Data for Improved Learning and Instruction

University of Georgia College of Education Research Office & Institute for Interdisciplinary Research in Education and Human Development

Data for Improved Learning and Instruction DILI Summit 2012 Engaging High School Students to Improve Teaching and Learning March 9, 2012

A White Paper for The School Districts, Policy Makers, and interested Constituents of the State of Georgia

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Table of Contents

Introduction ..............................................................3 Overview of the Event ...........................................................................3 Summit Agenda .....................................................................................4

People ........................................................................5 University of Georgia DILI Initiative Members ..................................5 DILI Advisory Board Members ............................................................5 DILI Spring 2011 Conference Planning Committee ..........................5

Presentation Abstracts ..............................................6 University of Georgia College of Education ........................................6 Barrow County Schools.........................................................................7 Clarke County School District .............................................................8 Forsyth County Schools ........................................................................9 Gwinnett County Public Schools .......................................................10 Pioneer RESA ......................................................................................11 Georgia Department of Education .....................................................12

Major Themes of the Summit .................................13 Where We Are Now ............................................................................13 Where We Are Heading ......................................................................14

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Introduction

Overview of the Event In an era of increased accountability and focus on student achievement, it is now more important than ever for systems, schools, and teachers to understand and harness the power of student data to inform and transform instruction. School systems currently collect and have access to a large amount of student data from many sources. The purpose of the Data for Improved Learning and Instruction (DILI) initiative in the College of Education at the University of Georgia is to assist schools and school systems by providing space for professional learning on how to understand, interpret, and apply student data to improve learning and instruction.

As the first step in this direction, DILI hosted a spring summit, “Engaging High School Students to Improve Teaching and Learning,” on March 9, 2012 at the Gwinnett Center.

This one-day summit focused on innovative practices in high schools pertaining to fostering student engagement and reducing dropout rates with the ultimate goal of improving teaching and student achievement.

The summit featured speakers from the: • Barrow County Schools; • Clarke County School District; • Gwinnett County Public Schools; • Pioneer RESA; • Forsyth County Schools; • University of Georgia, and, • Georgia Department of Education.

The presentations were guided by essential questions, offered a concrete takeaway, and included ample time for discussion and questions and answers. The goal of this summit was to provide participants with the opportunity to engage in discussion and sharing to eventually lead to longer-term connections and collaborations across systems and with the University of Georgia, College of Education. To create a collaborative team environment, the registration was limited to a relatively small number of participants.

This summit aimed to promote collaborative partnerships between the University of Georgia and school districts across the state as a forum to exchange and advance ideas on the use of data to improve learning and instruction.

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Summit Agenda

8:00 – 8:20 a.m.: Registration 8:20 – 8:30 a.m.: Call to Order Welcome ..........................................................Dr. Noel Gregg & Dr. Sally Zepeda Brief overview of the DILI initiative 8:30 – 9:00 a.m.: Research Presentation Student Engagement: National Perspectives ................................. Dr. Amy Reschly 9:00 – 10:00 a.m.: Session 1 Predicting Dropouts: An Exploration of ......................................... Barrow County Quantitative Approaches to a Critical Issue Schools 10:00 – 10:10 a.m.: Break 10:10 – 11:10 a.m.: Session 2 Beyond the Talk: Walkthroughs that Dig Deeper ........................... Clarke County for Professional Learning and Rigorous Instruction School District 11:10 – 11:20 a.m.: Break 11:20 – 12:20 p.m.: Session 3 Engage ME P.L.E.A.S.E. (Personalized Learning ...........................Forsyth County Experiences Accelerate Standards-based Education) Schools 12:20 – 1:20 p.m.: Lunch 1:20 – 2:20 p.m.: Session 4 The Future of Yesterday ...................................... Gwinnett County Public Schools 2:20 – 2:30 p.m.: Break 2:30 – 3:30 p.m.: Session 5 Lessons Learned: Maximizing Teacher Efficacy ..............................Pioneer RESA and Student Placement 3:30 – 3:40 p.m.: Break 3:40 – 3:55 p.m.: Georgia DOE Presentation Supporting Student Achievement through Technology ..............................GaDOE 3:55 – 4:45 p.m.: Ideas Exchange ............................................................. Dr. Zepeda 4:45 – 5:00 p.m.: Closure ............................................................................Dr. Gregg

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People

University of Georgia DILI Initiative Members Dr. Sally J. Zepeda, Educational Administration & Policy Dr. Noel Gregg, Distinguished Research Professor Dr. Oksana Parylo, Educational Administration & Policy Ms. Katherine Raczynski, Educational Psychology & Instructional Technology

DILI Advisory Board Members Dr. Sandy Addis, Pioneer RESA Mr. Hal Beaver, Georgia Association of Educational Leaders Dr. Susan Bolen, Clarke County School District Dr. Suzi Bonifay, Decatur County School District Ms. Cynthia Brictson, Greene County Schools Dr. Wanda Creel, Barrow County Schools Dr. Ashley D. Hope, White County School District Dr. Allison Jordan, Newton County Schools Dr. Sam King, Rockdale County Schools Dr. Phil Lanoue, Clarke County School District Dr. Susan Padgett-Harrison, Cherokee County School District Dr. Barbara Pulliam-Davis, Greene County Schools Mr. William Schofield, Hall County Schools Dr. Brenda Schulz, Forsyth County Schools Ms. Pamela H. Smith, Georgia Department of Education Ms. Deborah White, Georgia Association of Curriculum & Instructional Supervisors Dr. Jeremy Williams, Pioneer RESA

DILI Spring 2011 Conference Planning Committee Dr. Jeff Barker, Gwinnett County Public Schools Ms. Kay Elder, Gwinnett County Public Schools Dr. Ashley D. Hope, White County Schools Mr. Tim Jarboe, Clarke County School District Dr. Claire Miller, Barrow County Schools Dr. Noris Price, Clarke County School District Dr. Mark Tavernier, Clarke County School District Mr. Matt Thompson, Barrow County Schools

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Presentation Abstracts

University of Georgia College of Education Title of Presentation Student Engagement: National Perspectives

Presenter Dr. Amy Reschly—Associate Professor Department of Educational Psychology & Instructional Technology

Abstract The construct of student engagement is of great interest to educators and scholars across a variety of disciplines. The purpose of this presentation was to provide an overview of the construct of student engagement, including a) origins in the fields of dropout prevention and school reform, b) definitional variation across scholars, c) areas of consensus; and, d) measurement advances and issues.

The presentation concluded with a summary of areas for future research, such as the need for longitudinal studies, addressing cultural differences in the construct of engagement among youth , expanding our knowledge of the outcomes of interventions that target student engagement, and refining the use of engagement data to inform intervention efforts. Content in this presentation was drawn from the recently published, Handbook of Research on Student Engagement (Christenson, Reschly, & Wylie, 2012).

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Presentation Abstracts

Barrow County Schools Title of Presentation Predicting Dropouts: An Exploration of Quantitative Approaches to a Critical Issue

Presenters Dr. Wanda Creel—Superintendent Dr. Claire Miller—Assistant Superintendent, Teaching & Learning Matt Thompson—Testing & Data Specialist

Abstract Each year in the United States, 1.3 million high school students drop out of school. The economic impact of these dropouts costs the country billions of dollars annually. The Alliance for Excellent Education estimates the State of Georgia’s yearly economic cost due to dropouts to be nearly 350 million in lost gross state product and nearly 18 million in lost state tax. More importantly, the costs to the students are immeasurable. A student dropping out of high school represents a total failure of the support networks of the family, education system, and society as a whole.

Attacking the problem within school districts requires a host of direct and indirect interventions including improving student engagement, quality of classroom instruction, diversity of career pathways, and building support networks. But with limited resources at hand the task of targeting students likely to drop out and intervening at critical periods becomes paramount to the process of keeping students in school. The process of developing quantitative methods to target students in greatest need of intervention will be the focus of this presentation.

During the presentation, the issue of building dropout risk ratios will be explored fully.

Participants will learn why statistical prediction methods are an essential tool and why simple teacher and administrator judgment is often flawed in predicting risk levels. Dropout prediction models will be outlined from simple additive and counting models all the way to complex logistic regression methods. Contrasts will be made between selecting student variables for causal and discriminative value. Perhaps most importantly, the pragmatic and concrete ramifications of how to implement these models in an educational setting will be fleshed out with real life examples of implementing dropout reduction programs in a school system.

Essential Questions How can we better utilize data to target scarce resources to students at-risk for dropping out of school?

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Presentation Abstracts

Clarke County School District Title of Presentation Beyond the Talk: Walkthroughs that Dig Deeper for Professional Learning and Rigorous Instruction

Presenters Tim Jarboe—Director of Assessment & Accountability Dr. Mark Tavernier—Director of Teaching & Learning Dr. Noris Price—Associate Superintendent of Instructional Services & School Performance

Abstract This presentation will focus on the development and implementation of “walkthroughs” in the high schools of Clarke County to monitor and provide professional learning on the use of

standards-based instruction in classrooms. Standards-based instruction is effective because it creates a classroom environment that engages all students by providing rigorous instruction based on the state performance standards, delivering rigorous instruction through the use of a instructional framework common to all subject areas, and ensuring that teachers and students work collaboratively to monitor the progress of students in mastering the standards.

During this presentation, participants will understand the process used by the Clarke County School District to collaboratively develop walkthrough indicators with instructional leaders and teachers, will interpret data used by Clarke County to record and monitor the implementation of standards-based instruction that engages students, and will observe the tools used by instructional leaders to provide focused professional learning that assists teachers to “dig deeper” as they reflect on their own standards-based instructional practices.

Essential Questions How can the development of walkthrough indicators provide a clear vision for instructional leaders and teachers in the utilization of standards-based instruction to improve student engagement?

What effective practices can be utilized by instructional leaders, school improvement leadership teams, and teachers to monitor the effectiveness of standards-based instruction and increases in student engagement?

How can classroom walkthroughs provide a focus for targeted professional learning designed to impact standards-based instruction and student engagement?

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Presentation Abstracts

Forsyth County Schools Title of Presentation Engage ME P.L.E.A.S.E. (Personalized Learning Experiences Accelerate Standards-based Education)

Presenters Dr. Lissa Pijanowski—Associate Superintendent Sue Derison—Director of Student Information Support Erin Zitka—i3 Math Content Specialist Rachel Hanson—i3 ELA Content Specialist

Abstract Forsyth County Schools was awarded an i3 Grant (Investing in Innovation) from the USDOE in August 2010 to develop game-changing technology that provides teachers with actionable data to drive instruction and students with a personalized learning experience. Now in year two of the project, we have developed or harvested over 6,200 digital learning objects for Math and ELA grades 6-12 and have collaborated with HMH to launch the Instruction module of Pinpoint. Trailblazer schools, North Forsyth High School and North Forsyth Middle School, are providing daily feedback that influences product design and redesign to ensure effectiveness.

So . . . imagine that all students had an individual learning plan based not only on their learning goals, but influenced by their learning style and preferences. Imagine that all teachers had access to high quality digital content that was aligned to standards and could be sent with one click directly to each student based on their daily performance. Now, fueled by students leveraging their own technology, you have just created a 24/7 personalized learning experience that accelerates standards-based education. This game changer could transform teaching and learning in ways that this nation has never experienced and would break down the silos of learning management systems, student information systems, and assessment systems into one comprehensive learning system. We now have the technology needed to make this dream a reality and engage learners in their own world. This learning system will not only increase achievement levels, but more importantly, it will result in joyful learning. Nothing will remain the same as it once was.

Essential Questions Is it the technology or the instruction that matters most?

How will this transform the teaching and learning experience?

What outcomes are expected?

How is the private-public partnership facilitating innovation?

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Presentation Abstracts

Gwinnett County Public Schools Title of Presentation The Future of Yesterday

Presenters Kay S. Elder—Director of Assessment Jeffrey Brown—Architect of Innovations

Abstract Work and learning in the 21st century requires that students know how to think, problem solve, reason, analyze and communicate. Effective communication, curiosity and critical thinking skills are essential competencies for life in this decade and those to come. As educators, we are challenged to make a fundamental shift in what our students need to learn and how this learning takes place at schools.

Our dialogue will include a discussion of the eClass initiative in Gwinnett County Public Schools (GCPS) and how this initiative, coupled with the advent of the PARCC assessments, has catalyzed the vision and scope of work in the Office of Assessment. We invite participants to join us as we share our vision and direction, challenges all districts confront, and the power of innovative thinking and collaboration. This presentation offers a starting place rather than a solution for districts, large and small, as we explore needed change and the implications for curriculum, instruction and assessment. Join GCPS on our journey as we discover new ways of thinking about schools, the use of assessment and achievement data, and student engagement.

Essential Questions What has to change in order to prepare our students for critical and analytical thinking?

How do we motivate and engage the 21st century learner?

How do we measure results in this very different setting?

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Presentation Abstracts

Pioneer RESA Title of Presentation Lessons Learned: Maximizing Teacher Efficacy and Student Placement Using Growth Models

Presenters Dr. Sandy Addis—Director, Pioneer RESA Michael Catledge—Assessment & Accountability Consultant, Pioneer RESA Dr. Ashley Hope—Race to the Top System Coordinator, White County School District Dr. Jeremy Williams—Director of Evaluation & Assessment, Pioneer RESA

Abstract Growth/Value-Add models are increasing in popularity, specifically with regards to accountability. Pioneer RESA has more than five years of experience using a growth model in various educational settings to address positive and negative growth. With teacher accountability at the forefront of education, growth models have the potential to serve as an invaluable tool for school improvement by providing feedback to organizational structures and instructional practices. As growth models transition to high schools in Georgia, this presentation will provide the framework for growth models being used at the secondary level and how schools have engaged teachers in the use of growth data for their students. This session will place emphasis on lessons learned from diagnosing system, school, subject, teacher, and subgroup growth.

At the conclusion of this session, participants will understand the changing landscape of accountability at the secondary level and how to extend the use of growth models beyond the traditional effectiveness measure. Participants will be provided relevant examples for maximizing teacher efficacy and student placement.

Essential Questions How can talent management decisions be made utilizing student growth measures?

How can growth models assist high school stakeholders in continuous school improvement?

What are the concerns and limitations of growth models?

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Presentation Abstracts

Georgia Department of Education Title of Presentation Supporting Student Achievement through Technology

Presenter Ryan Berens—Educational Technology Specialist, Georgia Department of Education

Abstract The Georgia Department of Education understands the need for students and teachers to create engaging learning environments. The Ga DOE adopted the National Educational Technology Standards for students in April 2011. In doing so the Ga DOE has laid the groundwork for the incorporation of technology standards into the daily learning of students.

At georgianets.wikispaces.com teachers will find the NETS-S scope and sequence and a group of resources that have been tied to the new Common Core and Georgia Performance Standards.

The state has also provided the 21st Century Skills Assessment for use with all 8th grade students to determine technology literacy across the state. The Ga DOE has also provided, through the use of Title IID funds, monetary grants for 7 schools to introduce one to one learning opportunities. These seven schools are working towards creating blueprints and best practices for one to one and blended learning. Finally, the Ga DOE has provided a longitudinal data system that pushes student data directly to the teacher through each schools districts student information system. Teachers now have access to student test scores broken down to the strand level, enrollment history and grade history. In the Fall of 2012 they will also have resources that align to areas of weakness for their students.

Essential Questions How do we encourage student engagement through the use of technology in Georgia?

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Major Themes of the Summit

Throughout the presentations and discussions, several major themes emerged pertaining to the use of data to foster student engagement and to reduce dropout rates.

These themes relate directly to our present state of knowledge (i.e., where we are now) and anticipated future directions (i.e., where we are heading) for the work of the DILI initiative at the University of Georgia, College of Education.

Where We Are Now

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Effective practices to increase student engagement foster student autonomy, belonging, and competence, as exemplified in the statement, “I can, I want to, I belong.” We believe our schools and the teachers and leaders are aware of the vast research on instructional strategies that yield gains in student achievement. However, there seems to be a gulf in our understanding of why students drop out of school and perhaps this understanding is best examined by looking at programs and resource allocation to programs that target both the academic and affective needs to students.

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Given the multitude of data available, districts have developed (piloted/adapted) multiple approaches to using data to improve schooling. Predictive and descriptive data may be employed as a diagnostic tool to identify strengths, weaknesses, and areas of priority. A systematic data collection plan may assist systems in identifying students at elevated risk of dropout or academic failure and evaluating teacher and leader performance. When these data are aggregated over time and across classrooms and schools, they may be particularly useful in providing a system-level synopsis of areas of excellence and areas of concern.

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As educational applications of technology and data use continue rapidly to expand and evolve, there is a crucial need for cutting-edge professional learning for teachers and administrators. Educational professionals need ongoing and job-embedded training to understand and effectively harness the capabilities of new technologies. An important aspect of this development is clearly communicating how technology may be used to provide timely, relevant, and important information to educators. That is, technology is an assistive tool to help educators and not an end in itself. Further, teachers need to be included in discussions and decision-making pertaining to the use of data in schools and systems.

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As school districts and other educational service providers strive to respond to rapid changes in technology and increased capacity to collect and use data, collaboration is vital. School districts may partner with each other to share resources and collaborate on grant opportunities. Other institutions, such as RESAs and the GaDOE, provide training and resources pertaining to the use and interpretation of data, such as the Statewide Longitudinal Data System. Collaboration between school districts and universities can help better prepare effective, technology-savvy teachers and leaders through pre-service training and ongoing professional learning.

Major Themes of the Summit

Where We Are Heading •

A more individualized approach to education is impending. Technology makes it easier to organize a learning environment where students work at their own pace and move ahead when they have mastered a concept or skill. Personalized learning may increase student engagement, retention, and achievement. However, in this type of environment, the role of the teacher is substantially redefined. Teachers, administrators, and other educational stakeholders will need guidance and support to navigate successfully this transition.

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As schools and districts become more technologically integrated, they will need to review their policies to evaluate whether changes need to be made. For example, an effective and engaging use of technology may be to allow students to use smartphones in class to record the steps of a science experiment, but if the school does not allow cell phones in class, this helpful application of technology may not be possible. Another area where policy changes may be needed pertains to “seat time” requirements for course credit. When students work at their own pace to attain mastery, it may not be desirable to impose seat time requirements. However, districts may not currently have the authority to make all of the desired changes to policies. It is hoped that policies that are set at the state level and school board level will enhance the ability of districts to access the benefits of educational technology.

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Districts also face challenges related to the use of data and technology. Thus, districts should be pro-active in thinking about how they can ensure confidentiality, enhance usability, and integrate across multiple technology platforms. Districts that work directly with vendors on pilot trials can help shape how these programs operate to help ensure that they meet the needs of educators.

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A key factor in how the use of data and technology in educational settings will evolve over time pertains to successful communication between administrators, teachers, students, parents, school board members, and all educational stakeholders. The future of education involves change, and change can be difficult. There may be pushback from those who want things to be done in the way they have always been done and from those who think of technology as toys and not learning tools.

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The important message is that the goal of education remains the same, but that data and technology can help enhance student engagement by providing a more individualized and interactive experience and can help improve teaching by offering expanded access to the types of information that are valuable to educators.

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