CERA 87th Annual Conference- Effective Teaching & Learning: Evaluating Instructi

CERA 87th Annual Conference- Effective Teaching & Learning: Evaluating Instructi www.phwiki.com

CERA 87th Annual Conference- Effective Teaching & Learning: Evaluating Instructi

Shell, Dan, Managing Editor has reference to this Academic Journal, PHwiki organized this Journal CERA 87th Annual Conference- Effective Teaching & Learning: Evaluating Instructional Practices Rancho Mirage, CA – December 4, 2008 Noelle C. Griffin, PhD. Implementation of a Formative Assessment-based Middle School Math Intervention: Findings, Considerations in addition to Lessons Learned CRESST/UCLA Victoria Schumacher, PhD. Norwalk/ La Mirada Unified School District NLMUSD Background in addition to Considerations POWERSOURCE© Overview in addition to Implementation POWERSOURCE© Findings in addition to Trends Broader Math Achievement Context Presentation Overview NLMUSD: Background in addition to Considerations

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Priority 1! 9 out of 10 students reading at grade level. Math: initial focus on middle school Overarching district framework: “The Work” Instructional Context Authentic student engagement Effective questioning Making meaning/text analysis Assessment driven instruction St in addition to ards-based instruction across content areas Components of the Work Comparison of Math CST 2008 Results across Schools with Free or Reduced Lunch in addition to English Learners

Using CRESST Collaboration to Support “The Work” Initial conversations/planning re: implementation in addition to experimental design (POWERSOURCE in addition to “alternative groups”) Coordination with other district math partners (Dr. Marty Bonsangue, CSUFullerton) Key consideration: How can POWERSOURCE© project compliment existing district initiatives District Stakeholder Involvement Key role of stakeholders in decision to participate Joint CRESST/NLMUSD presentations/question answer sessions to middle school principals/teachers Involvement of Teachers’ Association (TANLA) Inclusion of CRESST Senior Researcher (Terry Vendlinski) in other district math professional development activities in addition to sessions Teachers invited to participate, vote as long as “site coordinators” as long as each school POWERSOURCE© : Overview in addition to Implementation

POWERSOURCE© Background Five-year research project Objective: Develop as long as mative assessments in addition to associated instructional support materials to improve student per as long as mance in Algebra/pre-Algebra Funder: U.S. Department of Education, Institute of Education Sciences (National Assessment Center Grant) Emphasis on empirical rigor in addition to experimental testing Involves participation of multiple districts over multiple years POWERSOURCE© Foundations: Formative Assessment Formative assessments can be used to guide teaching in addition to instruction When used correctly, it can produce increased learning in addition to achievement. (e.g., Black & William, CRESST) Many teachers don’t have the time, resources, or knowledge to use as long as mative assessments effectively. (e.g., Herman) POWERSOURCE© Foundations: Cognition Expert knowledge is schema-based, organized around complex, interconnected concepts Expert knowledge organization supports problem solving, inferences, transfer Experts provide the basis as long as material design, scoring, in addition to as long as mative assessment process Application of what we know about experts to support content area expertise

POWERSOURCE© Foundations: “Big Ideas” Fundamental principles that underlie Algebra operations, when learned, will enhance the speed in addition to quality of learning Context of expert knowledge/ cognition Identified/vetted through participation of math experts (theory in addition to instruction) POWERSOURCE Focus: Rational Number Equivalence, Arithmetic Properties, Solving Equations, Functions Big Ideas Map of Algebra Knowledge POWERSOURCE© Components Four “units” during the school year (one as long as each “Big Idea”) A series of brief as long as mative assessment tasks Focused on core concepts in algebra in addition to their interconnection, cognitive dem in addition to s Using a variety of as long as mats to demonstrate underst in addition to ing (computation, problem-solving, explanations, word problems, partially worked examples) Focused instructional resources as long as teachers Teacher H in addition to book, exemplar lessons, web-based support Professional development activities

Explanation Task-Example An open-ended question to see if students can transfer the ideas about the multiplicative identity to a novel situation. Sample Student Responses Sample Student Responses (Cont’d)

Sample Teacher Resources (Introduction to H in addition to book) Reconciling Design/ Rigor with District Needs How to integrate POWERSOURCE© content with on-going initiatives How to be respectful of teacher time but maintain implementation fidelity How to make project useful as long as all participants while maintaining experimental rigor (I.e., r in addition to om assignment) How to collect data needed while minimizing district burden Alternative Professional Development in NLMUSD Developed specifically as long as implementation in NLMUSD Focus on use of district benchmark data (DataDirector) Teachers r in addition to omly assigned to POWERSOURCE© or Alternative Provide a meaningful experience as long as all teachers (including “controls”) while still maintaining empirical rigor Collaboration with districts to find workable approaches to control group

POWERSOURCE© : Findings in addition to Trends POWERSOURCE© 6th Grade Field Testing R in addition to om assignment of teachers, 4 districts (6th grade) Preliminary results: POWERSOURCE© students per as long as m significantly better than control students on math learning outcomes. Based on HLM analyses, there were significant differences between PS in addition to control students as long as all districts in addition to content areas. The average effect size was .88 (with a district by content area range of .44 to 1.75), in addition to the effect size averages by district ranged from .75 to 1.01. No initial broad impact on CST (follow-up being tracked). POWERSOURCE© 2007-08 6th Grade Extended Pilot Test Multiple Districts (7, including NLMUSD) Mixed Design (r in addition to om assignment by school or teacher) Start with 6th grade in 2007-08, then phase in 7th in addition to 8th grades Analysis in progress (multiple student in addition to teacher outcomes) Preliminary trends NLMUSD

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Preliminary Findings: Change in Proficient in addition to Above 2006-07 to 2007-08 (Grade 6 Math CSTs) Broader Math Achievement Context NLMUSD Math Achievement POWERSOURCE© part of larger initiative, starting at middle school in addition to eventually moving to other grades Overall trajectory of math gains across grades in the district from 2006-07 to 2007-08

Math 6 Benchmark Comparison 2006 – 07 to 2007 – 08 Percent Proficient in addition to Above = 1% Percent Proficient in addition to Above = 5% Percent Proficient in addition to Above = 6%% Percent Proficient in addition to Above = 11% Percent Proficient in addition to Above =17% Percent Proficient in addition to Above = 23% Change +10% Change +12% Change +17% Math 7 Benchmark Comparison 2006 – 07 to 2007 – 08 Percent Proficient in addition to Above = 6% Percent Proficient in addition to Above = 2% Percent Proficient in addition to Above = 3% Percent Proficient in addition to Above = 10% Percent Proficient in addition to Above =6% Percent Proficient in addition to Above = 12% Change +4% Change +4% Change +9% Math 8 – Algebra I Benchmark Comparison 2006 – 07 to 2007 – 08 Percent Proficient in addition to Above = 2% Percent Proficient in addition to Above <1% Percent Proficient in addition to Above <1% Percent Proficient in addition to Above = 15% Percent Proficient in addition to Above =12% Percent Proficient in addition to Above = 5% Change +13% Change +12% Change +5% griffin@cse.ucla.edu

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