Research

Foundation Research Report

Professional development is considered to be the primary method by which to ensure that each child has a highly qualified teacher. Three important standards for professional development have been identified and are incorporated into the model design.

Instead of annual, district-wide in-service days, professional development should be organized as a series of focused workshops that reflect the needs and interests of teachers. These workshops are collaboratively planned by teachers and leadership personnel and generally use group inquiry models. These activities are intensive and have the long-term support of district administration. Faculty study groups have also been identified as an important support to increasing teacher effectiveness. These groups are, by design, used to support curricular and instructional innovations, integrate the school’s instructional programs, target schoolwide instructional need, and monitor the impact of changes on children. Peer coaching has also been identified as an important element of professional development. This support has been found critical in developing specific teaching strategies, finding ways to meet school goals, and the integration of various strategies.

The CELL-ExLL-Second Chance model incorporates all of the recommended key elements of professional development. This includes instruction that is research based and focused on key areas of cognitive, language, and literacy development. Literacy focus is specific to the critical areas of instruction identified by the National Reading Panel; phonemic awareness, phonics, fluency, vocabulary, and text comprehension outlined in The Research Building Blocks for Teaching Children to Read, available online at http://www.nifl.gov/partnershipforreading/publications/reading_first1.html. Content area instruction follows accepted state and national content standards. Professional development is delivered that includes specifically focused teacher training, support for faculty study groups, and the training of peer coaches to ensure necessary support to teachers and the sustainability of the project.

Standards for scientific research are used for both model design and the selection of best instructional practices. These standards are specific and available for review online at http://www.ed.gov/nclb/methods/whatworks/research/index.html?exp=0. In addition to the research included in this report, a more extensive research analysis of Foundation programs is available online at http://www.cell-exll.com/foundationresearchreport1.htm.

Model and Comparison Schools on Academic Performance Index

California uses an Academic Performance Index (API) to measure annual yearly progress (AYP). It is a numeric index that ranges from a low of 200 to a high of 1000. The indicators used in determining API include results of the Stanford 9 (all content areas) and the California Standards Test (in English-Language Arts, Mathematics, and Social Science).

Schools using the model, CELL (PreK-3), ExLL (Grades 3-6), and Second Chance (Grades 6-12) were matched with comparison schools for initial API scores and ethnic makeup of the student population. In Table 1, 30 schools participating in CELL exceeded the comparison schools by 16 growth points on the Academic Performance Index. Table 2 shows the same comparison for two CELL/ExLL schools where growth scores were 82 points higher. Table 3 shows a Second Chance school with API growth 70 points higher than comparison school 1, and 34 points higher than comparison school 2.

Second Chance Comparison Schools on Academic Performance Index

API growth for Second Chance model school is compared to 2 comparison schools in Table 4. These data from the 2003 testing cycle show substantial growth for the model school when compared to the other schools.

Longitudinal Growth for Title 1 Schools

Schools in Wyoming use the Stanford 9 to measure student achievement in Title I schools. The scores reported in Table 5 show the performance increases for the two Title I schools in this district over a five year period. Continuous growth is reported in reading, mathematics, and language arts.

Data on Model Discontinuation

Table 6 shows Academic Performance Index growth over four years for a CELL and ExLL full implementation school. CELL/ExLL were discontinued in year five with the adoption of the Houghton-Mifflin reading program. Growth did not mee the API target with this change.

Growth in Proficiency for a Title I School

Schools in Montana use the Iowa Test of Basic Skills to measure growth required by the participation in the Title I program. Increases in students scoring proficient in reading, language arts, social studies
and science are reported in Table 7.

Test Scores for California Language Arts Standards

The California Language Arts Standards Test is used as part of the Academic Performance Index and can be analyzed for levels of proficiency. The seven elementary schools in one district using the CELL and ExLL model reported levels of proficiency in Table 8. Increases in both proficient and advanced categories were found.

Utah State Criterion-Referenced Tests for Model Schools

Utah developed the Utah State Criterion-Referenced Tests to measure student academic growth and performance. This measure was developed to specifically measure achievement based on Utah’s core curriculum. Four schools participating in the model report the number of students scoring in the lowest quartile on this test in Tables 9 and 10. Decreases in low performers are reported from the baseline measure before training in Grades 1-3 and in Grades 4-6.

Random Assignment to Model Classrooms

Students were randomly assigned to classrooms with teachers trained in the model and non-participating teachers in the same district. Measures reported in Table 11 for reading level, fluency level, writing fluency and spelling level were all significantly higher for students in model classrooms. The Dominie Reading and Writing Assessment Portfolio was used for this assessment. This measure uses year-to-year stanines as comparisons to monitor progress across grade levels.

Random Assignment of English Language Learners to Tutoring

English language learners were randomly assigned for tutoring with a CELL site facilitator and a teacher not trained in the model. Table 12 compares reading fluency and writing quality for these groups using the Dominie Reading and Writing Assessment Portfolio. Growth for students in the model tutorial were significant compared to those in the control group.

Impact of Training on Teachers

The impact of model training on teacher behavior is reported in Table 13. Teachers were asked to rate the impact of training on the areas of critical instruction required in Reading First and No Child Left Behind. Scores are significant for each of the five areas of instruction.

National Native American Professional Development Center

The National Native American Professional Development Center, under the direction of Executive Director, Craig Dougherty, was established to focus on improving elementary education for Native Americans, including Alaskans and Hawaiians, nationwide. Professional development and family literacy are key elements in this collaborative project located in Sheridan, Wyoming. http://www.cell-exll.com/NativeAmerican.html. Initial research for Native American schools participarticipating in the CELL/ExLL model is reported in Tables 1, 2 and 3.