CONCEPTUAL FRAMEWORK NARRATIVE
Introduction
Our program’s conceptual
framework, the Circle of Courage, is based on a model of youth empowerment supported
by contemporary research, the heritage of early youth work pioneers and Native
American philosophies of child care. The
model is encompassed in four core values:
belonging, mastery, independence, and generosity. The central theme of this model is that a set
of shared values must exist in any community of learners, including public
education and teacher training institutions, to create environments that
ultimately benefit society. The term
reclaiming is used in this model because reclaiming environments meet the needs
of both the individual and society. The
Unit has determined that it wants to create a reclaiming environment for its
teacher candidates and dispose program graduates to create classrooms and
schools that exemplify all four values of the Circle of Courage.
In 1990, the then Governor of the state of
During this same year, Dr. Larry Brendtro,
Dr. Martin Brokenleg, and Dr. Steve Van Bockern ,
Augustana faculty, published Reclaiming Youth at
Risk: Our Hope for the Future. These colleagues suggested that children who
are often referred to as “alienated”, “troubled” or “difficult” are at risk
because they live in an environment that is hazardous—one that breeds
discouragement. By contrast, an
environment that promotes courage is one that fosters changes to meet the needs
of the young person and society and subsequently reclaims youth at risk.
Their writing went on to suggest that professionals
should look to the culture of Native peoples where they can see a model of
“reclaiming environment” which the authors call the CIRCLE OF COURAGE. The model is represented by a circle that is
divided into quadrants—the medicine wheel—which depicts the sacredness of the
circle to Native Americans and the interconnectedness of life. Likewise, it expresses the sacredness of the
number four—the four directions, the four elements of the universe, and the
four races. Each quadrant of the CIRCLE
OF COURAGE stands for a central value—belonging, mastery, independence, and
generosity—of an environment that can reclaim youth at risk and should be the
“cultural birthright for all the world’s children.”
Over its many years as a college of the
When setting about the task of articulating its
beliefs and defining its conceptual framework, this time of reconciliation and
growing awareness of the rich heritage of Native cultures provided a wonderful
context, and Unit faculty found the circle with its four quadrants a natural
starting point. It represented for them
the most positive of learning environments for all students, one that supports
the development of attachment, achievement, autonomy, and altruism in
learners. It is also in harmony with the
Augustana Plan, holding in common an emphasis on
altruism—a commitment to serve. The
circle illustrates a professional who has a sense of self, mastery, nowledge, and sees her/himself as an agent of social
change.
SUMMARY OF THE HISTORICAL DEVELOPMENT OF AND ACTIVITY
RELATED TO THE
|
YEAR |
ACTIVITY |
OUTCOME |
|
1990-91 |
Self-Study |
-- --Disposition Statements
Drafted |
|
1991-92 |
Sharing of Framework at
BUSH Luncheon |
--College faculty oriented |
|
1994-95 |
Self-Study |
--Refined narrative |
|
1996-97 |
Self-Study |
--Disposition Statements converted
to 21 Program Competencies |
|
1997-98 |
Self-Study |
--Aligned 21 Program
Competencies to Circle of Courage Core Values and to NCATE Standards and |
|
1998-99 |
Self-Study |
--Initial Level/Advanced
Level Syllabus Templates Developed and Implemented |
|
1999-00 |
Self-Study |
--Expanded --Refined 21 Program
Competencies --Aligned 21 Program
Competencies with INTASC --Articulated Knowledge Base
Authorities/References |
|
2000-01 |
Conceptual Framework
Presentations |
--Document Shared with all
stakeholders |
|
2001-02 |
Reorganization of 21
Competencies |
--Adopted INTASC
principles (21 program competencies at
the initial level were reorganized to align with the INTASC principles) |
|
2002-03 |
Core Values Aligned to 10
Program Competencies |
--Statements reflecting
how each competency is reflected in the 4 core values developed |
|
2002-04 |
Field Experience Tools
Aligned |
--Field experience
assessment tools were revised using program competencies as the
organizational format for areas being assessed |
|
2005-06 |
Updating of Competency
Narratives @ the Initial Level |
--The Education Department
Advisory Board and Education Department Faculty reviewed and updated the
competency narratives to reflect current theory and practice |
The mission of
Augustana, a college of the
In examining the Mission Statement for
CHRISTIAN
"By being a college of
the
¨
Centering on worship
¨
Welcoming all faiths
¨
Nurturing the search for a mature religious faith
¨
Relating Christian faith and ethics to learning and service
LIBERAL ARTS
"By providing an education of enduring
worth"
¨
Affirming teaching and learning as central and lifelong
¨
Fostering a broad understanding of humans and their interactions
¨
Enriching lives by exposure to enduring forms of aesthetic and creative
expressions
¨
Developing broad knowledge and skills crucial in a changing world
¨
Creating awareness of one's own religious and ethical beliefs and those
of others
¨
Cultivating health and wellness
EXCELLENCE
"By committing to high standards and
integrity"
¨
Practicing faithfulness in teaching, learning, supporting, administering
¨
Nurturing potential
¨
Challenging the intellect
¨
Acting ethically
¨
Recognizing achievement
COMMUNITY
"By caring for one another and our
environments"
¨
Responding to needs
¨
Respecting human differences
¨
Empowering one another
¨
Tending to the ecology of place
SERVICE
"By affirming that wholeness includes reaching
out to others"
¨
Accepting the call to servanthood
¨
Promoting justice
¨
Integrating career and service
¨
Serving church and society
Education Department
The mission of the Education Department is to empower
candidates with the tools needed to create learning environments that ensure
belonging, mastery, independence and generosity. This mission is grounded in a philosophy that
integrates the best of Western educational thought with the wisdom of the
indigenous Native American culture of the region and emerging research on
positive youth development. This
philosophy is reflected in publications of various Augustana
faculty and is most extensively discussed in the book
Reclaiming Youth at Risk Our Hope for the Future. There are four overarching values embodied in
the model of positive youth development called the Circle of Courage. The central premise of this model is that a
set of shared values must undergird a community of learners, including public
education and teacher training institutions.
Those shared values include belonging, generosity, independence, and
mastery. While the four dimensions of the Circle of Courage can be described
individually, they must be viewed as one.
The belonging, mastery, independence, and generosity dimensions are
imbued throughout the Augustana College Teacher
Education Program and complement the Augustana Core
of Liberal Arts Studies. Graduates of
the Teacher Education Program are taught to use these values in creating positive
learning cultures that maintain high expectations for all learners.
The Unit’s conceptual framework, the Circle of
Courage, describes how
Belonging
is an integral part of the Augustana environment.
Students need to attach to caring adults in order to begin the process of
learning and incorporate basic social values. The college encourages teacher
candidates’ sense of belonging through small interactive classes and numerous
teacher candidate groups. Within the Teacher Education Program, belonging is
facilitated through consensus building, inclusive learning climates, and
cooperation. Teacher candidates examine
their field placements with regard to the ways in which the teacher creates a
belonging environment that nurtures positive peer attachments through learning.
Faculty also structure the teacher candidates'
learning environment to create a community of learners.
Mastery , the second value in the Circle of Courage Model,
promotes the belief that teacher candidates need to develop social,
intellectual, and academic competence if they are to become capable and
responsible citizens. Mastery is ensured both through the Augustana
core and the Teacher Education Program requirements. College and program
admission requirements, stringent course standards, early practicum experiences
and portfolios are examples of measures used to assess learning and levels of
preparedness. When teacher candidates are knowledgeable and skilled in the
professional discipline and the liberal arts core, they are disposed to become
"master" teachers.
Generosity
is incorporated into Augustana's liberal arts core by
expecting teacher candidates to participate in volunteer work and the college’s
annual Community Service Day, thus encouraging them to display empathy and
concern for others. The curriculum within the Teacher Education Program is
designed to assist teacher candidates in making the connection between their
chosen career and a commitment to society. The Teacher Education Program’s Volunteer
Program provides teacher candidates with an opportunity beyond
program-required practicums to work in varied
community settings. A positive learning
environment must be characterized by a climate of caring so that all involved
support one another and cooperate in making their social and academic
experiences meaningful.
Click HERE
for complete version of each core value and supportive knowledge base.
(NOTE: A
complete version of the Circle of Courage philosophy is articulated in
Reclaiming Youth at Risk, Our Hope for the Future, 2002 By Larry Brendtro, Martin Brokenleg, &
Steve VanBockern, National Educational Service,
The curriculum of the Teacher Education Program is
structured to blend the Circle of Courage values into a model for professional
behavior. A set of professional competencies, based upon INTASC
(Interstate New Teachers Assessment and Support Consortium) principles, has
been identified to guide course content and practicum experiences at the
initial level. Each of the program
competencies has been aligned with the four shared values of belonging,
mastery, independence, and generosity. (NOTE:
During the 2000-2001 academic year, the original 21 program competencies
at the initial level were reorganized to align with the INTASC principles to
provide a more streamlined set of program competencies. It is important to note that the original 21
program competencies were not dismissed, rather, they were reorganized to
provide a more succinct articulation of them as outlined in the table that
follows.)
|
INTASC
PRINCIPLE |
PROGRAM
COMPETENCY |
21
PROGRAM COMPETENCIES |
|
#1—KNOWLEDGE
OF SUBJECT MATTER |
#1—KNOWLEDGE
OF SUBJECT MATTER |
1.Knowledge
of Core |
|
#2—KNOWLEDGE
OF HUMAN DEVELOPMENT |
#2—KNOWLEDGE
OF HUMAN DEVELOPMENT |
3.Knowledge
of Learners |
|
#3—ADAPTING
INSTRUCTION FOR INDIVIDUAL NEEDS |
#3—ADAPTING
INSTRUCTION FOR INDIVIDUAL NEEDS |
8.Global
& Multicultural Understandings & Effective Strategies 9.Placement
Decisions 10.Meeting
Individual Learner Needs |
|
#4—MULTIPLE
INSTRUCTIONAL STRATEGIES |
#4—MULTIPLE
INSTRUCTIONAL STRATEGIES |
13.Engaging
Students in the Learning Process |
|
#5—CLASSROOM
MANAGEMENT |
#5—CLASSROOM
MANAGEMENT |
12.Establishing
an Environment of Respect & Rapport 14.Managing
Classroom Procedures 15.Managing
Student Behaviors |
|
#6—COMMUNICATION
SKILLS |
#6—COMMUNICATION
SKILLS |
7.Questioning
& Discussion Techniques 16.Communicate
Clearly 20.Technology
as a Tool |
|
#7—INSTRUCTIONAL
PLANNING SKILLS |
#7—INSTRUCTIONAL
PLANNING SKILLS |
2.Knowledge
of Pedagogy 4.Knowledge
of Local, State, & National Standards 5.Knowledge
of Resources 6.Designing
Coherent Instruction |
|
#8—ASSESSMENT
OF STUDENT LEARNING |
#8—ASSESSMENT
OF STUDENT LEARNING |
11.Assessing
Learning |
|
#9—PROFESSIONALISM |
#9—PROFESSIONALISM |
17.Reflection
on Practice & Self Evaluation 19.Professionalism
& Lifelong Learning |
|
#10—PARTNERSHIPS |
#10—PARTNERSHIPS |
21.Meaningful
Connections to Schools & Related Settings |
PROGRAM COMPETENCIES AT THE INITIAL
LEVEL
#1
KNOWLEDGE OF SUBJECT MATTER: The
teacher candidate understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
Teachers in command
of their subject understand its substance -- factual information as well as its
central organizing concepts -- and the ways in which new knowledge is created,
including the forms of creative investigation that characterize the work of
scholars and artists. Knowledge of
subject matter is universally considered an essential attribute for effective
teaching and successful learning. The most meaningful and lasting
learning occur when individuals construct knowledge. The role of the
teacher is to help learners build their own knowledge through engaging them in
meaningful learning experiences. To create these experiences, pre-service
teacher candidates must possess an in-depth understanding of major concepts
including concepts addressed in local, state, and national content standards,
assumptions, debates, processes of inquiry, and ways of knowing that are
central to the disciplines they teach.
Knowledge of subject matter also implies an understanding of inquiry
used in various disciplines. Inquiry training lets students experience
the same process scientists go through when attempting to explain a puzzling
phenomenon. Employing methods such as inquiry training in the classroom allows
teachers to engage learners in generating knowledge and testing hypotheses
according to the methods of inquiry and standards of evidence used in the
discipline. In every classroom, it is
critical that the teacher evaluate resources and curriculum materials for their
comprehensiveness, accuracy, usefulness for representing particular ideas and
concepts, and relevance to local, state, and national content standards.
It is also essential that teachers discern cultural authenticity and presence of
bias. Subject matter knowledge is
essential for the selection and evaluation of curriculum materials and
resources. Effective teachers have a
rich understanding of the subject(s) they teach and appreciate how knowledge in
their subject is created, organized, linked to other disciplines and applied to
real-world settings.
Belonging: The teacher candidate’s sense of community is built through a
shared understanding of the major concepts including concepts addressed in
local, state, and national content standards, assumptions, debates, processes
of inquiry, and ways of knowing that are central to the discipline being
taught.
Mastery: The teacher candidate’s competence in his/her subject matter
promotes a disposition toward lifelong learning, has curricular implications,
and promotes a spirit of inquiry.
Generosity: The teacher candidate’s sense of generosity is evident
through the sharing of his/her expertise with P-12 students, colleagues, and
the professional community.
#2 KNOWLEDGE OF HUMAN DEVELOPMENT AND LEARNING: The
teacher candidate understands how children learn and develop, and can provide
learning opportunities that support their intellectual, social and personal
development.
Effective teachers understand how students develop and learn. They incorporate
the prevailing theories of cognition and intelligence in their practice. They
are aware of the influence of context and culture on behavior. They develop
students' cognitive capacity and their respect for learning. A teacher working with a particular group of
children or adolescents quickly realizes how each individual is unique.
Differing personalities, learning abilities, interests, and skills make clear
the wide variation in students of approximately the same age. And yet, in
spite of wide differences, common characteristics unite students within an age
group. Although children and adolescents grow and develop at different
rates with varied abilities, there are predictable patterns and sequences to
their development. Understanding these
patterns, sequences, and states of development is essential groundwork for a
pre-service teacher making decisions about the content and methods of educating
a group of students. Educational practice, to be effective, must be
rooted in the rapidly advancing research and theory of human development and
learning.
Belonging: The teacher candidate’s knowledge of all human needs in
personality, self-worth, and social/emotional development will inform decisions
and practices as s/he builds classroom community; this understanding of
developmental differences will encourage acceptance of differences in the
learning community.
Mastery: Teacher candidates’ awareness of and ability to use knowledge of
human development will inform his/her ability to plan and execute
developmentally appropriate lessons and learning experiences.
Generosity: Knowledge of human development and learning will inform the
teacher candidate’s practices regarding diversity, equity, and curricular
modifications.
#3 ADAPTING
INSTRUCTION FOR INDIVIDUAL NEEDS: The teacher candidate understands how
students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
Effective teachers
are dedicated to making knowledge accessible to all students. They act on the
belief that all students can learn. They treat students equitably, recognizing
the individual differences that distinguish one student from another and taking
account of these differences in their practice. They adjust their practice
based on observation and knowledge of their students' interests, abilities,
skills, knowledge, family circumstances and peer relationships. Effective teachers do not treat all students
alike, for similar treatment is not necessarily equivalent to equitable
education. There are broad differences
in students and the skills they bring to the learning environment. These
differences include varied learning styles, diverse cultural backgrounds, and
exceptionalities in learning. The effective teacher understands how
children differ in their development and approaches to learning and is able to
adapt strategies and environments to meet specific needs of children.
Therefore, a major role of the teacher is to assess each student’s
developmental levels and abilities in all areas and match learning environments
and experiences appropriately. To fulfill this role, a teacher candidate
must be an astute observer of students and a professional who can use
observational data to diagnose, guide, and instruct. Further, the teacher
candidate must design instruction that helps use students’ strengths as the basis
for their growth. In this classroom students are valued for their
uniqueness, and they learn to appreciate uniqueness in one another. The classroom environment then becomes a
learning community in which individual differences are respected. As students’ differences become clear, the
teacher might adjust assignments by modifying time allocation, work setting,
and communication/response modes. In
some instances, teachers will participate in and assist other professionals and
parents in the development and implementation of individualized plans for
children with special developmental and learning needs.
Belonging: Teacher candidates create an inclusive learning community in
which the specific needs of all children are met.
Mastery: Teacher candidates design instruction that uses students’
strengths as a basis for their academic growth.
Generosity: Teacher candidates create a learning community in which
differences are respected and all contributions are honored.
#4 MULTIPLE
INSTRUCTIONAL STRATEGIES: The teacher candidate understands and employs a
variety of evidence-based learning strategies to encourage students'
development of critical thinking, problem solving, and performance skills.
Effective teachers
command specialized knowledge of how to convey and reveal subject matter to
students. They are aware of the preconceptions and background knowledge that
students typically bring to each subject and of strategies and instructional
materials that can be of assistance. They understand where difficulties are
likely to arise and modify their practice accordingly. Their instructional repertoire allows them to
create multiple paths to the subjects they teach, and they are adept at
teaching students how to pose and solve their own problems. Effective teachers draw from a wide
repertoire of instructional strategies and models, adjusting their choices to
meet their instruction to meet intended standards, objectives and the needs of
all students. Instructional strategies
include, but are not limited to the following:
differentiation, scaffolding, inquiry, discovery, Socratic questioning,
guided learning, cooperative learning, direct instruction, best practice
strategies, simulations, and problem-based learning.
Belonging: By
using multiple instructional strategies, all children are more likely to feel
they are part of the classroom learning environment. The teacher
candidate’s selection of instructional strategies (cooperative learning, class
discussions, peer mediated instruction, etc.) impacts students’ sense of
belonging.
Mastery: The teacher candidate’s use of multiple instructional strategies
will help develop critical thinking, problem-solving, and performance skills in
the P-12 student. Teacher candidates must be aware there are multiple
goals that will be addressed among diverse learners.
Generosity: A
spirit of generosity is evident through the teacher candidate’s selection of
specific learning strategies that will promote students’ giving, helpfulness,
and caring that encourages giving knowledge to others (cooperative learning,
peer mediated learning, etc.).
#5 CLASSROOM
MANAGEMENT AND MOTIVATION SKILLS: The teacher candidate uses an understanding
of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in
learning, and self-motivation.
Effective teachers
create, enrich, maintain and alter instructional settings to capture and
sustain the interest of their students and to make the most effective use of
time. In addition, they know how to
engage individual students as well as groups of students to ensure a positive
learning environment. Effective teachers
work in many ways to build positive classroom interactions. They realize that a proactive approach will
be most effective in establishing and maintaining a positive classroom
environment. These teachers recognize
that involving students in this endeavor not only promotes growth in personal
and social responsibility, but also enhances the development of democratic and
social values. Group rapport is enhanced as students and teachers work
cooperatively to establish classroom norms and rules. Teaching and
modeling effective problem-solving techniques such as conflict resolution
provide motivation for learning, positive social interaction among children,
and positive self-worth for all. Thus, the effective teacher strives to
create a learning community that fosters group decision-making, collaboration,
individual responsibility, and self-directed learning. Teachers understand the need to be able to
define problems, identify alternatives, choose a course of action and a plan for
implementation, and consider the possible consequences of a given action. Effective teachers have developed systems for
overseeing their classrooms so that the focus is on learning, not on
controlling disruptive behavior. Discipline and management techniques vary, and
no one system has been proven most effective. Thus, effective teachers consider
the desired learning results, their knowledge of their students and the social
context, and their own prior experience in selecting management strategies.
Belonging: The
teacher candidate’s knowledge and understanding of group motivation serves to
enhance the development of democratic and social values within the learning
community. Teacher candidates and students work cooperatively to
establish classroom norms and rules through collaborative decision-making.
Mastery: The
teacher candidate’s knowledge and understanding of individual and group
motivation informs the ongoing development of a classroom management plan which
serves to guide classroom interactions and reactions and is flexible enough to
accommodate individual student needs.
Generosity: The
teacher candidate’s understanding of group motivation
and behavior creates a learning environment that encourages and supports
positive social interaction for each child.
#6 COMMUNICATION
SKILLS: The teacher candidate uses knowledge of effective verbal, nonverbal,
media, and technological communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Much of teaching is about sending and receiving messages. Carefully
planned and skillfully delivered messages can issue invitations to students
that school is a place to share ideas, investigate, create, and collaborate
with others. School can be a place to be understood as well as a place to
gain understanding. But without intentional considerations and planning,
the messages actually received by the students can be conflicting, confusing,
or discouraging. For this reason, teacher candidates need to monitor
their personal verbal and nonverbal communication so it is characterized by
clarity, organization, enthusiasm, and sensitivity. Teacher candidates’
oral and written communications need to be models of appropriate grammar,
content, and syntax. Effective teacher candidates consistently use active
listening skills as well. These include the use of paraphrasing,
perception checking, and clarifying questions.
Environments and resources, as well as people, send messages. The
physical environment of a classroom can communicate to students many
things. Bright, cheerful, colorful environments are likely to set
expectations that this is a happy, interesting place to be. Classrooms
where all of the students have work displayed are likely to communicate that
all the children share this room and all are valued. When materials that
are frequently used are stored so they are easily accessible, students learn
that they can be independent in this classroom. The condition and
organization of materials also communicates the importance the teacher attaches
to the work done with those materials. Part of the effective teacher’s
role, therefore, is to select, adapt, and create a physical environment and a
broad range of instructional resources that engage the students in exciting
learning and that send the messages intended.
Effective teacher candidates also recognize the increasing importance of
technology as a tool for student learning and as a major communication resource
to be developed. Technological media, classroom environment, and the
teacher’s verbal and nonverbal communications should all work together to send
the students clear and consistent messages about classroom expectations, goals,
and challenges.
Belonging: Teacher candidates will create a classroom environment that
models verbal and nonverbal collaboration.
Mastery: Teacher candidates will carefully and clearly articulate
expectations and instructions that facilitate student learning.
Generosity: Teacher candidates will create classrooms where all students’
work, ideas, and contributions are shared and valued in the classroom.
#7 INSTRUCTIONAL
PLANNING SKILLS: The teacher candidate plans instruction based upon knowledge
of subject matter, local, state, and national content standards, students, and
the community.
An effective teacher
plans learning experiences based on a set of diverse factors, each of which
influences the outcome of student learning. First, the subject matter is
considered. It is important that the teacher have a thorough knowledge of
the composition of the subject being taught as well as an understanding of
teaching methods that are unique to that subject. Second, curriculum
goals are important. These goals give the teacher direction in making
plans. Curriculum goals have a variety of sources: school districts
and the local community provide many; the teacher candidate creates
others. As teachers engage in both
long-term and short-term planning, they must be flexible when considering
local, state, and national content standards within these contexts:
subject matter, local school district goals, current educational issues, legal
issues, family and community considerations, public policies, and community
resources. Third, the individual needs
of learners are of utmost importance. Teachers need to be able to create
short-range and long-term plans that are linked to student needs yet be ready
to respond to unanticipated classroom events and adapt those plans to ensure
student progress and motivation. Fourth, community needs and resources
are a factor in planning lessons. Each community is unique in its
citizens’ consensus about what is important for its children to know. As
public educators, teachers need to be sensitive to these beliefs and reflect on
them when making plans. Tying all these
elements together is essential in mastering the interests, needs, and aptitudes
of each of the students being taught. While in the classroom, teachers
need to be reflective of their current practice and to be open to adjustments
and revisions that become necessary for working with a diverse group of
students. Effective teachers'
instructional repertoires also include knowledge of available curricular
resources such as primary sources, models, reproductions, textbook series,
teachers' guides, videotapes, computer software and musical recordings.
Belonging:
Teacher candidates will plan instruction that is inclusive, cooperative and
differentiated to meet the needs of all students.
Mastery: Teacher candidates document mastery of instructional planning
skills through class projects, portfolio artifacts, experiences in the schools,
and through assessment administered by supervising teachers in the schools.
Generosity: Teacher candidates share their planning skills as they
contribute special projects in the community and area schools.
#8 ASSESSMENT OF
STUDENT LEARNING: The teacher candidate understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous
intellectual, social and physical development of the learner.
Assessment in teaching is not a simple task; teachers must monitor the
successes and failures of individual students and evaluate their classes as
collectives of learners. Additionally, they make judgments about themselves as
teachers in relation to those students and classes. Effective teachers can assess the progress of
individual students as well as that of the class as a whole. They employ
multiple methods for measuring student growth and understanding