Copyright 2013 Research for Action

Transcription

1 This research was conducted by Research for Action without influence from LDC, the Gates Foundation, or other funders. All analyses and findings are therefore RFA s alone. Copyright 2013 Research for Action

2 Literacy Design Collaborative and Mathematics Design Collaborative Research Findings from RFA and CRESST September 2013

3 Overview Scale-Up and Sustainability Study Case Studies Impact Evaluation

4 Scale-Up and Sustainability Study of the LDC and MDC Initiatives Key Findings from the Year 3 Report

5 Scale-Up and Sustainability Study: Evidence of Robust Implementation As the initiatives reached more educators in , the number of survey respondents also grew, incorporating a higher proportion of respondents who were new to the initiative. # of Survey Participants , LDC Teachers MDC Teachers Principals District Administrators Survey Participants Survey Participants 257

6 Scale-Up and Sustainability Study: Evidence of Robust Implementation Even with the scale-up of the initiative and the change in the sample size between and , high percentages of LDC and MDC teachers continue to: believe in the utility of the tools exhibit high levels of buy-in report understanding how to use the tools perceive improvement in student learning

7 Scale-Up and Sustainability Study: Supporting Conditions Influence Scale-Up The existence of supporting conditions appears to influence scale up, i.e., the extent to which teachers embrace the tools and more educators are involved in the initiatives.

8 Case Studies of LDC and MDC Implementation Key Strategies from Kenton County, KY and Hillsborough, FL

9 Case Studies CONTEXT Kenton County, KY Hillsborough County, FL Suburban/Rural Suburban/Urban State Adoption of the CCSS February 2012 July 2010 Year of Full Implementation of the CCSS K Tools implemented in the District LDC and MDC LDC Number of Schools in the District Demographics Largely homogeneous Diverse in terms of race/ethnicity Percentage Free and Reduced Lunch 30% 59% Graduation Rate 81% 73%

10 Case Studies: Key District Strategies Leadership Communicate clearly about the purpose of the LDC and MDC tools and how they help teachers and principals meet other goals

11 Case Studies: Key District Strategies Alignment Link LDC and MDC with district curricula

12 Case Studies: Key District Strategies PLOs Support teacher collaboration around LDC/MDC Approaches varied by initiative, by district and by school level. Collaboration sites included: Small cross-school groups developing and revising modules Department or PLC meetings On-line communities organized by content area and grade or by role (coaches) District-wide PD sessions

13 Case Studies: Key District Strategies Leadership (1) Draw on strong, existing leaders and (2) Build new leadership, especially teachers

14 Case Studies: Key District Strategies Leadership Continually reflect on and refine the work

15 UCLA CRESST Evaluation of LDC and MDC: Research Design and Early Findings

16 Research Questions 1. What are the effects of LDC and MDC on student learning? 2. How do teachers implement LDC and MDC? 3. How does the fidelity of LDC and MDC implementation affect student learning? What aspects of implementation seem to make a difference? 4. What conditions and contexts influence LDC and MDC effectiveness? What are implications for improvement?

17 Study Foci and Samples Three separate studies: Study Intervention Location Grade Subject 1 LDC Hillsborough, FL 6 Advanced Reading 2 LDC KY and PA 8 History/SS and Science 3 MDC KY 9 Algebra I

18 Instrumentation: LDC Teacher Log Logs focus on: Degree of alignment with structure of LDC intervention Degree to which instruction addresses discrete literacy skills required to complete task Quality and extent of formative assessment practices Captures a single day of instruction Teachers were asked to complete logs twice per week for two month-long modules Gateway items ask teacher which component(s) students worked on that day: Preparation for Task, Reading, Transition to Writing, Writing Back End questions ask about instructional objectives and strategies used during component instruction

19 Instrumentation: MDC Teacher Log Logs focus on: Degree of alignment with structure of MDC intervention Quality and extent of Formative Assessment Practices Captures instruction on a single Formative Assessment Lesson (FAL) Teachers were asked to complete logs for 4-6 FALs over the course of the school year Similar Gateway/Backend structure, with questions on each of 4 FAL components: preassessment, group activity, whole class plenary, and post-assessment

20 Instrumentation: CRESST Integrated Learning Assessments (ILAs) Designed by CRESST to measure both students literacy development relative to CCSS in ELA and content understanding in History/Social Studies and Science

21 Additional Slides on RFA Data Sample

22 Scale-Up & Sustainability Research Activities Research for Action (RFA) has been conducting an ongoing study on the implementation and scale-up of the LDC and MDC Tools for three academic years. Research Activities Participants SURVEY LDC teachers 1,801 MDC teachers 739 Principals 374 District administrators 257 Professional development session observations 4 INTERVIEWS District and network representatives 7 State-level informants 20 Professional development providers 3 Case study contributors 10

23 Scale-Up & Sustainability Survey and Response Rates While the number of states is the same for LDC and MDC individually (21), the states themselves differ and the total number of states represented was 24, with the total number of districts at 261, and over 6000 surveys administered overall. Overall Response Rate Survey Number of States Represented % Number of Surveys Administered LDC % 3324 MDC % 1239 Principal % 952 District Administrator % 498

24 Scale-Up & Sustainability: Spread of LDC and MDC Initiatives LDC MDC The maps display the states in which teachers were trained in the LDC and MDC tools during and and provide an indication of the approximate number of teachers receiving professional development in each state at that time.

25 Case Study Research Activities Kenton County, KY Teacher Survey Hillsborough County, FL LDC - Response rate: 55% (N=73) LDC only - Response rate: 39.9% (N=797) MDC - Response rate: 65% (N=33) Principal Survey Response rate: 75% (N=12) Response rate: 25.3% (N=75) District Administrator Survey Response rate: 65% (N=40) Response rate: 66.7% (N=12) Interviews 30 Teachers 6 School Administrators 2 District Administrators Additional Fieldwork District administrator interviews, Fall 2012 Fieldwork in Case Study Publication Date 34 Teachers 21 Reading Coaches 4 School Administrators 4 District Administrators December 2012 Summer 2013 Fieldwork in and