Welcome to our evaluation proposal for the Control My Growth Initiative.
My name is Erin Eberle and I am honored for the opportunity to share this amazing program
and the ways we we would like to evaluate it.
For those of you unfamiliar with the Control My Growth Initiative, or CMG, I would first
like to share the components of the program and the rationale behind it.
From there, we will have a chance to dive into the evaluation process.
The primary concern of any evaluation should be the outcomes and how they will be used
to strengthen the program.
We will give each of these areas a brief overview today.
Control My Growth Initiative is the brainchild of a middle school teacher who was looking
for innovative ways to take her students to the next step of growth and achievement.
CMG is designed to address student achievement in three main areas.
The first is Metacognition through Data Conferences.
Metacognition is a self awareness of mental processes.
Through regular data conferences with the teacher about growth and academic achievement,
CMG hopes to encourage students to adhere to the Growth Mindset.
Connecting to the Growth Mindset, the next area of focus is Metacognition through Goal
Setting.
Many middle school students struggle to envision long term opportunities and achievements.
CMG encourages students to set short and long term goals, putting them in control of their
own success.
The third and final component of the program is to differentiate activities in the classroom
through a 1-to-1 technology environment.
This element of the program will group students into four levels of achievement groups, which
we will discuss in detail later in this presentation.
A moment ago I mentioned metacognition through growth mindset.
I would like to revisit that term, "growth mindset."
Growth mindset is a concept popularized by psychologist Carol Dweck.
She establishes that people fall into one of two categories.
Either people believe they were born with a certain amount of intelligence and they
will stay that level their entire lives OR people believe their brain is a muscle that
can be exercised and improved upon.
CMG is looking to promote the later.
Dweck's research shows that a shift in mindset can have significant impact on growth and
achievement, both as students and as adults.
The line of questioning used in the data conferences are specifically designed to promote this
growth mindset.
The differentiated lessons will also be formatted in such a way that promotes growth mindset.
Many schools implement ability grouping when they plan the schedules of students, especially
in the Math and Language Arts classrooms.
In a perfect world, these ability groups would fall into the traditional categories.
There would be one group that is "on grade level" and are performing where they are
expected to be.
There would be one group at a higher level, and one group on a lower level.
Ask any classroom teacher and they will tell you that in reality it doesn't always work
out that way.
In every class there are outliers.
There are students who have different academic needs than the rest of the class.
But intentionally designing the classroom to address the needs of these students, both
at the top and bottom, all students can be pushed to achieve to their highest potential.
A 1-to-1 situation puts digital devices in the hands of all learners.
By making it easy for teachers to deliver individualized instruction, it is now sustainable
for teachers to have dramatic differentiation programs.
As has been discussed, the goal of CMG is to have a positive impact on the data.
To measure the effectiveness, it is critical for the evaluation to be well designed and
able to delve into all areas.
Before any evaluation can get started, we have to have a starting point.
CMG is being piloted at Wiley Middle School in Winston Salem, NC.
Wiley is a Title I school with a vibrant community from varied ethnic and cultural backgrounds.
Wiley students have, historically, not been reaching critical levels of proficiency.
This deficit is not limited to the End of Grade (EOG) testing put out by the North Carolina
Department on Public Instruction (NCDPI).
For example, in the last two years on mid year Language Arts Benchmarks, Wiley students
have been achieving, on average, 58% proficiency.
Our students are growing, but not nearly enough.
This is a standard that the Wiley community is not willing to accept.
The data in math is even more cause for concern.
By looking at data collected at mid-year benchmarks, an average of 38.5% of Wiley students are
testing on a proficient level.
CMG is designed to change the ways Wiley is addressing these deficits so that our students
can grow and remain competitive as they grow into fully functioning members of our community.
The evaluation will collect starting point data in several other areas as well, including
student dispositions, reading levels, and individual achievement data.
The graphic you see here is a portion of the logic model, linking resources to intended
activities and outputs.
The evaluation will be assessing the effectiveness of each of these activities through a series
of analysis questions.
There are specific questions and methods for gathering data that will be used for each
element of program evaluation.
Each area of the program requires specialized data collection and analysis.
We will go through each of these areas in turn.
First let's look at the Metacognition through goal setting element of the program.
In order to effectively evaluate the impact CMG has in this area, we have broken it down
into three main questions, seen here in the middle.
How do students perceive intelligence and goal setting?
Does participation in CMG cause any changes in their perceptions?
How well can students set goals and work towards them?
The first two will be evaluated using the same instrument, but the data will be analyzed
differently.
By conducting a student survey about dispositions towards learning and intelligence at the beginning
and end of the school year, quality data can be gathered about student beliefs.
The survey is a combination of Carol Dweck's mindset scale and the Duckworth Grit scale.
These are tools widely used in the psychology field to measure beliefs, attitudes, and perceptions.
The final evaluation question in this area will be answered using information gathered
in data conferences.
Are students able to set realistic goals, work towards them, and achieve them?
Students will meet quarterly with teachers to discuss achievement data on classroom and
district assessments.
After the conference, teachers will fill out a brief evaluation focusing on student goal
setting.
The second area of concern for the evaluation is student metacognition regarding their own
achievement data.
The information evaluators need to measure this element will be gathered during the aforementioned
data conferences.
The data conferences will be loosely scripted to simplify the process for teachers and to
ensure that the relevant data is collected.
Teachers will take notes on their copy of the reflection guide.
The information will be filled out throughout the conference, which is designed to last
no more than 5 minutes.
Conferences are expected to be kept brief in order to allow for teachers to have time
to meet with all students.
During the conference, students will expected to complete their own data reflections.
This will ensure students are held accountable for participating in their own data conference
and will provide extra detail for clarity in case the student struggles to orally express
their responses in the conference.
The students will also complete a goal setting activity, all of which will be assessed with
the same common rubric.
The data conferences will allow the evaluation team to collect the data in as unobtrusive
a way as possible.
By having students conference with their teacher, rather than a member of the evaluation team,
students are more likely to feel comfortable and give more honest responses.
The third area of CMG is the differentiated lessons and activities.
Much of this data will be provided by the school district or classroom teacher.
The first question in this category refers to "expected growth."
Each year, the North Carolina Department of Public Instruction, plugs the traditional
performance data of a student into a complex formula and projects the score that each student
is expected to earn on End of Year testing.
By analyzing expected growth, evaluators will be able to measure student academic success,
especially compared to peers who are not in the program.
As was discussed earlier, students will be broken into different intervention groups
based on academic needs.
The criteria for this leveling will depend on which academic area CMG is being implemented
in.
The pilot of the program is taking place in Language Arts, so students will be split based
on Lexile Level.
This question is trying to determine if the differentiation is successful enough for students
to be able to move into a different intervention group.
The final question is perhaps the most vital of the entire evaluation.
Are students showing growth?
By using the word "growth," we are trying to minimize the impact of outside variables
like learning disorders, language barriers, and academically gifted classifications.
The evaluators do have some expected outcomes for each area of the program.
We expect to see increased student achievement and shifts in dispositions towards intelligence
and goal setting.
Different elements of the program will impact different elements of the outcomes.
It is expected that a side effect of students using so much technology for the differentiated
instruction will have an impact on their skills as a 21st century learner.
An evaluation is all well and good, but it is meaningless unless the results are used
to foster growth and development of the subject program.
The main stakeholders will meet with the evaluation team to discuss the data gathered and the
Evaluation results.
CMG staff will be able to use any data to make adjustments in the program and to strengthen
any areas of weakness.
A table cannot stand on three legs - CMG needs all three elements of the program to be strong
to foster real change.
Thank you so much for taking the time to listen to our presentation for our evaluation proposal
for the Control My Growth Initiative.
If you have any questions or concerns, please feel free to email me at eeberle@wsfcs.k12.nc.us.
For more information, look for the link in the description to read the entire CMG Evaluation
proposal.
Thank you again and have a wonderful day.
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