Enhancing Student Enhancing Student Achievement through Achievement through

Technology Integration Technology Integration and Professional Learning and Professional Learning

CommunitiesCommunities

Presented by:Presented by:Bob Attee and Bob Attee and Glenn Maleyko Glenn Maleyko

at the at the 2011 MACUL Conference2011 MACUL ConferenceDuVall Elementary

Salina Intermediate

Presentation Goals:Presentation Goals: To explain how a Professional To explain how a Professional

Learning Community model Learning Community model enhances our technology program. enhances our technology program.

To describe how benchmark-aligned To describe how benchmark-aligned multimedia projects will increase multimedia projects will increase student achievement levels.student achievement levels.

Presentation OverviewPresentation Overview Part 1: What Does Student Part 1: What Does Student

Achievement Data Tell Us About Achievement Data Tell Us About PLC’s and Technology Integration?PLC’s and Technology Integration?

Part 2: Establishing a Technology Part 2: Establishing a Technology Integrated PLCIntegrated PLC

Part 3: Using Technology to Improve Part 3: Using Technology to Improve Student Achievement LevelsStudent Achievement Levels

Part 4: Lessons LearnedPart 4: Lessons Learned

The Current Economics of The Current Economics of Education: Doing More Education: Doing More

with Less!with Less! With the ongoing reductions in funding With the ongoing reductions in funding

from the federal and state government,from the federal and state government, Class size has increasedClass size has increased General funds for supplies/ resources has General funds for supplies/ resources has

decreaseddecreased Team planning time has been eliminated in Team planning time has been eliminated in

some districtssome districts How can teachers improve student How can teachers improve student

achievement in the current economy?achievement in the current economy?

The Need for Change:The Need for Change: ““There is much uncertainty in There is much uncertainty in

our education system today. our education system today. The continuation of public The continuation of public education as we know it is not education as we know it is not guaranteed and guaranteed and maintaining maintaining status quo is not an optionstatus quo is not an option. . Our Our education system has to change education system has to change if the next generation is going if the next generation is going to be successful in their world.to be successful in their world. All educators must play key All educators must play key roles in changing our schools.”roles in changing our schools.”

– – Bill Daggett, Model Schools Bill Daggett, Model Schools Conference 2009Conference 2009

There is hope! There is hope! Schools do make a Schools do make a

difference!difference! An analysis of research conducted An analysis of research conducted

over a thirty-five year period over a thirty-five year period demonstrates that schools that are demonstrates that schools that are highly effective produce results that highly effective produce results that almost entirely overcome the effects almost entirely overcome the effects of student backgrounds.of student backgrounds.

Robert Marzano, What Works in Schools, 2003.Robert Marzano, What Works in Schools, 2003.

““All of us can consciously decide to All of us can consciously decide to leave behind a life of mediocrity and to leave behind a life of mediocrity and to

live a life of greatness---at home, at live a life of greatness---at home, at work and in the community. No matter work and in the community. No matter what our circumstances may be, such what our circumstances may be, such a decision can be made by everyone of a decision can be made by everyone of

us.” us.” - Stephen Covey- Stephen Covey

Pg. 29

Covey, S. (2004). The Covey, S. (2004). The 8th habit: From 8th habit: From effectiveness to greatnesseffectiveness to greatness. New York, . New York, NY: Franklin Covey Co.NY: Franklin Covey Co.

A Tale of Two SchoolsA Tale of Two Schools Salina Intermediate:Salina Intermediate: 520520 students in grades 4 – students in grades 4 –

88 We are located near the We are located near the

Ford Rouge Plant Ford Rouge Plant 23% Student Mobility Rate23% Student Mobility Rate 71% of students are 71% of students are

English Language English Language LearnersLearners

99.8% of students qualify 99.8% of students qualify for free or reduced lunchfor free or reduced lunch

AYP has been met for several AYP has been met for several consecutive years.consecutive years.

DuVall Elementary:DuVall Elementary: 276 students in grades K-5276 students in grades K-5 We are located near We are located near

Greenfield Village and the Greenfield Village and the Henry Ford Museum Henry Ford Museum

9% students with 9% students with disabilitiesdisabilities

12% ELL students12% ELL students 24% Free and reduced 24% Free and reduced

lunchlunch AYP has been met for AYP has been met for

several consecutive years.several consecutive years.

Salina Salina Intermediate Intermediate

SchoolSchoolMEAP Proficiency of All MEAP Proficiency of All Students in Reading and Students in Reading and Math from 2007 - 2009Math from 2007 - 2009

Percentage of All 4th Grade Students Meeting/ Exceeding State Standards

5663

5667

89 91

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20

40

60

80

100

2007 2008 2009

Year

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Percentage of All 5th Grade Students Meeting/ Exceeding State Standards

53 4863

7159

71

0

20

40

60

80

100

2007 2008 2009

Year

Perc

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Percentage of All 6th Grade Students Meeting/ Exceeding State Standards

65

40

6553

7074

0

20

40

60

80

100

2007 2008 2009

Year

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Percentage of All 7th Grade Students Meeting/ Exceeding State Standards

5260

37

7875

53

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20

40

60

80

100

2007 2008 2009

Year

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Percentage of All 8th Grade Students Meeting/ Exceeding State Standards

72

4049

745662

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40

60

80

100

2007 2008 2009

Year

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Percent of Non ELL Students Percent of Non ELL Students meeting State Proficiency meeting State Proficiency Standards in 2009 - 2010Standards in 2009 - 2010

SubjectSubject GradeGrade

Salina Salina IntermediIntermedi

ateateDistriDistri

ctct StateStateReadingReading 44 7575 8787 8585ReadingReading 55 9393 9090 8686ReadingReading 66 9090 9292 8888ReadingReading 77 9494 8888 8383ReadingReading 88 9595 9191 8484

Percent of Non ELL Students Percent of Non ELL Students meeting State Proficiency meeting State Proficiency Standards in 2009 - 2010Standards in 2009 - 2010

SubjectSubject GradeGradeSalina Salina

IntermediateIntermediateDistriDistri

ctct StateState

MathMath 44 9696 9696 9393

MathMath 55 9191 8888 8080

MathMath 66 9393 9191 8383

MathMath 77 9494 9191 8383

MathMath 88 9393 8383 7171

Percent of ELL Students Percent of ELL Students meeting State Proficiency meeting State Proficiency

Standards Standards in 2009 - 2010in 2009 - 2010

SubjectSubject GradeGradeSalina Salina

IntermediateIntermediateDistricDistric

tt StateState

ReadingReading 44 4040 5555 6464

ReadingReading 55 3535 4242 6262

ReadingReading 66 4747 5555 7070

ReadingReading 77 2424 3838 5454

ReadingReading 88 5050 5151 6161

Percent of ELL Students Percent of ELL Students meeting State Proficiency meeting State Proficiency

StandardsStandards in 2009 - 2010 in 2009 - 2010

SubjecSubjectt GradeGrade

Salina Salina IntermediateIntermediate

DistricDistrictt StateState

MathMath 44 8888 9292 8787

MathMath 55 5555 5959 6868

MathMath 66 6262 6161 6969

MathMath 77 6767 6464 6666

MathMath 88 5858 5151 5050

How can we improve How can we improve student achievement in student achievement in

traditional classestraditional classes??

In order to continue to In order to continue to improve student improve student

achievement levels, schools achievement levels, schools must have a must have a cultural shiftcultural shift..

Cultural Shifts: Cultural Shifts: Becoming a Becoming a Professional Professional

Learning Learning CommunityCommunity ““To put it as succinctly as possible, if you To put it as succinctly as possible, if you

want to change and improve the climate want to change and improve the climate and outcomes of schooling both for and outcomes of schooling both for students and teachers, there are features students and teachers, there are features of the school culture that have to be of the school culture that have to be changed, and if they are not changed your changed, and if they are not changed your well-intentioned efforts will be defeated”well-intentioned efforts will be defeated”

Seymour Sarason: Taken From Robert Eaker PLC presentation.

A Traditional SchoolA Traditional School Focuses on Focuses on

Teaching Teaching and a Professional Leaand a Professional Learning Community Focurning Community Focuses on ses on

Student Learning. Student Learning.

Cultural ShiftCultural ShiftTraditional SchoolTraditional School Professional Learning Professional Learning

CommunityCommunityTeacher IsolationTeacher Isolation CollaborationCollaborationDecisions about Decisions about improvement are opinion improvement are opinion based.based.

Decisions are researched Decisions are researched based with collaborative based with collaborative teams seeking out best teams seeking out best practices.practices.

When students don’t When students don’t learn not systematic learn not systematic response.response.

Systematic response as to Systematic response as to how the school responds how the school responds when students don’t learn.when students don’t learn.

Administrators are Administrators are viewed a leaders and viewed a leaders and teachers as followers.teachers as followers.

Administrators are leaders Administrators are leaders of leaders teachers are of leaders teachers are transformational leaders.transformational leaders.

Decisions about Decisions about improvement are opinion improvement are opinion based.based.

Decisions are researched Decisions are researched based with collaborative based with collaborative teams seeking out best teams seeking out best practices.practices.

School Leadership is School Leadership is essential to change because essential to change because

it influences:it influences: A clear mission and goalsA clear mission and goals The climate of school and climate of The climate of school and climate of

classroomsclassrooms The attitudes of teachersThe attitudes of teachers The classroom practices of teachersThe classroom practices of teachers The organization of curriculum and The organization of curriculum and

instructioninstruction Student opportunities to learnStudent opportunities to learn

Marzano, Waters, McNulty: School Leadership that Works:From Research to Results p.5

Effective visions help individuals Effective visions help individuals understand that they are part of a understand that they are part of a larger world and also reassure them larger world and also reassure them of their individual importance to the of their individual importance to the organization. organization.

Reeves, Douglas (2006). The learning Reeves, Douglas (2006). The learning Leader. Leader.

Visionary leaders

““People want to be part of People want to be part of something larger than something larger than

themselves. They want to be themselves. They want to be part of something they’re part of something they’re

really proud of, that they’ll really proud of, that they’ll fight for, sacrifice for , trust.”fight for, sacrifice for , trust.”

— — Howard SchultzHoward Schultz

DuVall VisionDuVall Vision We see a We see a DuVall DuVall CommunityCommunity that supports and builds on the strengths that supports and builds on the strengths

of each student, uses of each student, uses instructional best practices,instructional best practices, inspires students to inspires students to think criticallythink critically and and creativelycreatively in school and community. in school and community.

We see an educational partnership in which We see an educational partnership in which DuVallDuVall staff, families, and staff, families, and members of the community faithfully share the responsibility of members of the community faithfully share the responsibility of educating each student in an atmosphere of trust and mutual respect.educating each student in an atmosphere of trust and mutual respect.

We see a continually changing teaching and learning environment that We see a continually changing teaching and learning environment that uses technology and research based best practicesuses technology and research based best practices as the focal point for as the focal point for developing and implementing sound educational programs and developing and implementing sound educational programs and instructional practices.instructional practices.

We see a school community that encourages and insists its students We see a school community that encourages and insists its students achieve beyond achieve beyond GLCE’SGLCE’S..

We see a school community that respects, appreciates, and celebrates We see a school community that respects, appreciates, and celebrates our similarities and differences.our similarities and differences.

We see a school community that embraces the We see a school community that embraces the Core Values.Core Values.

Salina Intermediate Salina Intermediate MissionMission

The mission of Salina Intermediate School The mission of Salina Intermediate School is to is to increase academic achievementincrease academic achievement by by implementing and evaluating a implementing and evaluating a technology technology integratedintegrated comprehensive curriculum comprehensive curriculum which enables students to become which enables students to become literate literate problem-solving critical thinkers.problem-solving critical thinkers. We We have high expectations for all students, have high expectations for all students, and provide a safe and nurturing and provide a safe and nurturing environment environment collaborativelycollaboratively with parents with parents and community to ensure that all students and community to ensure that all students become responsible, productive citizens.become responsible, productive citizens.

After developing a common After developing a common vision and mission, it is vision and mission, it is critical to find time for critical to find time for

collaboration and collaboration and professional development professional development

(capacity building).(capacity building).

Team Team CollaborationCollaboration

We can achieve our fundamental We can achieve our fundamental purpose of high levels of learning for purpose of high levels of learning for

all students only if we work all students only if we work together. We cultivate this together. We cultivate this

collaborative culture through the collaborative culture through the development of high performing development of high performing

teams.teams.

Dufour & Eaker

Finding TimeFinding Time for for Professional Professional

DevelopmentDevelopment Administrative support with schedulingAdministrative support with scheduling Before and after school opportunitiesBefore and after school opportunities District Release time (late start)District Release time (late start) Substitutes to release teachers.Substitutes to release teachers. Staff meetingsStaff meetings Team meetings / collaboration (PLC)Team meetings / collaboration (PLC) Assembly Release TimeAssembly Release Time Administrative VisitationsAdministrative Visitations Conferences or workshopsConferences or workshops On-line professional developmentOn-line professional development

Team CollaborationTeam Collaboration Effective collaborative teams Effective collaborative teams

share knowledge, define learning share knowledge, define learning standards, agree on pacing, build standards, agree on pacing, build knowledge of best practice, and knowledge of best practice, and focus on issues that MOST impact focus on issues that MOST impact student achievement. student achievement.

Team Collaboration and Team Collaboration and the 3 Essential Questionsthe 3 Essential Questions

1. What is it that we want children 1. What is it that we want children to Learn?to Learn?

2. How will we know when they 2. How will we know when they have learned it?have learned it?

3. How will we respond when they 3. How will we respond when they don’t learn and/or how will we don’t learn and/or how will we respond when they have learned?respond when they have learned?

The most effective The most effective collaborative teamscollaborative teams

Focus on Focus on learninglearning rather than rather than teachingteaching..

If teams do not focus on issues and If teams do not focus on issues and questions that most impact student questions that most impact student achievement, they become achievement, they become “co“coblabblaboration” teams.oration” teams.

Dufour & Eaker 2002Dufour & Eaker 2002

Advantages of collaborative Advantages of collaborative teams:teams:

provide support for new teachersprovide support for new teachers promote confidence among staff members promote confidence among staff members allow teachers to work together to find allow teachers to work together to find

quality solutions quality solutions provide opportunities for sharing ideas, provide opportunities for sharing ideas,

materials, and methods for better materials, and methods for better teachingteaching

enhance student achievementenhance student achievement

Important Team Important Team ComponentsComponents

Three important components keep Three important components keep the team focus and help to subdue the team focus and help to subdue the resistors the resistors 1. The development of Team 1. The development of Team

NormsNorms2. The development of Team Goals2. The development of Team Goals3. Sustaining Good team 3. Sustaining Good team

leadership.leadership.

In order to focus on In order to focus on school improvement, we school improvement, we must use SMART GOALS:must use SMART GOALS:

SStrategic and trategic and SpecificSpecific

MMeasurableeasurable AAttainablettainable RResults orientedesults oriented TTime-bound.ime-bound.

Salina Intermediate co-Salina Intermediate co-teaching modelteaching model

Through the PLC Model all of Through the PLC Model all of the core teachers collaboratethe core teachers collaborate

In the Middle School 6In the Middle School 6thth through 8through 8thth grade the grade the Language Arts and Language Arts and Mathematics teachers co-teachMathematics teachers co-teach

Elementary 4Elementary 4thth & 5 & 5thth Grade Grade teachers co-teach in teachers co-teach in Mathematics & Language Arts Mathematics & Language Arts and other core areasand other core areas

Using SuccessMaker in the Using SuccessMaker in the Language Arts LabLanguage Arts Lab

Students are enrolled in a Language Arts Lab for one hour in lieu of one of their elective classes.

Tracking Progress Tracking Progress in the Language Arts Labin the Language Arts Lab

Using Technology Using Technology in the Newcomer Centerin the Newcomer Center

The Salina Model for Customizing The Salina Model for Customizing Technology Based On Building NeedsTechnology Based On Building Needs

The process of customizing technology according to needs The process of customizing technology according to needs of the curriculum and buildings is as follows: of the curriculum and buildings is as follows:

A. Create a technology committee (building level).A. Create a technology committee (building level). B. Identify benchmarks that require technology support.B. Identify benchmarks that require technology support. C. Attend conferences to learn about software and C. Attend conferences to learn about software and

advances in technologyadvances in technology D. Identify Software and Hardware needed.D. Identify Software and Hardware needed. E. Make sure that the technology of interest makes the E. Make sure that the technology of interest makes the

maximum use of the current technology.maximum use of the current technology. F. Training must accompany the acquisition of a new F. Training must accompany the acquisition of a new

technology item.technology item.

Technology Tools that can Technology Tools that can assist with Professional assist with Professional Learning Communities:Learning Communities:

Curriculum CrafterCurriculum Crafter Identify Grade Level Content ExpectationsIdentify Grade Level Content Expectations Align curriculum between grade levelsAlign curriculum between grade levels Develop vocabulary lists and unit resources Develop vocabulary lists and unit resources

(links)(links) Google DocsGoogle Docs

Conduct staff surveysConduct staff surveys Collaborate on presentations using the Collaborate on presentations using the

InternetInternet Share and edit dataShare and edit data

Research & DataResearch & Data There is an enormous amount of There is an enormous amount of

data supporting technology data supporting technology integration in the classroom.integration in the classroom.

International Society of Technology International Society of Technology Education (ISTE) StandardsEducation (ISTE) Standards

National Education Association NEANational Education Association NEA Michigan Association for Computer Michigan Association for Computer

Users in Learning (MACUL)Users in Learning (MACUL)

USA Today: USA Today: Teens use of cell phones in Teens use of cell phones in

class class Store information to look at during a test - Store information to look at during a test -

26%26% Text friends answers - 25%Text friends answers - 25% Search web for answers – 20%Search web for answers – 20% Take photo of test and send to friends -Take photo of test and send to friends -

17%17%(USA Today: June 18, 2009)

Effective TeachersEffective Teachers Effective teachers have a classroom Effective teachers have a classroom

that is that is structuredstructured and and organizedorganized and and CONSISTENT in how the classroom CONSISTENT in how the classroom is run. is run.

Harry Wong, 2009 Model Schools ConferenceHarry Wong, 2009 Model Schools Conference

Salina TechnologySalina Technology Data projector, Document camera and Data projector, Document camera and

Promethean Board in most of the core Promethean Board in most of the core classrooms. classrooms.

Full wireless connectivityFull wireless connectivity 8 mobile wireless labs8 mobile wireless labs Community Center with Technology accessCommunity Center with Technology access A media broadcast studio with a green screen A media broadcast studio with a green screen

for video productionfor video production Multimedia software applicationsMultimedia software applications Activote systems. Activote systems.

Multimedia Project Multimedia Project DevelopmentDevelopment

1. 1. Begin with the end in mindBegin with the end in mind – focus on – focus on related benchmarks/ GLCE’srelated benchmarks/ GLCE’s

2. 2. What is it that I REALLY want students What is it that I REALLY want students to walk away with knowing ?to walk away with knowing ? – A major – A major understanding defines what is essentialunderstanding defines what is essential

3. 3. What am I looking forWhat am I looking for ?? – in order to – in order to assess student achievement, determine assess student achievement, determine what mastery of the benchmark/ GLCE what mastery of the benchmark/ GLCE will look like.will look like.

KNOWLEDGEMultiple choice, true/false, matching, and fill-in can sample mastery of elements of knowledge

Essay exercises can tapUnderstanding of relationshipsamong elements of knowledge

Not a good choice for thistarget

Can ask questions, evaluateanswers and infer mastery-but a time-consumingoption

REASONING Can assess understanding of basic patterns of reasoning

Written descriptions of complex problem solutions can provide a window intoreasoning proficiency

Can watch students solve some problems and infer about reasoning proficiency

Can ask student to "think aloud" or can ask follow-upquestions to probe reasoning

PERFORMANCE SKILLS

Can assess mastery of theprerequisites of skillful performance, but cannot tapthe skill itself-not a goodchoice for this target

Can assess mastery of the prerequisites of skillful performance, but cannottap the skill itself-not a goodchoice for this target

Can observe and evaluateskills as they are being performed

Strong match when skill isoral communication proficiency; also can assess mastery of knowledge prerequisite to skillful performance

PRODUCTS

Can assess mastery of prerequisite to the ability to create quality products, butcannot assess the quality ofproducts themselves-not a choice

Can assess mastery ofknowledge prerequisite to theability to create quality products, but cannot assess the quality of products themselves-not a good choice

A strong match; we can assess:(a) proficiency in carrying out stepsin product development, and(b) attributes of the product itself

Can probe procedural knowledgeand knowledge of attributes of quality products - but not product quality

TARGET TOBE ASSESSED

ASSESSMENT METHOD

SELECTEDRESPONSE ESSAY PERFORMANCE

ASSESSMENTPERSONAL

COMMUNICATION

Developed by Rick Stiggins

Multimedia Project Multimedia Project DevelopmentDevelopment

Discuss with your teamDiscuss with your team how you can work how you can work together to enhance the curriculum between the together to enhance the curriculum between the content areas.content areas.

When would it be better to teach a unit - ex. When would it be better to teach a unit - ex. Science and social studies are both covering Science and social studies are both covering environmental problems in April; Science and environmental problems in April; Science and math are covering charts and graphs in October.math are covering charts and graphs in October.

Designing Projects that Designing Projects that improve student improve student achievement :achievement :

4. 4. Select the Select the most appropriatemost appropriate technology based instructional technology based instructional materials.materials.

5. Plan for it! – 5. Plan for it! – make lesson plans that make lesson plans that include time for introducing the include time for introducing the material, allowing students time to material, allowing students time to work on the project(s), making time work on the project(s), making time available for presentations, and available for presentations, and allowing for time to debrief!allowing for time to debrief!

10% OF WHAT WE READ

20% OF WHAT WE HEAR

30% OF WHAT WE SEE

50% OF WHAT WE HEAR AND SEE

70% OF WHAT IS DISCUSSED WITH OTHERS

80% OF WHAT WE EXPERIENCE PERSONALLY

95% OF WHAT WE TEACH SOMEONE ELSE

WE LEARN

W. M. Glasser

Making instruction Making instruction meaningfulmeaningful

Students will be motivated by content Students will be motivated by content that is rigorous and relevant.that is rigorous and relevant.

For content to be relevant, students For content to be relevant, students must believe that the topic/content is must believe that the topic/content is important in their lives.important in their lives.

For content to be rigorous, it must be For content to be rigorous, it must be challenging – not too difficult or easy challenging – not too difficult or easy to learn.to learn.

Product AssessmentsProduct Assessments Help students to rethink, use, and extend Help students to rethink, use, and extend

what they have learned. (Carol Tomlinson, what they have learned. (Carol Tomlinson, 2001)2001)

Can be differentiated for students’ interest, Can be differentiated for students’ interest, learning styles, and readiness levels.learning styles, and readiness levels.

Give the students scenarios (case studies) Give the students scenarios (case studies) that allow them to make connections that allow them to make connections between curriculum topics and apply the between curriculum topics and apply the content to their daily lives or future careers.content to their daily lives or future careers.

Different ways to find out Different ways to find out what students understandwhat students understand

Present a news Present a news reportreport

Write and perform a Write and perform a raprap

Create (diagram) a Create (diagram) a modelmodel

Conduct a discussionConduct a discussion Make an editorial Make an editorial

videovideo Design a gameDesign a game

Make a webquestMake a webquest Make a Make a

cartoon/comiccartoon/comic Create a flowchartCreate a flowchart Develop an exhibitDevelop an exhibit Keep a journal logKeep a journal log Develop a learning Develop a learning

centercenter Use notecards with Use notecards with

short questionsshort questions

Lessons LearnedLessons Learned We are facing changing times in the We are facing changing times in the

world economy and with new world economy and with new advances in technology.advances in technology.

Collaboration with colleagues can help Collaboration with colleagues can help to better use available technology to better use available technology resources in the school and make resources in the school and make connections to other curriculum areas. connections to other curriculum areas.

The curriculum must be rigorous and The curriculum must be rigorous and relevant for students.relevant for students.

Sample Project IdeasSample Project Ideas

Other Project Ideas:Other Project Ideas: Case Studies:Case Studies: WolvesWolves Exotic SpeciesExotic Species Genetic EngineerinGenetic Engineerin

gg FossilsFossils

Videos:Videos: Hillary Potter Hillary Potter

(writing a sequel (writing a sequel to a book)to a book)

Blogs:Blogs: iblogiblog