ARE SCHOOLS READY FOR PERSONALIZED INSTRUCTION?
Statewide Survey Reveals More Training Required to
Meet Growing Use of Data to Inform Practice
Jessica Yusaitis, Project Coordinator and Heather Drake, Research Assistant
Administrators and teachers across New York State’s districts face several limitations when it comes to state test data and instructional technology, including lack of a sound technological infrastructure; untimely student performance reports; skepticism as to the validity and reliability of state test data; and a lack of time, training, and opportunities to work with the data and technology to inform instruction.
By anticipating these shortcomings, educators can change how they think about and implement state test data and instructional technology in their practice. Project VITAL, Video in Teaching and Learning, takes knowledge of current instructional practice and creates a valuable link between testing and technology in the classroom. This will, in turn, allow teachers to individualize and target instruction by identifying individual students’ areas of need.
VITAL is a web-based resource designed to combine state standards and student performance data into the curriculum by facilitating teachers’ individualized instruction. Recently, Hezel Associates set out to understand teachers’ ability to use the VITAL materials and state test data through a combination of statewide surveys and case studies that explore the current data based decision-making and technology usage of New York’s educators.
When it comes to using instructional technology in the classroom, nearly one third of all teachers have never incorporated internet-based video into their instruction, and only 10 percent of teachers use internet-based video in their weekly instruction. Of those teachers who have never used internet-based video, 45 percent are mid-career teachers (i.e. those with 11-20 years of experience).
Figure 1. Technology usage in classroom instruction (by years of experience)
As is the case with technology use for classroom instruction, teachers are also reluctant to use technology to assess student learning. More than half of all teachers never incorporate internet-based or non-internet-based video into their classroom assessments. Again, similar to technology usage in instruction, mid-career teachers are also the least likely to use technology in student assessments.
Figure 2. Technology used in classroom assessment
The research further reveals that when accessing state test data, 65 percent of administrators and 57 percent of teachers prefer to use a hard copy format as opposed to an electronic format. Closely analyzed by school location, teachers in rural school districts tend to have a more difficult time accessing electronic versions of testing data than their colleagues in urban districts. Together, teachers frequently noted a lack of training in data usage and analysis, as opposed to administrators who tend to have more professional development opportunities—though both teachers and administrators would like more time to work with state test data overall. This desire to work more closely with test data bodes well for the future of individualized instruction.
However, many barriers were addressed by the respondents in regard to their use of state test data and instructional technology and assessment. Many cite the lack of a sound technological infrastructure in their districts or schools, which limits their ability to use instructional technology. Other common barriers include: the late arrival and difficulty in use of student performance reports; skepticism regarding the validity and reliability of state test data; and a lack of time, training, and opportunities to work with the data and technology to inform instruction.
Are schools really ready for individualized instruction? This is questionable, considering many educators’ lack of training with state test data, little time to use the data, and insufficient technology in the classroom – among other barriers. “Even though many districts aren’t yet ready to fully utilize VITAL, our research shows that increasing numbers of districts will be very soon,” says Barb Storandt, who manages VITAL’s summative evaluation. Despite limited means, given educators’ aspirations to work with data, schools seem ready to give targeted instruction a shot – with a helping hand from VITAL.
ABOUT VITAL
VITAL offers teachers in New York State video-based instructional materials that align with the State’s standards and core curricula to target students’ particular learning needs in Math and ELA, whether remediation or enrichment. Funded through the US Department of Education's Ready to Teach program, PBS Channel Thirteen/WNET will deliver VITAL to public school teachers by embedding the instructional resources in a State supported and endorsed reporting tool, the Grow Reports. When used together, Grow with VITAL has the potential to help teachers monitor and adjust their instruction to reflect the specific learning needs of each student as identified by state assessments.