Supporting Evaluation Rubrics with Digital Evidence and Artifacts

1. Supporting Evaluation Rubricswith Digital Evidenceand Artifacts Bill Jensen, Rhonda Laswell, Rose Maudlin & RameshSabetiashraf

2. Timeline DATE 2002- 2003- 2005- 2006- 2007- 2008- 2012- INITIATIVE ACTION Service delivery plan: special education focus Six schools developed a 3 year UDL focused technology plan Schools that attended created building PBIS action plans PBIS coaches and facilitators were identified Trained building level teams in UDL; embedded UDL goals in school improvement plans Trained and implemented Instructional Consultation Teams Expanded training of UDL Indentified individual for corporation to provide school and teacher UDL support Pilot rubric in an elementary, middle and high school • Internal inquiry/self reflection of special education processes • Learn technologies available to give access to all learning preferences • Introduced PBIS by offering an optional class • PBIS transitioned from optional to district wide • Transition UDL from special education focus to school wide • Evaluated inclusion & measured school wide understanding of UDL • Identified school specific needs related to UDL application • Created new teacher evaluation rubric based on the conceptual framework

3. Universal Design for Learning • UDL is the conceptual framework through which all district initiatives, policies and procedures are filtered, supported and implemented.

4. UDL • Universal Design for Learning • What is UDL? • UDL is a framework you employ to: • Intentionally create an inclusive learning environment and learning experience that is accessible and conducive to learners. • Filter curriculum and the learning environment to expose barriers and find deficiencies in the pedagogy and strategies rather than focusing on the students’ deficiencies and challenges.

5. PBIS • Positive Behavior Instructional Supports • What is PBIS? • Positive Behavior Instructional Supports (PBIS) is a systems approach to improving school and classroom behavior among all students. • PBIS is used to help staff create school-wide systems that allow them to teach and promote positive behavior among all students. • By reducing behavioral problems, environments are created that allow teachers to teach and students to learn. • PBIS utilizes data to drive action plans and respond to the ongoing needs of dynamic learning environments.

6. Universal Design for Learning Integrate current and ongoing initiatives with UDL as the framework GOAL: ________________________________________________________________ • REPRESENTATION • Input • The “What?” of learning • Options to see, hear and perceive information: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • Options to decode language, math, symbols: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • Options to make sense and understand knowledge: • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ ACTION/EXPRESSION Output The “How?” of learning Options to do, move and interact: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to differentiate expression of knowledge: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ Options to plan, strategize and initiate action: __________________________________  __________________________________  __________________________________  __________________________________  __________________________________ ENGAGEMENT Connection The “Why?” of learning Options to care, value and find relevance: ___________________________________  ___________________________________  ___________________________________  __________________________________  ___________________________________ Options to vary challenge and/or support: ___________________________________ ___________________________________  ___________________________________ ___________________________________ ___________________________________ Options to set goals and self regulate: ___________________________________  ___________________________________  ___________________________________  ___________________________________  ___________________________________ Teacher Evaluation Rubric Student Success Rubric Summer Institute TV Show Teacher Evaluation Rubric Student Success Rubric Summer Institute Teacher Evaluation Rubric Student Success Rubric Summer Institute PBIS Summer Institute ICT Summer Institute ICT Summer Institute ICT Summer Institute TV Show Online Course Summer Institute PBIS Summer Institute ICT PBIS Bartholomew Consolidated School Corporation 2012

7. 50%

8. 15%

9. 10%

10. 25%

11. EvaluationNeeds

12. Data Collection Needs Teachers Students Course/Program Level Institution Level Aggregation Analysis Reports

13. Problems

14. RCampus Design Perspectives

15. Data Collection from Source Reports Employers Programs Students Faculty Admins

16. Rubrics & Matrices Rubric Matrix Evaluation Tool Collection Tool

17. Multi-Purpose Matrices

18. Progress Monitoring

19. iRubric Assessment & Feedback

20. Analytics Research Administrators Accreditation

21. Analytics & Reports

22. Sample UseIU School Psychology PhD

23. Sample UseIU School of Education – Accreditation Report

24. Instructor Responses:How, if at all, did iRubric help save you time and effort in grading, communication, meeting course objectives, etc.? Sample UseIU School of Education – Instructor Survey • “Using the iRubric helped in grading extensively since I did not have to worry about being unfair and ensuring that each component matched the assignments. I did spend some time highlighting the rubrics in class so that students were aware of the requirements.” • “It made my grades very transparent and I did not get as many complaints with regards to grading assignments.”

25. Sample UseIU School of Education – Instructor Survey Candidate Responses: Would you like to see iRubric utilized for grading in your future courses? • “Yes I would – having access to a rubric before completing the assignment is a great tool and advantage, and this particular form of rubric is very handy for the student and the instructor because of its simplicity and availability.” • “Yes, I would like to see iRubric utilized for grading in my future courses because it was easy to obtain and understand how it worked. It was always in the same place and just a simple, but efficient program.” • “Yes, I would, because I appreciate the clarity of feedback and the ease of access online.”