2010 -11 Title IID Grant

Teaching Smarter in the 21st Century

High School Academic Goal

Increase the percent of high school students (whose teachers are participating in the project) receiving a grade of C or higher in Algebra, Geometry, Chemistry, Biology, Physical Science and Physics courses by 3%.

Middle School Academic Goal

The percentage of 6-8th grade students whose teachers are participating in the project who score proficient on the Dakota STEP will exceed the percentage of students in classes with non participating teachers who score proficient by at least 3%.

PD Goal #1

At the conclusion of the project, 90% of the participating teachers will use 21st Century Tools such as podcasting, wikis, and online collaboration tools as their primary instructional tool 55% of the time.

PD Goal #2

At the conclusion of the project, 85% of participating teachers will use instructional strategies that engage students in higher order thinking skills 60% of the time.

Participants

39 Teacher Participants35 Classroom Teachers

Middle School Science (4)

Middle School Math (8)

High School Science (15)

High School Math (8)

3 Instructional Coaches

1 Grant Facilitator

3 Pre-Service Teachers

Training & Activities

5 Days of Training During Summer 2010 8 Monthly half-day In-Services Support of Instructional Coaches and

Grant Facilitator Copy of Camtasia Software Up to 165 hours paid to embed training

into classroom

Training Topics The “Flipped Classroom”

Mastery Learning

Standards Based Grading

21st Century Skills & Student Voice and Choice

Google Docs/Apps

Learn 360

Blogging and Wikispaces

PLN Creation Twitter Social/Professional Networking

NING

iGoogle (Google Reader)

Critical Friends

Web2.0 Tools Animoto Glogster Prezi Wallwisher And many more…

The Flipped Classroom

High School Academic Goal

Increase the percent of high school students (whose teachers are participating in the project) receiving a grade of C or higher in Algebra, Geometry, Chemistry, Biology, Physical Science and Physics courses by 3%.

Goal NOT Explicitly Shared With Teachers

Mastery Learning

Standards Based Grading

Flipped Classroom

Base Line Data (2009-10)

First Semester: 1092/1437 or 76.0% of students received a grade of C or higher.

Second Semester: 963/1319 or 73.0% of students received a grade of C or higher.

Post Grant Data (2010-11)

First Semester: 1251/1514 or 82.6% of students received a grade of C or higher.

Second Semester: 1148/1434 or 80.1% of students received a grade of C or higher.

Sem 1 (09-10)

Sem 1 (10-11)

Sem 2 (09-10)

Sem 2 (10-11)

68

70

72

74

76

78

80

82

84

2009-10 vs. 2010-11 Semester Grades

% R

ecei

ving

"C"

or B

ette

r

76.0 %

82.6%

73.0%

80.1%

Grade Distribution

Goal Met?

YES!!!!

Requirement: At least 3% Increase

Results:

First semester - 6.6% increase in C’s or better.

Second semester - 7.1% increase in C’s or better.

Middle School Academic Goal

The percentage of 6-8th grade students whose teachers are participating in the project who score proficient on the Dakota STEP will exceed the percentage of students in classes with non participating teachers who score proficient by at least 3%.

Middle School DSTEP Results

Science Grant Participants: 228/287 Students Proficient

(79.44%) Non-Participants: 850/1072 Students Proficient

(79.29%) Math

Grant Participants: 630/717 Students Proficient (87.87%)

Non-Participants: 3209/3689 Students Proficient (86.99%)

DSTEP Math Comparisons

86.4

86.6

86.8

87

87.2

87.4

87.6

87.8

88

2010-11 Math Test Grant 2010-11 Math Test All

% S

tud

ents

Pro

fici

ent

DSTEP Science Comparisons

79.2

79.25

79.3

79.35

79.4

79.45

79.5

2010-11 Science Test Grant 2010-11 Science Test All

% o

f S

tud

ents

Pro

fici

ent

87.87%

86.99%

79.44%

79.29%

Goal Met?

Although the grant participants had a higher percentage of proficient students, a 3% difference was not realized.

Professional Development Goal #1

At the conclusion of the project, 90% of the participating teachers will use 21st Century Tools such as podcasting, wikis, and online collaboration tools as their primary instructional tool 55% of the time.

Data Collected

State Teacher Technology Survey

Teacher Self-Assessment for each Wednesday in the months of October, January, and March

Grant Coach Observations

Level of Familiarity with 21st Century Tools

3.7

3.8

3.9

4

4.1

4.2

4.3

4.4

4.5

4.6

Pre - Grant Training Score Post-Grant Training Score

Ave

rag

e S

core

Rep

ort

ed

4.0

4.55

Indicator Used: 1(not at all familiar) – 5 (very familiar)

Teacher Survey of Confidence with Technology to Support Learning

Confidence of Implementing Technology to Support Learning

3.70

3.80

3.90

4.00

4.10

4.20

4.30

4.40

4.50

Pre - Grant Training Score Post-Grant Training Score

Aver

age

Scor

e Re

porte

d

4.00

4.45

Indicator Used: 1(No Confidence) – 5 (Highly Confident)

% of Teachers using 21st Century Tools in Their Classroom

Teacher Self-Assessment indicates 32 of 34 teachers used 21st Century tool as their primary instructional tool at least once during the reporting days (all Wednesday in October, January, and March.)

This translates to 94% of participants.

% of Teachers using 21st Century Tools in Their Classroom

Grant Facilitator Drop-In Classroom Observations

Occurred during January – February Each participant was observed 2 times 21st Century Tools being used were recorded. 3 teachers were never observed using 21st

Century tools. 91% of Teachers Observed using 21st Century

Tools

From Teacher Self-Assessment % of Class Period Spent…

Students using 21st Century tools taught in training23.4%

Using Smartboards51.8%

Students using computers18.1%

Students using graphing calculators36.1%

Goal Met?

Partially Met

More than 90% teachers using 21st century tools

Unclear whether more than 55% of the time are the teachers using the tools

PD Goal #2

At the conclusion of the project, 85% of participating teachers will use instructional strategies that engage students in higher order thinking skills 60% of the time.

Data Collected

State Teacher Technology Survey

Teacher Self-Assessment for each Wednesday in the months of October, January, and March

Grant Coach Observations

How Familiar are You with 21st Century Skills

4.05

4.1

4.15

4.2

4.25

4.3

4.35

4.4

Pre - Grant Training Score Post-Grant Training Score

Ave

rag

e S

core

Rep

ort

ed

4.1

4.4

Indicator Used: 1(not at all familiar) – 5 (very familiar)

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

Pre - Grant Training Score Post-Grant Training Score

Ave

rag

e S

core

Rep

ort

ed% Class Time Spent Collecting,

Organizing, and Analyzing Information and Data

1.28

1.69

Indicator: 1 (20% or less) 2(21%-40%) 3(41%-60%) 4(61%-80%) 5(81%-or more)

% Class Time Spent Evaluating and/or Defending Ideas or Views

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

Pre - Grant Training Score Post-Grant Training Score

Ave

rag

e S

core

Rep

ort

ed

1.10

1.62

1 (20% or less) 2(21%-40%) 3(41%-60%) 4(61%-80%) 5(81%-or more)

% Class Time Spent Solving Real World Problems

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Pre - Grant Training Score Post-Grant Training Score

Ave

rag

e S

core

Rep

ort

ed

1.45

1.79

1 (20% or less) 2(21%-40%) 3(41%-60%) 4(61%-80%) 5(81%-or more)

Number of Teachers using 21st Century and Higher Order

Thinking Skills 34 Teachers Reporting (one teacher did

not report)

29 of 34 Teachers Report Using 21st Century Skills/Higher Order Thinking at Least 60% of Time

85.3% using skills at least 60% of class time

% of Teachers using 21st Century Skills in Their Classroom

Grant Facilitator Drop-In Classroom Observations

21st Century Skills and Higher Order Thinking Skills being used were recorded.

30 of 35 teachers were observed asking students to use these skills.

85.7% of teachers were observed asking students to use these skills.

Goal Met?

YES!!!

Requirement: (85% of teachers using Higher Order Thinking at least 60% of class time)

Results: 85.3% - Teacher Self Assessment 85.7% - Grant Facilitator Observations

Other Data Collected

Semester Test Scores

2010 Average = 77.38%

2011 Average = 77.47%

AP Scores AP Physics

Number of Students increased from 60 to 103 (a 71% increase)

Test average stayed nearly the same 3.9 (2010) 3.8 (2011) National Average is 2.86

AP Environmental Science Number of Students increased from 70 to 90 Test average increased

3.1 (2010) 3.4 (2011) National Average is 2.61

AP PhysicsAP Physics Scores

0

5

10

15

20

25

30

35

40

5 4 3 2 1

Scores

# S

tud

ents

AP Physics 2010

AP Physics 2011

2010 – 60 Students 2011 – 103 Students

AP Environmental Science

AP Environmental Science

05

1015202530354045

5 4 3 2 1

Scores

Nu

mb

er o

f S

tud

ents

APES 2010

APES 2011

2010 – 70 Students 2011 – 90 Students

End of the Year Journal Reflection

Teachers responded to the following question –

“How did you transform your classroom this year as a result of the grant training and the time you were paid for?”

How did I transform my classroom as a result of this grant?

74% - Mastery Learning

54% - Course Content Online

51% - Flipped Class (at least part of the time)

31% - Web2.0 Tools

9 teachers mentioned the importance of student voice and choice in their learning.

“I have pushed myself to try new things, which has been frightening and fulfilling all at the same time! It has opened my eyes to the fact that some kids need a second chance to try and knowing that has made a HUGE difference…My students know that there will be a second chance to succeed, even if it means a little extra practice is involved.”

“I have changed my outlook on education thanks to this grant. I feel like my students have a better understanding of how much I want to help them succeed …I still have students that resist every effort I make to help them, but I’m not giving up on how to reach them.”

“I started to transform my classroom, putting more focus on learning and less emphasis on daily work. I felt that my grades were inflated due to completion assignment grades.”

“I want students to stop seeing the grade as the goal but to see their learning and understanding as the primary purpose of school.”

“(the students) moved beyond asking, ‘What’s the answer?’ and on to better questions like, ‘How does this work?’ …and I got these questions not just from my best students but from almost all of my students.”

Successes

Mastery Learning!!! Teachers changed the way they thought about

learning vs. grading…what and when to grade. Many teachers provided students more access

to content. Teachers increased their opportunities for PD by

creating their own PLN

Challenges

Technology Infrastructure

Resistance to the “Flipped Classroom”

The “Traditional – Industrial” model of school

Learning from Project

Provide teachers time to be critical friends and you will produce something powerful.

Teachers prefer to learn in bits and pieces rather than in large chunks.

Students have been trained to view school as performance and not as a place for learning. Must change this view of school.

Teacher Products – The Flipped Classroom

Chemistry and RHS and WHS

AP Chemistry at RHS APES at LHS Physics at LHS AP Physics at RHS, WHS

and LHS

Algebra 1 at RHS 8th Grade Science at

MMS 6th Grade Math Unit at

APMS Physical Science Unit –

Simple Machines Biology Unit – Genetics

Teacher Products – Online Content

Teaching Smarter Wiki

PHYSICS Website

AP Chemistry Wiki

Chemistry Wiki

8th Grade Science Blog

APES Wiki

Physical Science Wiki

19 of the teachers moved much of their course content online.

Questions?