CLASSPATH uses question-driven lesson planning to help teachers complete this task in the most time efficient way possible. It adapts to personal planning preferences, while focusing attention on key aspects of highly effective instruction.
CLASSPATH is much more than a lesson planner. It allows teachers to plan lessons according to best practice, while saving time whenever lessons need to be shared with others or retaught on another day.
CLASSPATH can guide self-reflection. It automatically captures important information from each lesson plan to create feedback reports, while teachers can simply focus on improving their planning and teaching.
Add a class and build a roster to keep things organized. Identify individuals or create groups for differentiated instruction.
Copy and customize instructional plans to save time, while providing both general and special educators an easy way to exchange details about instruction for students with and without disabilities.
Reporting allows for efficient instructional planning and communication with colleagues involved in teaching the same content and/or same students.
CLASSPATH was based on the concept of opportunity to learn (OTL). The concept goes back to John Carrollâs model of school learning developed in 1963, which proposed a number of variables important to student achievement. Decades of research have focused on three key dimensions of instruction critical to student achievement: (a) time; (b) content; and (c) quality.
Research teaches us a simple lesson, namely that three basic aspects of instruction can make a big difference:
CLASSPATH grew out of the instructional logging literature (Rowan & Correnti, 2009) based on an online teacher log originally developed at Vanderbilt University. Many of the instructional variables that CLASSPATH calculates were researched in the context of this online teacher log. These variables were discussed in numerous empirical studies (Kurz, Elliott, Lemons, et al., 2014), psychometrically validated (Kurz, Elliott, Kettler, et al., 2014), used to better understand classroom instruction (ensilation), and examined to explain variation in test scores (Elliott, Kurz, Tindal, & Yel, 2017). Research tells us that the three key dimensions of instruction can be operationalized, measured, and improved upon to better support student achievement:
As part of a grant sponsored by the Office of Special Education Programs (OSEP), we have developed a new CLASSPATH report that incorporates student achievement data from popular benchmark assessments into our original feedback report. This new report gives you unique insights about what you taught (i.e., instructional inputs) and what students learned (i.e., instructional outputs). Our current data import function is designed for easyCBM™, but weâre also interested in your participation if you currently use another benchmark assessment. Participation involves using CLASSPATH for your daily lesson plans for 9 weeks and uploading deidentified student achievement data from your benchmark assessment. Some training is required upfront as well as some time to complete feedback surveys at the end.
We are recruiting 10 teams of teachers who teach mathematics in Grades 3 through 5. Each team must include 6-10 teachers with at least 2 special education teachers. Multiple grades are preferred. Each school/team is eligible for up to $3,600 in stipends.
We are looking for volunteers interested in using CLASSPATH during our Spring and Fall 2018 study windows. Each window is 9 weeks long. Hereâs an overview of the week-by-week activities:
|Complete Online Training Module||→||Administer Benchmark Assessment (Time 1)||→||Use CLASSPATH for Daily Math Lessons||→||Administer Benchmark Assessment (Time 2)||→||Review Report and Complete Usability Survey|
Please enter your name and email address below. Our study investigators will be following up with you to schedule a brief phone call or Skype session. Weâll go over the study details to determine if it is a good fit for you.
Want to learn more? Send us a message!
The contents of this website were developed under a grant from the U.S. Department of Education, #H327S170020. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Terry Jackson.