changing paradigms of instruction: capp expository literacy grant evaluation
DESCRIPTION
Changing Paradigms of Instruction: CAPP Expository Literacy Grant Evaluation. California Educational Research Association Annual Meeting December 1, 2011 Anaheim, California. Focus for today. - PowerPoint PPT PresentationTRANSCRIPT
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Changing Paradigms of Instruction: CAPP Expository Literacy Grant Evaluation
California Educational Research AssociationAnnual MeetingDecember 1, 2011Anaheim, California
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Focus for todayHighlights of the CAPP ELG evaluation demonstrate an instructional paradigm shift of participating schools.
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Evaluation Questions
How has the teaching of critical reading and expository writing, specifically through implementation of the ERWC approach, changed as a result of the ELG?
How have ELG efforts influenced the way teachers work together?
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Data sources informing the questions
Portfolio artifactsCurriculum maps across years 1-6PLC meeting notes across years 1-6Annotated modulesSite-generated modulesCommon formative assessmentsData analysis (RCST and EPT-type assessments)
InterviewsProject DirectorsTeachers Administrators
Surveys
Teacher (N=61 from all six schools)
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What did we learn?
FINDING:
Implementation of the ELG over the six-year grant period yielded an ELA curriculum more coherent across grade levels and aligned to postsecondary expectations for all participating schools.
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What did we learn?
• Of the teachers surveyed, 97% of teachers report curriculum mapping improved their instruction of reading and writing expository text.
• Of the teachers surveyed, 93% of teachers report ERWC modules changed their teaching of rhetorical reading and writing
• Of the teachers surveyed, 91% of teachers report the development of common formative assessments improved their teaching of rhetorical reading and writing skills.
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What did we learn?
FINDING:
Sustained teacher participation in the ELG produced positive outcomes for teachers.
• 100% of teachers reported the ELG fostered meaningful teacher collaboration.
“I think that our whole climate has kind of changed, and we can easily talk to each other…Through our PLC meetings, we talk very frequently…That allows us to collaborate easily so that if something didn’t work or the lesson was just terrible, we can quickly correct things now, which was not the case before.”
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Elements to Transform Instructional PracticeInstructional change can happen through a combination of
resources: time, financial compensation, instructional materials e.g., curriculum, curriculum
maps, common formative assessments, strategies for consistent and common data use
human capital: support from administration, teacher leadership
organized time: professional learning communities
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Parting thought…
“[H]aving the structure where [we] are working together, teaching the same things and comparing results and looking at those results together honestly [has] had a very, very positive effect on the quality of instruction in our classrooms.”