a306 session 9: examining instruction part ii apr. 8, 2008
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A306
Session 9:
Examining
Instruction
PART II
Apr. 8, 2008
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Plan for Today
4:10-4:20 Standards in Practice Reflections
4:20-4:50 The Shaw in Action
4:50-5:50 Examining InstructionAnalysis of Readers’ Workshop Lessons
5:50-6:00 Break
6:00-6:10 Spring Plan Presentation Asssignment
6:10-7:00 Team TimeMeet with Teaching Team
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Today’s Objectives1. Learn from colleagues about strategies for
using data.
2. Revisit the concept of the “ instructional core”
3. Experience a protocol for examining instruction and discussing what you see in non-normative ways.
4. Plan how to capture your team’s learning this year.
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Standards in Practice Observations Focuses on rigorous, objective scoring – clarifies
grade-level expectations SUMNER
Focuses on fidelity to standards (not just curriculum) SHAW
Creating own rubric is an “equalizer;” inspires conversation about whether standards apply to all students OHRENBERGER
Some teachers prefer to current LASW protocols EMERSON
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Possible Modifications to SIP Involve students
Use for assignment development
Use for rubric development
Use to assess potential changes to curriculum
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DataWise in Action
The P.A. Shaw School
April 8, 2008
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The P.A. Shaw School
Our motto: “Developing a love of learning.”
266 students in grades K-5 85% of students qualify for F/RP lunch 87% Black, 11% Hispanic, 2% Other
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Our Story
Problem: Assessments show Shaw students are performing at critically low levels in ELA and Math; although the Shaw made AYP for four consecutive years, after two years of missing our AYP targets, we are now in Needs Improvement status.
Question: How can we better support our students?
Solution: Develop a love of learning through multiple interventions!
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P. A. Shaw School We Use Data To Help Us Plan For Better Instruction
Individual Plans
Proven Intervention Programs
Before and/or After School Programs
Adult Tutors / Resource Room / Reading Recovery
Homework Help / Peer Tutors / Parent & Family Supports
Assess Achievement Gap / Identify Students Highly at Risk / Know and Use our Data
Quic k T im e™ and a dec om pres s o r
a re needed to s ee th is p ic ture .
Quic k T im e™ and a dec om pres s o r
a re needed to s ee th is p ic ture .
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MCAS Data
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1%18%
44%
37%
MCAS ELA Scores, 2007Grades 3-5
Needs Improvement
Proficient
Warning
Advanced
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Digging into ELA Data
Non-fiction questions were the most missed in all three grade levels
Open response and short answer were more missed than multiple choice
Our students did best on the “drama” questions!
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2% 5%
34%
59%
Warning
Proficient
Needs Improvement
Advanced
MCAS Math Scores, 2007Grades 3-5
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Digging into Math Data
Lowest area of performance across three grade levels: number sense.
Students did better on multiple choice questions than on short answer or open response questions.
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Our Challenges
Time! (2 full-staff meetings/year)
Staff resistance to more new initiatives
Teachers’ ownership of student achievement
Loss of coaches
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Our Goals
1. Increase the use of data to drive weekly instruction while better preparing students for success at a high level of rigor (MCAS).
2. Develop a coherent, school-wide writing plan and rubrics for every grade level.
3. Create systems to improve school-wide coherence around data use to pilot this year and implement next year.
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Action Steps
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Goal 1: Increase the use of data to drive weekly instruction while better preparing students for success at a high level of rigor (MCAS).
Our Steps: Week-in-Review MCAS Saturday Prep Data Analysis Protocols for Grade
Level Meetings
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Week-in-Review
Adapted from Mason School’s presentation Administered Fridays beginning in February Data compiled and then distributed/discussed
at Tuesday grade level meetings Half made by grade levels (K, 1, 3) and half
by principal intern (2, 4, 5) Standardized reporting sheet
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MCAS Saturday Prep
Saturdays 9:00 - 11:00am Led by principal Families must attend Schedule with specific objectives and
homework for reinforcement
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Data Analysis Protocol
Purpose: to increase teacher participation in discussion about week-to-week performance of students
Strength: Teachers excited to “dig into data”.
Challenge: Turning analysis into instructional planning for the future
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Goal 2: Develop a coherent, school-wide writing plan to improve student writing.
Our Steps: K-1 CCL project as pilot “Standards spectrum” Rubrics for every grade level Fourth grade writing prompt practice Writing Calendar (2008 - 2009)
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K-1 CCL Pilot Project
Goal of CCL: Align Lucy Calkins, Giaccobi, and state standards to create a curriculum guide for 2008 - 2009
Serve as a model for grades 2-5 (all of which will have writing guide by next year)
Collaboration between K-1, ILT, and Literacy Coach
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Fourth grade writing prompt practice Literacy coach and principal intern give
lessons 2 days/week for a month before MCAS writing test
Dual focus on test prep (writing to a prompt) and improving organization and idea development in student writing
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Writing Calendar (2008 - 2009)
Develop monthly prompts and rubrics in advance aligned with writing curriculum guide and assessment calendar, along with end dates for publishing
Provide common expectations for writing across grade levels
Ensure the availability of common student work for data analysis at grade level meetings
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Goal 3: Create systems to improve school-wide coherence around data. Pilot them this year; institute next year.
Our Steps: 1. Teacher “e-binders” with professional
expectations & supports2. Assessment Calendar3. Collaborative Planning Protocols
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Teacher E-Binders
Developed and reviewed by ILT during the final months of this school year
Distributed to all teachers in September 2008 with “Laptops for Learning”
Will contain any and all templates, Assessment & Instruction Calendar, prompts, data collection sheets, etc.
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Assessment Calendar
Contain all dates for:– Lesson plan templates – BPS Math and ELA unit assessments – Week in Review– Staff Meetings– Grade Level Meetings and foci – ILT dates – Due dates for unit and formative assessment
administration and collection– …and many more!
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Collaborative Planning Protocols
Stemmed from use of Week in Review as conversation prompt
Derived from a need to move data analysis to instructional action
Give more responsibility and autonomy to teachers
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“Developing a love of learning”
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
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Reflection
What has Data Wise meant to the Shaw team?
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Data Wise and the “Instructional Core”
Teacher
StudentContent
Last week, we offered
Richard Elmore ‘s
framework:if schools are to improve
student achievement, they need to affect the instructional
core
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Examining Instruction note-taking sheet
What is the Content
of the lesson?
What are the
Students doing?
What is the
Teacher doing?
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Tips for Taking Notes Make only observations of fact
Be prepare to share the evidence supporting your observations
Resist judgment and evaluation!
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Debrief Protocol
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Assignments for May 6 Create Spring Plan Presentation
Skim Data Wise in Action Ch. 6,8
Read Data Wise in Action Ch. 9
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Spring Plan PPT Presentation Audience: your faculty + central office
Include: What you set out to do What you accomplished – helpful charts What challenges you faced What you learned Next steps Ideal support
We will “tune” in our May 6 class