1. Capstone Investigation of the Advanced Professional’s Impact on Student Learning Stefanie Plato Idaho State University Fall 2009

2. Theoretical Overview Bruner  “Problem solving through inquiry and discovery” Bandura  Self - efficacy leads to students feeling comfortable thinking analytically Piaget  “Logical thinking in the form of causal reasoning about events” Vygotsky  “Self-organized attention, categorical perception, conceptual thinking, and logical memory”

3. Review of the Literature Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction That Works: Research Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Newkirk, Thomas (2009). Holding on to Good Ideas in a Time of Bad Ones. Portsmouth, NH: Heinemann. Gallagher, Kelly (2009). Readicide. Portland, ME: Stenhouse Publishers.

4. Definition of Terms SIOP – Sheltered Instruction Observed Protocol

5. Ethnographic Profile of the Learning Context Demographic Chart Total # of Students = 1313 in school MalesFemales Total #654659 With disabilities (IEPs)7334 English Language Learners (ELL) 45 Native American/Alaska Native 4941 Asian913 Black or African American915 Hispanic4238 Native Hawaiian/ Pacific Islander 88 White or Caucasian537544 Other (multi-racial/Multi- ethnic) 00 Free or Reduced Lunch175161

6. Achievement Targets of Instructional Sequence Students will discuss key events from a short story and manipulate those events into a plot diagram (Reasoning). Students will identify the importance of setting and symbolism (Knowledge). Students will draw inferences about that character so that they can write a character analysis (Performance). Students will analyze meaning by breaking down sentences, searching contexts, and paraphrasing (Reasoning).

7. Assessment Plan Target 1:Students will discuss key events from a short story and manipulate those events into a plot diagram (Reasoning). Criteria for Target is to be met @ 80% Pre-Assessment  Selected Response Interim Assessment  Personal Communication Post- Assessment  Plot Diagram Worksheet

8. Assessment Plan Continued Target 2: Students will identify the importance of setting and symbolism (Knowledge). Criteria for Target is to be met @ 80% Pre-Assessment  Selected Response Interim Assessment  Personal Communication Post- Assessment  Map of The Most Dangerous Game island

9. Assessment Plan Continued Target 3: Students will draw inferences about that character so that they can write a character analysis (Performance). Criteria for Target is to be met @ 75% Pre-Assessment There is no pre-assessment for this Target Interim Assessment  Personal Communication Post- Assessment  Essay/ Technology Project

10. Assessment Plan Continued Target 4: Students will analyze meaning by breaking down sentences, searching contexts, and paraphrasing (Reasoning). Criteria for Target is to be met @ 80% Pre-Assessment  Selected Response Interim Assessment  Personal Communication Post- Assessment  Selected Response

11. Limitations/ Delimitations of the Investigation Limitations:  Switch from semesters to tri-mesters  70 minute classes rather than 57 minute Delimitations  Last class of the day

12. Pre-Assessment of Learners Mean= 4.18 Standard Deviation= 2.50 Median= 4.5 Mode= 5

13. Impact on Student Learning Students Who Achieved the Target According to Stated Criteria  Achievement Target # 1 - 93 %  Achievement Target # 2 - 89%  Achievement Target # 3 - 71%  Achievement Target #4 - 93 %

14. Profile and Analysis of Student Learning Wilcoxon Signed Ranks Test Ranks NMean RankSum of Ranks Post - PreNegative Ranks0a0a.00 Positive Ranks28 b 14.50406.00 Ties0c0c Total28 a. Post < Pre b. Post > Pre c. Post = Pre Test Statistics b Post - Pre Z-4.633 a Asymp. Sig. (2-tailed).000 a. Based on negative ranks. b. Wilcoxon Signed Ranks Test

15. Profile and Analysis of Student Learning Cont. Pre- Post Comparison  The mean for the pre-test was 4.18 (SD = 2.50). The mean for the post-test was 16.86 (SD = 2.59). The Wilcoxon Signed Ranks Test for matched pairs was used to assess whether N=28 freshmen English students change in scores from the pre-test to the post-test was statistically significant. The results revealed a statistically significant change from the pre-test to the post-test, Z = -4.63, p <.001 (two- tailed). The sum of the ranked increases totaled 406 and the sum of the ranked decreases totaled zero. The students’ scores on the post-test demonstrated a significant gain in knowledge from the pre-test. Because higher scores indicate gains in knowledge, the results indicated that the instructional unit was an effective method teaching the concepts.

16. Profile and Analysis of Student Learning Cont. Ranks NMean RankSum of Ranks Retention - PostNegative Ranks5a5a 10.5052.50 Positive Ranks17 b 11.79200.50 Ties6c6c Total28 a. Retention < Post b. Retention > Post c. Retention = Post Test Statistics b Retention - Post Z-2.646 a Asymp. Sig. (2-tailed).008 a. Based on negative ranks. b. Wilcoxon Signed Ranks Test

17. Profile and Analysis of Student Learning Cont. Post-Retention Comparison  The mean for the post-test was 16.86 (SD = 2.59). The mean for the retention test was 17.36 (SD = 2.26). An examination of the means demonstrates that knowledge fro the group did not erode from the post-test to the retention test. Additionally, the Wilcoxon Signed Ranks Test for matched pairs was used to assess whether N=28 freshmen English students change in scores from the post-test to the retention-test was statistically significant. Results from the post-test to the retention test indicate that the change in the means was not statistically significant. The results did not reveal a statistically significant change from the post-test to the retention test, Z= - 2.65, p <.005 (two-tailed). The students’ scores on the retention test did not demonstrate a significant gain in knowledge, nor did it demonstrate a significant decrease in the knowledge retained from the post- test. This means that there was not a decline in retention. The sum of the ranked increases totaled 200.5 and the sum of the ranked decreases totaled 52.5.

18. References