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<p class=MsoNormal><st1:City w:st="on"><st1:place w:st="on"><font size=2
color=navy face=Verdana><span style='font-size:10.0pt;font-family:Verdana;
color:navy'>Nancy</span></font></st1:place></st1:City><font size=2
color=navy face=Verdana><span style='font-size:10.0pt;font-family:Verdana;
color:navy'>,<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'>Your questions are good ones! The
schools that have implemented Managed Enrollment (ME) primarily offer the ME
classes in the daytime, and they meet 4-5 times a week for 3 hours each day.
A minimum of 12 hours a week is considered by most to be okay, but the best
amount of time is 16 to 20 hours a week. All the schools that have ME use
the CASAS test, and all classes meet for longer than the 70-100 hours recommend
by CASAS between the pre-test to post-test. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'>The main reason the programs in Miami
Dade school district chose to make the courses 7-8 weeks (some are 9) in length
was to facilitate implementation of <st1:State w:st="on"><st1:place w:st="on">Florida</st1:place></st1:State>’s
newly-revised Adult <st1:stockticker w:st="on">ESOL</st1:stockticker> standards.
The standards are organized around 7 life-skills topics, with anchor standards
for grammar at each of the six NRS educational functioning levels. While
it is common knowledge that no teacher can cover all the materials available in
7 life skills topics in 7-8-9 weeks, students can recycle through the material
until they spiral upward and on to other levels. The key seems to be that
students and teachers are free from the distraction of new students entering
the class at all times. I call it getting out of the <st1:stockticker
w:st="on">ESOL</st1:stockticker> shuffle and getting on the <st1:stockticker
w:st="on">ESOL</st1:stockticker> shuttle. ME gives them the ability to
build on the knowledge gained in the previous class session. They don’t
have to review so often or to slow down for those who are getting familiar with
the teacher and the class. It is really amazing to see how much students
can learn so quickly when they are able to focus and not be distracted. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'>Another factor is that in the first week
(orientation), students are prepped with a strong message of taking responsibility
for their learning. Students also sign a contract that spells out their
commitment to not miss any classes and to stay for the duration of the course.
The teachers show the students that they expect a lot of them, and they make it
really happen.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'><o:p> </o:p></span></font></p>
<div>
<p class=MsoNormal><font size=2 color=blue face="Franklin Gothic Medium Cond"><span
style='font-size:10.0pt;font-family:"Franklin Gothic Medium Cond";color:blue'>Phil</span></font><font
color=navy><span style='color:navy'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Franklin Gothic Medium Cond"><span
style='font-size:10.0pt;font-family:"Franklin Gothic Medium Cond";color:blue'>(850)
245-9450</span></font><o:p></o:p></p>
</div>
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<p class=MsoNormal style='margin-left:.5in'><b><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</span></font></b><font
size=2 face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'> Nancy R
Faux/AC/VCU [mailto:nfaux@vcu.edu] <br>
<b><span style='font-weight:bold'>Sent:</span></b> Thursday, <st1:date
Year="2008" Day="11" Month="12" ls="trans" w:st="on">December 11, 2008</st1:date>
<st1:time Minute="33" Hour="11" w:st="on">11:33 AM</st1:time><br>
<b><span style='font-weight:bold'>To:</span></b> The Assessment Discussion List<br>
<b><span style='font-weight:bold'>Subject:</span></b> [Assessment 1509] Re:
[BULK] Getting staff used to using data</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal style='margin-left:.5in'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0in;margin-right:0in;margin-bottom:
12.0pt;margin-left:.5in'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'><br>
</span></font><font size=2 color=blue face=sans-serif><span style='font-size:
10.0pt;font-family:sans-serif;color:blue'>Phil,</span></font> <br>
<br>
<font size=2 color=blue face=sans-serif><span style='font-size:10.0pt;
font-family:sans-serif;color:blue'>Your statistics on Managed Enrollment (ME)
are very encouraging. I am going to save your email to use it later on
when speaking with programs that are resistant to ME.</span></font> <br>
<br>
<font size=2 color=blue face=sans-serif><span style='font-size:10.0pt;
font-family:sans-serif;color:blue'>I also find it insightful that your courses
are only 7-8 weeks. About how many hours of instruction per week would
there be? Do the students have enough hours to qualify for a post-test?</span></font>
<br>
<br>
<st1:City w:st="on"><st1:place w:st="on"><font size=2 color=blue
face=sans-serif><span style='font-size:10.0pt;font-family:sans-serif;
color:blue'>Nancy</span></font></st1:place></st1:City> <br>
<font size=2 face=sans-serif><span style='font-size:10.0pt;font-family:sans-serif'><br>
*********************************************************<br>
Nancy R. Faux<br>
<st1:stockticker w:st="on">ESOL</st1:stockticker> Specialist<br>
<st1:place w:st="on"><st1:PlaceName w:st="on">Virginia</st1:PlaceName> <st1:PlaceName
w:st="on">Adult</st1:PlaceName> <st1:PlaceName w:st="on">Learning</st1:PlaceName>
<st1:PlaceName w:st="on">Resource</st1:PlaceName> <st1:PlaceType w:st="on">Center</st1:PlaceType></st1:place><br>
<st1:place w:st="on"><st1:PlaceName w:st="on">Virginia</st1:PlaceName> <st1:PlaceName
w:st="on">Commonwealth</st1:PlaceName> <st1:PlaceType w:st="on">University</st1:PlaceType></st1:place><br>
<st1:Street w:st="on"><st1:address w:st="on">3600 W. Broad Street, Suite 669</st1:address></st1:Street><br>
<st1:place w:st="on"><st1:City w:st="on">Richmond</st1:City>, <st1:State w:st="on">VA</st1:State>
<st1:PostalCode w:st="on">23230-4930</st1:PostalCode></st1:place><br>
nfaux@vcu.edu<br>
</span></font><a href="http://www.valrc.org/"><font size=2 face=sans-serif><span
style='font-size:10.0pt;font-family:sans-serif'>http://www.valrc.org<br>
1-800-237-0178</span></font></a> <br>
<br>
<o:p></o:p></p>
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<p class=MsoNormal><b><font size=1 face=sans-serif><span style='font-size:
7.5pt;font-family:sans-serif;font-weight:bold'>"<st1:PersonName w:st="on">Anderson,
Philip</st1:PersonName>" <Philip.Anderson@fldoe.org></span></font></b><font
size=1 face=sans-serif><span style='font-size:7.5pt;font-family:sans-serif'> </span></font><br>
<font size=1 face=sans-serif><span style='font-size:7.5pt;font-family:sans-serif'>Sent
by: assessment-bounces@nifl.gov</span></font> <o:p></o:p></p>
<p><st1:date Year="2008" Day="11" Month="12" ls="trans" w:st="on"><font
size=1 face=sans-serif><span style='font-size:7.5pt;font-family:sans-serif'>12/11/2008</span></font></st1:date><font
size=1 face=sans-serif><span style='font-size:7.5pt;font-family:sans-serif'> <st1:time
Minute="31" Hour="10" w:st="on">10:31 AM</st1:time></span></font> <o:p></o:p></p>
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<p class=MsoNormal align=center style='text-align:center'><font size=1
face=sans-serif><span style='font-size:7.5pt;font-family:sans-serif'>Please
respond to<br>
The Assessment Discussion List <<st1:PersonName w:st="on">assessment@nifl.gov</st1:PersonName>></span></font><o:p></o:p></p>
</td>
</tr>
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<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'><o:p></o:p></span></font></p>
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<p class=MsoNormal align=right style='text-align:right'><font size=1
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<p class=MsoNormal><font size=1 face=sans-serif><span style='font-size:
7.5pt;font-family:sans-serif'><barbara.jacala@guamcc.edu>, "The
Assessment Discussion List" <<st1:PersonName w:st="on">assessment@nifl.gov</st1:PersonName>></span></font>
<o:p></o:p></p>
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<p class=MsoNormal align=right style='text-align:right'><font size=1
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<p class=MsoNormal align=right style='text-align:right'><font size=1
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<p class=MsoNormal><font size=1 face=sans-serif><span style='font-size:
7.5pt;font-family:sans-serif'>[Assessment 1508] Re: [BULK] Getting
staff used to using data</span></font><o:p></o:p></p>
</td>
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style='font-size:12.0pt'><o:p> </o:p></span></font></p>
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<br>
<br>
</span></font><font size=2 color=navy face=Verdana><span style='font-size:10.0pt;
font-family:Verdana;color:navy'>Barbara,</span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'> </span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'>When you say you get 60%, do you mean that you get 60% of
the students to take a post-test, or that you get 60% of the students to pass
to a higher level when they post-test?</span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'> </span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'>Either way, compared to the numbers we see in <st1:State
w:st="on"><st1:place w:st="on">Florida</st1:place></st1:State>, that is
great! We see less than 50% of the students take a post-test, and,
depending on the level, we usually see about 25-30% of the total number of
enrolled students that pass to a higher level. However, when students <u>do</u>
take a post-test, we see that about 50% of these students actually pass to a higher
level. Programs in <st1:State w:st="on"><st1:place w:st="on">Florida</st1:place></st1:State>
use primarily the CASAS Life and Work series for <st1:stockticker w:st="on">ESOL</st1:stockticker>
students. The other tests that our programs use are the BEST Plus and
BEST Literacy. </span></font><br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'> </span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'>The message we are trying to get out is that programs need
to find ways to get students to stay in class long enough to post-test.
If a few more percentage points of the students would “persist”
until they post-test, the data would show much higher rates of students passing
to higher levels. Programs will show much stronger results if only they
can hone in on “retaining” students!</span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'> </span></font> <br>
<st1:State w:st="on"><st1:place w:st="on"><font size=2 color=navy face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:navy'>Florida</span></font></st1:place></st1:State><font
size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:Verdana;
color:navy'> has had several local programs begin to implement managed
enrollment in their <st1:stockticker w:st="on">ESOL</st1:stockticker> programs,
and the results are astoundingly high! Managed Enrollment (ME) programs
consistently see 80-90% of students stay long enough to post-test. And of
those who post-test, 70-80% pass to a higher level. </span></font><br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'> </span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'>Miami Dade school district adult <st1:stockticker w:st="on">ESOL</st1:stockticker>
program did a pilot of 7 sites with ME, and showed these types of
numbers. They called the ME classes “Intensive English
Academies.” Although the curriculum was the same, the length of the
courses was shortened to 7-8 weeks, and after the first week the classes were
closed to new students entering. The teachers and students found they
were free from the chaos of students coming and going so much, and were able to
build on previous lessons better. For more information about the <st1:stockticker
w:st="on">ESOL</st1:stockticker> Academies, visit </span></font><a
href="http://www.floridaadultesol.org/"><font size=2 face=Verdana><span
style='font-size:10.0pt;font-family:Verdana'>www.floridaadultesol.org</span></font></a><font
size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:Verdana;
color:navy'>, or write to Dr. Beatriz Diaz, Adult <st1:stockticker w:st="on">ESOL</st1:stockticker>
Coordinator, at </span></font><a href="mailto:bdiaz@dadeschools.net"><font
size=2 face=Verdana><span style='font-size:10.0pt;font-family:Verdana'>bdiaz@dadeschools.net</span></font></a><font
size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:Verdana;
color:navy'>. </span></font> <br>
<font size=2 color=navy face=Verdana><span style='font-size:10.0pt;font-family:
Verdana;color:navy'> </span></font> <br>
<font size=2 color=blue face="Franklin Gothic Medium Cond"><span
style='font-size:10.0pt;font-family:"Franklin Gothic Medium Cond";color:blue'>Phil</span></font>
<br>
<font size=2 color=blue face="Franklin Gothic Medium Cond"><span
style='font-size:10.0pt;font-family:"Franklin Gothic Medium Cond";color:blue'>(850)
245-9450</span></font> <o:p></o:p></p>
<p class=MsoNormal align=center style='margin-left:.5in;text-align:center'><font
size=3 face="Times New Roman"><span style='font-size:12.0pt'><o:p> </o:p></span></font></p>
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</span></font><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'> Barbara Jacala
[mailto:barbara.jacala@guamcc.edu] <b><span style='font-weight:bold'><br>
Sent:</span></b> Wednesday, <st1:date Year="2008" Day="10" Month="12" ls="trans"
w:st="on">December 10, 2008</st1:date> <st1:time Minute="00" Hour="19" w:st="on">7:00
PM</st1:time><b><span style='font-weight:bold'><br>
To:</span></b> cathayreta@sbcglobal.net; 'The Assessment Discussion List'<b><span
style='font-weight:bold'><br>
Subject:</span></b> [Assessment 1505] Re: [BULK] Getting staff used to using
data</span></font> <br>
<br>
<font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'>Hello. I am a latecomer to this discussion and I hope not too
late to get feedback from experienced practitioners. I am the program
specialist for adult education at <st1:place w:st="on"><st1:PlaceName w:st="on">Guam</st1:PlaceName>
<st1:PlaceType w:st="on">Community College</st1:PlaceType></st1:place>. The
difficulty we encounter is in raising the level of our paired tests (pre and
post). I am getting only about 60%. Is this average for this population? How
are others encouraging students to take the post before leaving? Or how are
they making sure that everyone is post tested? What strategies have you put in
place?</span></font> <br>
<font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
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<font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
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<font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
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<font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'>barbara.jacala@guamcc.edu</span></font> <br>
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</span></font><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'> assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov] <b><span style='font-weight:bold'>On
Behalf Of </span></b>Cathay Reta<b><span style='font-weight:bold'><br>
Sent:</span></b> Thursday, <st1:date Year="2008" Day="11" Month="12" ls="trans"
w:st="on">December 11, 2008</st1:date> <st1:time Minute="29" Hour="8" w:st="on">8:29
AM</st1:time><b><span style='font-weight:bold'><br>
To:</span></b> The Assessment Discussion List<b><span style='font-weight:bold'><br>
Subject:</span></b> [Assessment 1503] Re: [BULK] Getting staff used to using
data</span></font> <br>
<o:p></o:p></p>
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<p class=MsoNormal><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>Hello, <br>
<br>
As someone previously mentioned, I think it is helpful to see that data is
more than numbers. It also includes information drawn from surveys,
focus groups, interviews, etc. I am reminded of Project Learn in <st1:place
w:st="on"><st1:City w:st="on">Akron</st1:City>, <st1:State w:st="on">Ohio</st1:State></st1:place>.
Their reports showed that <br>
<br>
"Students functioning between the 5.0 and 8.9 grade level
equivalent attended for an average of 35 hours for the program year while
literacy students averaged 55 hours, GED students averaged 42 hours, and <st1:stockticker
w:st="on">ESOL</st1:stockticker> students averaged 65 hours." <br>
<br>
So they gathered more data by talking with students in the pre-GED level and
found that they did not feel comfortable going from their student orientation
into a classroom where the instructor and students already knew each other.
Based on that, they re-arranged class schedules to give instructors a
half hour to meet with new students before the start of class. That
made a difference evidenced by the next year's report -- the average hours of
attendance for those students increased to 52 hours. <br>
<br>
I think examples like this are what make me excited about "data." <br>
<br>
I'm wondering if anyone has other examples to share, or questions about what
type of data to review to address specific concerns. Anyone?? <br>
<br>
Cathay <br>
<br>
<br>
<br>
<st1:place w:st="on">Cathay</st1:place> O. Reta<br>
Cornerstone Concepts<br>
<st1:Street w:st="on"><st1:address w:st="on">6670 Southside Drive</st1:address></st1:Street><br>
<st1:place w:st="on"><st1:City w:st="on">Los Angeles</st1:City>, <st1:State
w:st="on">CA</st1:State> <st1:PostalCode w:st="on">90022</st1:PostalCode></st1:place><br>
Ph: 323) 728-4302<br>
cathayreta@sbcglobal.net<br>
<br>
--- On <b><span style='font-weight:bold'>Wed, 12/10/08, Vivian Copsey <i><span
style='font-style:italic'><copsey@allencc.edu></span></i></span></b>
wrote: <br>
From: Vivian Copsey <copsey@allencc.edu><br>
Subject: [Assessment 1501] Re: [BULK] Getting staff used to using data<br>
To: "The Assessment Discussion List" <<st1:PersonName w:st="on">assessment@nifl.gov</st1:PersonName>><br>
Date: Wednesday, December 10, 2008, 11:45 AM <br>
I agree wholeheartedly with your approach to reviewing data. In <st1:State
w:st="on"><st1:place w:st="on">Kansas</st1:place></st1:State>, we are
required to meet certain indicators of a quality adult education program in
order to receive funding. Our instructional staff realizes our data reflects
our progress toward these measures. We have an excellent database used by all
AEFLA funded programs across the State. The database is available for review
by the staff at the Kansas Board of Regents and by any member of our staff. A
representative for the adult education program does a yearly on-site visit
to review files for accuracy.<br>
<br>
I am the only one who enters data. Any incorrect data becomes my
responsibility. At our monthly staff meetings, all data is compared to the
student's file for accuracy. Because we a very small, rural program (118
participants with 12 hours or more in fiscal year 2008), I am able to
continually review data on a weekly basis. Reports are printed out weekly and
compared with what goals we projected, building from previous years.<br>
<br>
Our staff meetings consist of two full time instructors, one part time
instructor, one part time administrative staff and one full time
administrative staff. Because we work very closely as a team, we look at the
data for the whole program. If there are deficits in any area, we began to
look at ways for improvement. Staff members are helpful to one another in
giving suggestions.<br>
<br>
Overall, when our staff members receive a report, they are very interested in
our outcomes. Sometimes there is no awareness of progress or lack of progress
until it is seen on paper. The results don't carry any negative connotations
but a desire for improvement.<br>
<i><span style='font-style:italic'><br>
Vivian Copsey<br>
Coordinator Adult Education<br>
<st1:place w:st="on"><st1:PlaceName w:st="on">Allen</st1:PlaceName> <st1:PlaceName
w:st="on">Community College</st1:PlaceName></st1:place><br>
1801 <st1:place w:st="on">N. Cottonwood</st1:place><br>
<st1:place w:st="on"><st1:City w:st="on">Iola</st1:City>, <st1:State w:st="on">KS</st1:State>
<st1:PostalCode w:st="on">66749</st1:PostalCode></st1:place><br>
620.365.5116 x250<br>
</span></i><br>
At 08:35 AM 12/10/2008 -0500, you wrote: <br>
Having staff have buy-in to looking at and using data can be a challenge but<br>
if programs make the effort to make this a part of what they do, it will<br>
become institutionalized over time. <br>
One way to begin to look at data is to bring some data to a staff meeting.<br>
Do an activity where everyone gets a chance to look at the data and see what<br>
stands out to them. Then go around the room and let each person say
what<br>
stands out. (Include <st1:stockticker w:st="on">ALL</st1:stockticker>
staff in this- teachers, administrators, support<br>
personnel, volunteers). Make a list of the things that stand out and
then<br>
have a discussion about the different things. It could be that people<br>
notice something really good or maybe an area of needed improvement. <br>
We do this with our year end data every year. We look at enrollment,<br>
retention, gains, goals achieved, demographics, numbers of ABE/GED/<st1:stockticker
w:st="on">ESL</st1:stockticker><br>
students, inquiries, and more. We usually find a few things to focus on
for<br>
the next program year from this activity. Some of our best ideas for<br>
program improvement have come from our receptionist and office manager, as<br>
they were looking at the data from a different perspective.<br>
<br>
We also started adding looking at data to all of our meetings. We
choose an<br>
area to look at and examine (this is done in our monthly program improvement<br>
meetings, teacher meetings, and other sub-groups of our staff's meetings).<br>
We always try to look at data before making program changes (if the data is<br>
available). Teachers eventually have gotten used to looking at the data
and<br>
seeing how it can inform their practice. They are more aware of their<br>
students' attendance and testing information and can be more helpful in<br>
helping the agency to make standards. <br>
<br>
If your staff are not used to looking at data, start small but keep it<br>
consistent. Make it a habit and eventually it will be part of what they
do.<br>
<br>
We do have great systems in PA where using data is something that is<br>
required at the state level. Our program improvement plans that are<br>
required for state funding must be built on data analysis. We have many<br>
teachers and administrators that do practitioner research. However,
this<br>
doesn't mean that using data for program improvement is always easy. It
is<br>
time consuming but without it we are making decisions based on intuition or<br>
hunches, which can have disastrous results. Change is sometimes<br>
uncomfortable but all staff can see the value of using data once they learn<br>
how to look at it and how it can better inform their practice.<br>
<br>
********************************************<br>
Lori Keefer<br>
Program Director<br>
Greater <st1:City w:st="on"><st1:place w:st="on">Pittsburgh</st1:place></st1:City>
Literacy Council<br>
<st1:Street w:st="on"><st1:address w:st="on">100 Sheridan Square</st1:address></st1:Street>
4th floor<br>
<st1:place w:st="on"><st1:City w:st="on">Pittsburgh</st1:City> <st1:State
w:st="on">PA</st1:State> <st1:PostalCode w:st="on">15206</st1:PostalCode></st1:place><br>
412.661.7323 ext 131<br>
fax: 412.661.3040<br>
lkeefer@gplc.org<u><font color=blue><span style='color:blue'><br>
</span></font></u><a href="http://www.gplc.org/" target="_blank">www.gplc.org</a><br>
<br>
This email is intended solely for the use of the named addressees and is not<br>
meant for general distribution. If you are not the intended recipient,<br>
please report the error to the originator and delete the contents.<br>
<br>
-----Original Message-----<br>
From: assessment-bounces@nifl.gov [<a
href="mailto:assessment-bounces@nifl.gov" target="_blank">mailto:assessment-bounces@nifl.gov</a>]
On<br>
Behalf Of David Rosen<br>
Sent: Wednesday, December 10, 2008 6:57 AM<br>
To: The Assessment Discussion List<br>
Subject: [Assessment 1494] Re: Using Data<br>
<br>
Drucie and others,<br>
<br>
Earlier in this discussion I asked for specific examples (narratives) <br>
of teachers systematically using program data to answer their <br>
questions. In the SEQUEL Monographs that you suggested we look at, <br>
found at<br>
<u><font color=blue><span style='color:blue'><br>
</span></font></u><a
href="http://www.pafamilyliteracy.org/pafamilyliteracy/cwp/view.asp"
target="_blank">http://www.pafamilyliteracy.org/pafamilyliteracy/cwp/view.asp</a>?
<br>
a=223&Q=145708&PM=1<br>
<br>
I see several good examples in these monographs. Thank you for <br>
calling them to our attention. I would like to mention one, in <br>
particular, the Seneca Highlands Intermediate Unit 9-"Cooperative <br>
Learning in Adult Education to Improve Attitudes and Skills in Math" .<br>
<br>
One of the biggest challenges our field faces is that very, very few <br>
(I think under 4%) of those in adult secondary education who say they <br>
want to go to college actually complete a degree. There are many <br>
reasons for this, but one of the biggest is that they cannot pass <br>
(usually required) college algebra. This is because they did not get
<br>
(positive) exposure to algebra either in school or in an adult <br>
literacy education program. It is also because -- even if algebra is <br>
offered in their <st1:stockticker w:st="on">ASE</st1:stockticker> program --
many have negative attitudes about, <br>
or fear of, learning algebra. This study, carried out by program <br>
practitioners, looks at the use of cooperative learning as a strategy <br>
to help students overcome negative attitudes and increase knowledge <br>
of algebra during an eight-week program. The monograph is short, well- <br>
written, easy to read, and has some findings worth getting excited <br>
about. It would be great if there were other programs, where teachers <br>
care about this problem, that could replicate it. I wonder if any <br>
programs in <st1:State w:st="on"><st1:place w:st="on">Pennsylvania</st1:place></st1:State>
have already done that.<br>
<br>
It would be terrific if there were a U.S. national adult literacy <br>
research institute (such as NCSALL was) that would make funds <br>
available to support programs replicating important studies such as <br>
this, to help build a body of professional wisdom on the use of <br>
cooperative learning in adult numeracy and mathematics. This might <br>
provide a sufficient base of evidence to see if it is worthwhile <br>
later to do "gold standard" experimental research.<br>
<br>
Thanks, Drucie, and other leaders at all levels in Pennsylvania, who <br>
have for many years now supported programs using data for program <br>
decision-making. It looks like this may be paying off for <br>
Pennsylvania practitioners, as they learn what does and doesn't work <br>
for their students, and it is contributing to a literature of <br>
professional wisdom* so necessary in our field.<br>
<br>
David J. Rosen<br>
djrosen@theworld.com<br>
<br>
* For a dialogue about professional wisdom (including a definition) <br>
with John Comings, former Director of the U.S. National Center for <br>
the Study of Adult learning and Literacy, see: <a href="http://"
target="_blank">http://</a> <br>
wiki.literacytent.org/index.php/Professional_Wisdom<br>
<br>
<br>
<br>
<br>
On Dec 9, 2008, at 11:23 AM, Drucilla Weirauch wrote:<br>
<br>
> In <st1:State w:st="on"><st1:place w:st="on">Pennsylvania</st1:place></st1:State>
we have a statewide program improvement initiative<br>
> that uses a specific Practitioner Action Research (<st1:stockticker
w:st="on">PAR</st1:stockticker>) model. Each<br>
> program chooses its own area of inquiry, based on its data. These<br>
> data may be hard data (scores, hours, enrollment numbers, etc.) or<br>
> other data, based on our Indicators of Program Quality (for example,<br>
> the quality of the adult education classroom environment or depth of<br>
> partnerships). Last year, there were 61 projects conducted by PA<br>
> Family Literacy sites. Topics ranged from increasing enrollment or<br>
> retention hours, implementing scientifically-based reading research<br>
> in the adult classroom, improving children's oral receptive<br>
> vocabulary, to increasing referrals from partners. In the spring we<br>
> hosted regional poster shows where programs showcased their projects<br>
> and results. Each program also submitted a monograph that detailed<br>
> their question and background to it (the data), the interventions,<br>
> data sources, results, reflections, and implications for the field.<br>
><br>
> Monographs can be found at our website<br>
> <a href="http://www.pafamilyliteracy.org.%20/" target="_blank">www.pafamilyliteracy.org.
</a>Left side, click on SEQUAL project, then <br>
> Monographs.<br>
><br>
> The website also includes the <st1:stockticker w:st="on">PAR</st1:stockticker>
handbook that helped the programs<br>
> identify a problem based on data, intervention, choose best data
<br>
> sources, etc.<br>
><br>
> I evaluated the process to ascertain practitioners' perceptions of<br>
> the inaugural year of the intentional, systematic <st1:stockticker
w:st="on">PAR</st1:stockticker> process. While<br>
> it added a layer of work, most felt that it empowered them as<br>
> practitioners and gave their program "teeth." What was also
important<br>
> is that this allowed them to show highlights of their program and<br>
> program improvement that mere data do not always capture (e.g. data<br>
> reported to the state and feds.) Programs used data to inform their<br>
> question and chart their success. Analyzing and reflecting on the<br>
> data made it more than mere numbers. This evaluation report is also<br>
> on the website. It includes a summary of the outcomes from the<br>
> projects and the perceptions of the participants on the research <br>
> process.<br>
><br>
> Drucie Weirauch<br>
> <st1:place w:st="on"><st1:PlaceName w:st="on">Penn</st1:PlaceName> <st1:PlaceType
w:st="on">State</st1:PlaceType> <st1:PlaceType w:st="on">University</st1:PlaceType></st1:place><br>
> Goodling Institute for Research in Family Literacy<br>
><br>
> -------------------------------<br>
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> Assessment mailing list<br>
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> To unsubscribe or change your subscription settings, please go to <br>
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> Email delivered to djrosen@theworld.com<br>
<br>
<br>
<br>
<br>
<br>
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