7th Annual Retreat
June 1, 2015
9:00-9:30
Gathering and Light Breakfast
9:30-10:00
Welcoming Remarks and Year in Review
10:00-10:50
Research presentations from 2014-2015 graduate student award
recipients
10:50-11:00
Acknowledgement of 2015-2016 CISLL award recipients
11:00-11:10
Break
11:10-11:20
Laurie Elish-Piper – Northern Illinois Regional P20 Network
11:20-12:00
Joe Magliano – The onPAR Grant
12:00-12:45
Lunch & Discussion
12:45-1:50
Melissa Ray – ECC-NIU College 101 Collaboration
Sonya Armstrong & Jodi Lampi – Perspectives on College Readiness
Andrea Messing-Mathie – Education Systems Center and College
and Career Readiness
1:50-2:00
Wrap Up and Concluding Remarks
CISLL is an interdisciplinary center for the study of lifespan
language and literacy across diverse populations and contexts,
both regionally and globally, with the commitment to:

Engage in basic and applied research in language and
literacy

Develop and apply innovative research and assessment
methodologies to address complex issues

Identify and promote best practices in language and literacy

Provide evidence-based outreach that generates results
Co-Directors:
Joseph Magliano (Psychology) and Laurie Elish-Piper (Literacy Education)*
*Laurie will be acting Dean of the CoE starting July 2015; Michael Manderino will
be acting c0-director of CISLL in 2015-2016.
CISLL Affiliate Advisory Panel (AKA Strand Chairs):

Acquisition and Transitions: Janet Olsen (Communicative Disorders)

Processing: Keith Millis (Psychology)

Influences: Katrina Caldwell (Student Affairs and Enrollment Management)

Assessment and Interventions: Michael Manderino (Literacy Education)

Methodologies: Laura Ruth Johnson (Educational Technology, Research,
and Assessment)
NIU Website: www.niu.edu/cisll
YouTube Channel: NIU CISLL
 Contains videos from past speaker
presentations
Facebook:

In the search box, type “Center for the
Interdisciplinary Study of Language and
Literacy”
Twitter:
 Follow us @CisllNiu
“Like” us on Facebook and follow us on Twitter to
receive reminders about upcoming events, grant
opportunities, policy updates, job postings, and
other useful information

Currently 6 students are pursuing certificate

Interdisciplinary course (IDSP 596) developed for certificate
 Began Fall 2013
 Course includes the seminar series and other related readings


Fall 2015: Current Issues in Language and Literacy
 IDSP 596 will not be offered in the Fall
Spring 2016: Methodologies for Studying Language and
Literacy
 Facilitated by Laura Ruth Johnson
Fall 2015: Current Issues in Language and
Literacy
 IDSP 596 will not be offered in the Fall
Spring 2016: Methodologies for Studying
Language and Literacy
 Facilitated by Laura Ruth Johnson
Those not enrolled in the course are
encouraged to come and participate as
well!





Dr. Eric Weldy and Dr. Katrina Caldwell
o
“The Role of Student Affairs in Supporting College Student
Readiness and Success”
Dr. Nell Duke
o
“Affirming Effective Informational Text Instruction with the
Common Core Standards”
Dr. Thomas Bailey
o
“Using Developmental Education Research to Promote Student
Outcomes”
Dr. Kim Potowski
o
“No Child Left Monolingual: How to Promote Linguistic Diversity
in the USA”
Dr. Brenda Gorman
o
“Considerations for Preschool Curriculum Development for Dual
Language Learners”

CISLL created a working group in response to the Illinois
Performance Evaluation Reform Act (PERA)

Initial workshop held in Fall 2014
o Publication produced as a result of workshop:
o Summers, K. H., Reeves, T. D., Walker, D. A., & Schwartz, J.
(2015). Professional development for educational leaders in the
era of performance evaluation reform. School Leadership, 33.
 Working with Illinois State Board of Education to recognize as an
Administrators’ Academy Workshop
Society for Text & Discourse
TEDx
Northern Illinois
University
Midwestern Conference
on Literature, Language,
and Media

CISLL providing support for the Go
Teacher! grant initiative headed by Dr.
James Cohen
o
The goal of the project is to improve the English
skills of Ecuadorian teachers participating in ELS
courses and workshops during an 8 month period
on the NIU campus.
International Society for the
Empirical Study of Literature
“International Society for the
Empirical Study of Literature and
Media is aimed at the advancement of
empirical literary research through
international and interdisciplinary
cooperation”
CISLL is providing support
for the next bi-annual IGEL
conference.
The conference will be at the
Palmer House in Chicago,
July 6 - 9, 2016.
Website: www.igel.uni-goettingen.de
.
CISLL Outstanding Student Scholar Award
(COSSA)

To honor the past and future achievements of
the recipient and to support their research
endeavors for one academic year
Student Research Fellowship (SRF)

Funds a specific research project for a graduate
student, in collaboration with a faculty member
CISLL Outstanding Student Scholar Award
(COSSA)

Brent Steffens - Psychology
Student Research Fellowship (SRF)

Lauren Laake – Psychology
Collaborative Graduate Support Research
Assistantship (CGS-RA)


Karyn Higgs – Psychology
Brooke Simon – Literacy Education
Brent Steffens
Psychology
Representing Causal Relationships within
Scientific Explanations
The process begins when our body’s temperature
increases (we feel hot).
2) The increase in temperature activates a part of the brain
called the hypothalamus.
3) Messages from the hypothalamus stimulate sweat
creation within the sweat glands.
4) In response, sweat is produced on the skin.
5) Sweat on the skin is warmed by heat given off by the body.
6) At a certain temperature, the sweat evaporates.
7) As sweat evaporates, heat from the skin is also removed.
8) The skin therefore feels cooler.
1)

Construct coherent mental representation (Kintsch,
1988; van Dijk & Kintsch, 1983)
 Network of connected information
 Consider connections between events

Science texts are technical, abstract (Fang, 2008)
 Limit processing resources (Just & Carpenter, 1992)

Do readers establish coherence between events
in scientific texts?

Contradiction between two statements
 Detection indicates type of representation being created
(Morishima, 2013; O’Brien et al., 1998; Otero & Kintsch, 1992; Wiley & Myers, 2003)
Consistent
Messages from the
hypothalamus stimulate sweat
creation within the sweat
glands.
Inconsistent
Messages from the
hypothalamus prevent sweat
creation within the sweat
glands.
In response, sweat is produced on the skin.

Do readers detect inconsistencies between events of a
causal chain?


39 undergraduates from NIU
6 texts about scientific processes
 Consistent vs. Inconsistent (between two
events)

Measures:
 Reading times
 Question about detecting inconsistency
Average Target Reading Time (syl/sec)
8.00
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
Consistent
n = 39
F(1, 38) = 2.56, p = .118
Inconsistent
Consistency
Inconsistent
Detection Rate
(question)
Detection Rate with
warning given (n = 42)
14%
33%

ID causal chain
 Minimal filler


~64% correctly
identified & ordered
~75% found by (Rupp et
al., 2015)

Difficulty evaluating causal relationships in
science texts
 May not have coherent representation for
process
 Contributing factors:
 Challenging texts
 Low prior knowledge
 Difficulty identifying causal chain

Future Directions:
 Type of inference required (Kintsch, 2004)
 Conditions for detection
 Distance between inconsistent statements (accessing
earlier mental representation)

Collaborators:
 Dr. Anne Britt
 Dr. Keith Millis
 Dr. Patty Wallace
 Dylan Blaum
 Katy Rupp

Thank you:
 Dr. Joe Magliano
 Dr. Laurie Elish-Piper
 CISLL
Lauren Laake
Psychology
Language Development at 24 Months:
Contributions from the Growth of Infant
Positive Affect and Maternal Quality of
Speech during a Wordless Book Task

Manuscript submission

Symposium presentation
at the Society for Research
in Child Development
biennial conference in
Philadelphia, PA

Implications for later development

Similar developmental processes
Genetics/ Biology
Environment /
Context
Emotion
Genetics/ Biology
Environment /
Context
Language

Coordinated Development
Expression
of Emotion
Language
SelfRegulation

Positive Affect
 Inconsistent findings
across first year
 Stronger influence on
expressive skills
 Supports
engagement with the
environment,
promoting language
development




Language-rich
setting
Increased likelihood
of joint attention
Clear word referents
“Snowball effect” of
early reading
interactions
Directives
Contingent
Responses
Speech
Elicitations
Questions
Labeling
Positive
Evaluations
Maternal
Language
at 18
months
4 mo.
Slope of
Positive
Affect
6 mo.
8 mo.
10 mo.
12 mo.
Intercept
of
Positive
Affect
24 month
Expressive
Language

Infant positive affect measured at 4, 6, 8, 10,
and 12 months

Maternal language during book-with-nowords task at 18 months

Expressive language outcomes at 24 months


Transana - 92 videos transcribed verbatim
Task length (for subset of 29 videos):
 Range: 2.42 – 7.33 minutes
 Mean: 4.83 minutes

6 categories of language
 Contingent Responses
 Directives
 Labeling
 Questions
 Speech Elicitations
 Positive Evaluations



Code development phase
29 videos coded
Qualitative observations:
 Importance of exclamations to grab attention
 Directives and Labeling are most frequently used
▪ Joint attention
▪ Clarity of word referents
 Varied approaches to the task
 Salience of child engagement
Contingent
Responses
Directives
Labeling
Questions
Directives
-.57
Labeling
.03
.07
Questions
.44*
.41*
.18
Speech
Elicitations
.49**
-.28
.02
.41*
Positive
Evaluations
.26
.23
.25
.54**
* p < .05
** p < .01
Speech
Elicitations
.28

Gender differences in 24 month language (t =
2.39, p < .05)

12 month positive affect associated with 24
month language (r = .52, p < .05)

Maternal language composite associated
with 24 month language at a trend level
(r = .41, p < .10)

Acknowledgements:

CISLL
Emotion Regulation & Temperament Lab

 David Bridgett (Project Mentor)
 Shawna Johnson (Transcriber Extraordinaire)

NICHD
 R21 HD072574
Karyn Higgs
Psychology
Identifying Factors for Improving Readers’
Integration across Multiple Documents

21st century literacy skills require learning from multiple
documents to perform variety of tasks.
 Targeted in educational standards

Research suggests readers have difficulty with integrating across
sources

Some types of task instruction found to help integration more
than others.

Importance: extent to which a segment is essential to
understanding purpose of individual text
 Conveyed by the author (structure & text signals)
 Readers may have default reading strategy relying on text-
based importance

Relevance: extent to which text segment germane to a specific
task or goal
 Determined by the reader
 Readers engage relevance based strategies when they have
task/goal
▪ Allocate more attention to relevant text & remember better
Example reading situation (3 texts):

Text set affords causal explanation: Causes of destructive tsunamis.

Purpose of individual texts not directly related to explanation
 Text 1: Plate Tectonics
 Text 2: Are Nuclear Plants Really Safe? Fukushima Raises New
Concerns
 Text 3: Early Warning Systems
Geologists study tectonic plates because they play an important role in
shaping the surface of the earth. These plates move slowly over time
driven by the flow of the mantle rock beneath them and by the force of
the plates pushing on each other at plate boundaries. This movement
gradually shapes the surface of the earth.
However, in the case of earthquakes, rapid movement at plate
boundaries can cause sudden changes to the surface.
Text 1
Earthquakes happen when friction between the edges of the plates
causes them to lock. Stress and pressure can build up over long
periods of time until the lock breaks and the plates slide quickly. The
magnitude of an earthquake is related to the amount of seismic energy
that is released. The more pressure that builds up at the boundary, the
more the plates can ‘slip’ releasing more seismic energy. At the Earth's
surface, earthquakes cause shaking and sudden displacement of the
surface features.
How the earth is shaped by tectonic plates is related to the type of
boundary between the plates. There are three different types of plate
boundaries. These boundary types are defined in terms of how the
plates move relative to each other. The first type is a divergent boundary;
the plates move away from each other. In a subduction zone, one plate is
slowly forced underneath the other. These occur in the ocean and
involve at least one oceanic plate, which is denser than a conti nental
plate. A good example of a subduction zone is the Japan Trench in the
Pacific Ocean.
How the ground is displaced during an earthquake is related to the
type of plate movement at the boundary. At transform boundaries the
ground will be displaced horizontally. For example, the sides of the
boundary pull away from each other, but one side may sink a little.
Convergent boundaries have mostly vertical displacement. For example,
when an earthquake occurs at a subduction zone, the overriding plate is
thrust upwards suddenly. Vertical displacement resulting from
underwater earthquakes can cause a large displacement of water. When
earthquakes occur on land, both vertical and horizontal displacement
can cause extensive damage to man-made structures……
Text 2
Text 3
The 2011 reactor meltdowns at the Fukushima Daiichi nuclear plant in Japan have
raised concerns about whether our nuclear plants are really safe. Safety and design
measures have been continually improved since the beginning of commercial atomic
power. However, multiple safety measures failed to prevent the meltdowns that
occurred at Fukushima. Safety measures did little to protect the plant from the
tsunami caused by the 2011 Tôhoku earthquake. These events have led many to
ask what went wrong at Fukushima and question whether the same thing could
happen elsewhere.
Fukushima was located on Japan’s eastern coast to take advantage of the
abundant supply of water. Water is needed to convert the thermal energy produced
by the reactors to electricity. Much of Japan’s coastline is low and flat making it
prone to flooding by tsunamis. However, the Fukushima plant was protected by
a 33 foot seawall between the ocean and the plant. Backup power systems are
necessary to cool fuel rods and prevent meltdown. The primary problem at
Fukushima was that the backup power systems were poorly designed to cope with
these natural disasters
On March 11, 2011, the most powerful earthquake in Japan's history occurred.
The 9.0 Tôhoku Earthquake was centered 80 miles offshore near the Japan
Trench, where the Pacific Plate moves slowly under the North American
Plate. Over time, the leading edge of the North American plate got stuck on
the Pacific Plate and began to bend and bow. When the edge of the North
American plate released and sprang seaward, raising the sea floor and
pushing the overlying water. This type of earthquake frequently produces
tsunamis, but it must be at least a 7.0 magnitude to do so. Soon after the quake,
the tsunami hit Japan’s eastern coast.
Wave heights along the coast ranged from 17 feet to over 70 feet. In low lying
areas, the tsunami swept up to six miles inland, leveling buildings, and
sweeping debris, buildings, ships, vehicles, and airplanes with it. Areas with
higher elevation are typically safer from the destruction caused by a tsunami
wave. At the Fukushima plant, the sea wall did little to protect the plant from
flooding.
When the earthquake knocked out power supplies to Fukushima, backup diesel
generators started immediately to supply power to the pumps. The backup diesel
generators were housed below ground level, and all but one failed when they were
submerged. Although there were also secondary emergency pumps, the batteries
powering them ran out after one day. Without cooling, the fuel rods continued to
heat up resulting in explosions, fires, and partial core meltdowns in at least three
reactors. These events caused multiple releases of radiation to the environment.
Early warning systems can help prevent loss of life and reduce the impact of natural
disasters. An effective early warning system requires two components. First is the
ability to predict the event in order to provide the earliest possible warning. The
second is understanding risks and vulnerabilities for specific areas so that
communities understand these risks and can take measures to be prepared.
Effective early warning systems rely on the scientists’ learning more about
natural disasters. Specifically, understanding the causes of natural disasters is
essential to predicting them. In the past, people understood little about the causes
of natural disasters, and were unable to recognize the signs of impending disaster.
For example, if the ancient Romans knew more about the causes of volcanic
eruptions, they may have recognized warning signs before Mt. Vesuvius erupted.
Scientists can also use new knowledge about natural disasters to understand
the risks and vulnerabilities for specific areas. This information can be used to target
warnings to areas that are the most in danger. This information can also be used to
help vulnerable communities prepare by developing disaster plans and improving
infrastructure to withstand disasters. One example is using information about
the slope of the seafloor and the topography of the land to understand
tsunami risks.The slope of the seafloor near the coast affects the height and
speed of a tsunami wave on land. W hen the slope of the seafloor is very steep,
like in Norway, a wave will slow down very quickly but will also become very tall, up
to 100 feet! However, if the seafloor slope is less steep, like those found in
Japan, then the tsunami wave will not become as tall, but it can still reach
tens of feet in height. More importantly, the wave will not slow as much and
will be moving much faster than it would be at a steeper coast. Tsunamis
that move quickly on land carry a lot destructive force with the m. Most of
the damage from a tsunami results from the huge mass of water behind the
wave front, which floods into the coastal area. It is the power behind this
rushing water that causes devastation.
This knowledge allows scientists to use maps of the seafloor to predict what areas
are at greatest risk. Scientists can also use topographical maps of the land to
predict tsunami risk. Topographical maps show features of the landscape and
indicate the slope of the land relative to sea level. Natural barriers like cliffs,
dunes or forests can help to stop the rush of water inland. Similarly,
topographical information can help scientists predict what areas are in the greatest
danger from flooding during hurricanes or torrential rains. As you can see, learning
more about these natural phenomena is important for creating more effective
warning systems.
Influence processing:
Task
Instructions
Different cues in
task instructions ->
different task
models-> different
processing->
different mental
representations
Task Model:
Goals /Task
outcome,
Strategies,
Relevance
criteria
Identify and allocate attention
to task relevant text
How process task relevant text
How organize task relevant
text
Determines whether
prior document
information is available
in memory when there
is opportunity to
integrate across texts.
Mental
representation
(dominated by task
relevant
information)
Greater specificity in task instructions should help readers construct a
more focused task model and goals, affecting

Identification of relevant text

memory for text content

integration

comprehension of explanation afforded across documents

Must still read each text to extract the relevant information

Readers may still attend to text based importance while they
engage in task based relevance processing

When readers have a task, text base importance may still be
salient affecting :
 Identification of relevant text
 memory for text content
 integration
 comprehension of explanation afforded across documents

Two experiments

Participants will read 3 texts (same as earlier example)
 Text 1: Plate Tectonics
 Text 2: Are Nuclear Plants Really Safe? Fukushima Raises New
Concerns
 Text 3: Early Warning Systems

3 task instruction conditions
Differ in specificity of cues they provide to construct task model, and
guide processing.

Low specificity: “Read to understand the texts”
▪ No relevance cues- (readers likely to adopt text based
importance strategy)

Moderate specificity: “Read to understand about destructive
tsunamis”
▪ Semantic cues help identify relevant text through semantic
overlap.

High specificity: “Read to understand the causes of destructive
tsunamis”

Provides semantic cues and a ‘structural’ schema cue to activate a
causal explanation schema :
▪ Provide additional criteria for identifying relevant text
▪ Help to organize relevant information
▪ Help identify what types of relationships are important to
establish

Judgments of sentence relevance to task (Exp 1)

Recalls (Exp 1 & 2)

Integration: RSAT verbal protocols (Exp 2)
 Presents prompt “What are you thinking now” at target locations
 Elicits responses similar to think alouds

Comprehension Question (Exp 1 & 2)
 Explain how tsunamis are formed and what makes them destructive

Text revisions
 Improve causal model & related content in texts
▪ Consulted with geology professor
 Stronger text structure
▪ Hierarchical analysis text structure
▪ Consulted with expert in text structure analysis

Identified two expert models:
 How text sentences align with tsunami causal model & importance to
the text
3(task instruction) x 2(Model: scores based on how participant
responses align with expert models)
 Sentence Relevance Judgments (Exp 1)
 Memory : Recalls (Exp 1 & 2)
 Integration: Content produced in verbal protocols (Exp 2)

Task Specificity Hypothesis Predictions: Interaction Task &
Model: As task specificity increases alignment of outcomes with
causal model will increase while alignment with text based
importance will decrease

Text structure Hypothesis Predictions: Main effect of Model:
Outcome alignment: Text base > Causal Model
One-Way ANOVAs (task as between subjects variable)

Sentence Relevance Judgments: Within group agreement scores
(Exp 1)

Comprehension (tsunami explanation question) (Exp 1 & 2)
 Scores based on # causal model components and connections
in explanation

Task Specificity Hypothesis Predictions: As task specificity
increases, scores will increase.

Text Structure Hypothesis Predictions: No Effect of Task
Instructions

Thank you CISLL for supporting this research!
Brooke Simon
Curriculum and Instruction: Emphasis in
Literacy Education
Understanding and Enacting the Common
Core ELA Standards: Outcomes of a
Literacy Leadership Academy for PK-12
School Administrators
Collaborated w/ Dr.
Laura Johnson
(Qualitative
Research)
Designed focus
group: protocol &
questions (Bogdan &
Biklen, 2007)
Conducted,
Transcribed, Coded
& Analyzed Data
(Saladana, 2013)
Collaborated with
Drs. Laurie ElishPiper , Mike
Manderino &
Jennifer Berne
Presented findings
from focus group
data to the research
group
Discussed and
analyzed the
significance of
findings
Collaborated in
writing process of
research proposal
Composed the
findings of focus
group
Real time
collaboration/editing
with Google Docs
Understanding and Enacting the Common
Core ELA Standards: Outcomes of a
Literacy Leadership Academy for PK-12
School Administrators
Mid-sized urban district
partnership with large • History of past partnerships
regional university
Grow their own future
leaders
• History of high administrative turnover
Partner with University
to lend credibility
• History of mistrust between teaching force and
administration
Three Strands design
• 1. Instructional leadership in literacy,
• 2. Leading with technology and
• 3. Building Leadership Capacity.
Situated Learning Theory within communities
of practice (Lave & Wenger, 1991)
Professional Learning Communities (DuFour
& Eaker, 1988)
Adult Learning Theory (Knowles, 1978)
Focus Group Interview
Mid and End of Academy Survey
Mid and End of Academy Assessment
Field Notes
Weekly Action Steps
Knowledge
Role
“If I’m [teacher] going to give up
my summer days, I’d really like to
see my administrator next to me
and basically sitting next to me
and brainstorming through the
process together.”

Thank you!
brookesimon1@gmail.com
Faculty Proposal or Pilot (PoP) Grants

Support the development of research or service oriented grant proposals for
external funding, or

Support the collection of pilot data needed to prepare for research or
service-oriented grant proposals for external funding
2014-2015 Faculty PoP Grant Recipients:

Jodi Lampi (Literacy Education) and Amy Stich (Leadership, Educational
Psychology, and Foundations)

Lindsay Harris (Leadership, Educational Psychology, and Foundations)
Student Proposal or Pilot (PoP) Grants

Support the collection of pilot data for dissertations, theses, and other largescale projects that are part of students’ program of research

Aid in the collection of pilot data for a grant proposal to support
dissertation, and/or

Provide student with guided experience of writing a grant and conducting
research
2014-2015 Student PoP Grant Recipients:
Kacy Kreger (Allied Health and Communicative Disorders)
 Marion Gibney-Desmaison (Foreign Languages and Literatures)

CISLL Outstanding Student Scholar
Award (COSSA)
J. Schwartz
Leadership, Educational
Psychology, and Foundations
Student Research Fellowship (SRF)
Susan Roach
Literacy Education

4 working groups
9 community colleges
13 school districts
3 state agencies
 7 state-wide education organizations



Overall goal: 60% by 2025

Regional collaboration to address
problems/challenges that can’t be addressed
on the local level
▪ Standards alignment for increased
student opportunities
▪ Student support services
▪ Adult learners
▪ Articulation
Funded by the Institute for Educational Sciences, U.S.
Department of Education
Center for the Interdisciplinary
Study of Language and Literacy
Northern Illinois University and CISLL
Joe Magliano (PI):
Psychology (Cognitive)
Stephen Tonks (Co-PI): LEPF (Educational Psychology)
Chris Parker (C0-PI): Psychology (Social- IO)
Melissa Ray:
CISLL
Sonya Armstrong:
Literacy and Elementary Education
(Postsecondary Literacy)
Educational Testing Services (ETS)
Tenaha O’Reilly (Co-PI)
John Sabatini

Task-oriented Reading
▪ What are the different academic purposes for reading at
this institution?

Goal Focusing Model (McCrudden & Schraw, 2007)
Task
Goal
Strategy
Behavior
Basic Literacy
Foundational skills
Text modeling skills
Metacognition
Metacognitive awareness
Metacognitive knowledge
Motivation
Self-efficacy
Intrinsic motivation
Academic Literacy Skills
Task-oriented reading
Foundational skills
Orthographic processing
Translating squiggly lines on page
Phonological processing
Accessing sounds of the language
Word processing
Accessing meaning of words
Sentence processing
Determining what combinations of
words mean.

Text modeling skills
 Comprehension arises when readers build a “mental
model” for a text.
▪ What is a mental model for a text?
▪ What is in the text
▪ What the text is about
▪ What processes support mental model construction?
▪ Foundational skills: Understanding words and sentences
▪ Inferences: Connecting sentences to the mental model and connecting the text to
what you know about the topic

Metacognition – The deliberate conscious
control over one learning activities
 Metacognitive awareness
 Metacognitive knowledge and behaviors

Motivation – Expenditure of the
appropriate effort to complete a task.
 Perceptions of self efficacy
 Intrinsically goal-directed
How well students succeed in their college courses is likely
related to their mastery of the skills associated with
academic reading
Students who enroll in developmental literacy courses and
similar programs may not have mastered all of the skills
and dispositions needed to read for academic purposes.
The onPAR model may provide a framework for
a) Understanding individual differences in success in
developmental literacy courses
b) Creating and enhancing effective developmental literacy
programs

Study 1: Testing the onPAR model in a variety of
contexts
 4 year institution
 Community colleges
 Study 2: Testing whether onPAR skills can change in the
context of a developmental literacy course.
 Reading strategy and study skills course(s) at NIU
 Study 3: Testing whether the development of these skills
predicts future success
onPAR Pilot Study
Melisa Ray, Stephen Tonks, Christopher, Parker, J. Schwartz, Karyn Higgs,
Greta Chan, Joseph Magliano
Northern Illinois University
1. Explore relationships between developmental
literacy placement and enrollment and aspects of
the onPAR model
2. Examine the relationship between components
of onPAR model (text modeling, motivation,
metacognitive awareness) and their correlations
to measures of comprehension



Suburban community college setting
Data collected during SP 2014, FA 2014
semesters (2 cohorts)
Non-experimental study
 One study session completed outside of class
 Participants completed measures of text
modeling, motivation, and metacognitive
awareness (reading strategies)
 Monetary incentives used




Recruited from introductory
English, developmental writing
(English), and developmental
reading courses
52.7 % of participants enrolled in
first semester *
5.8 % of participants enrolled in
developmental reading *
22.6 % indicated that they spoke
another language in addition to
English
Writing Enrollment
5%
9%
86%
In DE Writing Course
In Intro English Course
*Based on a sample size of 86, total
sample size = 93
Not enrolled in Writing/English
onPAR Component
Specific Construct
Measures
Text Modeling
Inferential and noninferential processing during
reading
Reading Strategies Assessment
Tool (RSAT)– indirect questions
Motivation
Motivation during reading
(e.g. engagement, affect,
efficacy)
Record of Experience Survey
(Experience Sampling Measure)
Metacognition
Knowledge/use of reading
strategies
Metacognitive Awareness of
Reading Strategies Inventory
(MARSI)
Comprehension Measures
Comprehension during Reading*
Reading Strategies Assessment Tool – direct
questions
Overall Comprehension Skill
COMPASS Reading Test**
* Can also be considered as part of text modeling
**n = 49
What is the Reading Strategies
Assessment Tool (RSAT)?
(Magliano et al., 2011)
• Web-based program
• History, science, and narrative texts
• One sentence of a text displayed at a
time
• Self-paced reading environment
• Questions appear after designated
sentences
Louis XVI, the King of France at the time of the
French Revolution, is considered by many
historians to be a victim of circumstance.
RSAT indirect questions – “What are you thinking now?”
Based on think-aloud methods (e.g. Trabasso & Magliano, 1996)
Instructed to respond based on understanding of text
Must answer before moving onto the next sentence
Processing Scores
Based on the words in answer
Paraphrase
• # words from the sentence just
read
Bridging Inference
• Text-text connections
• # words from the text that
appear before the sentence just
read
Elaborative Inference
• Text-knowledge connections
• # words from outside the text
RSAT direct questions: Why….? How….?
Comprehension questions
Open-response
Must be answered before
moving onto next sentence
Comprehension question
scores
# words that match those
in “correct” response
What was Louis trying to accomplish at the
beginning of his reign?
Measure of aspects of motivation students experience during reading.
Based on experience sampling research (Hektner, Schmidt, & Csikszentmihalyi, 2007)
Likert type survey: 1-5 rating scales (Not at all …. Very much)
31 Items: 15 questions items, 16 emotion/state descriptor items
Not at
Some- Pretty
A little
all
what much
1. Did you feel successful at the
activity?
2. Were you using a high level of
skill?
3. How important was this
activity to you?
1
2
3
Not
A
1
2 at all 3 little
16. Happy
1
2
1
2
3 2
17. Creative
1
18. Stressed
1
2
4
Very
much
5
Some Pretty Very
4
5
-what much much
3
4
5
43
54
5
3
4
5
Eight sub-scales derived from previous research (Shernoff,
Csikszentmihalyi, Schneider, & Shernoff ; 2003, Tonks (under review/ in press))
Subscales
Sample Item
Engagement
“Did you enjoy what you were doing?”
Intrinsic Motivation
“Did you wish you were doing something else?”
Vitality
(Positive affect)
“Happy; Excited”
Academic Intensity
(Effort & competence)
“How hard were you trying?”
Esteem
(Perceptions of
performance & control)
“Did you feel successful at the activity?”
Relevance
“How useful was this activity to you?”
Negative affect
“Anxious; Frustrated”
Activity
“Were the goals clear?”
Measures frequency of strategy use (Mokhatari & Reichard, 2002)
Likert-type survey: Rating scale of 1 (Never) to 5 (Always)
List of 30 reading and reading related strategies
Three subscales- Global, Problem-Solving, & Support
Never
Rarely Sometimes
Usually
Always
1. I have a purpose in mind when I read 1
2
3
4
5
2. I take notes while reading to help
me understand what I reading
1
2
3
4
5
3. I think about what I know to help
understand what I reading
1
2
3
4
5
Only presenting average rating of strategy use (no subscales)
Order
Measures
Score(s)
onPAR Component
1
RSAT- Direct (Comprehension)
questions
2 texts (history, science),
13 questions
Paraphrase, Bridging
Elaboration
Text Modeling
2
Record of Experience Survey 1
Engagement, Intrinsic Motivation
Vitality, Academic Intensity
Esteem, Relevance, Activity
Motivation
3
RSAT- Indirect (Think-aloud)
questions
2 texts (history, science)
13 questions
Comprehension Question
Text Modeling
4
Record of Experience Survey 2
Engagement, Intrinsic Motivation
Vitality, Academic Intensity
Esteem, Relevance, Activity
Motivation
5
MARSI
Mean Strategy Rating
Metacognitive
Awareness
6
Demographic Survey
Correlations between RSAT Processes, Record of Experience 2, and MARSI Scores
Elab Bridge Para Engage Intr.
Vitality
Motiv.
Elab
Bridge
Para
Engage
Acad.
Intensity
Esteem
Relev. Negative Activity MARSI
Affect
.45**
-.06 .57**
.22* .30**
.20
Intrinsic
.18
Motivation
Vitality
.14
.33**
.17
.62**
.25*
.17
.55**
.47**
Academic
Intensity
Esteem
.12
.30**
.18
.56**
.35**
.49**
.07
.30**
.27** .61**
.41**
.58**
.53**
Relevance .19 .28** .22* .50** .44** .41**
Negative
.072 -.122 -.10 -.06
-.21*
.02
Affect
Activity
-.02 .22*
.26* .53**
.36** .42**
MARSI
-.02 .12
.10
.29** .28** .28**
**. Correlation is significant at the 0.01 level (2-tailed).
.27**
.07
.48**
-.24*
-.04
.36**
.29**
.59**
.33**
.46**
.26*
*. Correlation is significant at the 0.05 level (2-tailed).
-.17
.08
.18
Correlations between RSAT Processes, Record of Experience Mean, and MARSI
Scores
Elab
Bridge Para
Elab
Bridge
.45
Para
Engage
-.06
*
.24
.57
**
.34
Intrinsic
Motivation
Vitality
.19
.37
.12
.21
Academic
Intensity
.14
.30
Esteem
.08
.31
Relevance
.23
Negative
Affect
Activity
.07
-.17
.01
.26
Engage Intr.
Vitality Acad.
Esteem Relev.
Motiv.
Intensity
Negative Activity MARSI
Affect
**
*
**
**
*
**
**
.32
**
*
.20
**
.18
.65
.14
.57
.22
**
*
*
.26
.22
*
-.11
*
.24
**
.56
**
.57
**
.57
**
**
.38
.42
**
**
**
.56
**
.50
**
**
.56
*
**
.49
.41
.35
.23
.41
-.08
-.15
-.008
.027
-.29
**
.56
**
.43
**
**
**
.41
**
MARSI
-.02
.12
.10
.32
.30
.27
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
**
.40
**
.29
**
**
.55
**
.29
-.07
**
.55
.22
*
*
-.23
.08
*
.26
Comp. Questions
Compass Reading
Comp. Questions
Compass Reading
.412**
.538**
.164
Elab
.355**
-.033
Bridge
.080
.019
Para
.050
.137
MARSI
Engage
.268**
.093
Intrinsic Motivation
.201
.178
Vitality
.013
-.053
Academic Intensity
.138
-.027
Esteem
.154
.200
Relevance
.181
.092
Negative Affect
-.007
-.136
Activity
.087
.124
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Relationships between onPAR Components
• Evidence of small, positive correlations between inferential processes and
motivation during reading
• Most of the significant correlations restricted to bridging inferences
• Strategy use was correlated with motivation subscales, but not inferential
processes.
Relationships between onPAR Components and Comprehension Measures
• Inferential processes had small to moderate, positive correlations with
comprehension during reading but not the standardized reading test.
• While engagement was correlated with comprehension during reading, there
were no significant correlations between motivation subscales and the
standardized reading test.
• Differences in correlations could be due to administration and/or nature of
measures
Hektner, J.M., Schmidt, J.A., & Csikszentmihalyi, M. (2007). Experience sampling
method: Measuring the quality of everyday life. Thousand Oaks, CA: SAGE.
Magliano, J. P., Millis, K.K., The RSAT Development Team1, Levinstein, I., &
Boonthum, C. (2011). Assessing comprehension during reading with the reading
strategy assessment Tool (RSAT). Metacognition and Learning, 6, 131-154.
McCrudden, M.T., & Schraw, G. (2007). Relevance and goal-focusing in text
processing. Educational Psychology Review, 19, 113-139.
Mokhtari, K., & Reichard, C. (2002). Assessing students’ metacognitive
awareness of reading strategies. Journal of Educational Psychology, 94, 249259.
Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., Shernoff, E.S. (2003).
Student engagement in high school classrooms from the perspective of flow
theory. School Psychology Quarterly, 18, 158-176.
Trabasso, T., & Magliano, J.P. (1996). Conscious understanding during text
comprehension. Discourse Processes, 21, 255-288.
Lunch and Discussion
12:00pm – 12:45 pm
Melissa Ray – ECC-NIU College 101 Collaboration
Sonya Armstrong & Jodi Lampi – Perspectives on
College Readiness
Andrea Messing-Mathie – Education Systems
Center and College and Career Readiness
Building a Research Partnership:
Elgin Community College- Northern Illinois
University College 101 Collaboration
MELISSA RAY, J. SCHWARTZ , JOSEPH MAGLIANO
Collaboration Team
Joseph Magliano, Psychology, NIU
Elizabeth Roeger, College Transitions and Developmental Education, Elgin Community College
Stephen Tonks, LEPF, NIU
Melissa Ray, CISLL, NIU
J. Schwartz, LEPF, NIU
Presentation Overview
Defining a research – practitioner partnership
Motivations for establishing a partnership
College 101
Current work and future plans
Considerations
Some important things to note
This is not ECC’s only research collaboration with NIU faculty
This project is addition to ECC’s ongoing research and assessment of the College 101 Course
What is a Research-Practitioner
Partnership?
"Long-term, mutualistic collaborations between practitioners and
researchers that are intentionally organized to investigate problems and
solutions for improving district outcomes" (Coburn, Penuel & Giel, 2013, p. 2)
Characteristics (Coburn et al., 2013):
◦ Researchers and practitioners construct research questions and studies together
◦ Research and partnership activities help the institution (and it’s practitioners) and
advance related research fields
◦ Activities and structures are aimed at supporting sustained engagement
Motivations for College 101 Partnership
Shared interest in college readiness and mechanisms of student success
Opportunities for more meaningful and informative research
◦ Community college administrators and faculty may have more knowledge and
different types of knowledge than us as researchers
◦ Potential for positive impact for both institutions and the community
◦ Develop research projects that have potential for external funding
Desire for long-term, sustained collaboration
◦ A contribution to the network of CISLL affiliated researchers, education
organizations, and practitioners
Motivations for College 101 Partnership
Broadening our perspective of comprehension and readiness research
◦ Opportunity to explore the self-regulation aspects of the onPAR
(metacognition, motivation) in more depth
◦ Developing our knowledge and skills as researchers
College -Student Success Courses
Aimed at helping students gain the skills, knowledge, and social networks to support their success at the
college/university in which they are enrolled (Karp et al., 2012; O’Gara, Karp, & Hughes, 2009)
Sometimes are a part of a comprehensive approach to college transitions (CSSE 2012)
◦ Other programs/ initiatives: Orientation, first year experience, bridge programs, mentoring, advising
Can cover many different topics (Karp et al., 2012)
◦
◦
◦
◦
Learning and study strategies
College resources (academic and non-academic)
Time –management (self-management)
Communication skills/strategies
College 101 at ECC
One- credit course
◦ Required for all entering full time students
◦ Face to face and online versions
◦ Primarily taught by adjunct faculty
Based on research in learning and college retention
Undergoes regular formal assessments
◦ Evidence that taking the course is associated with persistence
College 101 at ECC
Focuses on affective aspects of learning
◦ Also referred to as “Non-cognitive” (see Duckworth & Yeager, 2015)
◦ Emphasizes aspects of motivation, self-regulation, and interpersonal skills
◦ Does not focus on teaching reading or study strategies/skills
Uses the OnCourse text by Skip Downing
Includes a career exploration and a research project assignment
Course Content
SelfAssessmen
t Reflection
Belief
s
Attitu
des
Applicatio
n
Practice
Research
Goal
Settin
g
Relations
hips
Planni
ng
Sample Units
Personal Responsibility
Self-Regulated learning
Motivation & Self-management
Interdependence
Focus of the College 101 Collaboration
Guiding Questions
How does College 101 influence learning and growth in
select areas of motivation, metacognition, and selfregulation?
What are the relationships between these aspects of
learning and traditional indicators of success (e.g.
continued enrollment, credits earned, GPA)?
Partnership Timeline
Summer 2014
• Discussions-Focus of •
Partnership
• Review of Partnership •
Structures and
Funding
• Initial Meetings
•
• Initial Review of
Course Objectives,
Supporting Lit.,
•
College 101 Research
Fall 2014
Review of Course
•
Objectives
Discussions•
Relationships between
Objectives and
Theory/Research
Meetings – Focus of
Partnership
Development of guiding
Questions
Spring 2015
Creation of a Research
Plan
Exploration of course
content in more depth
Developing a Research Plan
Thinking of our “end”
goals & working
backward
1. What is the most likely direction our research will take?
2. What intermediary steps/stages do we need to complete before starting a research study?
3. What are the first steps?
4. What resources and personnel might we need at each step/stage?
5. What is a feasible timeframe?
6. When will we apply for external funds?
7. How will we incorporate new or changing interests?
Developing a Research Plan
Spri
ng
201
5 First
Steps
Summ
er
2015
First Steps
Research
Questions
(specific)
Measureme
nt
Fall
201
5Measureme
nt
Pilot Study
Developme
nt
Sprin
g
2016Pilot
Studies
Current Work
Developing a Shared Understanding
First Steps
•
What aspects of motivation and
self-regulation are relevant to
College 101?
• How does the course content map
onto learning and motivation
constructs?
Additional Issues
• Differences in the language used by
researchers and practitioners
• Need for researchers to better
understand the course content
(depth & breadth)
Exploration of Course Content
• Review of Course Materials
Identify topics and learning activities
Materials: Syllabi, textbook, supplemental texts, course
assignments, & grading rubrics
• Discussions with our administrative partner
• Meetings with College 101 (focus-group, individual interviews)
Learn more about the course: goals, content, relative
importance of topics, teaching methods
Clarify our understanding of course materials
Considerations
How do we develop and maintainshared leadership?
How do we move towards constructing specific research questions/studies?
What are our other long-term goals?
Other Considerations (Coburn et al., 2013)
 Logistics (scheduling, timelines, personnel/team members)
 Progress monitoring
 Scope
 Team member engagement
Resources
More Information about Partnerships
◦ William T. Grant Foundation
◦ Strategic Education Research Partnership (SERP)
◦ Research & Practice Collaboratory
Partnership Grant Opportunities
◦ Spencer Foundation: Research Practice Partnership Grants
◦ Institution of Education Sciences: Researcher – Practitioner Partnerships in Education Research
References
Coburn, C.E., Penuel, W.R., & Geil, K.E. (2013). Research-Practice partnerships: a strategy for
leveraging research for educational improvement in school districts. Retrieved from William T.
Grant Foundation website: http://wtgrantfoundation.org/focusareas#research-practicepartnerships
Center for Community College Student Engagement (2012). A Matter of Degrees Promising
practices for community college student success (A first look). Retrieved from
http://www.ccsse.org/docs/matter_of_degrees.pdf
Duckworth, A.L. & Yeagar, D.S. (2015). Measurement matters: Assessing personal qualities other
than cognitive ability for educational purposes. Educational Researchers, 44, 237-251, doi:
10.3102/0013189X155584327
Karp, M.M., Bickerstaff, S., Rucks-Ahidiana, Z., Bork, R.H., Barragan, M., Edgecombe, N. (October,
2012). College 101 courses for applied learning and student success (Working Paper#49).
Retrieved from the Community College Research Center website
http://ccrc.tc.columbia.edu/publications/college-101-applied-learning-student-success.htm
O'Gara, L., Karp, M.M., & Hughes, K.L. (2009). Student success courses in the community college:
An exploratory study of student perspective. Community College Review, 36, 195-218. doi
10.1177/0091552108327186
THE REPORT
Redefining the High School to College
Transition in Illinois: State of the Field
Find the full report at
http://ilhstocollege.org/ilhstocollege/d
ocs/State-of-the-Field-Review.pdf
TYPES OF TRANSITION EFFORTS
Catch-Up Activities
Outreach-Exposure Activities
Speed-Up Activities
System Alignment
CATCH-UP ACTIVITIES
Activities that are implemented to
advance students who have been
identified as not meeting state
grade-level standards, and are
therefore at risk of not being
college-ready by high school exit
OUTREACH-EXPOSURE
ACTIVITIES
Activities that focus on
programming for identified
achievement gaps among target
student populations
SPEED-UP ACTIVITIES
Activities that are designed to
facilitate the college transition
process by propelling high school
students toward college-level
learning experiences
SYSTEM ALIGNMENT
Partnership activities that bring
coherence or efficiency to better
align the high school-to-college
transition
POINTS FOR CONSIDERATION
Ensuring Equity
Honoring Local Contexts
Fostering Collaboration
THE CR
MOVEMENT
ISSUES WITH THE CR MOVEMENT
Focuses narrowly on access without extending
the exploration to success
Enter: the completion movement
Implies a universal definition of college
readiness that simply does not exist
Dearth of research on what is needed to be
successful in college
Emphasizes high school-to-college transitions,
but not workforce/family-to-college transitions
THE MOVE TO
ELIMINATE DE
ISSUES WITH REMOVING DE
 Lawmakers (FL, TN, GA) promote the idea that DE is failing and
that its removal is necessary to make less successful students more
successful
 Action: States are creating their own policies to increase college readiness
at HS level
 Problem: Some are based in research and others are poorly conceived when
context isn’t considered
 May contribute to negative outcomes, particularly for minorities and the poor
 Provide equality but not equity
 What about returning veterans, returning students after 40 years, students in
ABE?
 Action: Push DE to only CCs
 Problem: Creates segregation between social, ethnical, and racial groups
 DE isn’t a synonym for remediation
June 2015
Andrea Messing-Mathie
Deputy Director, Education Systems Center at NIU
The employment landscape is shifting
Education needs to be more relevant to the real
world
 Resources and investments need to be coordinated
in a way that makes sense to industry
 We need complimentary community and statelevel approaches to this work.


Building an eco-system of partners around a
common goal:
Increase the number of adults in Illinois with
high-quality degrees and credentials to 60%
by the year 2025.

Currently about 41% of the state’s nearly 7 million
working-age adults (25-64 years old) hold at least a
two-year degree

64% of all jobs in Illinois (4.4 million jobs) will require
some postsecondary training beyond high school in
2018
Help Wanted: Projections of Jobs and Education Requirements through 2018, June 2010 – Georgetown
University Center on Education and the Workforce

1,273,954 – additional number of degrees needed to
meet workforce needs for Illinois in 2025
A Stronger Nation through Higher Education, 2013 – Lumina Foundation
Building career pathway systems, longitudinal data
systems, and collective impact in communities
•
Launched in 2012 with support from Race to the
Top and Private industry
• Responding to a growing awareness: education
priorities and employment opportunities were not
aligned.
•
Mission: To empower and support all Illinois
learners to explore, progress through, and
transition from high quality, structured career
pathway systems into rewarding careers in critical
growth areas in Illinois

Made up of 5 interconnected principles
1. Rigorous academics for all students
2. Career-based learning that delivers concrete
knowledge
3. Professional learning through real-world skillbuilding opportunities
4. Support services to keep students on track
5. Stackable, industry recognized credentials and
degrees

Illinois Pathways was designed to meet
two twin goals:
1. Provide students with skills and
experience that will prepare them for
success in college and careers
2. Spur community economic development
by fostering a homegrown talent pipeline
in critical industries

Through two interrelated strategies:
1. Support local career pathway system
development that empower students to explore
their academic and career interests in STEM
fields
2. Support the STEM Learning Exchanges as they
work within their industry sectors to engage
with businesses, communities, and schools
Builds off of the National Career Cluster Framework and supports career pathway
systems in eight STEM application areas:
148

•
•
•
Defining STEM Learning Exchanges
Launch public-private networks in each of the
identified STEM application areas
Organized to support local implementation of P-20
STEM Programs of Study by improving
coordination and reducing the transaction
costs among network partners.
Available to partner with and support K-12,
postsecondary and workforce programs statewide.
1.
Advise communities that are committed to
aligning their education to employment systems
around regional labor market information:
a) Supporting the development of their local career
pathway system structure
b) Provide best practices and alignment in a particular
sector
Work across sectors to develop and/or deliver high
quality curricular and professional development
resources
3. Work with industry partners to expand access to
real world challenges and work-based learning
2.

Purpose:
 Improving state
policy
 Spotlight
national best
practices
 Scaling up
great work
happening in
communities

Based on a model of:
 Foundational Supports: Aligned college and career
advising, planning, and financial aid systems
 “Catch-up” Models: Aligned approaches to
developmental education
 “Speed-up” Models:
 Speed-up to college through AP/dual credit
 Speed-up to careers through articulated career pathway
systems
The Illinois 60 by 2025 Network is
an ever-emerging network of
communities in Illinois that are
committed to the goal of ensuring
that 60% of all adults have a college
or career credential by2025.
This network is designed to meet
the needs of communities that are
working together to provide
rigorous, real world learning in and
out of the classroom



Supporting the implementation of the new
Illinois Learning Standards
Developing Illinois Pathways as a key
strategy to increase the number of degrees
and credentials their students earn
Using the principles of collective impact to
support collaboration between public and
private partners

Annual Conference
 East Peoria, January 2014
 Aurora, January 2015
 Springfield, January 2016

Strategic Assistance




60 by 25 Leadership Community Designation
IT Career Pathway System Conference
National Best Practice Models
Individualized Community Technical Assistance
Historic Funding Model
One – Off System
School
Business Funders
Program
Program
Program
School
Philanthropic
Funders
State Government
Funders
Federal Government
Funders
School
School
School
School
Program
School
School
Program
School
School
State Government
Funders
Association Funders
Program
= Funding
School
Program
School
School
School
State & Local Policy
Municipal
Leadership
Local Businesses
Foundations/
Funders
School District(s)
-School Boards
Shared Vision for
Community (i.e.
prepare all
students for
college and
career.)
Family and Community
Dashboard
of Shared Goals
-Union Leadership
Non-Profit Orgs.
Industry Partners
Regional and Local
Stakeholder
Collaboration on
Implementation

Quality longitudinal state data systems make it possible to:
• Determine the impact of state programs as participants
transition through various life stages;
• Determine the value-add and effectiveness of specific
programs and policies;
• Accurately target under-performing programs for support
and interventions; and
• Provide the means for quick and accurate predictive
analysis and trending.

Necessary to meet federal requirements, leverage federal
flexibility, and position a state for national funding
opportunities.
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Identity resolution service
Head
Start
Higher Education
Agencies
ISAC
Industrybased
Certs
Workforce
ISBE
DHS
IL Health
Information
Exchange
Empowering college and career learning
and readiness through Technology
What is
ISLE?
An online platform that will empower educators
and learners with integrated data and tools to
personalize learning and drive student success
from pre-K through career.
ISLE’s
Mission
To drive academic achievement and career
success for all lifelong learners in Illinois by
enabling personalized learning through open and
accessible technologies.
Overview of School District-Focused
Technologies and Applications*
* The Data Services infrastructure, Identity Services, Presentation Services,
and several applications will also support non-school districts users and
purposes, such as the Universal Portal project
District/LEA
IlliniCloud
Data Validation Process
Data Entry
Student
Information
Teacher/Staff
Data
User corrects
data and
resubmits
Data is collected in the ODS,
where the Data Validation
Rules Engine runs to check for
errors
ERRORS
NO ERRORS
If the data is rejected,
an error message is
generated to the user
Valid data is moved to
the Data Marts for use
in Applications
Applications
Data is Stored in the
Appropriate Data Mart
for ISLE Applications
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Presentation Services
Organization Applications: Apps
selected by a school district for
utilization through ISLE
User Applications: Apps selected by an
individual user for utilization through
ISLE
ISLE Applications: Apps developed by an ISLE partner or contractor and
made freely available to RTTT Districts (and potentially other districts)
165
Student Information Dashboard- Class
Roster
166
Student Information DashboardAssessments
167



Andrea Messing-Mathie
amessingmathie@niu.edu
www.edsystems.niu.edu
Original CISLL Leadership Team
Laurie Elish-Piper, Literacy Education
Joseph Magliano, Psychology
Janet Holt, Educational Technology, Research,
and Assessment
 M. Cecil Smith, Leadership, Educational
Psychology, and Foundations



2009
2010
2012
 We look forward to continued partnership
 Positive changes