closing the achievement gap
TRANSCRIPT
Closing the Achievement GapClosing the Achievement Gap
Supt. Terry E. ShoemakerSupt. Terry E. ShoemakerAugust 25, 2010August 25, 2010
Clarity of Purpose is CriticalClarity of Purpose is CriticalClarity of Purpose is CriticalClarity of Purpose is Critical
“The ‘one thing’ leaders of any organization must know to be effective is the importance of clarity-communicating clearly and consistently the communicating clearly and consistently the purpose of the organization, the primary clients it serves, the future it is creating, the indicators of serves, the future it is creating, the indicators of progress it will track, and the specific actions members can take immediately to achieve its long and short term goals. “
~Marcus Buckingham
We have been asked to prepareWe have been asked to prepare
“confident, competent, literate “confident, competent, literate youth, by implementing a focused youth, by implementing a focused
core curriculum”core curriculum”core curriculum.core curriculum.
Wasatch School District Strategic Plan Wasatch School District Strategic Plan MissionMissionMissionMission
Wasatch School District Strategic Plan Wasatch School District Strategic Plan ggMeasurable OutcomesMeasurable Outcomes
• By 2015, 100% of 3rd graders proficient in reading and mathematics
• By 2015 100% of 6th graders proficient in fractions and • By 2015, 100% of 6th graders proficient in fractions and related concepts
• By 2015, 100% of 6th & 8th graders proficient in y g pLanguage Arts
• By 2015, 100% of 9th graders proficient in Algebra 1• By 2012, WHS students will score at one point above
the Utah state average in each of the categories of math, science, English and reading on the ACT Assessment, g g
“Results “Results are the ultimate measure of are the ultimate measure of Results Results are the ultimate measure of are the ultimate measure of a great teama great team.”.”
L i iL i i~~LencioniLencioni
What are our achievement results across What are our achievement results across the district?the district?
DISTRICT SUMMARYIowa Tests of Basic Skills® (ITBS®)Utah Norm-Referenced Testing ProgramDistrict: Wasatch District 32State: UtahForm: CTest Date: 04/2010Norms: 04/16 2005Order No.:Page: 1ReadingGrade 3 Number of Students Included 381
Average Standard Score (SS) 191.5Grade Equivalent of Average SS 4.26National Stanine of Average SS 6Normal Curve Equivalent of Average SS 56q gPercentile Rank of Average SS - National Student Norms 61Number of Students Tested = 381
ITBS Below the 50%tile RankingITBS Below the 50%tile Ranking
%tile ranking 3rd Grade Students
gg
45-49 1640-44 1635-39 1735 39 1730-34 025-29 1420-24 1515-19 810-14 155-9 71-4 15
Total 123 /381= 32%
Language Arts ProficiencyLanguage Arts Proficiency2010 CRT Tests (AYP Target = 83%)2010 CRT Tests (AYP Target = 83%)90
50607080
1020304050
010
Wasatch
State
Language Arts CRT ScoresLanguage Arts CRT ScoresLanguage Arts CRT ScoresLanguage Arts CRT ScoresEconomically Disadvantaged
60
70
40
50
20
30Language Arts CRT Scores Economically Disadvantaged
0
10
2006 200 2008 2009 20 0Year 2006 2007 2008 2009 2010
Language Arts CRT ScoresLanguage Arts CRT ScoresLanguage Arts CRT ScoresLanguage Arts CRT ScoresHispanic
50
60
30
40
50
20
30 Hispanic
0
10
Year 2006 2007 2008 2009 2010
Language Arts CRT ScoresLanguage Arts CRT ScoresLanguage Arts CRT ScoresLanguage Arts CRT ScoresStudents with Disabilities
50
60
30
40
20
30 Students with Disabilities
0
10
2006 200 2008 2009 20 0Year 2006 2007 2008 2009 2010
Mathematics ProficiencyMathematics Proficiency2010 CRT Tests (AYP Target = 45%)2010 CRT Tests (AYP Target = 45%)90
70
80
40
50
60
20
30
40Wasatch
State
0
10
Mathematics CRT ScoresMathematics CRT ScoresEconomically DisadvantagedEconomically Disadvantaged
70
0
60
70
40
50
20
30
0
10
Y 2006 2007 2008 2009 2010Year 2006 2007 2008 2009 2010
Mathematics CRT ScoresMathematics CRT ScoresStudents with DisabilitiesStudents with Disabilities
60
50
60
30
40
20
30
0
10
0Year 2006 2007 2008 2009 2010
Mathematics CRT ScoresMathematics CRT ScoresHispanicHispanic50
40
45
50
25
30
35
Hispanic
10
15
20p
0
5
10
2006 200 2008 2009 20 0Year 2006 2007 2008 2009 2010
Five Year Trends – Average ACT Scores
Total Tested English Mathematics Reading Science Composite
Grad G adYear District State District State District State District State District State District State
2006 217 21 531 20 4 21 2 20 3 21 0 22 2 22 4 21 3 21 6 21 2 21 72006 217 21,531 20.4 21.2 20.3 21.0 22.2 22.4 21.3 21.6 21.2 21.7
2007 200 22,008 21.2 21.3 20.5 21.1 21.8 22.2 21.4 21.6 21.4 21.7,
2008 200 22,598 20.5 21.4 20.1 21.1 21.4 22.5 21.0 21.6 20.9 21.8
2009 214 23,229 20.6 21.4 20.1 21.1 21.5 22.6 21.0 21.6 20.9 21.8
2010 207 24,824 21.3 21.4 20.5 21.1 22.1 22.5 21.2 21.7 21.4 21.8
the single most influential the single most influential …the single most influential …the single most influential component of an effective school is component of an effective school is the individual teachers within that the individual teachers within that school. school.
MM R b R b JJ~~MarzanoMarzano, Robert , Robert J.J.The The Art and Science of Teaching, p. 1Art and Science of Teaching, p. 1
Good Teaching MattersGood Teaching MattersGood Teaching MattersGood Teaching Matters“The most important factor in affecting student learning is the teacher Low achieving students gain about 14 points the teacher. Low achieving students gain about 14 points each year on the state test when taught by ineffective teachers, but gain more that 53 points when taught by the most effective teachers. Furthermore the results are ost e ect ve teac e s. u t e o e t e esu ts a e cumulative. Students who had three highly effective teachers in a row scored more than 50 percentile points higher than the counterparts who had three ineffective teachers in a row, even when they initially had similar scores.”
~Dr. William L. SandersDr. William L. SandersUniversity of North CarolinaSenior Research Fellow
T C iti l Q ti T C iti l Q ti Two Critical Questions… Two Critical Questions…
D ll b li ll hild Do we really believe all children can learn?
What strategies will help us?
Better “First” InstructionBetter “First” InstructionBetter First InstructionBetter First Instruction
In short, research will never be able to identify In short, research will never be able to identify instructional strategies that work with every student instructional strategies that work with every student in every class. The best research can do is tell us in every class. The best research can do is tell us which strategies have a good chance (i e high which strategies have a good chance (i e high which strategies have a good chance (i.e. high which strategies have a good chance (i.e. high probability) of working well with students. Individual probability) of working well with students. Individual classroom teachers must determine which strategies classroom teachers must determine which strategies classroom teachers must determine which strategies classroom teachers must determine which strategies to employ with the right students at the right time. to employ with the right students at the right time.
Marzano, The Art and Science of Teaching, p. 5.Marzano, The Art and Science of Teaching, p. 5.
High Quality InstructionMarzano
PLC and Pyramid Response to InterventionDuFour
I. Lesson Segments Involving Routine Events Observed in Every Lesson
III. Lesson Segments Enacted on the Spot1 Noticing and reacting when students are not engaged
What do we want our students to know?1 SMART goals have been established including
Wasatch County School DistrictModel for Effective Teaching
Observed in Every Lesson1. Providing clear learning goals (including content and language goals) and scales to measure those goals2. Tracking student progress3. Celebrating student success4. Establishing classroom routines5 Organizing the physical layout of the classroom
1. Noticing and reacting when students are not engaged2. Using academic games to engage students3. Using strategies to ensure that all students respond to questions4. Using physical movement5. Maintaining a lively pace6. Demonstrating intensity and enthusiasm7 Using friendly controversy
1. SMART goals have been established including successfully teaching at least 80% of the students with primary instruction2. Essential knowledge, skills, and dispositions (essential learning) for each course or grade level have been clarified3. Essential learning has been aligned to state standards and high stakes assessments5. Organizing the physical layout of the classroom
for learningII. Lesson Segments Addressing ContentCritical Input1. Identifying critical information2. Organizing students to interact with new knowledge3. Previewing new content and vocabulary
7. Using friendly controversy8. Providing opportunities for students to talk about themselves9. Presenting unusual or intriguing information10. Demonstrating “withitness” by attending immediately to potential disruptions11. Applying consequences consistently and fairly12. Acknowledging adherence to rules and procedures
standards and high stakes assessments4. Course sequence and pacing guides have been established5. Prerequisite knowledge and skills have been identified6. Instruments to assess prerequisite knowledge and skills have been identified7. Strategies and systems to assist students acquiring g y
4. Chunking content into “digestible bites”5. Summarizing and clarifying new information6. Making and defending inferences on new information7. Recording and representing knowledge8. Reflecting on understanding or lack of understanding
g g pconsistently and fairly
g y q gprerequisite knowledge and skills have been developedHow will we know when they know it?8. Common frequent assessments to assess student’s mastery of essential learning have been developed9. Proficiency measures for common assessments have been established using a four point system
Practice and Deepening9. Reviewing content and vocabulary10. Organizing students to practice and deepen knowledge11. Using homework for extended practice12. Examining similarities and differences13. Examining errors in reasoning
10. Criteria for judging student work has been agreed upon and continually practiced11. Criteria for judging student work has been taught to the students12. Common summative assessments have been developed13. Proficiency measures for summative assessments
14. Practicing skills, strategies, and processes15. Revising knowledgeHypothesis Generation and Testing16. Organizing students for cognitively complex tasks 17. Engaging students in cognitively complex tasks involving hypothesis generating and testing
d d d
have been established and reasonably aligned to gradesWhat will we do if they don’t know it?14. Common assessment results are used to evaluate the effectiveness of teaching practices15. Common assessments are used to identify students who need more time and support including
d18. Providing resources and guidance tier 2 and 3 interventionsWhat will we do when they do know it?16. Enriched learning opportunities have been planned for students to deepen and extent their knowledge
“The main difference between “The main difference between effective and ineffective teachers is effective and ineffective teachers is th t ff ti t h k th t ff ti t h k that effective teachers know that effective teachers know exactly what students must learn.”exactly what students must learn.”yy
JJ B hB h~~JereJere BrophyBrophy
We need to be We need to be crystal clearcrystal clear about a about a guaranteed and viable curriculum. That guaranteed and viable curriculum. That guaranteed and viable curriculum. That guaranteed and viable curriculum. That curriculum must be the same for every curriculum must be the same for every classroom that teaches a similar classroom that teaches a similar classroom that teaches a similar classroom that teaches a similar content.content.
How do we How do we assure assure a guaranteed and a guaranteed and bl bl l f ll?l f ll?viable viable curriculum for all?curriculum for all?
All h i h d l l All teachers in the grade level or content are teaching the same “trimmed curriculum”All teachers in the grade level or content are All teachers in the grade level or content are following the same timelineAll teachers in the grade level or content are gusing common assessments and common rubrics to measure competence against the essential standardsessential standardsAppropriate extensions are provided for those who already have attained masteryy yInterventions to assure mastery by all
How much remediation time?How much remediation time?
In reading, you need 80 minutes per day g y p yto stay on grade level
How many minutes per day will be needed for students who are a year needed for students who are a year behind?
How many minutes are needed for t d t h t b hi d?students who are two years behind?
Time and Focus ReportsTime and Focus ReportsTime and Focus ReportsTime and Focus ReportsDevelop a timeline for every child who is below competency levelscompetency levels
Create a laser-like “focus plan.
Create accountability for their success
Determine what will you do differently
Gi d ddi i l i lGive your students additional time to learn
Measure results
“You “You are an effective teacher if all your are an effective teacher if all your You You are an effective teacher if all your are an effective teacher if all your students learnstudents learn——if they all meet the if they all meet the school’s expectations or benchmarks at school’s expectations or benchmarks at school s expectations or benchmarks at school s expectations or benchmarks at proficient or advanced levels for their proficient or advanced levels for their
d l ld l l ””grade levelgrade level.”.”
~~PollockPollock, Jane , Jane E.E.Improving Improving Student Learning, One Teacher at a TimeStudent Learning, One Teacher at a Time; p. 2,3.; p. 2,3.
B tt “Fi t I t ti ”Better “First Instruction”
Dr. Dr. EthnaEthna Reid, founder and director of the Exemplary Center Reid, founder and director of the Exemplary Center for Reading Network (ECRI) at the University of Utah has been for Reading Network (ECRI) at the University of Utah has been g ( ) yg ( ) ystudying vital behaviors that can make a difference in reading studying vital behaviors that can make a difference in reading achievement. Forty years ago she was determined to find achievement. Forty years ago she was determined to find teachers whose teaching strategies dramatically improved teachers whose teaching strategies dramatically improved teac e s w ose teac g st ateg es a at ca y p ove teac e s w ose teac g st ateg es a at ca y p ove students reading abilities long after they had been predicted and students reading abilities long after they had been predicted and slotted for reading failure.slotted for reading failure.
She found such teachers and studied their behaviors She found such teachers and studied their behaviors to find commonalities that determined through her to find commonalities that determined through her to find commonalities that determined through her to find commonalities that determined through her research studies as being “vital.” She also studied research studies as being “vital.” She also studied teachers whose practices continued to produce teachers whose practices continued to produce p pp presults that were worse than predicted. For five results that were worse than predicted. For five years she studied both groups of teachers with a years she studied both groups of teachers with a
f d l d S h d d d f d l d S h d d d team of doctoral students. Such a study produced a team of doctoral students. Such a study produced a set of “vital behaviors” that wouldn’t be hampered set of “vital behaviors” that wouldn’t be hampered due to age gender geography topic etc due to age gender geography topic etc due to age, gender, geography, topic, etc. due to age, gender, geography, topic, etc.
If the vital behaviors were If the vital behaviors were utilized by the teachers utilized by the teachers utilized by the teachers, utilized by the teachers, students would read significantly students would read significantly g yg ybetter than previously better than previously
di d I h d di d I h d predicted. In her own words predicted. In her own words these these ““vital behaviors,” vital behaviors,” beat beat the the these these vital behaviors, vital behaviors, beat beat the the predicted results:predicted results:
“The first thing we discovered “The first thing we discovered h d i ll diff h d i ll diff that was dramatically different that was dramatically different
was the use of positive was the use of positive was the use of positive was the use of positive reinforcementreinforcement. Teachers who . Teachers who
i i l i f i h d i i l i f i h d were positively reinforcing had were positively reinforcing had students who achieved above students who achieved above students who achieved above students who achieved above predictionprediction.” .”
“Secondly“Secondly, we found that teachers who , we found that teachers who i l di l d th i t d t i ll th th i t d t i ll th involvedinvolved their students in all the their students in all the language functions and in learning language functions and in learning activities activities ……who obtained who obtained the greatest the greatest number of responses from number of responses from ppstudentsstudents were the ones who took were the ones who took their students beyond their predicted their students beyond their predicted their students beyond their predicted their students beyond their predicted level of achievement.” level of achievement.”
According to Dr. Ethna Reid and the thousands of hours she and her colleagues have spent conducting best practice studies, there are eight vital teaching behaviors to ensure success g gamong students. They are as follows:
Reinforce correct responses and positive behavior Reinforce correct responses and positive behavior Elicit rapid overt responses Closely monitor students’ responses I f ll d Increase rate of responses among all students Expect learning mastery (83 to 100 percent accuracy) Reteach when students fail to learn Model for students during instruction Teach reading, writing, listening, and speaking in all disciplines
“Generous amounts of close, purposeful reading, “Generous amounts of close, purposeful reading, Generous amounts of close, purposeful reading, Generous amounts of close, purposeful reading, rereading, writing, and talking…are the essence of rereading, writing, and talking…are the essence of authentic literacy. These simple activities are the authentic literacy. These simple activities are the foundation for a trained, powerful mindfoundation for a trained, powerful mind----and a and a promising future.. They are the way up and outpromising future.. They are the way up and out–– of of b d d i ll l i d A d b d d i ll l i d A d boredom, poverty, and intellectual inadequacy. And boredom, poverty, and intellectual inadequacy. And they are the ticket to ensuring that record they are the ticket to ensuring that record numbers of minority and disadvantaged youngsters numbers of minority and disadvantaged youngsters numbers of minority and disadvantaged youngsters numbers of minority and disadvantaged youngsters attend and graduate from college.”attend and graduate from college.”
~~SchmokerSchmoker, Mike, MikeResults NowResults NowASC 2006 3ASC 2006 3ASCD; 2006, p. 53ASCD; 2006, p. 53
Explicit vocabulary and language instruction Explicit vocabulary and language instruction p c t vocabu a y a a guage st uct o p c t vocabu a y a a guage st uct o
“The basic premise is…that what was previously p p ythought to be unchangeable is, in fact, quite malleable…some of the aspects of intelligence can, i f t b lt d b di t i t ti t k i in fact, be altered by direct interventions taken in schools…these interventions have been known for years…(but) have been severely underutilized”y ( ) y
Marzano, Robert J. Closing the AchievementGap; J g pASCD; 2003; Edited by Belinda Williams; p. 48.
Th ff t f b l i t ti Th ff t f b l i t ti The effects of vocabulary instruction are even more The effects of vocabulary instruction are even more powerful when the words selected are those that powerful when the words selected are those that students will encounter when they learn new students will encounter when they learn new students will encounter when they learn new students will encounter when they learn new content. Stahl and Fairbanks (1986) indicates that content. Stahl and Fairbanks (1986) indicates that student achievement will increase by 33 percentile student achievement will increase by 33 percentile student achievement will increase by 33 percentile student achievement will increase by 33 percentile points when vocabulary instruction focuses on points when vocabulary instruction focuses on specific words that are important to what students specific words that are important to what students are learning.are learning.
~~Marzano, Pickering, PollockMarzano, Pickering, PollockClassroom Instruction that WorksClassroom Instruction that WorksASCD;2001; p. 127ASCD;2001; p. 127
Probably the most straightforward research finding relative to Probably the most straightforward research finding relative to vocabulary is that direct instruction enhances vocabulary is that direct instruction enhances achievement…Stahl and Fairbanks (1986) found that teaching achievement…Stahl and Fairbanks (1986) found that teaching general vocabulary directly had an overall effect size of .32… general vocabulary directly had an overall effect size of .32… It means that teaching vocabulary directly increases student It means that teaching vocabulary directly increases student It means that teaching vocabulary directly increases student It means that teaching vocabulary directly increases student comprehension of new material by 12 percentile pointscomprehension of new material by 12 percentile points. .
M Pi k i P ll kM Pi k i P ll k~Marzano, Pickering, Pollock~Marzano, Pickering, PollockClassroom Instruction that WorksClassroom Instruction that Works
ASCD;2001; p. 127ASCD;2001; p. 127pp
Kirsten Kirsten ValineValineKirsten Kirsten ValineValinePower of Vocabulary DevelopmentPower of Vocabulary Development
First-grade children from higher-SES groups k b t t i d l knew about twice as many words as lower SES children (Graves, Brunetti, & Slater 1982; Graves & Slater, 1987)., )
High school seniors near the top of their g pclass knew about four times as many words as their lower-performing classmates (Smith, 1941)1941)
High-knowledge third graders had High knowledge third graders had vocabularies about equal to lowest-performing 12th graders (Smith, 1941).
Tier I – Most basic words, words that are Tier I Most basic words, words that are commonly used in speech. Examples: clock, baby, happy, etc.
Tier II – Words that are of high frequency for mature language users. Used across curricular areas. Examples: absurd, enormous, efficient, etc. A lack of knowledge of these words can severely hinder comprehension of text.p
Tier III – Words that are content specific. Frequency tends to be low and not used across Frequency tends to be low and not used across domains. Examples: peninsula, lava, evaporation, etc.
Vocabulary StepsVocabulary Stepsy py p1st – Introduce the word2nd – Students rate the word (Quick Pre-Assessment)
d3rd – Have a symbol or hand motion for the word & repeat the word4th – Give the definition5th – Use the word in an example sentence6th – Present students with a sentence frame (this is how the ill se the rd)they will use the word)7th – Give the students “think time” to create a sentence of their own8th – Quick share with a partner/teacher monitor9th – Students share their sentences10th Quick Assessment10th – Quick Assessment
I don’t know it at all!I don t know it at all!
’ i f I’ve seen it before, but don’t know how to use don t know how to use it!
I know it and use it!
wanting to know thisomething
Example SentencesExample SentencesExample SentencesExample Sentences
She was curious about the ending of the She was curious about the ending of the movie.
The student was curious as to what bj h h ld h subject the teacher would teach next.
Sentence FrameSentence Frame
Think of a time when you have been curious.
I was curious about _____ because ____.
AssessmentAssessmentor if this is example of
a situation where a situation where you might be curious.curious.
Why is a pencil is sitting on your desk at school.
Why is your teacher is wearing a chicken suit in the class.the class.
Teaching ToolsTeaching ToolsTeaching ToolsTeaching Tools
Vocab. Grid
Chapter Book
Read Aloud
District Reading Series
After the LessonAfter the LessonAfter the LessonAfter the LessonWords are displayed in classroomp yHomeworkWord ChallengesWord ChallengesVocab SignS i W dScreaming WordWord of the DayFlip Videos
We know that the quality of a teacher’s planning, delivery, We know that the quality of a teacher’s planning, delivery, and assessment significantly affects student learning (Tucker and assessment significantly affects student learning (Tucker and assessment significantly affects student learning (Tucker and assessment significantly affects student learning (Tucker and and StrongeStronge, 2005) and that student success increases when , 2005) and that student success increases when teachers use certain instructional strategies (see Marzano, teachers use certain instructional strategies (see Marzano, Pickering, & Pollock, 2001). Teachers can deliberately change Pickering, & Pollock, 2001). Teachers can deliberately change their practices to achieve gains for their students…and can their practices to achieve gains for their students…and can boost all learners’ knowledge retention and application boost all learners’ knowledge retention and application boost all learners knowledge retention and application boost all learners knowledge retention and application rates…rates…
P ll k P ll k & & F dF d~Pollock ~Pollock & & FordFordImproving Improving Student Learning, One Principal at a Student Learning, One Principal at a Time,Time,ASCD; 2009; pASCD; 2009; p. 5). 5); ; p; ; p ))
Mike Cowan & Matt Mike Cowan & Matt ZierenbergZierenbergMike Cowan & Matt Mike Cowan & Matt ZierenbergZierenberg
FrameworkFrameworkFrameworkFramework
StandardsCurriculum Calendar
Our KidsOur KidsOur KidsOur Kids
Collaboration on teaching methodsgCommon assessments
Focused InterventionFocused InterventionFocused InterventionFocused Intervention
Quizzes◦ 3 attempts◦ Review quizzesq
Special Group Support◦ Lunch (directed) tutoringLunch (directed) tutoring◦ After school support for review and re-
teachingteaching
Take ‘Time Out’Take ‘Time Out’
DI Schedule 4th TermSchool Wide supportSchool-Wide support
Next StepsNext Steps
Common interventions based on assessmentsassessmentsCo-Labor-ation
“ Arguably the quality of the relationships teachers ha e ith st dents is the ke st ne teachers have with students is the keystone of effective management and perhaps even the entirety of teaching”the entirety of teaching.
~Marzano, Robert J.The Art and Science of Teaching; p. 149
High Leverage StrategiesHigh Leverage StrategiesHigh Leverage StrategiesHigh Leverage Strategies
There are nine research proven strategies. p gEffective teachers deploy them in their classroomsc ass oo sWe should encourage educators to put them in their lesson designsthem in their lesson designsWhen administrators are in classrooms, they should be able to see elements of they should be able to see elements of these strategies being used
Instructional Strategies that MatterInstructional Strategies that MatterInstructional Strategies that MatterInstructional Strategies that Matter
Similarities and differences (45%tile gain)Similarities and differences (45%tile gain)Summarizing and note taking (34%tile gain)Reinforce and recognition (29%tile gain)Homework and Practice (28%tile gain)Nonlinguistic representations (27%tile gain)Cooperative learning (27%tile gain)Cooperative learning (27%tile gain)Objectives and feedback (23%tile gain)Testing hypotheses (23%tile gain)Questions, cues, organizers (22%tile gain)
Marzano, Pickering, Pollock, 2001
How do we achieve high levels of learning How do we achieve high levels of learning f ll d ?f ll d ?for all students?for all students?
We must understand what is critical and important for all students to know and be able important for all students to know and be able to do in a “viable and guaranteed curriculum”?We must use effective teaching practices in every classroom.We must remediate and extend for every child who so needs it.who so needs it.We must be engaged in ongoing practices to improve our curriculum and instructional methodologiesmethodologiesWe must measure our results and make appropriate changes as needed pp p g
“Effective management is putting first “Effective management is putting first Effective management is putting first Effective management is putting first things first. While leadership decides things first. While leadership decides what “first things” are, it is what “first things” are, it is management that puts them first, management that puts them first, management that puts them first, management that puts them first, dayday--byby--day, momentday, moment--byby--moment. moment. M t i di i li i it M t i di i li i it Management is discipline, carrying it Management is discipline, carrying it out.”out.”
--Stephen R. CoveyStephen R. Covey7 Habits of Highly Effective 7 Habits of Highly Effective 7 Habits of Highly Effective 7 Habits of Highly Effective People, p. 148People, p. 148
Marzano’s 21 Responsibilities Listed in Order ofCorrelation with StudentAcademic Achievement
Correlation with Achievement Responsibility
0.33 Situational Awareness0.320.310.30.290.28 Flexibility
0 27
DisciplineOutreachM it i /E l ti0.27 Monitoring/Evaluating
0.26CultureOrderResourcesKnowledge of Curriculum, Instruction and
0.25
Knowledge of Curriculum, Instruction and AssessmentInputChange AgentFocusContingent Rewards
0.24 Intellectual Stimulation0.23 Communication0.22 Ideals/Beliefs0.21
Involement in Curriculum, Instruction, and
0.2
AssessmentVisibiltyOptimizer
0.19 Affirmation0.18 Relationships
We know that effective principals We know that effective principals matter:matter:matter:matter:
……Research about learning indicates that a supervisor Research about learning indicates that a supervisor can take a pivotal role in ensuring that students learn. can take a pivotal role in ensuring that students learn. (Monitoring or) supervision that includes useful (Monitoring or) supervision that includes useful (Monitoring or) supervision that includes useful (Monitoring or) supervision that includes useful feedback to teachers and assists teachers in providing feedback to teachers and assists teachers in providing frequent and useful feedback to students contributes frequent and useful feedback to students contributes greatly to improved student achievement The greatly to improved student achievement The greatly to improved student achievement. The greatly to improved student achievement. The supervisor’s role is to implement effective tools in supervisor’s role is to implement effective tools in coaching and to work cooperatively with teachers to coaching and to work cooperatively with teachers to make decisions based on researched pedagogical make decisions based on researched pedagogical make decisions based on researched pedagogical make decisions based on researched pedagogical practices.practices.
Pollock Ford; Improve Student Learning One Principal Pollock Ford; Improve Student Learning One Principal Pollock, Ford; Improve Student Learning One Principal Pollock, Ford; Improve Student Learning One Principal at a Time. P. 24.at a Time. P. 24.
Administrators Commitment Administrators Commitment
10 hours per week in the classrooms 10 hours per week in the classrooms 10 hours per week in the classrooms. 10 hours per week in the classrooms.
High Quality InstructionMarzano
PLC and Pyramid Response to InterventionDuFour
I. Lesson Segments Involving Routine Events Observed in Every Lesson
III. Lesson Segments Enacted on the Spot1 Noticing and reacting when students are not engaged
What do we want our students to know?1 SMART goals have been established including
Wasatch County School DistrictModel for Effective Teaching
Observed in Every Lesson1. Providing clear learning goals (including content and language goals) and scales to measure those goals2. Tracking student progress3. Celebrating student success4. Establishing classroom routines5 Organizing the physical layout of the classroom
1. Noticing and reacting when students are not engaged2. Using academic games to engage students3. Using strategies to ensure that all students respond to questions4. Using physical movement5. Maintaining a lively pace6. Demonstrating intensity and enthusiasm7 Using friendly controversy
1. SMART goals have been established including successfully teaching at least 80% of the students with primary instruction2. Essential knowledge, skills, and dispositions (essential learning) for each course or grade level have been clarified3. Essential learning has been aligned to state standards and high stakes assessments5. Organizing the physical layout of the classroom
for learningII. Lesson Segments Addressing ContentCritical Input1. Identifying critical information2. Organizing students to interact with new knowledge3. Previewing new content and vocabulary
7. Using friendly controversy8. Providing opportunities for students to talk about themselves9. Presenting unusual or intriguing information10. Demonstrating “withitness” by attending immediately to potential disruptions11. Applying consequences consistently and fairly12. Acknowledging adherence to rules and procedures
standards and high stakes assessments4. Course sequence and pacing guides have been established5. Prerequisite knowledge and skills have been identified6. Instruments to assess prerequisite knowledge and skills have been identified7. Strategies and systems to assist students acquiring g y
4. Chunking content into “digestible bites”5. Summarizing and clarifying new information6. Making and defending inferences on new information7. Recording and representing knowledge8. Reflecting on understanding or lack of understanding
g g pconsistently and fairly
g y q gprerequisite knowledge and skills have been developedHow will we know when they know it?8. Common frequent assessments to assess student’s mastery of essential learning have been developed9. Proficiency measures for common assessments have been established using a four point system
Practice and Deepening9. Reviewing content and vocabulary10. Organizing students to practice and deepen knowledge11. Using homework for extended practice12. Examining similarities and differences13. Examining errors in reasoning
10. Criteria for judging student work has been agreed upon and continually practiced11. Criteria for judging student work has been taught to the students12. Common summative assessments have been developed13. Proficiency measures for summative assessments
14. Practicing skills, strategies, and processes15. Revising knowledgeHypothesis Generation and Testing16. Organizing students for cognitively complex tasks 17. Engaging students in cognitively complex tasks involving hypothesis generating and testing
d d d
have been established and reasonably aligned to gradesWhat will we do if they don’t know it?14. Common assessment results are used to evaluate the effectiveness of teaching practices15. Common assessments are used to identify students who need more time and support including
d18. Providing resources and guidance tier 2 and 3 interventionsWhat will we do when they do know it?16. Enriched learning opportunities have been planned for students to deepen and extent their knowledge
“Anything less than a conscious “Anything less than a conscious y gy gcommitment to the important is an commitment to the important is an unconscious commitment to the unconscious commitment to the unconscious commitment to the unconscious commitment to the unimportant.”unimportant.”
--Covey, Merrill, MerrillCovey, Merrill, MerrillFirst Things First, p. 32First Things First, p. 32
“What we “What we INSPECTINSPECT, , we we RESPECTRESPECT””we we RESPECTRESPECT
Continuous ImprovementContinuous ImprovementContinuous ImprovementContinuous Improvement
“Th t ff ti i ti t tl k “The most effective organizations constantly seek better ways to fulfill their primary purpose. They are hungry for evidence regarding their are hungry for evidence regarding their effectiveness and use that evidence to inform the practice of individuals and teams. This constant pfocus on results is an essential element in the continuous improvement process that drives the d l k f h ”daily work of the organization.”
~DuFour
In five years in ten years In five years in ten years In five years, in ten years, In five years, in ten years, what will the student what will the student results say about what we results say about what we did to close the did to close the
h ?h ?achievement gap?achievement gap?
We are Wasatch…We are Wasatch…If anyone can significantly close the achievement gap WE CAN!achievement gap… WE CAN!