Developing a Comprehensive Instructional Planning and Improvement Model for Use in K-12 Classrooms.

Introduction With the NCLB legislation of 2001 requiring all teachers to measure student progress using tests aligned to state standards and holding schools accountable for student achievement, all teachers must be familiar with not only high stakes assessment, but also using data from ongoing assessment to make instructional decisions. The Instructional Technology, Assessment and Action Research (ITAAR) Project (PT3 funded 2003) attempts to address this by developing an instructional planning and improvement model that incorporates the use of advanced technologies for, data driven decision making and action research into the assessment and instructional processes for the improvement of student achievement. The ITAAR project is a curriculum redesign effort with several supporting initiatives including the development of the ITAAR Model, the integration of the model in course work, the training of teams of faculty, clinical supervisors, and cooperating teachers and preservice teachers. This first year of the ITAAR Project focused on developing the Model and training faculty teams. Building The ITAAR Model At the core of the ITAAR Project is a consortium that includes the Colleges of Education and Liberal Arts and Sciences at a Major Midwestern University and five school districts including one large urban district and four smaller districts. University faculty, clinical supervisors, and cooperating (mentor) teachers worked collaboratively to develop the ITAAR Model that introduces prospective teachers to instructional technologies, continuous classroom assessment, and action research. The ITAAR Model includes basic and advanced technologies, an instructional design model, and purposeful accumulation of evidence of learning and achievement through handheld technology. One of the primary challenges in conceptualizing the model is its usability. Therefore, readily available, authentically designed and practical resources were integrated. Resources include techniques in eportfolios and action research using classroom data, the INTIME instructional modules, specific methods of instruction, and a newly developed collaboration technology used to track clinical experiences and network preservice teachers with each other and faculty teams. The ITAAR Model was introduced to faculty teams in a four-day intensive training institute for paired teams of faculty, clinical supervisors and cooperating teachers. Courses in technology and assessment were revised to include instruction for preservice teachers in the components of the Model. These teams will continue their work in curricular revision throughout the year. Core Components of the Model Assessment. By using standards aligned assessments, and efficient data collection methods and analyses, time-strapped teachers can implement proven instructional design strategies aimed at facilitating student achievement. The standards-based, objective nature of the assessments will facilitate the connection between the results of the data analysis and the continuous improvement of instruction stressed in the Data Driven Decision instructional technology model. With the increased demands for accountability, teachers must be able to