e ducational e xpansions e ducational e xpansions (ee ) research projects t eachers for a n ew e ra
Post on 19-Dec-2015
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OverviewOverview
Teacher Education ProgramCT-Specific Considerations ERGs/DERGs SSPs CMT-4 (including what is new this year)
Educational Expansions Purpose The Team Rationale Research Question, Design, Variable, Instrumentation Our Districts and Codebook Influence on Vertical Scale (and updates in assessment program) Data Cleansing – Demographic N’s and %’s
Our Teacher Education Program
Integrated Bachelors/Masters (IB/M) Program Entering students in the Junior
yearExiting with a MastersSpecial feature - Students
participate in 1,200 hours in Clinics, Student Teaching, and Internship
Teacher Certification Program for College Graduates (TCPCG) ProgramMasters level studentsTraining for Secondary
EducationSpecial feature - Shortages
areas (Mathematics, Science, Special Education) is a focus
CT: ERGs/DRGs
Groups of districts with similar background characteristics.
To assist in reporting and analyzing school district data.
9 groups at the district level.SES: median family income, % of parents with a college
degree/holding jobs in selected occupations
Need: % of children living in families with a single parent, the % of receive free or reduced-price meals, % speak a language other than English at home
Enrollment a minor factor in the analysis.
Community Data DRG Student Enrollment Grade Range Indicator of Educational Need School District Diversity Student Performance Resources and Expenditures Special Education Improvement Plans and Activities
CT: Strategic School CT: Strategic School ProfilesProfiles
The Connecticut Mastery The Connecticut Mastery TestTest
Mathematics Reading
Reading ComprehensionDegrees of Reading Power
(DRP) Writing
Direct Assessment of WritingEditing and Revising
Science
Assessment Options for Students with Disabilities
CMTSKILLS
CHECKLISTAlternate assessment
based on alternate achievement standards
CMTSKILLS
CHECKLISTAlternate assessment
based on alternate achievement standards
Alternate assessment based on Modified
Assessment System.
CMT MAS
Alternate assessment based on Modified
Assessment System.
CMT MAS
General grade-level assessment based onacademic achievement standards.
Standard CMT - With Accommodations
General grade-level assessment based onacademic achievement standards.
Standard CMT - With Accommodations
General grade-level assessment based onacademic achievement standards.
Standard CMT - No Accommodations
General grade-level assessment based onacademic achievement standards.
Standard CMT - No Accommodations
CMT MAS
Skills Checklist
Assessment Options for Students with Disabilities
•CMT•SKILLS
•CHECKLIST•Alternate assessment
•based on alternate •achievement standards
•CMT•SKILLS
•CHECKLIST•Alternate assessment
•based on alternate •achievement standards
•Alternate assessment• based on Modified
•Assessment System.
•CMT MAS
•
•Alternate assessment• based on Modified
•Assessment System.
•CMT MAS
•
CMT MAS
Skills Checklist
1%
2%
Educational Expansions Purpose
Examine the patterns of Connecticut’s
grade 3-8 pupils of graduates of our
Teaching Education Program as part of
our Neag Assessment Plan through our
Teachers for a New Era project.
TNE DesignTNE Design
Designed to improve teacher quality by reforming outstanding teacher preparation programs
Emphasize to preservice teachers by demonstrating student
achievement through evidence.
Integrate faculty from the liberal arts and sciences, enriching general
and subject matter knowledge.
Support extended to beginning teachers from their universities.
Educational Expansions Reason for Importance
The study is designed to provide evidence on the value of teacher preparation in promoting pupil learning and relates to all tenants of the TNE initiative. Research questions addressed by EE are important for TNE, teacher education programs, and local and state policy makers.
Who is on the EE Research Who is on the EE Research Team?Team?
Leadership
Committee
Assessment
Committee
Educational Expansions Overarching Research Question
To what degree are there significant differences for pupil learning gains in the classrooms instructed by Neag prepared teachers in comparison to those in classrooms instructed by non-Neag prepared teachers on the Connecticut Mastery Test – 4th Generation (CMT-4) in reading, mathematics and writing (and science) from grades 3-8?
Educational Expansions Research Design
Longitudinal research design incorporating CMT-4 from Spring 2006, 2007, 2008 (and 2009) following both teachers AND pupils
Starting in 2009-2010, we will have a statewide database warehouse to use
Educational Expansions Variables
Independent variable: Group membership (Neag vs. Non-Neag trained teachers)
Dependent variables: Connecticut Mastery Test – 4th Generation (CMT-
4) pupil scores (i.e., reading, mathematics, writing; and science as available); operationalized as the vertical scale in the respective subject areas and the classification group (e.g., basic, proficiency, goal) so we have interval and ordinal examinations of the
data
Various pupil moderator variables
Educational Expansions Instrumentation
Since 1994, the CMT has been administrated throughout Connecticut’s public schools. With the passage of No Child Left Behind Act of 2001, the CMT-4 was expanded to incorporated grades 3-8 and was implemented for the first time in the spring for the 2005-2006 year.
In February 2007, the Connecticut Mastery Test Technical Report was produced. This 118-page document summarizes item development, reliability, validity, efforts to reduce bias, and special needs (e.g., special education and English Language
Learners).
In January of 2008/2009, the CSDE released information on value added scales which is now under study.
Our Districts Our Districts Participating in Participating in
Educational Expansions
Pete DRG IBarb DRG HPat DRG BRon DRG IWalt DRG HFaith DRG CMike DRG B
Total Records: Approximately 110,000 Currently: 75,397
Assessment Programs:Vertical Scales
The purpose of vertical scales How the scales were developed Description of the vertical scales How the scales can be used at the district and
state levels Trend results: 2006-2007 Assumption that learning is continuous Developers to create a scale score over several
grades
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