July 18, 2013

PROJECT CORE STAKEHOLDER

REPORT

Inservice- Cohort 1 (Spring 2013)

Inservice- Cohort 2

(Fall 2013)

Preser-vice- Co-

hort 1 (Fall 2012)

Preser-vice- Co-

hort 2 (Fall 2013)

Pre-test

21 23.25 15.36 NaN

Midtest

NaN NaN 24.06 NaN

Post-test

NaN NaN 26.55 NaN

10

14

18

22

26

30

Score

These scores are based upon survey data in which a 4-point L ikert - type scale was used to determine the part ic ipants ’ general knowledge about the CCSS. On th is survey, a response of 1 indicated that the part ic ipants were complete ly unfami l iar wi th certa in aspects of the CCSS, whereas a response of 4 indicated that the part ic ipants were complete ly fami l iar wi th that aspect of the CCSS. There were not neutra l values on th is L ikert -scale .

There were e ight quest ions on the survey, meaning that the minimum score for th is scale is 8 , indicat ing complete unfami l iar i ty wi th the CCSS; the maximum value is 32, indicat ing complete fami l iar i ty. Resul ts f rom Preserv ice Cohort 1 indicate that Pro ject CORE is having a pos i t ive impact upon these part ic ipants , wi th a greater increase in CCSS knowledge occurr ing dur ing the fi rst hal f of the year. Enough data has not yet been col lected for the other part ic ipant groups.

KNOWLEDGE ABOUT THE CCSS

Note: Incomplete boxes indicate areas where data was unavailable as of July 18, 2013

Conference attendees were asked to complete evaluation forms following their participation in the break-out sessions of the October Conference. Evaluations were ranked on a 5-scale (1=poor; 5=excellent). The majority of the sessions were ranked between a 4 and a 5, indicating a rating of good to excellent; however, principal leadership was ranked to be slightly above average.

OCTOBER CONFERENCE SESSION EVALUATIONS

ELA/L

itera

cyMat

h

ELPD

Fra

mew

ork

Scie

nce

ELD

Prin

cipa

l Lea

ders

hip

Comm

on C

ore

en E

span

ol0

1

2

3

4

5

October Conference Session Evaluations

Score

The pretest/posttest for faculty was scored using 5 scale points regarding their knowledge of the CCSS (1= novice; 5= expert). Pretest results show an initial score of 2.75 initial, indicating a basic knowledge of the CCSS while the fi nal score is 3.35 fi nal, indicating competency. However, compared to other participant groups within the program, this group showed the least amount of growth. As this was the only group for which only one day of professional development was off ered, perhaps the opportunity for on-going professional development would increase the likelihood of further growth.

FACULTY WORKSHOPS

Faculty1

2

3

4

5

Pre-testPost-test

Demographic Information

Demographic Characteristic N % of Total Sample

Gender    

  Female 32 91.4

  Male 3 9.0

Grade    

  Elementary (k-5) 21 60

  Middle (6-8) 8 22.9

  High (9-12) 6 17.1

Subject    

  Multiple/All 21 60

  Spanish 9 25.7

  English 3 9.0

  Math 2 5.7

Familiarity with the CCSS, CLSD Students, and CA Standards

Area Percentage Familiar

Pre-test Post-test

Common Core State Standards    

Document in general35.29 100

English Language Arts content 38.23 100

Mathematics content 47.06 58.82

En Español 8.82 84.38

CLSD Students    

In general 97.05 100

Differentiation strategies20.59 93.75

Lesson/curriculum planning14.71 93.75

Assessment20.59 93.75

PRESERVICE TEACHERS

Self-reported demographics Teaching experience

INSERVICE COHORT 2

Hispanic/ Latino47%

Mexican- American37%

Caucasian5%

Mexican5%

Chinese5%

2 or less60%

3 through 820%

9 or more20%