Download - MVUSD Aug 2011 Day 1
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Moreno Valley USDCurriculum Development Academy
August 1-4, 2011
We will begin promptly at 8:30.Please help yourself to coffee and snacks!
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• At the end of the Academy, you will have developed at least one standards-aligned SMART Notebook lesson which includes direct instruction, cognitively demanding interactive activities, and meaningful responder-based quizzes and polls, all specifically tailored to the identified needs of your incoming students.
Outcome
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• Work collaboratively to create lessons and Notebooks in a supportive environment
• Plan and prioritize instruction based on student achievement data
Objectives
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• Build and practice questioning strategies to engage students using the responders
• Expand and reinforce skills learned in the 101, 102 and advanced classes to better implement your Digital Math program
Objectives
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop questions
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1. Using Decision Making for Results process, identify student learning goal
2. Identify at least 2 resources or tools in SMART Notebook Gallery that support the goal
Today’s Outcome
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•Respect•Participation•Results
Norms
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•Discuss and clarify topics • Individual reflection on personal responses•Discuss and aggregate responses•Write responses on cube•Cut out and assemble cube• Identify one person to share out group information
Group Resume: Bio Cube
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Antecedents
CollaborationAccountability
Principles of Decision Making for Results
TM p. 3
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Becoming Data-Driven
• How are you currently embracing a data-driven decision-making process that leads to results?
TM p. 5
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•Where’s the Proof? Marzano, Classroom Instruction that Works Cotton, Classroom Questioning Zemelman, Best Practices NCTM Research Brief, Why is teaching with
problem solving important to student learning? Educause Quarterly, Clickers in the Classroom
http://ctap10.org/moval2011
Results-Driven Schools
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“The value of the data emerges only when analysis provides insights that direct decisions for students.”
White, Beyond the numbers
Take notes on p. 8 as you read and/or as team shares out research
Reflection
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• Cause data: professional practices that create specific effects or results
Definitions and Examples
• Effect data: outcomes or results
Cause EffectDemographics
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Leadership & Learning Matrix
LuckyHigh results, low understanding of antecedentsReplication of success unlikely
LeadingHigh results, high understanding of antecedentsReplication of success likely
Losing GroundLow results, low understanding of antecedentsReplication of failure likely
LearningLow results, high understanding of antecedentsReplication of mistakes unlikely
Leadership/Teaching Practices
Effe
cts/
Res
ults
Dat
a
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1. Lucky (high results, low understanding)2. Losing ground (low results, low
understanding)3. Learning (high results, high understanding)4. Leading (high results, high understanding)
Where is your school?
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A Look at Collaboration
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•What elements did you observe that made the collaboration effective?
•How would you describe the attitudes of the participants?
Reflect on page 18 of DMR book
A Look at Collaboration
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop questions
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•What are the achievement levels of our incoming students?
•What are the achievement gaps?•What targeted strategies can we apply to meet these gaps?
•What tools will we use to monitor whether we are effective?
Big Questions
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•What do you want to know? Effective strategies Effective tools Student learning needs Student learning strengths
Reflect on page 20 of DMR book
Inquiry
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop
questions
Inquiry: Develop questions
DMR p. 21
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•Why? – To gather and organize data in order to gain insights about leadership, teaching, and learning practices
•Considerations: Measures of data Disaggregation Triangulation Reflection
Step 1: Conduct a Treasure Hunt
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•Disaggregation is not a problem-solving strategy. It is a problem-finding strategy.
Victoria Bernhardt, Data Analysis, 1998
Disaggregation
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• Using district reports, chart the data in a way that makes sense for your grade level
• Think about: In which strands are our students having the
most success? What are some common needs students coming
into my class are likely to have?
If desired, chart data on templates: pages 27-31
Treasure Hunt Activity
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•Highlight standards in which students scored lowest
•Cross reference with how heavily weighted those standards are in CST
For Example:
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A. I was able to capture the data I need in the templates provided
B. I filled in the templates, but I’m not sure the data tells me anything useful
C. I got some data, but was not able to organize it in the templates
D. I cannot figure out the data or how to organize it
Checking In
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White, S. (2005). Beyond the numbers.Englewood, CO: Advanced
Learning Press.
It is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data.
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop questions
DMR p. 34
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• Identify causes for celebration and to identify areas of concern
• Make inferences Cognitive disconnect Specific gaps Cause
DMR p. 35
Analyze Data to Prioritize Needs
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Grade Level Instruction
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Grade K 95.3% Grade 5 40.1%
Grade 1 87.2% Grade 6 38.0%
Grade 2 62.1% Grade 7 32.9%
Grade 3 71.8% Grade 8 27.6%
Grade 4 46.5% Grade 9 11.8%
Grade Level Instruction
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•Students perform no higher than the assignments given
•State tests assess grade-level content•Students cannot learn what they are not taught•Students learn more when taught at a higher level than at a lower level
Why Grade Level Instruction?
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Grade Level
Instructiona
l Level
Curriculum Complexity
BOTH
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•Why? - To take immediate action on most urgent needs
•Considerations Student needs Curriculum and Power Standards Foundational knowledge
Prioritization
White, S. (2005). Beyond the numbers. Englewood, CO: Advanced Learning Press.
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•Which strands and concepts are most important to target in order to ensure students will be successful with grade level content?
Table Conversation
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1. Review data from Step 1 (DMR p. 27-32, EADMS reports)
2. Consider pacing schedule, CST weights, and professional judgment
3. Prioritize urgent needs
4. Record your work on templates pages 38-43
Analyze to Prioritize
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•Explain what area you prioritized and why•1 minute per person
Speed Round
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop questions
DMR p. 44
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•Why? – To identify our most critical goals for student achievement based on the challenges that were identified through the inquiry process
Specific
Measurable
Achievable
Relevant
Timely
Step 3: Establish SMART Goals
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• Review prioritized needs • Review Treasure Hunt baseline data• Apply SMART goal formula• Use templates if desired
DMR p 49 Handout Write your own
Establish SMART Goals
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Return by
12:45
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• At the end of the Academy, you will have developed at least one standards-aligned SMART Notebook lesson which includes direct instruction, cognitively demanding interactive activities, and meaningful responder-based quizzes and polls, all specifically tailored to the needs of your incoming students.
Academy Outcome
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1. SMART goal based on identified priorities2. Identification of at least 2 Notebook tools or
activities to support SMART goal
Final Products – Day 1
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop questions
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop
questions
Inquiry: Develop questions
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop questions
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Treasure hunt
Analyze to prioritize
SMART goals
Select strategies
Determine results
indicators
Monitor and evaluate
The Process for Results
Inquiry: Develop questions
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1. SMART goal based on identified priorities2. Identification of at least 2 Notebook tools or
activities to support SMART goal
Final Products – Day 1
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1. Delicious. Like my favorite dessert. 2. Good. Like a wholesome entrée. 3. Nutritious. Like my least favorite vegetable. 4. Not so good. Like eating stale bread. 5. I’d rather eat sand.
How did today’s material go down?
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•Standards and rigor•Common Core: Standards of Mathematical Practice
•Cognitive demand and task analysis•Work time
8:00 - Continental breakfast 8:30 - Academy begins
Day 2 Preview