supporting evaluation rubrics with digital evidence and artifacts bill jensen, rhonda laswell, rose...

Supporting Evaluation Rubricswith Digital Evidence

and Artifacts

Bill Jensen, Rhonda Laswell, Rose Maudlin& Ramesh Sabetiashraf

TimelineINITIATIVE

•Internal inquiry/self reflection of special education processes•Learn technologies available to give access to all learning preferences•Introduced PBIS by offering an optional class•PBIS transitioned from optional to district wide•Transition UDL from special education focus to school wide

•Evaluated inclusion & measuredschool wide understanding of UDL•Identified school specific needs related to UDL application

•Created new teacher evaluation rubric based on the conceptual framework

ACTION•Service delivery plan: special education focus

•Six schools developed a 3 year UDL focused technology plan•Schools that attended created building PBIS action plans

•PBIS coaches and facilitators were identified

•Trained building level teams in UDL; embedded UDL goals in school improvement plans•Trained and implemented Instructional Consultation Teams•Expanded training of UDL•Indentified individual for corporation to provide school and teacher UDL support•Pilot rubric in an elementary, middle and high school

DATE2002-

2003-

2005-

2006-

2007-

2008-

2012-

Universal Design for Learning

• UDL is the conceptual framework through which all district initiatives, policies and procedures are filtered, supported and implemented.

UDL• Universal Design for Learning

What is UDL?

UDL is a framework you employ to: •Intentionally create an inclusive learning environment and learning experience that is accessible and conducive to learners. • Filter curriculum and the learning environment to expose barriers and find deficiencies in the pedagogy and strategies rather than focusing on the students’ deficiencies and challenges.

http://www.bcsc.k12.in.us/cms/lib/IN01000842/Centricity/Domain/41/UDL%20in%205%20Minutes.wmv

PBIS• Positive Behavior Instructional Supports

– What is PBIS?•Positive Behavior Instructional Supports (PBIS) is a systems approach to improving school and classroom behavior among all students. •PBIS is used to help staff create school-wide systems that allow them to teach and promote positive behavior among all students.• By reducing behavioral problems, environments are created that allow teachers to teach and students to learn.•PBIS utilizes data to drive action plans and respond to the ongoing needs of dynamic learning environments.

Universal Design for Learning

REPRESENTATIONInput

The “What?” of learning

Options to see, hear and perceive information:

_________________________________________________________________________________________________________________________________________________________________________________________

Options to decode language, math, symbols:

_________________________________________________________________________________________________________________________________________________________________________________________

Options to make sense and understand knowledge:

_________________________________________________________________________________________________________________________________________________________________________________________

ACTION/EXPRESSIONOutput

The “How?” of learning Options to do, move and interact: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to differentiate expression of knowledge: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Options to plan, strategize and initiate action: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

ENGAGEMENTConnection

The “Why?” of learning Options to care, value and find relevance: ___________________________________ ___________________________________ ___________________________________ __________________________________ ___________________________________ Options to vary challenge and/or support:

______________________________________________________________________ _________________________________________________________________________________________________________ Options to set goals and self regulate: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

Bartholomew Consolidated School Corporation 2012

GOAL: ________________________________________________________________

Teacher Evaluation RubricStudent Success Rubric

Summer InstituteTV Show

Summer InstituteICT

Summer InstituteTV Show

Online Course


Summer Institute

Summer InstituteICT

PBIS

Summer InstituteICT


Summer InstitutePBIS

Summer InstituteICT

Summer InstitutePBIS

Integrate current and ongoing initiatives with UDL as the framework

© 2013 Reazon Systems, Inc. All Rights Reserved.

Evaluation Needs

Evidence & Artifacts

Assessments

Alignment with Proficiencies/Standards

Teacher, Student, ProgramLevel assessments


Data Collection Needs

TeachersStudents

Course/Program Level

Institution Level

Aggregation Analysis Reports


Problems

Document Collection

Scattered data

Multi- LayerSolutions

Multiple Solutions

Labor Intensive

Delayed Analytics

Training Costs


RCampus Design Perspectives

Easy-to-use

Flexible

Low learning curve

Comprehensive

Straight forward

Cost effective


Data Collection from Source

Rubrics

Artifacts

Standards

Reports

Students Faculty AdminsEmployers Programs


Rubrics & Matrices

Evaluation Tool Collection Tool

Rubric Matrix


Multi-Purpose Matrices

Easy-to-use

Flexible

Low learning curve

Comprehensive

Straight forward

Cost effective


Progress Monitoring


iRubric Assessment & Feedback


Analytics

By Program, Course,

Department

By Standard / Outcome Longitudinal Institutional

Outcomes

Standards & Outcomes

Matrices

Rubrics

Research

Administrators

Accreditation


Analytics & Reports

Easy-to-use

Low learning curve

Straight forward


Sample UseIU School Psychology PhD


Sample UseIU School of Education – Accreditation Report


Instructor Responses:How, if at all, did iRubric help save you time and effort in grading, communication, meeting course

objectives, etc.?

• “Using the iRubric helped in grading extensively since I did not have to worry about being unfair and ensuring that each component matched the assignments. I did spend some time highlighting the rubrics in class so that students were aware of the requirements.”

• “It made my grades very transparent and I did not get as many complaints with regards to

grading assignments.”

Sample UseIU School of Education – Instructor Survey


Sample UseIU School of Education – Instructor Survey

Candidate Responses: Would you like to see iRubric utilized for grading in your future courses?

• “Yes I would – having access to a rubric before completing the assignment is a great tool and advantage, and this particular form of rubric is very handy for the student and the instructor because of its simplicity and availability.”

• “Yes, I would like to see iRubric utilized for grading in my future courses because it was easy to obtain and understand how it worked. It was always in the same place and just a simple, but efficient program.”

• “Yes, I would, because I appreciate the clarity of feedback and the ease of access online.”

supporting evaluation rubrics with digital evidence and artifacts bill jensen, rhonda laswell, rose...

Documents

learning options

udl embedded udl goals

udl application

learning experience

schoolwide systems

district widetransition

inclusive learning environment

students deficiencies