Tennesee Path to College: A Bridging Research to Practice Event Slide Deck
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Transcript of Tennesee Path to College: A Bridging Research to Practice Event Slide Deck
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Bridging Research to Practice:
Helping Students Navigatethe Path to College
In Partnership with the Collaborative forTeaching and Learning (CTL)
November 14, 2012
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Quick Write:
Who or what was the driving force thatmost contributed to your collegereadiness?
What specifically did that contribution looklike?
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What is an IES Practice Guide?
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Through the U.S. Department of Education, the Institute of Education
Sciences (IES) publishes a series of Practice Guides developed by a panelof education experts
The Practice Guides serve the following purposes:
Provide practical and actionable recommendations for dealing with a variety ofissues and initiatives in education
Provide advice to educators about ways to deal with frequently encountered
problems in education Bring the best available evidence and expertise to bear on systemic
educational challenges that cannot be addressed by any single approach
Practice Guides also have a list of recommendations that are:
Specific and Actionable educators can implement in their classrooms andschools;
Coherent not just a laundry list of ideas; recommendations fit together in asystem of initiatives that reinforce each other;
Evidence-based connected to the quality of the evidence supporting them
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What can a Practice Guide be used for?
Organize discussions about improvingeducation
Plan and implement solutions to problems
Develop practice and policy alternatives
Implementation Strategies to carry out recommendations
Examples to put recommendations in context
Common problems teachers and administrators mayencounter, and approached for managing them
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Levels of Evidence
Organize discussions about improving education
How to interpret a positive association between a recommendedintervention and a good educational outcome?
Criteria for categorizing evidence
Causality (internal validity)
Do results support the conclusion that an intervention causes anoutcome?
Problems: reverse/joint causality, unobserved factors
Generality (external validity)
Can results be generalized to other groups?
Problems: non-representative samples, self-selection
Key issue develop comparison groups that are as similar as possible tothe group getting the intervention
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Levels of Evidence
Organize discussions about improving education
How to interpret a positive association between a recommendedintervention and a good educational outcome?
Criteria for categorizing evidence
Causality (internal validity)
Do results support the conclusion that an intervention causes anoutcome?
Problems: reverse/joint causality, unobserved factors
Generality (external validity)
Can results be generalized to other groups?
Problems: non-representative samples, self-selection
Key issue develop comparison groups that are as similar as possible tothe group getting the intervention
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Available IES Practice Guide Topics
Developing Effective Fractions Instruction for K-8
Improving Reading Comprehension in K-3 Using Student Achievement Data to Support Instructional Decision
Making
Helping Students Navigate the Path to College: What High SchoolsCan Do
Structuring Out-of-School Time to Improve Academic Achievement
Assisting Students Struggling with Mathematics: Response toIntervention (RtI) for Elementary and Middle Schools
Reducing Behavior Problems in the Elementary School Classroom
http://ies.ed.gov/ncee/wwc/publications/practiceguides/
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http://ies.ed.gov/ncee/wwc/publications/practiceguides/http://ies.ed.gov/ncee/wwc/publications/practiceguides/ -
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REL Appalachia Resources
Online Resources:
Website: www.RELAppalchia.org
Ask A REL: http://www.relappalachia.org/helpful-resources/ask-a-rel
IES REL Website: www.ies.ed.gov/ncee/edlabs
Quarterly newsletter: To receive the REL newsletter, email:[email protected] (Subject: Subscribe)
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http://www.relappalchia.org/http://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.ies.ed.gov/ncee/edlabsmailto:[email protected]:[email protected]://www.ies.ed.gov/ncee/edlabshttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalachia.org/helpful-resources/ask-a-relhttp://www.relappalchia.org/ -
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Frames your thinking
Specificexamples
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Q&A with Dr. NealFinkelstein
http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32
http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32 -
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Professional Reading
Helping Students Navigate thePath to College: What HighSchools Can Do
Overview (page 5)
Scope of the Practice Guide(pages 7-10)
Practice Guide Checklist (page 11)
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Text Coding
As you read, look for and mark:
Ideas that frame your thinking about ensuring collegereadiness
Specific examples of practices you could implement
= Connections to efforts you currently have in place
Be prepared to share your thinking with peers
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Give One, Get One
Find a partner who is new toyou
Share a connection you madein the reading that relates to acurrent college readiness effortin your building or district.Explain the specifics of thateffort.
Find another partner
Your goal is to get 3 new ideasto strengthen college-readinesswork in your building.
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Table Talk
In school/districtteams, sharepromisingpractices learnedfrom yourconversation with
others.
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Self Assess/Share/Compare
Comprehensive Planning Template, Part I
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View from the FieldDr. Neil Finkelstein, Dr. Sharon
Roberts, Dr. Gary Nixon
Moderator: Dr. Richard Rhoda
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Planning
Comprehensive PlanningTemplate, Part II
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http://animoto.com/play/2hIDa5xIS3CvuT8uvNkPYg
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http://animoto.com/play/2hIDa5xIS3CvuT8uvNkPYghttp://animoto.com/play/2hIDa5xIS3CvuT8uvNkPYg -
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Y3W: Synthesis
What THREE words will you take from todaythat will significantly impact college
readiness efforts in your school or district?
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Next Steps & Additional Resources
Stakeholder Feedback Survey
Practice Guide
http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=11
Doing What Works http://dww.ed.gov/Increasing-Postsecondary-
Access/topic/?T_ID=32
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http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=11http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://dww.ed.gov/Increasing-Postsecondary-Access/topic/?T_ID=32http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=11http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=11