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REGIONAL EDUCATION LABORATORY- SOUTHEAST REL-SE

REGIONAL EDUCATION LABORATORY- SOUTHEAST REL-SE. Operated by SERVE Center at the University of North Carolina at Greensboro. Executive Director Dr. Ludwig van Broekhuizen GAEL presentation 2/4/08. The Regional Educational Laboratory (REL) System. NATIONAL LABORATORY INFORMATION.

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REGIONAL EDUCATION LABORATORY- SOUTHEAST REL-SE

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  1. REGIONAL EDUCATION LABORATORY- SOUTHEASTREL-SE Operated by SERVE Center at the University of North Carolina at Greensboro Executive Director Dr. Ludwig van Broekhuizen GAEL presentation 2/4/08

  2. The Regional Educational Laboratory (REL) System

  3. NATIONAL LABORATORY INFORMATION To access the work and products of all ten RELs: http://ies.ed.gov/ncee/edlabs/ & Dr. Kim Anderson, Senior Policy Research Analyst, Georgia 404-657-6174, kanderson@serve.org

  4. REL-SE’s MISSION To serve the educational needs of the Southeast using applied research, development, dissemination, and training and technical assistance to bring the best available evidence and research into local, district, state, and regional school improvement efforts. 5 components of work:

  5. REL-SE WORK PLANComponent #1: needs assessment • Find out: On what topics do educators need high quality evidence? E.g. at GAEL

  6. REL-SE WORK PLAN Component #2: State outreach • Policy Analyst at GaDOE • Evidence-based Education Request Desk

  7. REL-SE WORK PLAN Component #3: Fast Response briefs • On issues of high priority for educators • Secondary Data Analysis, Literature Review, State Scan, Other • E.g.: Literacy across the Curriculum, High School Reform briefs

  8. REL-SE WORK PLAN Component #4: rigorous research • Experimental design research studies. • Random assignment: • Control group (no intervention) • Treatment group (intervention) • Data Analysis • E.g., Georgia SIOP study

  9. REL-SE WORK PLAN Component #5: build capacity for evidence-based education • Consortium of Educators for Evidence-Based Education (CEEBE) • Training and Technical Assistance

  10. The Big Question for CEEBE: What needs to happen for local districts and schools to more effectively and consistently utilize research, to improve student achievement?

  11. CEEBE • Increase capacity and provide support for educators to use Evidence Based Decision Making (EBDM) • Disseminate EBDM products and services • CEEBE-GA has 5 participating districts (Bibb, Clayton, Columbia, Floyd, Stephens) and representation from GaDOE • Would you like more information?

  12. How Do We Make Evidence-Based Decisions?

  13. The EBDM Cycle

  14. Types of Evidence • Research • Study to advance knowledge, seek credible explanations of phenomena • Evaluation • Study to determine merit or worth • Data E.g.: • Formative, summative assessments • Demographic • Process

  15. RESEARCH: critiquing quality When we look at a study on an intervention, how do we know it is of high quality? REL-SE Critical Reading Protocol for Studies about Interventions

  16. Critical Reading Protocol • Authorship: Who is the author? Who funded the study? Is there an obvious bias?

  17. Critical Reading Protocol 2) Sample, Relevance: Does the study involve an intervention and outcome similar to the one you need? How similar are the participants and settings in this study to your system?

  18. Critical Reading Protocol 3) Research Design: Does the study include a control or comparison group? Are the research design, instruments, and procedures appropriate for answering the research questions? Does the study appear in a peer-reviewed journal, or was it reviewed by a panel of independent experts?

  19. Sample sources for expert research reviews • What Works Clearinghouse • Best Evidence Encyclopedia • Regional Educational Laboratories • Center on Instruction • Research organizations (e.g., MDRC, CPRE, Mathematica, etc.) *handout

  20. Critical Reading Protocol 4) Results: What kinds of outcomes were measured? Is there statistical significance? Is there practical significance? Has this study been replicated, and did the conclusions hold true in other settings?

  21. Critical Reading Protocol 5) Implementation: What information is provided about implementation? Does the study connect implementation to the results?

  22. DISCUSSION • To what extent have we asked these kinds of questions about interventions we have undertaken in the past? • What interventions could we use the Critical Reading Protocol with in the future? • What would we need to do to make this happen?

  23. The EBDM Cycle

  24. Collective Professional Wisdom • Beliefs • Attitudes • Pedagogical Knowledge • Content Knowledge

  25. The EBDM Cycle

  26. Context and Constraints Context: The conditions within which something occurs (setting, leadership capacity, student needs, etc.) Constraints: restrictions and limitations such as funding, facilities, etc.)

  27. The EBDM Cycle

  28. If a strong evidence base does not exist . . . • Adopt and experimental attitude: Initiate Your Own “Action” Research on the Intervention! • DISCUSSION: What experiences have we had with this?

  29. Monitor and Assess Implementation Monitor: • Basic intervention components • Classroom observations • Formative assessments • Collegial problem-solving Assess: • Is it going the way we planned? How can we improve?

  30. Evaluate outcomes What are the measurable outcomes (formative and summative assessments, and other data)? How do they compare to our expectations? Is it worth continuing with this intervention? How can we improve our outcomes as we move forward?

  31. DISCUSSION • How are we already using EBDM in our school or system? • How could we strengthen our use of EBDM? • What EBDM support do we need to do this?

  32. The EBDM Cycle

  33. REL-SE needs assessment form • Thank you for filling out this form. • It will help the REL-SE to design future research and technical assistance projects to meet your needs. • Remember the request for more information on CEEBE on the back.

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