Outcomes of a Professional Development Initiative

1. Outcomes of a Professional Development Initiative Study Conducted By: Dr. Dolores Burton, Paul Salzman, and Gina Marandino

2. What compelled our study?

3. Comparison of Low and High Performing Schools According to the No Child Left Behind Act by the year 2014 100% of students will reach math proficiency. Currently in the United States 70% percent of students in eight-grade scored below math proficiency (Ketterlin-Geller, Chars, and Fein, 2008). Current research supports the idea that using student data to drive instruction leads to improvement in achievement.

4. Formative Assessment Involves assessing students understanding of a concept and using that data to judge if students understand the concept or need more instruction. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In short, everyone understands the definition of success from the outset and educators generate an ongoing flow of descriptive feedback that permits students to watch themselves grow. (Stiggins, R., & Chappuis, J., Winter 2006).

5. Universal Design for Learning Universal Design was first seen in the architecture field when a disabled architect sought to design environments that would accommodate disabled people without having to change much of the design. Examples are curb cuts, televisions with modified sound, and symbols that represent text on signs. “The belief is that universal design may be the paradigm that can promote the effective implementation of inclusion and provide access to the general education curriculum” (McGurie, Scott and Shaw, 2006 p. 167).

6. Universal Design for Learning • Enables students with disabilities to be integrated into the general education classroom with little change in the way the teacher delivers instruction because the teacher will already be structuring her instruction in a way that modifies curriculum for all students.

7. Technology in Education “Technology enhances and influences student learning. Not only does it support every area of mathematics, technology gives teachers an option for adapting instruction to special student needs” (Sanchez, 2007, p. 9). Since students are exposed to many different types of media in their daily lives the way they process information is different than it used to be. Teachers need to make accommodations for this, by differentiating instruction for students and including different types of instructional materials.

8. Video Based Instruction Video based instruction appeals to the new breed of learners. Visuals are more beneficial than descriptions because they explain complex content better, and they are less demanding for learners to comprehend. “While textual information can verbally describe the process, it does not give visual clues as how to mentally visualize and run through the process. As a' result, it seems that textual information leaves gaps that are difficult to bridge by the unsupported mind of learners” (Rowhani and Sedig 2005, p. 292-293).

9. iPods as an Instructional Tool According to Brian McElfish the technology coordinator and a math teacher at Serrano Intermediate School in Lake Forest, CA today kids live in a world of multitasking. By allowing the kids to use the same music listening device to do a presentation, watch a instructional video, or listen to an educational podcast we are “giving them the freedom to use current technology in what for them may be new and creative ways seems to create a sense of buy-in to the material” (as cited in Blaisdell, M. 2006 p. 30)

10. iPods as an Instructional Tool • Currently iPods are used in the classroom for various reasons such as providing students with information, helping students with their research skills, helping students with their communication skills, and making students more excited about the course materials.

11. SITE, SAMPLE, METHODOLOGY, AND PROCEDURE

12. SITE & SAMPLE Site: An elementary school in a high needs school district in Suffolk County Long Island. Sample: Fifth grade students, (five in a self-contained class and twenty one in a general education class), two fifth grade teachers, and an AIS math teacher.

13. METHODOLOGY • Data Points • Teacher Surveys • Teacher and Principal Interviews • Observation of Classrooms • Examination of Pre and Posttest Scores • Examination of Scores on a Sample New York State Math test This study used a mix methodology case study design.

14. PROCEDURE Meeting with teachers to examine current math program Staff development with teachers to introduce project Evaluation of instructional math videos Preparation of iPods for instructional use Training with teachers on use of iPods Meeting with teachers to collect data and evaluate effectiveness of project

15. DATA

16. Current Schools Math Initatives • Teach with constructivist method. • Uses SMART Boards. • Uses Computer Activities • All students receive pull out instruction from AIS Math teacher once a week.

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20. LESSONS LEARNED IN INNOVATION Make sure everyone involved completely understands what the study entails and is on board completely. Have someone in the school at least once a week helping the teachers implement the iPods. Introduce the study in May or June (to be used with next year’s students) so that material can be prepared in advance and data can be collected before state test is given. Make sure there is cooperation in terms of the actual delivery of equipment.