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Effects of Developmental Profiling in two At-Risk Schools
Classroom Benefits of Developmentally Responsive Instruction

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2012 Palmetto Administrator Journal Article

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CAEP Presentation 9-17-2015 Washington, DC

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Reliability and Validity of the Diagnostic Instruments in LCAS

There are many different ways in which student information may be entered into LCAS. The simplest is a batch loading of student data which accomplished by using the provided template to gather student data and then sending that document to LCAS where we will create the necessary classes and populate them with the data provided.

If desired, the teacher, administrator, or designee also has the ability to add students to and remove students from class rosters in addition to being able to subdivide each class roster into groups either by selecting from a set of descriptors (for example a group of all the boys, or all the girls, or perhaps all the students who achieved a certain score or score range on a benchmark assessment.)

LCAS is committed to student safety and security. In addition to all accounts being double password protected, all data (including student IDs) are numerical. In the very unlikely event that a breach were to happen, the data would be little more than gibberish to the unauthorized intruder. Because LCAS does not accept or store student information by name, there simply is not anything to give meaning to the data without the benefit of a user account.

On average, it takes a student between 6 and 8 minutes to complete the instrument if s/he is in the early grades and between 11 and 13 minutes for grades 4 and up. Because the developmental metrics of interest in the instruments are more dynamic in younger children than they are in middle and older children and young adults, we recommend that younger children should repeat the instrument once each 6 - 8 weeks and that older students should repeat the instrument no more often than about every 8 weeks.

In the time that it has taken you to read this sentence, that student's results have already been calculated and are ready for your use. This includes the impact that having the student in the class has on the overall instructional and assessment approaches that predict achievement success for them as well as the comparison information between the student and all the other students. The process is instantaneous and accurate. You do not have to wonder how you can reach the new or transfer student and at the beginning of the school year or when you have a new group of students, the data-driven recommendations and other information give you an immediate boost into effective teaching practice!

LCAS facilitates tracking of BOTH student achievement and development. Most other computer-based programs serve as data repositories only. LCAS can reach into the classroom and gather real-time data about the students as well as about their achievement. The conscientious and scientific use of these data represents a radical shift in mindset about the nature of classroom practice that is only present in LCAS.

VIEW OF THE STUDENT

We believe that it is important to have a diagnostic/prescriptive approach to understanding each student. We also believe that it is the blending of the individuals in a classroom that makes up a class and that it is the combined uniqueness of those individuals that should drive instructional practice. Further, we believe that every class is unique and that it is the differences between class' developmental and achievement profiles that must drive instruction. There is no such thing as instructional justice or integrity in a system that is designed to be a "one-size-fits-all" approach.

PROVISION OF VALID AND RELIABLE DATA

The key difference between LCAS and ANY OTHER PROGRAM CURRENTLY AVAILABLE is that LCAS generates this information for the educator DIRECTLY from the classroom. The onboard instrumentation in LCAS has been rigorously tested for reliability and validity and the methodology for delivery of the instrumentation and provision of the resulting data to stakeholders has been deemed by experts to be both COPPA and FERPA compliant.

LCAS is unique in its ability to deliver valid and reliable, scientifically measured, confidential data that are specifically designed to inform teachers about best practices for instruction and assessment AND to demonstrate PROGRAM IMPACT for EPPs.

PRICE

LCAS costs significantly less per student when compared to other programs. Others are as much as $300.00 per student per single administration and may have to be repeated within a program of study (depending upon the EPPs data-gathering needs.)

On average, an LCAS subscription costs around $185.00 per student for a three-year subscription. Upon program completion, teachers may modify their accounts to accommodate multiple classes or to be included in a school system where LCAS is in use.

The subscription follows the pre-service teacher into her/his induction year (and potentially beyond). This provides the added advantage of enabling the EPP to gather LONGITUDINAL data as they track program completers, thereby facilitating a true and long-term understanding of PROGRAM IMPACT - for as long as the teacher maintains the account.

LCAS is able to supplement common approaches to instruction, like those below, with data needed to make them student-centered and developmentally responsive. Note that in the examples of lesson plan templates below (from another provider) there is no provision to adequately measure and track student achievement or developmental needs.

Lesson Plans Examples

1. Start date minus about three months:
1. EPP purchases the basic account and the first block of pre-service teacher candidate accounts through LCAS.
2. EPP provides electronic copies of up to 5 desired data collection documents for inclusion in their account.
3. Specific EPP program interface will be created within two weeks from EPPs date of purchase.
4. EPP delivers the completed account set-up information to LCAS. The EPP purchases a block of pre-service teacher candidate subscriptions through LCAS for sale to candidates through either through the EPP's bookstore. If the EPP elects to do so, students may purchase accounts directly from LCAS, however this arrangement may result in a fee that is not covered by students' financial aid.
5. If desired, a consultation (virtual or on campus, EPP's choice) may be scheduled to introduce, explain, and discuss details of implementation. For initial meetings, consultation fees are waived for the first day (in person) and for the first three hours (online). If the consultation is to take place in person, the EPP is responsible for all travel expenses. Additional consultation days will be billed at the regular consultation rate unless otherwise negotiated.
2. User tutorials available to EPPs immediately:
1. Faculty/Staff (EPP) training may be conducted via online tutorials.
2. Online candidate tutorials provide click-by-click guided instruction for program use.
3. Start date minus about one month:
1. EPP accounts are active with all provided documentation. Candidate accounts are activated with electronic copies of all desired documentation.
2. EPP LCAS account interface is fully functional and inclusive of all documentation. Candidates will be able to register their accounts, upload PK-12 student information, and begin diagnostic surveying.
4. Ongoing communication/feedback between the EPP and LCAS.
1. Additional data collection instruments (beyond the 5 included in the initial account setup) may be incorporated into the account for a per-item fee. The fee is determined by the complexity of the instrument and the nature of the desired data/results reporting.

Resulting corrected measures of instrument reliability fall within the 'excellent' range for all instruments. These results suggest that the instruments are statistically reliable both individually and in the aggregate. Full details can be found here:

Theory Into Practice © (TIP) Assignment Series Reliability