Data Collection and Evaluation
Evaluators
In order to meet state and federal requirements, the NO LIMIT! Grant for Learning Disabilities was subject to data collection by the following evaluators:
- RMC Research Corporation: As part of the Special Education Component of the NO LIMIT! Grant
Gwen Hyatt and Chandra Lewis
RMC Research Corporation
111 SW Columbia Street, Suite 1200
Portland, OR 97201-5843
clewis@rmccorp.com
800.788.1887The NO LIMIT! special education component evaluation was designed to be both formative (guiding the program throughout its implementation) and summative (capturing the lessons learned) in nature and examined both the implementation process and the outcomes of the program.
- Wisconsin Center for Education Research, University of Wisconsin-Madison (UW-Madison), developer of the anchored instruction method: As part of a Research project entitled TEAM (Teaching Enhanced Anchored Mathematics)
Dr. Brian Bottge
Wisconsin Center for Education Research
School of Education, University of Wisconsin-Madison
1025 West Johnson St., Ste. 570
Madison, WI 53706
team@education.wisc.edu - www.wcer.wisc.edu/team
608.263.4236Through pre and post tests, surveys and observations, evaluators from UW-Madison determined if students learned the math concepts presented in the Fraction of the Cost video problem along with other anchored instruction projects. Participating sixth grade students were also required to take the ITBS Math test in the fall and spring.
Please contact Dr. Bottge for results of the the Enhanced Anchored Instruction component of the NO LIMIT! project.
- Woodring Applied Research and Development Center, Western Washington University (WWU): As a part of the the core evaluation of the general NO LIMIT! Grant
Kate Popejoy
Western Washington University
Mail Stop 9090
Bellingham, WA 98225
Kate.Popejoy@wwu.edu
360.650.6533Teachers were surveyed, interviewed and observed in order to collect data. Teachers were also required to respond to a bi-monthly on-line survey from WWU which took approximately 10 minutes to complete
- Special Education Technology Center (SETC), Central Washington University: Additional 2003 Teacher and Student Surveys
Data Collection Activities
To determine the extent to which the grant met each of its objectives, RMC Research and the cooperating agencies carried out the following data collection activities:
Bimonthly evaluation logs: As part of the core evaluation, participating teachers in both the general and special education components of the grant are asked to complete an evaluation log each month. This log includes a variety of questions about general program implementation and the involvement of the Math Integration Specialists and items specific to the special education component.
AI curriculum testing: Before and after participating in each AI project, students will complete an instrument designed to assess their skills and abilities on the specific content covered by the project.
Student math skills assessment: Changes in student math skills will be assessed using the Iowa Test of Basic Skills (ITBS). This test is routinely administered to Grade 6 students in Washington each spring. To measure growth over the year, the test will also be administered to Grade 6 students of participating special education teachers in both fall and spring. Students will take the test using the software TestTalker as an accommodation to allow them to test on grade-level.
Teacher technology skills inventory: Changes in the technology skills of participating teachers will be measured using the WA State PILOT instrument on the Office of the Superintendent of Public Instruction's Web site. Teachers will complete the inventory in the fall and spring of the first year of participation and again in the spring of the second year.
Teacher surveys: Teachers will be surveyed 3 times throughout each year. A brief presurvey administered at the first training seminar will ask about teachers' current level of classroom implementation of project-based learning and technology. Surveys administered in the fall and spring will follow up on the participants' teaching practices as well as gather information about program implementation and outcomes among participating students.
Teacher interviews: Selected teachers will be interviewed to gain more in-depth understanding of their perceptions of program implementation and outcomes.
Student surveys: A short survey will be administered to participating students at the beginning and end of each school year to gain information about changes in students' attitudes and perceptions about mathematics, technology, and themselves as learners.
Student progress report: At 6 times during each school year, teachers will rate the skills of their participating students in 7 academic and behavioral areas: computation, math content, math problem solving, math participation, math attitude, technology skills, and behavior. Student scores, assigned according to a standard rubric, will be used in lieu of student grades as a uniform measure of student progress.
Classroom observations: Evaluation staff will visit selected classrooms each year to observe the students and teachers using the grant technology and methodology.
Additionally, RMC Research collected information to document program implementation (e.g., the number and type of AI and video projects completed.)
Please see the NO LIMIT! for Special Education Evaluation Report Summary.