supporting evaluation rubrics with digital evidence and artifacts bill jensen, rhonda laswell, rose...
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Supporting Evaluation Rubricswith Digital Evidence
and Artifacts
Bill Jensen, Rhonda Laswell, Rose Maudlin& Ramesh Sabetiashraf
TimelineINITIATIVE
•Internal inquiry/self reflection of special education processes•Learn technologies available to give access to all learning preferences•Introduced PBIS by offering an optional class•PBIS transitioned from optional to district wide•Transition UDL from special education focus to school wide
•Evaluated inclusion & measuredschool wide understanding of UDL•Identified school specific needs related to UDL application
•Created new teacher evaluation rubric based on the conceptual framework
ACTION•Service delivery plan: special education focus
•Six schools developed a 3 year UDL focused technology plan•Schools that attended created building PBIS action plans
•PBIS coaches and facilitators were identified
•Trained building level teams in UDL; embedded UDL goals in school improvement plans•Trained and implemented Instructional Consultation Teams•Expanded training of UDL•Indentified individual for corporation to provide school and teacher UDL support•Pilot rubric in an elementary, middle and high school
DATE2002-
2003-
2005-
2006-
2007-
2008-
2012-
Universal Design for Learning
• UDL is the conceptual framework through which all district initiatives, policies and procedures are filtered, supported and implemented.
UDL• Universal Design for Learning
What is UDL?
UDL is a framework you employ to: •Intentionally create an inclusive learning environment and learning experience that is accessible and conducive to learners. • Filter curriculum and the learning environment to expose barriers and find deficiencies in the pedagogy and strategies rather than focusing on the students’ deficiencies and challenges.
PBIS• Positive Behavior Instructional Supports
– What is PBIS?•Positive Behavior Instructional Supports (PBIS) is a systems approach to improving school and classroom behavior among all students. •PBIS is used to help staff create school-wide systems that allow them to teach and promote positive behavior among all students.• By reducing behavioral problems, environments are created that allow teachers to teach and students to learn.•PBIS utilizes data to drive action plans and respond to the ongoing needs of dynamic learning environments.
Universal Design for Learning
REPRESENTATIONInput
The “What?” of learning
Options to see, hear and perceive information:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to decode language, math, symbols:
_________________________________________________________________________________________________________________________________________________________________________________________
Options to make sense and understand knowledge:
_________________________________________________________________________________________________________________________________________________________________________________________
ACTION/EXPRESSIONOutput
The “How?” of learning Options to do, move and interact: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to differentiate expression of knowledge: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to plan, strategize and initiate action: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
ENGAGEMENTConnection
The “Why?” of learning Options to care, value and find relevance: ___________________________________ ___________________________________ ___________________________________ __________________________________ ___________________________________ Options to vary challenge and/or support:
______________________________________________________________________ _________________________________________________________________________________________________________ Options to set goals and self regulate: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Bartholomew Consolidated School Corporation 2012
GOAL: ________________________________________________________________
Teacher Evaluation RubricStudent Success Rubric
Summer InstituteTV Show
Summer InstituteICT
Summer InstituteTV Show
Online Course
Teacher Evaluation RubricStudent Success Rubric
Summer Institute
Summer InstituteICT
PBIS
Summer InstituteICT
Teacher Evaluation RubricStudent Success Rubric
Summer InstitutePBIS
Summer InstituteICT
Summer InstitutePBIS
Integrate current and ongoing initiatives with UDL as the framework
50%
15%
10%
25%
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Evaluation Needs
Evidence & Artifacts
Assessments
Alignment with Proficiencies/Standards
Teacher, Student, ProgramLevel assessments
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Data Collection Needs
TeachersStudents
Course/Program Level
Institution Level
Aggregation Analysis Reports
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Problems
Document Collection
Scattered data
Multi- LayerSolutions
Multiple Solutions
Labor Intensive
Delayed Analytics
Training Costs
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RCampus Design Perspectives
Easy-to-use
Flexible
Low learning curve
Comprehensive
Straight forward
Cost effective
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Data Collection from Source
Rubrics
Artifacts
Standards
Reports
Students Faculty AdminsEmployers Programs
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Rubrics & Matrices
Evaluation Tool Collection Tool
Rubric Matrix
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Multi-Purpose Matrices
Easy-to-use
Flexible
Low learning curve
Comprehensive
Straight forward
Cost effective
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Progress Monitoring
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iRubric Assessment & Feedback
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Analytics
By Program, Course,
Department
By Standard / Outcome Longitudinal Institutional
Outcomes
Standards & Outcomes
Matrices
Rubrics
Research
Administrators
Accreditation
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Analytics & Reports
Easy-to-use
Low learning curve
Straight forward
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Sample UseIU School Psychology PhD
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Sample UseIU School of Education – Accreditation Report
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Instructor Responses:How, if at all, did iRubric help save you time and effort in grading, communication, meeting course
objectives, etc.?
• “Using the iRubric helped in grading extensively since I did not have to worry about being unfair and ensuring that each component matched the assignments. I did spend some time highlighting the rubrics in class so that students were aware of the requirements.”
• “It made my grades very transparent and I did not get as many complaints with regards to
grading assignments.”
Sample UseIU School of Education – Instructor Survey
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Sample UseIU School of Education – Instructor Survey
Candidate Responses: Would you like to see iRubric utilized for grading in your future courses?
• “Yes I would – having access to a rubric before completing the assignment is a great tool and advantage, and this particular form of rubric is very handy for the student and the instructor because of its simplicity and availability.”
• “Yes, I would like to see iRubric utilized for grading in my future courses because it was easy to obtain and understand how it worked. It was always in the same place and just a simple, but efficient program.”
• “Yes, I would, because I appreciate the clarity of feedback and the ease of access online.”