Intervention Decisions

Purveyors of digital intervention programs often have beautifully illustrated data packets that show the effectiveness of their program as applied in particular school districts. Districts can be lured into purchasing these programs in their efforts to raise test scores. Districts need to be very careful when considering which program to purchase.

A few things to consider

1.  Cost to implement including hidden costs such as loss of effective teaching
2.  Technology needs and costs-devices and infrastructure
3.  Comparing apples to apples regarding data

The cost to implement a new program often appears to be clear.  The required professional development may not be included, or what is provided may not be sufficient to appropriately train teachers to use the program. An additional cost is the time lost for effective teaching While a program may be able to diagnose a student's level, it may not be able to provide the instruction necessary to bring that same student to grade level.

A secondary issue involves the infrastructure necessary to run the digital program. The specifications need to be read by and considered by an IT specialist. The data demands of all students using a digital platform may be more than a school can currently provide. The cost to upgrade devices and infrastructure must be clear to decision makers.

Finally, when considering those as mentioned above beautifully illustrated data packets, districts must compare apples to apples. If a student grows 136% BUT is still not on grade level, decision makers need to understand that this may be considered normal growth and the student may well have grown more working with a teacher or in a smaller class size.  Research on RTI published this fall showed that students in RTI did worse than their virtually identical peers.

More and more schools are investing in digital intervention. Districts need to monitor the data and make the best decisions for their students. Remember to compare similar schools and ask to speak with other teachers who have already successfully implemented a program.

More and more districts are looking for digital intervention tools to help prepare their students for digital tests including ACT Aspire,  and PARCC. Teachers need to speak up regarding these products. Which products do you use? Do they work?

Teachers, please speak up!


Study:  RTI Practice Falls Short of Promise

Suzanne Rogers

@Rogers_Suzanne

about.me/Rogers_Suzanne

 AP English teacher, Instructional Facilitator, and Arkansas Teacher Practice Network

.http://rogerssuzannem.blogspot.com 

 Arkansas, USA

Putting It All Together with Donors Choose #bestschoolday

Don't you just love it when things come together nicely?  I certainly do!  This week has been a whirlwind of expectations and pieces oddly fitting together. I'll try to share a bit of what has happened so far. Yes, it has something to do with Educational Technology!

On Monday, my AP Lang students took their Quarterly Exam, which is worth ten percent of their grade. As they wrote their response to the 2010 Synthesis question regarding Educational Technology, I giggled.  My classes politely suffer through trying various new technology products and yet I was still asking them to evaluate issues in educational technology even in their timed writing. I was pleased that most of the students evaluated educational technology to be helpful in most cases. They did admit that it is very easy to be distracted and to use it as a crutch.

One issue came up this week as our students were beginning to film their Poetry PBL projects.
Our teachers were asked to be flexible and to use our school issued iPads rather than cell phones to videotape the projects. While we do have Chromebooks at our school, they are in use this week for ACT Aspire Interim II testing.  Cell phones were simply our first work around. The Poetry PBL is intended to have an authentic audience by using Youtube to broadcast the winning entries.

Our ELA team met at Moe's for our department meeting this afternoon shortly before a Prom fundraiser. As I sat delightedly with my colleagues, I realized that we accomplished out meeting without any technology. Our meeting was less stressful, and our objectives were met quickly. We discussed that flip cameras would be a wonderful technology purchase for the school and that a flip camera would solve our issues for the Poetry PBL filming.  I agreed but realized that it probably wouldn't be possible this year.

After I had driven home, I checked my school email. I opened a letter from  +DonorsChoose.org  Oh. My. Goodness! Why not create a quick project for five flip cameras? Amazingly, in less than thirty minutes, I had created and submitted the project. Within a few more minutes, I received approval for the project and was notified that it was posted!  I don't know what will happen on the #BestSchoolDay but I am glad that that I put the pieces together with the help of my students, my colleagues, and +DonorsChoose.org  Going to try with a little help (or a lot) from my friends.


*Do you teach or live in a rural area? Donors choose can help!

"DonorsChoose.org makes it easy for anyone to help a classroom in need. Public school teachers from every corner of America create classroom project requests, and you can give any amount to the project that inspires you."

2,045,213SUPPORTERS

697,203PROJECTS FUNDED

17,795,506STUDENTS REACHED

Flip Cameras for Our Students 21st CenturyPBL projects
#bestschoolday

AP Lit Digital Learning Day

I have cross-posted this from my English blog as it crosses the boundary between English and Educational Technology.

AP LIT Digital Learning Day

On Wednesday, my Advanced Placement students did something unthinkable until tAhat day!
What do you ask?  My students were able to use their cell phones in class to participate in a Twitter chat. Now before you get too excited, please realize that this was a carefully aligned and planned event for just for AP Lit students.  Students and teachers interacted pleasantly, analyzed poetry carefully and learned important lessons about social media.  Students across the nation participated in #aplitdld throughout the day.

Matt Brown @ibMrB and Susan Barber @susanclaireb developed and facilitated the #aplitdld Twitter chat.  They chose the AP level poem "An Echo Sonnet" and developed the timeline of analysis questions to engage AP English students in the text during the Twitter chat. You can view both the poem and the questions in the Google doc below.

https://docs.google.com/document/d/1pzC_21TVu04XBIbj6kmM5f8Y_gG6l5pBqkpYa8M-odc/edit

You can view the process of the chat through this @Storify.
https://storify.com/Rogers_Suzanne/aplitdld

The event was daunting to my students in the beginning. As they walked in the door, I suggested that they should go get their phones out of their lockers. They wondered aloud if I was trying to trick them I assured them that I was not and would not.  Many did not have a Twitter account and a few felt too self-conscious to tweet. Those that did were truly attempting to answer the predetermined questions related to the text. Sadly, a few of the students later deleted their tweets to preserve their anonymity and to hide their "AP nerdiness" from their friends.

My principal, Mr. Fatih Bogrek,  kindly provided permission the morning of the event. Thanks to Susan Barber,  I was able to provide the outline and rationale for the chat.  Unfortunately, due to the tight timeline, I was unable to prepare my students for the expectations of a Twitter chat. As expected, my students rose to the challenge.  I was able to use the chat as an opportunity for a simultaneous discussion of respect and accountability on social media. I placed the Twitter feed on the whiteboard so that students not actively participating could still read the chat feed and follow along. All the students had a paper copy of the poem with the questions. Susan Barber emailed me later to say that they plan on more of these chats later on this spring.

My final thoughts on our #aplitdld Twitter chat include the appreciation of my AP colleagues who dared to bring adolescents together on social media to discuss poetry. I know that future chats will be beneficial and may deepen the analysis my students are willing to do if they know they have a global audience reading their analysis. The idea that authentic audiences are important in developing strong writers continues to resonate.

UPDATED: ACT Aspire-Even more positives with linking studies

ACT Aspire

At first blush,  ACT Aspire provides teachers with actionable data to use this year.   Arkansas dropped PARCC and decided to use ACT Aspire for the required state assessment.  In the eyes of the state legislature, ACT Aspire will help prepare our students for the ACT college entrance exam.  It will take years of data before we can say that is true. But, using the tests that are available this year, there are many positive outcomes for our students with the newly provided linking charts. We are now able to see the relationship between the interim scores and the potential Summative scores. We are also able to link our student's ACT Aspire score with their NWEA RIT score!

Our school has chosen to give three ACT Aspire Interims this semester.  The interims do allow the students to practice the question types.  But, sadly only the English test is currently allowing teachers to see the actual questions so that they can be reviewed in class.
(Interims do not contain the writing test, nor any open response questions)

The data available to teachers following an interim is impressive.
Reports include
1.  Individual student reports that contain their score on each test given
2.  Student performance by grade or class
3.  Subject proficiency by group (groups students as above or below the group average to help teachers group their students based on the report)
4.  Skill proficiency by group (groups students by broad skill category)
5.  Subject proficiency by student

The most helpful report is the last one.
6.  Response Content Analysis- teachers can use this report to view the questions/standards that the students missed as a grade, class, or individual. We review each question with individual students to help them learn how to answer each type of question they missed.  As with all tests, knowing HOW to answer is as important as knowing the correct answer. For example, the pronoun questions on the English test can be answered by looking at the sentence and matching the pronouns, usually.

Our school has decided that the Classroom Periodics are encouraged but not required. Each Classroom Periodics is a short five question 15-20 minute test aligned to one or two standards. Our ELA department has decided to try out these periodics during our Saturday Camps. Today, we completed our first Classroom Periodic in Reading. My ten intervention students completed the five questions in roughly 15 minutes. The test results were ready as soon as the students completed their test. As with the Interim, the actual reading questions were not available to view. We were able to log in as a different student and work through the questions with the correct answers on the board.

MOST EXCITING! This week, teachers received linking reports from ACT Aspire and NWEA. These linking reports are critical to understanding how our students are performing. I've provided both of these reports in the Resources section below. The good news is that even more of our students appear to be proficient/Ready or capable of meeting or exceeding the ACT Aspire Benchmark.

If you are interested, you can view the ACT Readiness Benchmarks on page 4 in the pdf below. The scale scores for each test are also provided. Three descriptors are provided to help parents understand the score. (Ready, Close, Or in need of support)

Resources
ACT Aspire Linking Interim to Summative Assessments
NWEA Linking study that correlates ACT Aspire and NWEA
Understanding ACT Aspire results video
Understanding Results pdf
Scale Scores

Dreaming Big! Students Can Remember logins

In a perfect world, Chromebooks could be prepared and rolled out to students on a yearly basis ready on the first day of school. This idea is my dream. Though, perhaps not a realistic dream. As more and more schools begin to purchase devices for their students and intervention platforms to remediate or advance, schools have the need for students to access easily all of their platforms with one sign on. It has been estimated that 25% of class time is wasted simply trying to help students sign on to a platform.

Many companies are promising this service for a fee. Districts have limited funds and often the administration is truly unaware of exactly how difficult this process can be for teachers. As an example, in our ELA classrooms, our students regularly access the following digital platforms

Google-(including Gmail, Blogger, Classroom, and Drive)
Database
@PearsonRealize and Pearson EssayScorer
i-Ready @curriculumassoc
@ReadTheory
@NoRedInk
@Quizlet

We have also tried @ThinkCerca, @SpiralEducation, and many other platforms this year.

So what is a teacher to do? Some keep a notecard file on their desk with every login for every student. I suggest that we teach the students to be responsible.  Each student should keep a Google folder with all of their logins and passwords. Students can then add to the list as needed.  The Google Doc can contain the link with the name of the platform, along with the username and password. Students can easily share this Google Doc with their parents and teachers. Ideally, the students choose login with Google whenever possible.

I don't long for the days when I only had to worry about pencil and paper. Just as in those days, we need to empower our students to be responsible for their materials. Their current materials just happen to include usernames and passwords.

Want Critical Thinkers? Try ThinkCERCA

As an ELA Coach, it is usual for me to receive many forwarded emails. I received one from my building principal last week. I am so glad that I took the time to read the email. +ThinkCERCA
"is a flexible critical thinking and literacy framework that empowers whole school teams to improve student growth across disciplines by engaging students," according to their website. Intrigued, I asked our wonderful Freshman teacher, +Andrea Moser  (#shoutout!), to try out the platform using the FREE trial items. I was awed by her enthusiastic reply and actions.

Andrea replied immediately and began learning how to use the system. She read background information and watched videos. The very next day, she implemented +ThinkCERCA  with her Pre-AP Freshman. This particular group of students grasped the power of the platform and is excited about using the full cycle in class. Andrea and I talked about how helpful it could be if the platform was used across the disciplines. Using a common platform and a common language for the details of writing could really empower a school! 

While this platform would not replace our current Common Core-aligned curriculum, it could be an advantageous addition to our ELA lab classes. All of our middle school students receive ten hours of instruction in both ELA and Math. +ThinkCERCA  could be useful as it is possible to group students by ability or by grade level. These groups then work through a CERCA cycle. 

             The CERCA Framework teaches students how to: make claims, evaluate evidence, explain                   their reasoning, develop counterarguments, and choose words that will appeal to their                           audience. What’s more, the framework strengthens speaking and listening skills through                     peer-to-peer discussion and debate."  

Teachers can receive a FREE poster just by visiting their website!  Click here  

Signing up is FREE and takes less than 30 seconds. Try out the free close reading and academic writing items and decide for your school if helping your students to think critically is worth the expense. I know that I am intrigued.

ThinkCERCA product overview

Suzanne M. Rogers, M.Ed

https://about.me/rogers_suzanne

The Power of Google Classroom as a teacherleader

The Power of Google Classroom


Google Classroom is simply a godsend.  As a teacher leader,  I am a teacher and an ELA coach to 6 teachers.  Google Classroom is a tool that I easily utilize for both positions.  As an ELA Coach, I can schedule meetings, share professional development and request feedback and other responses using Google forms.  As a high school AP teacher, I need a way to interact with my students easily. The writing demands and the constant contact require both a way to receive papers and a way to provide assignments, feedback and various messages.

As an ELA Coach,  Google Platform uses the power of Google Apps to power our department. Anything in Google Drive can very easily be shared through Google Classroom as a private or public post.  Private communication is enabled within the department. I also like that teachers can more easily return to a suggested resource. Our school email accounts can quickly become overwhelming.
Google Classroom allows us to concentrate only on departmental work.

As an AP English teacher, Google Platform provides a secure way to provide access to assignments and a secure way to receive the return of assignments. The very best part of Google classroom is the ability to provide feedback DURING the writing process rather than merely AFTER it is turned in.
When students access and create an assignment during class, I can immediately begin to click on papers and provide feedback and encouragement to the students!  Students are always surprised the first time they see my icon on their Google doc. I can type on their document and help along the way.
Communication in this way is much more private than oral conversations during writing workshops. Once students submit their papers to me I have full ownership and they can no longer edit their paper. Google keeps track of all changes and the date and time of those changes, just in case there should be parental concerns. Most recently, we learned the power of sharing one set of Google Slides and allowing each student to create their own slide. They can all provide feedback and encouragement to each other safely within Google Classroom. As the teacher, I can see all the work easily.

Additionally, Google Classroom allows me to post messages such as essay contests, ACT dates, opportunities, and last minute school reminders. The students receive notifications via their phones or email regarding each post within Google Classroom. Students can respond to the whole class or me privately, but cannot privately message another student.

Having tried numerous LMS over the years, I currently find Google Classroom to be preferable due to the ability to connect not only to Google Apps but also to so many other websites because it allows me to manage more easily two of the hats I wear at school.

Please DO comment and share how you use Google Classroom!

Suzanne M. Rogers, M.Ed
about.me/Rogers_Suzanne
I have taught in private, public, and public open-enrollment charter schools