-17) Schools
Year 2 (2015-16) Schools
Year 1 (2014-15) Schools
Display of materials and resources that support independent thinking
Not Observed Somewhat Extensive
+
7.04%
6.25%
47.50%
43.66%
46.88%
48.75%
49.30%
46.88%
Year 3 (2016-17) Schools
Year 2 (2015-16) Schools
Year 1 (2014-15) Schools
Information displayed reflects content being taught
Not Observed General subject Lesson-specific+ < 5.0%
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Impact on Teacher Practices
15.00%
9.86%
15.63%
21.25%
22.54%
12.50%
37.50%
39.44%
56.25%
20.00%
18.31%
9.38%
6.25%
9.86%
6.25%
Year 3 (2016-17) Schools
Year 2 (2015-16) Schools
Year 1 (2014-15) Schools
Teachers acting as coach/facilitators
Not Observed Rarely Somewhat/Occasionally Frequently Extensively
36.25%
23.94%
25.00%
17.50%
30.99%
21.88%
20.00%
26.76%
34.38%
8.75%
14.08%
15.63%
17.50%
+
+
Year 3 (2016-17) Schools
Year 2 (2015-16) Schools
Year 1 (2014-15) Schools
Teacher presentation
Not Observed Rarely Somewhat/Occasionally Frequently Extensively+ < 5.0%
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Digital Content Usage
13
6.8
97.2139.7
19.2
641.2
9.959.7
10.9
98.0149.7
23.6
499.1
28.2
131.2
0.0
100.0
200.0
300.0
400.0
500.0
600.0
700.0
Instruction RepositoryContent
Link File Assignment Assessment Other
Aver
age T
iles C
reat
ed
Tile Category
Semester 1 - 2015 Semester 1 - 2016
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S.T.A.T. Evaluation Model
14
Professional Development Measurable Outcomes Goals
Classroom EnvironmentClassroom
Environment
Teacher PracticeTeacher Practice
Digital ContentDigital
Content
Administrators
Classroom Teachers
S.T.A.T. Teachers
Student Engagement
P21 Skills
Student Achievement
Graduate GloballyCompetitive
Students
MAP
PARCC
Student Achievement
Graduate GloballyCompetitive
Students
MAP
PARCC
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Impact on Student Engagement
47.50%
36.62%
25.00%
10.00%
16.90%
18.75%
12.50%
9.86%
21.88%
10.00%
22.54%
18.75%
20.00%
14.08%
15.63%
Year 3 (2016-17) Schools
Year 2 (2015-16) Schools
Year 1 (2014-15) Schools
Students using digital tools for learning
Not Observed Rarely Somewhat/Occasionally Frequently Extensively
16.25%
36.62%
9.38%
7.50%
16.90%
15.63%
16.25%
9.86%
28.13%
31.25%
22.54%
31.25%
28.75%
14.08%
15.63%
Year 3 (2016-17) Schools
Year 2 (2015-16) Schools
Year 1 (2014-15) Schools
Students completing independent work
Not Observed Rarely Somewhat/Occasionally Frequently Extensively15
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Impact on P21 Skills
62.50%
60.56%
59.38%
6.25%
+
9.38%
10.00%
15.49%
25.00%
11.25%
14.08%
+
10.00%
5.63%
+
Year 3 (2016-17) Schools
Year 2 (2015-16) Schools
Year 1 (2014-15) Schools
Learning incorporates authentic/real world contexts
Not Observed Rarely Somewhat/Occasionally Frequently Extensively+ < 5.0%
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Student Perceptions of S.T.A.T.
• Appreciate technology – Grading, electronic communication, access to information, organization, creativity
• Mixed views on time spent using– Testing increases time
• Devices used primarily for independent work• Issues with Internet connections, access
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S.T.A.T. Evaluation Model
18
Professional Development Measurable Outcomes Goals
Classroom Environment
Teacher Practice
Digital Content
Administrators
Classroom Teachers
S.T.A.T. Teachers
Student Engagement
P21 Skills
Student Achievement
Graduate GloballyCompetitive
Students
MAP
PARCC
Year 1+
Year 2+
Years 3/4+Year 1+
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Student Achievement
• Reading/ELA– Upward trend for Lighthouse Grades 1‐3 students– Upward trend for non‐Lighthouse Grades 1‐2
• Mathematics– Upward trend for Lighthouse Grades 1‐3 students– Upward trend for non‐Lighthouse Grades 1‐3 students
• Lighthouse outperforming non‐Lighthouse except Grade 1 Reading
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Grade 1 Reading: MAP
0102030405060708090
100
2013-14 2014-15 2015-16Perc
enta
ge M
et G
row
th E
xpec
tatio
ns
Lighthouse Schools Non-Lighthouse Schools(n = 97)(n = 10)
(Year 2)(Pre-Program) (Year 1)
20
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Grade 2 Reading: MAP
0102030405060708090
100
2013-14 2014-15 2015-16Perc
enta
ge M
et G
row
th E
xpec
tatio
ns
Lighthouse Schools Non-Lighthouse Schools(n = 97)(n = 10)
(Pre-Program) (Year 1) (Year 2)
21
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Grade 3 ELA: PARCC
0102030405060708090
100
2014-15 2015-16Perc
enta
ge M
et o
r Exc
eede
d G
row
th
Expe
ctat
ions
Lighthouse Schools Non-Lighthouse Schools State(n = 96)
(Year 1) (Year 2)
(n = 10) (n = 866)22
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Grade 1 Mathematics: MAP
0102030405060708090
100
2013-14 2014-15 2015-16Perc
enta
ge M
et G
row
th E
xpec
tatio
ns
Lighthouse Schools Non-Lighthouse Schools(n = 97)(n = 10)
(Pre-Program) (Year 1) (Year 2)
23
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Grade 2 Mathematics: MAP
0102030405060708090
100
2013-14 2014-15 2015-16Perc
enta
ge M
et G
row
th E
xpec
tatio
ns
Lighthouse Schools Non-Lighthouse Schools(n = 97)(n = 10)
(Year 2)(Year 1)(Pre-Program)
24
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Grade 3 Mathematics: PARCC
0102030405060708090
100
2014-15 2015-16Perc
enta
ge M
et o
r Exc
eede
d G
row
th
Expe
ctat
ions
Lighthouse Schools Non-Lighthouse Schools State(n = 10)
(Year 1) (Year 2)
(n = 96) (n = 866)25
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Recommendations
• Narrow S.T.A.T. teacher position expectations, with focus on instructional leadership
• Offer professional development on desired teaching practices• Increase modelling of inquiry‐based and project‐based lessons• Increase opportunities for device use in pairs or small groups• Monitor and proactively address technology glitches
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Conclusion
• Classroom teachers view S.T.A.T. teacher favorably
• Professional development appears to be influencing teaching practice in accord with the logic model– Active student learning and device use integrated with core teaching practices– Stronger impact as school experience increases
• Students have positive views towards using devices for learning
• Positive trends in student achievement
27