Nevada - REL West - WestEd
Nevada
Education Research Symposium November 2, 2013
Mathewson-IGT Knowledge Center (MIKC) Venue Map
Lower Level
Main Level
2
Welcome to the first-ever Nevada Education Research Symposium! Co-sponsored by the University of Nevada, Reno and REL West at WestEd, this event is designed to positively impact the use of data for educational decisionmaking, particularly as it relates to increasing the rates of postsecondary readiness. The event provides an opportunity to learn about current Nevada research and to explore collaborative research opportunities across topics, across institutions, and across regions of the state. As a participant, you will: 1. Learn about findings from current research activities in Nevada. 2. Engage in small group discussions about implications of research findings. 3. Explore opportunities to collaborate on the application of research findings to improve graduation and postsecondary outcomes for Nevada students, and/or on future research projects. We have many people and organizations to thank for making this event possible. First and foremost, we thank the University of Nevada, Reno for hosting us in this beautiful facility. Other members of the Nevada Education Research Alliance have also participated in the planning and delivery of the event, including, most notably, the Washoe County School District and the Nevada Department of Education. Finally, of course, this event would not be possible without the contributions of over twenty Nevada educational researchers. We thank them for their dedication to research and to improving the lives of children in Nevada. Out of respect for our researchers who have given their time and effort to make today possible, please: ¾¾ Silence your cell phones during presentations. ¾¾ Once you select a session to attend, stay until the session ends. ¾¾ Engage in discussion with presenters and colleagues during the presentations, as appropriate, and between presentations. ¾¾ Stay through the closing session, when we will have the opportunity to synthesize ideas from the day’s presentations and discussions. Thank you for being here! We hope you enjoy our time together.
3
S A T U R D A Y , N OVEMBER 2 , 2 0 1 3 TIME
ACTIVITY
11:00am—11:30am
Registration and Coffee
11:30am—Noon
Welcome, Introductions, and Agenda Overview ¾¾ Mary Peterson, Nevada Liaison, REL West at WestEd
LOCATION Lower Level Lobby Auditorium
¾¾ Dale Erquiaga, Nevada Superintendent of Public Instruction ¾¾ Kenneth Coll, Dean, College of Education, University of Nevada, Reno
Noon—1:00pm
Keynote Presentation ¾¾ Paul Houston, President, Center for Empowered Leadership
1:00pm—1:45pm
Lunch and Poster Sessions
1:45pm—2:30pm
Research Session I State-Level Reform ¾¾ The Missing Piece of Education Reform: Financing K–12 Public Schools in Nevada
Auditorium Main Level Rotunda Auditorium
¾¾ The Generalizability of School Growth Scores Derived from Student Growth Percentiles for Use in the Nevada School Performance Framework and the Nevada Educator Performance Framework
Early Childhood ¾¾ Implementing PreK-Third Reform in a Neighborhood School
Room #107
¾¾ Exploring Family-Centered Practices in Learning Standards Documents/Content Validation of National Family-Centered Principles in the Nevada Pre-Kindergarten Standards
2:30pm—2:35pm
Move to Next Session
2:35pm—3:35pm
Research Session II Risk Indicators ¾¾ Using District Longitudinal Data to Inform the Design and Evaluation of Supports for Students at Risk of Not Graduating: A District Collaborative Research Project
Auditorium
¾¾ Risk Indicators and Parent Involvement Facilitators: Data, Collaboration, and Success-Building Strategies
College and Career Readiness ¾¾ An Exploration of Academic Optimism at Six Rural GEAR UP Middle Schools: A Comparative Case Study
Room #107
¾¾ After School Work Camp: Paving the Way for Competitive Employment for Students with Severe Disabilities
3:35pm—3:40pm
Move to Next Session
3:40pm—4:40pm
Research Session III English Language Learners
Auditorium
¾¾ Middle School Students’ Development of Academic Language in Science ¾¾ Systemic Functional Linguistic Pedagogy: A Bridge to Academic Writing for ELLs
Teachers and Teaching
Room #107
¾¾ Teacher Inquiry Process: Working Together for Student Success in a PDS Middle School ¾¾ Shifting Literacy Instruction to the Common Core: Mixed-Methods Analyses of Early Implementation ¾¾ An Exploratory Study of Preservice Teachers’ Beliefs and Confidence After Working with STEM Faculty Mentors
4:40pm—4:45pm
Move to Closing Session
4:45pm—5:30pm
Closing Session ¾¾ Ben Hayes, Washoe County School District
4
Auditorium
Paul Houston
Paul Houston currently serves as President of the Center for Empowered Leadership and Executive Director, Emeritus of the American Association of School Administrators(AASA). Previously, he served over 14 years as its executive director. Prior to AASA, Houston served as superintendent of three very different school districts: Princeton, New Jersey; Tucson, Arizona; and Riverside, California. Houston has also served as an assistant superintendent in Birmingham, Alabama; as a principal in Summit, New Jersey; and as a teacher and principal in Chapel Hill, North Carolina. Houston holds degrees from Ohio State University, the University of North Carolina, and Harvard University. He has received numerous honors, including an honorary doctorate from Duquesne University, the Richard R. Green award for leadership in urban education from the Council of Great City Schools, the Courageous Leadership Award from the Hope Foundation, and the Outstanding Educator Award from the Horace Mann League. In 2008, he received the prestigious American Education Award from AASA. In 2009, he received the Learning and Liberty Award from the National School Public Relations Association. Houston’s extensive writing includes over 300 articles in various professional magazines and journals. He has co-authored three books: Exploding the Myths (1993), The Board-Savvy Superintendent (2003), and The Spiritual Dimension of Leadership (2006). He has also authored three collections of essays: Articles of Faith and Hope for Public Education (1996), Outlook and Perspectives on American Education (2003), and No Challenge Left Behind (2008). He is also co-editor for a series of books from Corwin Press on the Soul of Educational Leadership. These include: Engaging Every Learner (2007), Out of the Box Leadership (2007), Sustaining Professional Learning Communities (2008), Spirituality in Educational Leadership (2008), Leaders as Communicators and Diplomats (2009), and Building Sustainable Leadership Capacity (2009). His most recent work is Giving Wings to Children’s Dreams: Making Our Schools Worthy of Our Children (2010). Houston has established himself as a leading spokesperson for American public education through his extensive U.S. and international speaking engagements and his media interviews.
5
POSTER SESSIONS: MIKC Rotunda, Main Level Disproportionality in Referrals to Special Education within Washoe County School District; Barbara Larsen, Laura Davidson (Washoe County School District) This project examines the rates of students identified to receive special education services to determine if disproportionality exists for specific disability categories. Early findings indicate the largest category for each sociodemographic group is Specific Learning Disabilities (SLD). Additionally, findings indicate disproportionality is present within specific groups within this SLD category.
Prediction of the Status of Low-Income Fifth Graders by Early Indicators of Disabilities: Early Head Start Research and Evaluation Study; Hyun-Joo Jeon, Shavaun Wall, Carla Peterson, Gayle Luze, Mark Swanson (University of Nevada, Reno) Children in poverty are likely to have developmental risks and disabilities that limit their school readiness and success. However, these children are less likely to receive appropriate early intervention services. Controlling for child and family demographics and environment, researchers found that children who were identified as having suspected developmental delays before age three had lower language skills but not math skills at age 10 than those who did not have any disability.
Relationship between Students’ Self-Reported Social and Emotional Skills and CRT Reading and Math Performance; Marisa Crowder, Laura Davidson (Washoe County School District) Research shows that Social Emotional Learning (SEL) fosters positive and diminishes negative behavioral and academic outcomes. Washoe County has recently begun integrating SEL into the curriculum. This presentation examines the connection between SEL and academic performance.
Teaching Algebraic Equations to Students with Moderate Intellectual Disabilities; Joshua Baker (University of Nevada, Las Vegas) All students, including those with intellectual disabilities (i.e., IQ
Education Research Symposium November 2, 2013
Mathewson-IGT Knowledge Center (MIKC) Venue Map
Lower Level
Main Level
2
Welcome to the first-ever Nevada Education Research Symposium! Co-sponsored by the University of Nevada, Reno and REL West at WestEd, this event is designed to positively impact the use of data for educational decisionmaking, particularly as it relates to increasing the rates of postsecondary readiness. The event provides an opportunity to learn about current Nevada research and to explore collaborative research opportunities across topics, across institutions, and across regions of the state. As a participant, you will: 1. Learn about findings from current research activities in Nevada. 2. Engage in small group discussions about implications of research findings. 3. Explore opportunities to collaborate on the application of research findings to improve graduation and postsecondary outcomes for Nevada students, and/or on future research projects. We have many people and organizations to thank for making this event possible. First and foremost, we thank the University of Nevada, Reno for hosting us in this beautiful facility. Other members of the Nevada Education Research Alliance have also participated in the planning and delivery of the event, including, most notably, the Washoe County School District and the Nevada Department of Education. Finally, of course, this event would not be possible without the contributions of over twenty Nevada educational researchers. We thank them for their dedication to research and to improving the lives of children in Nevada. Out of respect for our researchers who have given their time and effort to make today possible, please: ¾¾ Silence your cell phones during presentations. ¾¾ Once you select a session to attend, stay until the session ends. ¾¾ Engage in discussion with presenters and colleagues during the presentations, as appropriate, and between presentations. ¾¾ Stay through the closing session, when we will have the opportunity to synthesize ideas from the day’s presentations and discussions. Thank you for being here! We hope you enjoy our time together.
3
S A T U R D A Y , N OVEMBER 2 , 2 0 1 3 TIME
ACTIVITY
11:00am—11:30am
Registration and Coffee
11:30am—Noon
Welcome, Introductions, and Agenda Overview ¾¾ Mary Peterson, Nevada Liaison, REL West at WestEd
LOCATION Lower Level Lobby Auditorium
¾¾ Dale Erquiaga, Nevada Superintendent of Public Instruction ¾¾ Kenneth Coll, Dean, College of Education, University of Nevada, Reno
Noon—1:00pm
Keynote Presentation ¾¾ Paul Houston, President, Center for Empowered Leadership
1:00pm—1:45pm
Lunch and Poster Sessions
1:45pm—2:30pm
Research Session I State-Level Reform ¾¾ The Missing Piece of Education Reform: Financing K–12 Public Schools in Nevada
Auditorium Main Level Rotunda Auditorium
¾¾ The Generalizability of School Growth Scores Derived from Student Growth Percentiles for Use in the Nevada School Performance Framework and the Nevada Educator Performance Framework
Early Childhood ¾¾ Implementing PreK-Third Reform in a Neighborhood School
Room #107
¾¾ Exploring Family-Centered Practices in Learning Standards Documents/Content Validation of National Family-Centered Principles in the Nevada Pre-Kindergarten Standards
2:30pm—2:35pm
Move to Next Session
2:35pm—3:35pm
Research Session II Risk Indicators ¾¾ Using District Longitudinal Data to Inform the Design and Evaluation of Supports for Students at Risk of Not Graduating: A District Collaborative Research Project
Auditorium
¾¾ Risk Indicators and Parent Involvement Facilitators: Data, Collaboration, and Success-Building Strategies
College and Career Readiness ¾¾ An Exploration of Academic Optimism at Six Rural GEAR UP Middle Schools: A Comparative Case Study
Room #107
¾¾ After School Work Camp: Paving the Way for Competitive Employment for Students with Severe Disabilities
3:35pm—3:40pm
Move to Next Session
3:40pm—4:40pm
Research Session III English Language Learners
Auditorium
¾¾ Middle School Students’ Development of Academic Language in Science ¾¾ Systemic Functional Linguistic Pedagogy: A Bridge to Academic Writing for ELLs
Teachers and Teaching
Room #107
¾¾ Teacher Inquiry Process: Working Together for Student Success in a PDS Middle School ¾¾ Shifting Literacy Instruction to the Common Core: Mixed-Methods Analyses of Early Implementation ¾¾ An Exploratory Study of Preservice Teachers’ Beliefs and Confidence After Working with STEM Faculty Mentors
4:40pm—4:45pm
Move to Closing Session
4:45pm—5:30pm
Closing Session ¾¾ Ben Hayes, Washoe County School District
4
Auditorium
Paul Houston
Paul Houston currently serves as President of the Center for Empowered Leadership and Executive Director, Emeritus of the American Association of School Administrators(AASA). Previously, he served over 14 years as its executive director. Prior to AASA, Houston served as superintendent of three very different school districts: Princeton, New Jersey; Tucson, Arizona; and Riverside, California. Houston has also served as an assistant superintendent in Birmingham, Alabama; as a principal in Summit, New Jersey; and as a teacher and principal in Chapel Hill, North Carolina. Houston holds degrees from Ohio State University, the University of North Carolina, and Harvard University. He has received numerous honors, including an honorary doctorate from Duquesne University, the Richard R. Green award for leadership in urban education from the Council of Great City Schools, the Courageous Leadership Award from the Hope Foundation, and the Outstanding Educator Award from the Horace Mann League. In 2008, he received the prestigious American Education Award from AASA. In 2009, he received the Learning and Liberty Award from the National School Public Relations Association. Houston’s extensive writing includes over 300 articles in various professional magazines and journals. He has co-authored three books: Exploding the Myths (1993), The Board-Savvy Superintendent (2003), and The Spiritual Dimension of Leadership (2006). He has also authored three collections of essays: Articles of Faith and Hope for Public Education (1996), Outlook and Perspectives on American Education (2003), and No Challenge Left Behind (2008). He is also co-editor for a series of books from Corwin Press on the Soul of Educational Leadership. These include: Engaging Every Learner (2007), Out of the Box Leadership (2007), Sustaining Professional Learning Communities (2008), Spirituality in Educational Leadership (2008), Leaders as Communicators and Diplomats (2009), and Building Sustainable Leadership Capacity (2009). His most recent work is Giving Wings to Children’s Dreams: Making Our Schools Worthy of Our Children (2010). Houston has established himself as a leading spokesperson for American public education through his extensive U.S. and international speaking engagements and his media interviews.
5
POSTER SESSIONS: MIKC Rotunda, Main Level Disproportionality in Referrals to Special Education within Washoe County School District; Barbara Larsen, Laura Davidson (Washoe County School District) This project examines the rates of students identified to receive special education services to determine if disproportionality exists for specific disability categories. Early findings indicate the largest category for each sociodemographic group is Specific Learning Disabilities (SLD). Additionally, findings indicate disproportionality is present within specific groups within this SLD category.
Prediction of the Status of Low-Income Fifth Graders by Early Indicators of Disabilities: Early Head Start Research and Evaluation Study; Hyun-Joo Jeon, Shavaun Wall, Carla Peterson, Gayle Luze, Mark Swanson (University of Nevada, Reno) Children in poverty are likely to have developmental risks and disabilities that limit their school readiness and success. However, these children are less likely to receive appropriate early intervention services. Controlling for child and family demographics and environment, researchers found that children who were identified as having suspected developmental delays before age three had lower language skills but not math skills at age 10 than those who did not have any disability.
Relationship between Students’ Self-Reported Social and Emotional Skills and CRT Reading and Math Performance; Marisa Crowder, Laura Davidson (Washoe County School District) Research shows that Social Emotional Learning (SEL) fosters positive and diminishes negative behavioral and academic outcomes. Washoe County has recently begun integrating SEL into the curriculum. This presentation examines the connection between SEL and academic performance.
Teaching Algebraic Equations to Students with Moderate Intellectual Disabilities; Joshua Baker (University of Nevada, Las Vegas) All students, including those with intellectual disabilities (i.e., IQ
