Welcome! • Audio for this webinar is available through your computer’s web browser as part of the live stream. Make sure your speakers are unmuted and your volume is turned up to hear the audio. • Closed-captioning is also available. At the bottom of your audience console are multiple application widgets that you can use. If you need closed caption click on the red “CC” widget at the bottom of your screen. • A full recording of the webinar will be posted in about 24 hours at the same link used to participate live. - - I E S ~I~ Institute of "1tl~ Education Sciences 1
Delaware ● District of Columbia ● Maryland ● New Jersey ● Pennsylvania Using data to refine your remote learning strategies: The Evidence to Insights (e2i) Coach Mikia Manley Brian Gill Researcher, Director, REL Mid-Atlantic REL Mid-Atlantic - - I E S ~I~ Institute of "1tl~ Education Sciences
• / e21Coach / Our Presenters tll Mat hematica solution for progress Brian Gill Mikia Manley Director Researcher REL Mid-Atlantic REL Mid-Atlantic ?ti~ Education Sciences I E S ~I~ Institute of 3
Agenda Introductions Key research questions during COVID-19 A brief overview of the Evidence to Insights (e2i) Coach What you need to get started Q&A - - I E S ~I~ Institute of "1tl~ Education Sciences 4
Key terms • Remote learning is a method of instruction in which teachers and students are separated by time, location, or both and interact through technology-based and non-technology-based mechanisms. • Virtual learning is instruction during which students and teachers are separated by time, location, or both and interact through Internet-connected computers or other electronic devices (National Forum for Education Statistics 2015). • Synchronous: A teacher and student or students interacting at the same time (via video, phone, chat, or other medium). • Asynchronous: Students work on their own, and interaction with teacher is not simultaneous (for example, via email, text message, or completing instructional packets). - - I E S ~I~ Institute of "1tl~ Education Sciences 5
Key research questions during COVID-19 - - I E S ~I~ Institute of "1tl~ Education Sciences 6
~ School closures across the United States, April 2020 Coronavirus & School c· L .. , v 1 Coronavirus & School-Building Clos.u CLOSED INTO APRIL CLOSED INTO MAY CLOSED OR ACADEMIC YEAR CLOSED UN TI l FU RT ER NOTI CE q~ R ECO MME OED CLOSURE Source: EdWeek, Map: Coronavirus and school closures 2020 - - I E S ~I~ Institute of "1tl~ Education Sciences 7
- - I E S ~I~ Institute of "1tl~ Education Sciences 8
■ ~ ■ ~ ■ ■ ■ ■ Students’ projected learning losses Figure 1. Mathematics forecast Figure 2. Read ng forecast 240 230 Typical Last Day Schoo l! Closure . Typical Last Day School Closure -------------- I . I ------------- : ------~~~ · ~- 1 -k~r:------------ = --------_-_- ____________ _ 230 . 220 8th Grade 8th Grade· I ........... = "- r: r. ~. -. ~. -. ;-- - -. :- :-. :-. -. ':' , a K=.=.t---:.l '-- .-. ~ 7th Grade , 7th Grade -------- 220 I ..... :· ............•............... T I e ,. • ••••• I •••••••••••• f • • • • 6th Grade, Qi) 210 ............. . (1) 6th Gra _ - --- m e- . ......... . I Ah r ------ - ----- • ----- . ~ • .. I • e • • • I I I I I I ii I I I I • I . . '- ---- 0 o. e I 0 I I • • I I S 210 . (J en ~------------------------- - ~ - J..... ...... , .................. . I 1 1 1 I • e • "' I • • ,t • I I I I I • • • • • • a: a: 200 4 th Grade ~~~~~~~~------- :-------------- 200 ---------------~-------------- .. · ·····•~ .. • • ■ ............ . I .. • • .. . . . • e • • . . • •••• • l • I . . • • I • I I I • . . .. • • ii • · .... .... . e • • 4 • • I t, • • ... .... . . . . .. ..... . . . 190 ' . .. Typ , ical Gr ow th/Summer Loss Typical Growth/Summer LO,SS , COVI0 Sl owdow n COVI0 Slowdown COVID Sli de COVI[) SUde 180 180 Jul 1 Sept 1 Oc 't 1 Feb 1 Mar · 1 Apr 1 May 1 Jun 1 Aug 1 Sept 1 Sept 1 Oct 1 Feb 1 Mar 1 Apr 1 May 1 Jun 1 Nov 1 Dec 1 Jan 1 Nov 1 Dec 1 Jan 1 Jul 1 Aug 1 Sept 1 nwea nwea RESEARCH RESEARCH Melt refers to students gaining no ground during the school closures. Slide refers to students losing ground during the school closures. Source: Tarasawa and Kuhfeld 2020 Institute of 9 Education Sciences
Schools are facing a lot of challenges • Promoting students’ well-being • Navigating federal and state guidance • Maintaining financial health • Providing continuity in academic services • Ensuring equity • Protecting students’ data and privacy - - I E S ~I~ Institute of "1tl~ Education Sciences 10
Schools are facing a lot of challenges ·a ?ti~ Education Sciences Institute of I E S ~I~ 11
The research landscape: Making the most of evidence-informed insights Strategy What might we take away from this? Online learning Face-to-face or synchronous time with teachers is critical Feedback, tutoring, and Students require ongoing feedback, support, and relationships with their support teachers and their peers Project-based learning Employ human-centered design principles to solve problems and foster out-of-the-box thinking Gaming or virtual simulations Employ activities that engage students and use techniques drawn from behavioral science to remove friction points Plan beyond content delivery Provide resources and materials to help supplement student learning - - I E S ~I~ Institute of "1tl~ Education Sciences 12
Some key research questions • Which remote learning strategies most effectively engage students? • Which remote learning strategies best promote academic achievement? • Which strategies are most effective for specific students, such as students with disabilities or English language learners? • Which strategies support and engage parents? - - I E S ~I~ Institute of "1tl~ Education Sciences 13
Data are critical for answering key learning questions Data we typically use -- 0 Grades on Feedback Engagement Attendance state assessments 1 E S ~I~ Institute of "1t1~ Education Sciences 14
~ ~ Data are critical for answering key learning questions Data that might be available while buildings are closed 0 0 0 I r ,, • Account logins • Synchronous • Competency-based • Surveys of students, • Session duration participation assessments parents, and • Synchronous • Posts on class • In-app assessments teachers attendance discussion boards • Assignment or project completion • Module completion E s ~I~ Institute of 1 15 · 471,~ Education Sciences
A continuum of evidence Percentage of students logging on to a tool at least once per day Low confidence High confidence Quasi- in results experimental in results (matched Anecdotal Pre/Post comparison) Descriptive Correlative Experimental (Randomized Controlled Trial) - - I E S ~I~ Institute of "1tl~ Education Sciences 16
A continuum of evidence Percentage of students attending synchronous meetings Low confidence High confidence Quasi- in results experimental in results (matched Anecdotal Pre/Post comparison) Descriptive Correlative Experimental (Randomized Controlled Trial) - - I E S ~I~ Institute of "1tl~ Education Sciences 17
A continuum of evidence Association between session duration and assessment scores Low confidence High confidence Quasi- in results experimental in results (matched Anecdotal Pre/Post comparison) Descriptive Correlative Experimental (Randomized Controlled Trial) - - I E S ~I~ Institute of "1tl~ Education Sciences 18
A continuum of evidence Low confidence High confidence Quasi- in results experimental in results (matched Anecdotal Pre/Post comparison) Descriptive Correlative Experimental (Randomized Controlled Trial) - - I E S ~I~ Institute of "1tl~ Education Sciences 19
)-J f. i Example research questions Phoenix's high school district under our member Chad Geston has • All outcomes launched an ambitious “Every student, every day” effort that is – Does app A increase [fill in the blank] compared with app B? exactly what it sounds like: every kid • Student performance in the district having a check-in with – Does assigning four hours of content per day increase an adult, every day. assessment performance compared with assigning two hours –EdWeek of content per day? • Student engagement – Does having one check-in per day increase students’ engagement compared with having two check-ins per week? “We realize that if we tell kids today, ‘Hey, your grade can’t be any lower – Does delivering content synchronously increase students’ than it is now,’ or if we tell them engagement compared with delivering content we’re not going to grade them for the asynchronously? rest of the year, we’re going to have – Do letter grade policies increase students’ engagement a big chunk of kids check out,” compared with pass/fail policies? – Does using a mobile-friendly app increase students’ – Curtis Hicks, asst. superintendent, engagement compared with using a non-mobile-friendly Salem City district, VA , via EdWeek app? - - I E S ~I~ Institute of "1tl~ Education Sciences 20
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