Changing paradigms of instruction capp expository literacy grant evaluation
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Changing Paradigms of Instruction: CAPP Expository Literacy Grant Evaluation. California Educational Research Association Annual Meeting December 1, 2011 Anaheim, California. Focus for today.

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Changing Paradigms of Instruction: CAPP Expository Literacy Grant Evaluation

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Changing paradigms of instruction capp expository literacy grant evaluation

Changing Paradigms of Instruction: CAPP Expository Literacy Grant Evaluation

California Educational Research Association

Annual Meeting

December 1, 2011

Anaheim, California


Focus for today

Focus for today

  • Highlights of the CAPP ELG evaluation demonstrate an instructional paradigm shift of participating schools.


Evaluation questions

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?


Data sources informing the questions

Data sources informing the questions

Portfolio artifacts

Curriculum maps across years 1-6

PLC meeting notes across years 1-6

Annotated modules

Site-generated modules

Common formative assessments

Data analysis (RCST and EPT-type assessments)

Interviews

Project Directors

Teachers

Administrators

Surveys

Teacher (N=61 from all six schools)


What did we learn

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.


What did we learn1

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.


What did we learn2

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.”


Elements to transform instructional practice

Elements to Transform Instructional Practice

Instructional 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


Parting thought

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.”


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