![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
We describe the concept of a dynamic instructional practices portfolio to evaluate special education teachers. This portfolio features the My Instructional Learning Opportunities Guidance System (MyiLOGS) as the core component. MyiLOGS is an online, daily self-report measure of opportunity to learn (OTL) that provides detailed information on teachers’ use of instructional time, curricular content covered, and instructional practices, all of which are known to influence student achievement. This measure and its related support measures have evolved from professional development research. To use MyiLOGS, teachers must pass a qualifying assessment to document their knowledge of effective instruction. An observation tool called My Instructional Observation System (MyiOBS) is based on the same instructional framework as MyiLOGS and provides a third-party account of the reliability of a teacher’s self-reported practices. Finally, after using MyiLOGS to document daily instruction, teachers receive detailed instructional feedback every 40 days that can be used to create an Instructional Growth Plan (IGP). This IGP then can be used to document instructional improvement within a school year. Collectively, the three assessment tools—MyiLOGS Qualifying Assessment, MyiLOGS, and MyiOBS—provide substantial data about teachers’ knowledge and daily instructional actions. Coupled with a personalized instructional feedback report and structured improvement plan for designing and measuring changes in instructional actions, the MyiLOGS Instructional Practices Portfolio has the potential to provide special education teachers a personalized and data-rich evaluation tool. All the elements in this Instructional Practices Portfolio have been used with both general and special educators in research and technical assistance projects, but not as part of a formal evaluation system. We conclude with an examination of proof of concept issues to address for the proposed teacher evaluation tool.
References
Section:
|
Armbuster, B. B., Stevens, R. J., Rosenshine, B. (1977). Analyzing content coverage and emphasis: A study of three curricula and two tests (Technical Report No. 26). Urbana: Center for the Study of Reading, University of Illinois. Google Scholar | |
|
Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., . . . Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers (Briefing Paper No. 278). Washington, DC: Economic Policy Institute. Google Scholar | |
|
Bloom, B. S. (1976). Human characteristics and school learning. New York, NY: McGraw-Hill. Google Scholar | |
|
Boscardin, C. K., Aguirre-Muñoz, Z., Chinen, M., Leon, S., Shin, H. S. (2004). Consequences and validity of performance assessment for English learners: Assessing opportunity to learn (OTL) in grade 6 language arts (CSE Report No. 635). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing. Google Scholar | |
|
Brophy, J., Good, T. L. (1986). Teacher behavior and student achievement. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). New York, NY: Macmillan. Google Scholar | |
|
Brownell, M. T., Sindelar, P. T., Kiely, M. T., Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76, 357–377. Google Scholar | SAGE Journals | ISI | |
|
Buzick, H. M., Laitusis, C. C. (2010, June). A summary of models and standards-based applications for grade-to-grade growth on statewide assessments and implications for students with disabilities (ETS RR-10–14). Princeton, NJ: ETS. Google Scholar | |
|
Caldwell, J. H., Huitt, W. G., Graeber, A. O. (1982). Time spent in learning: Implications from research. Elementary School Journal, 82, 471–480. Google Scholar | Crossref | ISI | |
|
Camburn, E., Barnes, C. A. (2004). Assessing the validity of a language arts instruction log through triangulation. Elementary School Journal, 105(1), 49–73. Google Scholar | Crossref | ISI | |
|
Carroll, J. B. (1989). The Carroll model: A 25-year retrospective and prospective view. Educational Researcher, 18(1), 26–31. Google Scholar | SAGE Journals | |
|
Cizek, G. J. (2006). Standard setting. In Downing, S., Haladyna, T. M. (Eds.), Handbook of test development (pp. 225–258). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Clark, D., Linn, M. C. (2003). Designing for knowledge integration: The impact of instructional time. Journal of the Learning Sciences, 12, 451–493. Google Scholar | Crossref | ISI | |
|
Comber, L. C., Keeves, J. P. (1973). Science education in nineteen countries. New York, NY: Halsted Press. Google Scholar | |
|
Conderman, G., Katsiyannis, A. (2002). Instructional issues and practices in secondary special education. Remedial and Special Education, 23, 169–179. Google Scholar | SAGE Journals | ISI | |
|
Council for Exceptional Children . (2012, November). CEC special education specialist advanced preparation standards. Alexandria, VA: Author. Retrieved from http://beta.cec.sped.org/~/media/Files/Standards/ProfessionalStandards/Advanced_Preparation_Standards.pdf Google Scholar | |
|
Elbaum, B., Vaughn, S., Hughes, M. T., Moody, S. W., Schumm, J. S. (2000). How reading outcomes for students with learning disabilities are related to instructional grouping formats: A meta-analytic review. In Gersten, R., Schiller, E. P., Vaughn, S. (Eds.), Contemporary special education research: Syntheses of the knowledge base on critical instructional issues (pp. 105–135). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Elliott, S. N., Gresham, F. M. (2008). Social skills improvement system. San Antonio, TX: Pearson. Google Scholar | |
|
Elliott, S. N., Kurz, A., Tindal, G., Yel, N. (2013). Opportunity to learn and students with disabilities’ mathematical achievement. Unpublished manuscript submitted for presentation. Google Scholar | |
|
Fisher, C. W., Berliner, D. C., Filby, N. N., Marliave, R., Cahen, L. S., Dishaw, M. M. (1980). Teaching behaviors, academic learning time, and student achievement: An overview. In Denham, C., Lieberman, A. (Eds.), Time to learn (pp. 7–32). Washington, DC: National Institute of Education. Google Scholar | |
|
Frederick, W. C., Walberg, H. J. (1980). Learning as a function of time. Journal of Educational Research, 19, 15–29. Google Scholar | |
|
Gagné, R. M. (1977). The conditions of learning. Chicago, IL: Holt, Rinehart and Winston. Google Scholar | |
|
Gamoran, A., Porter, A. C., Smithson, J., White, P. A. (1997). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis, 19, 325–338. Google Scholar | SAGE Journals | ISI | |
|
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242. Google Scholar | SAGE Journals | ISI | |
|
Harnischfeger, A., Wiley, D. E. (1976). The teaching–learning process in elementary schools: A synoptic view. Curriculum Inquiry, 6, 5–43. Google Scholar | ISI | |
|
Heidemeier, H., Moser, K. (2009). Self-other agreement in job performance ratings: A meta-analytic test of a process model. Journal of Applied Psychology, 94, 353–370. Google Scholar | Crossref | Medline | ISI | |
|
Herman, J. L., Klein, D. C., Abedi, J. (2000). Assessing students’ opportunity to learn: Teacher and student perspectives. Educational Measurement: Issues and Practice, 19(4), 16–24. Google Scholar | Crossref | |
|
Herman, J. L., Linn, R. (2013, January). On the road to assessing deeper learning: The status of Smarter Balanced and PARCC assessment consortia. Los Angeles, CA: CREEST, UCLA. Google Scholar | |
|
Ho, A. D., Kane, T. J. (2013). The reliability of classroom observations by school personnel (MET Project Research Paper). Cambridge, MA: Harvard Graduate School of Education. Retrieved from http://www.metproject.org/downloads/MET_Reliability_of_Classroom_Observations_Research_Paper.pdf Google Scholar | |
|
Husén, T. (1967). International study of achievement in mathematics: A comparison of twelve countries. New York, NY: John Wiley & Sons. Google Scholar | |
|
Jaeger, R. M. (1995). Setting performance standards through two-stage judgmental policy capturing. Applied Measurement in Education, 8, 15–40. Google Scholar | Crossref | ISI | |
|
Jenkins, J. R., Pany, D. (1978). Curriculum biases in reading achievement tests. Journal of Reading Behavior, 10, 345–357. Google Scholar | SAGE Journals | ISI | |
|
Joint Committee on Standards for Educational Evaluation . (2009). Personnel evaluation standards (2nd ed.). Thousand Oaks, CA: Corwin. Google Scholar | |
|
Kersaint, G., Lewis, J., Potter, R., Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23, 775–794. Google Scholar | Crossref | ISI | |
|
Kiresuk, T. J., Sherman, R. E. (1968). Goal attainment scaling: A general method for evaluating community mental health programs. Community Mental Health Journal, 4, 443–453. Google Scholar | Crossref | Medline | ISI | |
|
Kiresuk, T. J., Smith, A., Cardillo, J. E. (Eds.). (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: Lawrence Erlbaum. Google Scholar | |
|
Kurz, A. (2011). Access to what should be taught and will be tested: Students’ opportunity to learn the intended curriculum. In Elliott, S. N., Kettler, R. J., Beddow, P. A., Kurz, A. (Eds.), The handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy (pp. 99–129). New York, NY: Springer. Google Scholar | Crossref | |
|
Kurz, A., Elliott, S. N. (2012). MyiLOGS: My instructional learning opportunities guidance system. Tempe: Arizona State University. Google Scholar | |
|
Kurz, A., Elliott, S. N., Kettler, R. J., Yel, N. (in press). Assessing students’ opportunity to learn the intended curriculum using an online teacher log: Initial validity evidence. Educational Assessment. Google Scholar | |
|
Kurz, A., Elliott, S. N., Wehby, J. H., Smithson, J. L. (2010). Alignment of the intended, planned, and enacted curriculum in general and special education and its relation to student achievement. The Journal of Special Education, 44(3), 1–20. Google Scholar | SAGE Journals | ISI | |
|
Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47, 71–85. Google Scholar | Crossref | ISI | |
|
Marzano, R. J. (2000). A new era of school reform: Going where the research takes us (REL No. #RJ96006101). Aurora, CO: Mid-continent Research for Education and Learning. Google Scholar | |
|
Mastropieri, M. A., Scruggs, T. E. (2002). Effective instruction for special education (3rd ed.). Austin, TX: Pro-Ed. Google Scholar | |
|
McCaffrey, D. F., Lockwood, J., Koretz, D., Louis, T., Hamilton, L. (2004). Models for value-added modeling of teacher effects. Journal of Educational and Behavioral Statistics, 29, 67–101. Google Scholar | SAGE Journals | ISI | |
|
Metzker, B. (2003). Time and learning (ED474260). Eugene: University of Oregon. Google Scholar | |
|
O’Sullivan, P. J., Ysseldyke, J. E., Christenson, S. L., Thurlow, M. L. (1990). Mildly handicapped elementary students’ opportunity to learn during reading instruction in mainstream and special education settings. Reading Research Quarterly, 25, 131–146. Google Scholar | Crossref | ISI | |
|
Patall, E. A., Cooper, H., Allen, A. B. (2010). Extending the school day or school year: A systematic review of research (1985–2009). Review of Educational Research, 80, 401–436. Google Scholar | SAGE Journals | ISI | |
|
Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31(7), 3–14. Google Scholar | SAGE Journals | |
|
Porter, A. C. (2006). Curriculum assessment. In Green, J. L., Camilli, G., Elmore, P. B. (Eds.), Handbook of complementary methods in education research (pp. 141–159). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Porter, A. C., Schmidt, W. H., Floden, R. E., Freeman, D. J. (1978). Impact on what? The importance of content covered (Research Series No. 2). East Lansing: Michigan State University, Institute for Research on Teaching. Google Scholar | |
|
Porter, A. C., Smithson, J. L. (2001). Are content standards being implemented in the classroom? A methodology and some tentative answers. In Fuhrman, S. (Ed.), From the capitol to the classroom: Standards-based reform in the states. One hundredth yearbook of the National Society for the Study of Education (pp. 60–80). Chicago, IL: University of Chicago Press. Google Scholar | |
|
Rich, L. R., Ross, S. M. (1989). Students’ time on learning tasks in special education. Exceptional Children, 55, 508–516. Google Scholar | SAGE Journals | ISI | |
|
Roach, A. T., Elliott, S. N. (2006). The influence of access to the general education curriculum on the alternate assessment performance of students with significant cognitive disabilities. Education Evaluation and Policy Analysis, 28, 181–194. Google Scholar | SAGE Journals | ISI | |
|
Roach, A.T., Kurz, A., Elliott, S. N. (in press). Using personalized instructional feedback data to facilitate opportunity to learn for students with disabilities. Preventing School Failure. Google Scholar | |
|
Rowan, B., Camburn, E., Correnti, R. (2004). Using teacher logs to measure the enacted curriculum: A study of literacy teaching in third-grade classrooms. Elementary School Journal, 105, 75–101. Google Scholar | Crossref | ISI | |
|
Rowan, B., Correnti, R. (2009). Studying reading instruction with teacher logs: Lessons from the Study of Instructional Improvement. Educational Researcher, 38, 120–131. Google Scholar | SAGE Journals | ISI | |
|
Scheerens, J., Bosker, R. (1997). The foundations of educational effectiveness. New York, NY: Pergamon. Google Scholar | |
|
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Google Scholar | SAGE Journals | |
|
Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15–21. Google Scholar | SAGE Journals | |
|
Swanson, H. L. (2000). What instruction works for students with learning disabilities? Summarizing the results from a meta-analysis of intervention studies. In Gersten, R., Schiller, E. P., Vaughn, S. (Eds.), Contemporary special education research: Syntheses of the knowledge base on critical instructional issues (pp. 1–30). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Thurlow, M. L., Ysseldyke, J. E., Graden, J., Algozzine, B. (1984). Opportunity to learn for LD students receiving different levels of special education services. Learning Disability Quarterly, 7, 55–67. Google Scholar | SAGE Journals | ISI | |
|
Tindal, G., Alonzo, J. (2012). easyCBM. Eugene: University of Oregon. Google Scholar | |
|
Vannest, K. J., Hagan-Burke, S. (2010). Teacher time use in special education. Remedial and Special Education, 31, 126–142. Google Scholar | SAGE Journals | ISI | |
|
Vaughn, S., Gersten, R., Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99–114. Google Scholar | SAGE Journals | ISI | |
|
Walberg, H. J. (1986). Syntheses of research on teaching. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 214–229). New York, NY: Macmillan. Google Scholar | |
|
Walberg, H. J. (1988). Synthesis of research on time and learning. Educational Leadership, 45, 76–85. Google Scholar | ISI | |
|
Wang, J. (1998). Opportunity to learn: The impacts and policy implications. Educational Evaluation and Policy Analysis, 20(3), 137–156. Google Scholar | SAGE Journals | ISI | |
|
Witt, J. C., Elliott, S. N., Gresham, F. M. (Eds.). (1988). The handbook of behavior therapy in education. New York, NY: Plenum Publishers. Google Scholar | Crossref | |
|
Ysseldyke, J. E., Thurlow, M. L., Mecklenburg, C., Graden, J. (1984). Opportunity to learn for regular and special education students during reading instruction. Remedial and Special Education, 5, 29–37. Google Scholar | SAGE Journals |
