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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Since we’re the ones providing the
professional development, I can assure you that it was of the highest quality!
<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>But yes of course, you’re right. There
are many variables that would need to be controlled for before one could be
sure of a direct relationship between professional development and attendance
but this is what we’re starting with! Having said that, one figure that is
quite interesting to us is that the number of student enrollments required to
generate 1 unit of <st1:City w:st="on"><st1:place w:st="on">ADA</st1:place></st1:City>
has dropped pretty dramatically in the last 8 years, but our ESL ADA has
risen. For example, in the 2000/2001 school year there were some 189,000 ESL
enrollments generating about 37,700 units of <st1:City w:st="on">ADA</st1:City>
meaning that it took 5.02 student enrollments to generate 1 <st1:City w:st="on"><st1:place
w:st="on">ADA</st1:place></st1:City>. In 2007/2008, there were 167,800 ESL
enrollments and about 40,900 units of <st1:City w:st="on">ADA</st1:City> returning
a figure of 4.1 enrollments per 1 <st1:City w:st="on"><st1:place w:st="on">ADA</st1:place></st1:City>.
At the least, these figures appear to indicate that at least some aspect of
efficiency has increased. Students must be coming to class more often, staying
enrolled longer or both…<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><br>
We’re planning on saying it’s because our teachers have been coming to our
trainings so students like the classes more and feel they’re learning more… ;)<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Barry<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
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<p class=MsoNormal><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>Jackie Coelho<br>
<b><span style='font-weight:bold'>Sent:</span></b> Tuesday, December 16, 2008
5:56 AM<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 1534] Re:
Getting staff used to using data</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Barry,<o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> Thanks for explaining that. I think there are so many variables
that any study of this nature needs to be considered very carefully. For
example, of what quality was the professional development? Was the information
in the professional development used by the instructor? How many of the
students in a particular class would have dropped out regardless of what the
instructor does due to life circumstances? Is is possible that the professional
development had a negative impact? <o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> I am not a statistician, but I imagine some of these variables
could be accounted for with a large enough sample. However, my question would
be, how large would the sample have to be? <o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> Teaching is both an art and a science. The science part can be
measured. The art part cannot. I personally think we need to be constantly
mindful of the art of it all. <o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> Creating a community within a classroom, a place where students
feel connected and where they believe others care and support them, others
including their classmates, goes further than any one method or approach to
teaching material. <o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> <o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'> <o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Jackie Coelho<o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>ABE Instructor<br>
<br>
<o:p></o:p></span></font></p>
</div>
<div>
<p class=MsoNormal><span class=gmailquote><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>On 12/15/08, <st1:PersonName w:st="on"><b><span
style='font-weight:bold'>Bakin, Barry</span></b></st1:PersonName> <<a
href="mailto:barry.bakin@lausd.net">barry.bakin@lausd.net</a>> wrote:</span></font></span>
<o:p></o:p></p>
<div vlink=blue link=blue>
<div>
<p><font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'>The attempt to correlate student attendance and retention
with teacher participation in professional development is still in very
preliminary stages and a professional statistician might say that we're going
about it in the wrong way but one aspect of what is being discussed relates to
a "retention" score being looked at that is derived from the total
number of hours all students enrolled in a class could potentially have
attended during a certain time period (if all of those students had attended
every hour from the time they had enrolled to the time they left the
course or the specified time period was reached) divided by the actual hours
those same students attended. So let's say that some 42 students could
have attended a maximum total of 3000 hours of class time during the time
period being examined. The actual attendance of those students during
that time period was 1500 hours. 1500 total actual hours divided by 3000
total possible hours gives a 50 percent figure. By doing the same calculation
for every class offered, a division-wide "average retention" figure
can be established for a particular type of class.</span></font><o:p></o:p></p>
<p><font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'><br>
The idea is that by identifying teachers who have taken staff development
courses, and then looking at their individual average retention figure
"pre" and "post" training, the effect of the training on an
individual teacher's retention might be demonstrated and in turn the effect on
all teachers who have attended trainings as a group. I'm not sure what
variables other than the training are being considered. Again, these
ideas are all preliminary and experimental so they're not for wider
dissemination. It would obviously be preferable to have a controlled
double-blind study but that seems to be out of reach at the moment…</span></font><o:p></o:p></p>
<p><font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'> </span></font><o:p></o:p></p>
<p><font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'>Barry</span></font><o:p></o:p></p>
<p><font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'> </span></font><o:p></o:p></p>
<p><font size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:navy'> </span></font><o:p></o:p></p>
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<p><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'> <a
href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a>
[mailto:<a href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a>]
<b><span style='font-weight:bold'>On Behalf Of </span></b>Nancy R Faux/AC/VCU<br>
<b><span style='font-weight:bold'>Sent:</span></b> Thursday, December 11, 2008
11:23 AM<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 1521] Re:
Getting staff used to using data</span></font><o:p></o:p></p>
</div>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'> <o:p></o:p></span></font></p>
<p style='margin-bottom:12.0pt'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'><br>
</span></font><font size=2 face=Arial><span style='font-size:10.0pt;font-family:
Arial'>Hi Barry,</span></font> <br>
<br>
<font size=2 face=Arial><span style='font-size:10.0pt;font-family:Arial'>Could
you please explain how you are correlating student attendance and retention
with teacher participation in professional development, or the workshops that
you offer? We are exploring ways of doing this, also.</span></font> <br>
<br>
<st1:City w:st="on"><st1:place w:st="on"><font size=2 face=Arial><span
style='font-size:10.0pt;font-family:Arial'>Nancy</span></font></st1:place></st1:City>
<br>
<font size=2 face=Arial><span style='font-size:10.0pt;font-family:Arial'><br>
*********************************************************<br>
Nancy R. Faux<br>
ESOL 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>
<a href="mailto:nfaux@vcu.edu" target="_blank">nfaux@vcu.edu</a><br>
</span></font><a href="http://www.valrc.org/" target="_blank"><font size=2
face=Arial><span style='font-size:10.0pt;font-family:Arial'>http://www.valrc.org<br>
1-800-237-0178</span></font></a> <o:p></o:p></p>
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<p><b><font size=1 face=Arial><span style='font-size:7.5pt;font-family:Arial;
font-weight:bold'>"<st1:PersonName w:st="on">Bakin, Barry</st1:PersonName>"
<<a href="mailto:barry.bakin@lausd.net" target="_blank">barry.bakin@lausd.net</a>></span></font></b><font
size=1 face=Arial><span style='font-size:7.5pt;font-family:Arial'> </span></font><br>
<font size=1 face=Arial><span style='font-size:7.5pt;font-family:Arial'>Sent
by: <a href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a></span></font>
<o:p></o:p></p>
<p><font size=1 face=Arial><span style='font-size:7.5pt;font-family:Arial'>12/11/2008
12:21 PM</span></font> <o:p></o:p></p>
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<p align=center style='text-align:center'><font size=1 face=Arial><span
style='font-size:7.5pt;font-family:Arial'>Please respond to<br>
The Assessment Discussion List <<a href="mailto:assessment@nifl.gov"
target="_blank">assessment@nifl.gov</a>></span></font><o:p></o:p></p>
</td>
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style='font-size:7.5pt;font-family:Arial'>To</span></font><o:p></o:p></p>
</td>
<td valign=top style='padding:.75pt .75pt .75pt .75pt'>
<p><font size=1 face=Arial><span style='font-size:7.5pt;font-family:Arial'>"The
Assessment Discussion List" <<a href="mailto:assessment@nifl.gov"
target="_blank">assessment@nifl.gov</a>></span></font> <o:p></o:p></p>
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<p align=right style='text-align:right'><font size=1 face=Arial><span
style='font-size:7.5pt;font-family:Arial'>cc</span></font><o:p></o:p></p>
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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 align=right style='text-align:right'><font size=1 face=Arial><span
style='font-size:7.5pt;font-family:Arial'>Subject</span></font><o:p></o:p></p>
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<p><font size=1 face=Arial><span style='font-size:7.5pt;font-family:Arial'>[Assessment
1510] Re: Getting staff used to using data</span></font><o:p></o:p></p>
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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><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><font size=3 face="Times New Roman"><span style='font-size:12.0pt'><br>
<br>
<br>
</span></font><tt><font size=2 face="Courier New"><span style='font-size:10.0pt'>Data
is not just for classroom instructional staff to analyze. Our staff meeting
yesterday(of teacher trainers responsible for staff development)focused on
using attendance and ADA statistics collected since 1999 as a way to determine
whether or not our team's staff development efforts over the last several years
has resulted in increases in student attendance and retention by students whose
teachers have taken staff development workshops. We have an immediate and
pressing interest for doing so, as expected district-wide budget shortfalls of
millions of dollars are leading some at the district level to advocate for the
elimination of staff-development programs in the coming year. We
obviously feel that teachers who improve their skills will retain students better
than those who don't, but we'd like to be able to point to data that
demonstrates that.</span></font></tt><font size=2 face="Courier New"><span
style='font-size:10.0pt;font-family:"Courier New"'><br>
<br>
<tt><font face="Courier New">Barry Bakin</font></tt><br>
<tt><font face="Courier New">ESL Teacher Adviser</font></tt><br>
<tt><font face="Courier New">Division of Adult and Career Education</font></tt><br>
<st1:City w:st="on"><tt><font face="Courier New">Los Angeles</font></tt></st1:City><tt><font
face="Courier New"> Unified <st1:place w:st="on">School District</st1:place></font></tt><br>
<tt><font face="Courier New">-------------------------------</font></tt><br>
<tt><font face="Courier New">National Institute for Literacy</font></tt><br>
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