Professional Documents
Culture Documents
Yesterday
Satisfaction
School improvement can
be . . .
What were some of the innovations
which attempted to improve student
learning during the last 50 years?
Students
Accountability
Research about
Professional
Teaching and
Development
Learning
A Funny Thing Happened on the
Way to School Improvement
1. The students have changed.
2. Expectations have changed.
3. Educators and professional development has
changed.
4. The research about teaching and learning has
changed.
The students have changed.
1. Shorter Attention Spans and They Hate to be
Bored
Students hate to be bored.
The students have changed.
2. They choose to be very interactive and
respond on demand.
Cell phones MP3 players
Wide screen LCD and Simulation video games
plasma TVs Extraordinary electronic
Cable and satellite TV visual graphics
with hundreds of Email
channels Instant messaging
Hand held video games DVDs
PDAs Movies on demand
Laptop and desktop and more . . .
computers
Digital still and video
cameras
The students have changed.
3. They want know objectives, strategies
to win and need “do-overs.”
Students
Accountability
Research about
Professional
Teaching and
Development
Learning
A Funny Thing Happened on the
Way to School Improvement
1. The students have changed.
2. Expectations have changed.
3. Educators and professional development has
changed.
4. The research about teaching and learning has
changed.
Accountability has changed.
Governments have created demanding
mandates for continuous improvement.
A significant number of children have special
needs, have limited English language
proficiency, or live in poverty yet we must
maintain high expectations and appropriate
resources so that all students achieve at the
same rigorous standard.
Accountability has changed.
Achievement gaps still exist for many
students in the US.
• Half of all African-American and Hispanic
students will drop out, and only 18% will graduate
from high school ready for college.
• Children from affluent families are 11 times more
likely to earn a bachelor's degree than are
children from low-income families. (Ollivara, 2004)
Accountability has changed.
The public wants a response to achievement
scores, and they want schools to go beyond
developing slick school improvement plans
that sit on shelves in main offices.
Employers are expecting student
competencies to include problem solving,
decision making, communication,
collaboration, and tech skills.
But, these skills are not the focus of high-
stakes tests and teachers don’t place a high
priority on them.
The skills and knowledge needed for the
twenty-first century have changed.
100%
45%
2001
2002
40%
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
This is the first time we had to
move the middle
77.5%
Perhaps you may feel that NCLB
makes you feel like this song.
Accountability for High
Achievement is Challenging
Those Big Changes
Students
Accountability
Research about
Professional
Teaching and
Development
Learning
A Funny Thing Happened on the
Way to School Improvement
1. The students have changed.
2. Expectations have changed.
3. Educators and professional development has
changed.
4. The research about teaching and learning has
changed.
Staff Development in the Past
LYNT Last year’s new thing
Students
Accountability
Research about
Professional
Teaching and
Development
Learning
A Funny Thing Happened on the
Way to School Improvement
1. The students have changed.
2. Expectations have changed.
3. Educators and professional development has
changed.
4. The research about teaching and learning has
changed.
The Science of Teaching and Learning
Science of Learning Best/Research-based Practices/
Strategies
Why?
But, data-driven decisions can help
improve student learning.
Ds and Fs list
state tests
criterion-referenced tests
core)
graduation, retention, and dropout rates
military, work)
Reading Growth by School
Class of 2003 - EPAS Reading Growth
EXPLORE to ACT Scale Score Difference
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EXPLORE 05-12 EXPLORE 13-20 EXPLORE 21-25
f
Scale Score
Student AYP Achievement Data
Classroom Data
What classroom data/information do you
have about student achievement in your
classroom?
Tests . . . . .
Classroom Data
What do you want to know about students’
pre-requisite knowledge and skills?
Adding ?
Subtracting ?
Word recognition skills ?
Comprehension (main idea, comparison, etc)
FL acquisition (reading, writing, thinking,
listening, grammar, vocabulary)?
Classroom Data
What would make this data/information
credible?
If you keep on doing what you’ve always
done, you will continue to get what you
always got.
What do you want? Vision and Mission
State/school standards
Life and Career
Competencies
What have you been
doing to get what you Data
want?
Your School/
Community District Students
Who's Who?
Administrators
Demographic Data: Students
Enrollment language proficiency
grade level mobility rate
attendance and disability type or
tardiness patterns health needs
Ethnicity socio-economic
Gender status
home background
Student Demographic Data
Teacher Demographic Data
Demographic Data: Staff
Members
Number of employees in all employee
categories
Years of experience
Age
Mobility
Gender
Ethnicity
Language proficiency
Preparation and advanced degrees
Demographic Data:
Parents and the Community
Parent and Ethnicity
community Organizations
involvement available and
Percentage of capacity to support
residents with education
school-age children
Economic conditions
Level of education
Why does demographics
matter?
How can demographics of each group
affect student learning?
1. Students
2. Employees
3. Parents and the Community
Data about Organizational
Effectiveness
Concepts/
Topics
•Scientific
Method
Biology Sample Map
Concepts/
Topics
•Ecosystems
(12a, 12b)
•Energy
Concepts/
Topics
•Microscope
Concepts/
•DNA
Topics
Structure and
Concepts/
Topics
•Meiosis
(12a)
Concepts/
Topics
•Anatomy
•Physiology
Concepts/
Topics
•Anatomy
(12a)
Concepts/
Topics
•Anatomy
(12a)
Concepts/
Topics
•Anatomy and
Physiology of:
Concepts/
Topics
•Monera
•Protista
(11a) Relationships •Cell parts and Replication •Monohybrid •Cell Transport •Physiology •Physiology (12a) •Fungi
•Measurement (12b) function (12a) Crosses •Bacterial •Cell Transport •Cell Transport Skeletal •Plant
(11a) •Photo- (12a) • Mitosis (12a) Growth (11a) •Urinalysis Muscular •Animal
•Organic synthesis •Cell Transport (12a) •Pedigree •Viral Growth •Enzymes (11a) Nervous
Molecules (12b, 12c) (11a)(12c) •Protein Charts •Immune (12c) •Cellular Reproductive
•Population •Single-celled Synthesis (12a) response •Lock and Key Respiration •Cell Transport
•Classification (12b) Organisms (12a) •Incomplete (12b) •Structure (12c) •STDs
•Natural •Biotechnology Dominance •HIV/AIDS determines •Contraceptive
Selection (12a)(13b) (12a) •Structure function
(12a) •Structure •Sex Linkage determines
determines (12a) function
function •Karyotyping
Skills Skills Skills Skills Skills Skills Skills Skills Skills Skills
•Hypothesis •Making Study •Microscope •Constructing •Solve Problems •Use Diagrams •Plan Diet •Use Diagrams •Use diagrams •Use Examples
(11a) Tools skills Models •Organize •Organize •Compare and •Compare and
•Measurement •Reading •Using Diagrams (12a) Events •Compare and diagrams • Interpret Contrast Contrast
(11a) Diagrams •Creating •Prediction •Prediction Contrast • Use examples Data •Logging (12a)
•Organizing •Making Graphics (11a) (11a) •Sterile (11a) (11a) Information •Research
and Recording Diagrams •Prediction •Analyzing Data •Karyotypes Technique •Using •Using •Powerpoint Information
Data •Prediction (11a)(12a) (11a) •Analyze Data (11a) Indicators Indicators •Presentation •Identification
(11a) (11a) •Conpare and •Construct (11a) • Write (11a) (11a) skills Skills
•Using and •Analyzing Data Contrast Proteins •Draw Procedures •Organize Data •Analyze Data •Research Skills •Using a
Making a (11a)(13a) •Following Lab (12a) Conclusion (11a) (11a) (11a) Dichotomous Key
Dicotomous •Graphing instructions •Organizing (11a) •Draw •Analyze Data •Draw
Key (11a) (11a) Process •Compute Conclusions (11a) Conclusions
•Reading •Reading (12a) probabilities (11a)(13a) •Reading (11a)(13a)
•Reading Strategies Strategies •Basic Strategies •Reading
Strategies biotechnology Strategies
skills
•Writing Lab •Draw
Conclusions Conclusions
(11a)(13a) (11a)(13a)
Biology Sample Map
Cause/Effect
Main Idea
Drawing Decision Making
Comparing
Conclusions
How are these two products
similar and different?
12.A.4a Explain how genetic
combinations produce visible
effects and variations among
physical features and cellular
functions of organisms.
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•
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•
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•
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Classroom Unit Design: The professional
literature says . . .
Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/
Topics Topics Topics Topics Topics Topics Topics Topics Topics Topics
•Ecosystems
•Scientific (12a, 12b) •Microscope •DNA •Meiosis •Anatomy •Anatomy •Anatomy •Anatomy and •Monera
Method •Energy Structure and (12a) •Physiology (12a) (12a) Physiology of: •Protista
(11a) Relationships •Cell parts and Replication •Monohybrid •Cell Transport •Physiology •Physiology (12a) •Fungi
•Measurement (12b) function (12a) Crosses •Bacterial •Cell Transport •Cell Transport Skeletal •Plant
(11a) •Photo- (12a) • Mitosis (12a) Growth (11a) •Urinalysis Muscular •Animal
•Organic synthesis •Cell Transport (12a) •Pedigree •Viral Growth •Enzymes (11a) Nervous
Molecules (12b, 12c) (11a)(12c) •Protein Charts •Immune (12c) •Cellular Reproductive
•Population •Single-celled Synthesis (12a) response •Lock and Key Respiration •Cell Transport
•Classification (12b) Organisms (12a) •Incomplete (12b) •Structure (12c) •STDs
•Natural •Biotechnology Dominance •HIV/AIDS determines •Contraceptive
Selection (12a)(13b) (12a) •Structure function
(12a) •Structure •Sex Linkage determines
determines (12a) function
function •Karyotyping
Skills Skills Skills Skills Skills Skills Skills Skills Skills Skills
•Hypothesis •Making Study •Microscope •Constructing •Solve Problems •Use Diagrams •Plan Diet •Use Diagrams •Use diagrams •Use Examples
(11a) Tools skills Models •Organize •Organize •Compare and •Compare and
•Measurement •Reading •Using Diagrams (12a) Events •Compare and diagrams • Interpret Contrast Contrast
(11a) Diagrams •Creating •Prediction •Prediction Contrast • Use examples Data •Logging (12a)
•Organizing •Making Graphics (11a) (11a) •Sterile (11a) (11a) Information •Research
and Recording Diagrams •Prediction •Analyzing Data •Karyotypes Technique •Using •Using •Powerpoint Information
Data •Prediction (11a)(12a) (11a) •Analyze Data (11a) Indicators Indicators •Presentation •Identification
(11a) (11a) •Conpare and •Construct (11a) • Write (11a) (11a) skills Skills
•Using and •Analyzing Data Contrast Proteins •Draw Procedures •Organize Data •Analyze Data •Research Skills •Using a
Making a (11a)(13a) •Following Lab (12a) Conclusion (11a) (11a) (11a) Dichotomous Key
Dicotomous •Graphing instructions •Organizing (11a) •Draw •Analyze Data •Draw
Key (11a) (11a) Process •Compute Conclusions (11a) Conclusions
•Reading •Reading (12a) probabilities (11a)(13a) •Reading (11a)(13a)
•Reading Strategies Strategies •Basic Strategies •Reading
Strategies biotechnology Strategies
skills
•Writing Lab •Draw
Conclusions Conclusions
(11a)(13a) (11a)(13a)
Data about Stakeholders’
Perspectives
Provides essential information about what students,
parents, teachers and others think about the teaching
and learning environment.
6.6%
15.2%
78.2%
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EXPLORE 05-12 EXPLORE 13-20 EXPLORE 21-25
f
Scale Score
Line Graphs
Line graphs are used to track changes over short and long
periods of time. When smaller changes exist, line graphs are
better to use than bar graphs. Line graphs can also be used to
compare changes over the same period of time for more than one
group. They enable the viewer to make projections related to
trends and patterns. 17.8
State Test- 1999-2001
Grade 5
17.8
A 17.80 17.7
v
e
r 17.60
a 17.5
g 17.4 17.4
e 17.40 Composite
17.2 English
S 17.2
Mathematics
c 17.20 17.1
a 17.1 Reading
17.1
l Scientific Reasoning
e 17.00 17.0 17.0
16.9
S
c 16.80
o 16.7
r
e
16.60
1999 2000 2001
Time Period
Scatter Plots
Scatter plots are used to show how much one
variable is affected by another variable and usually
consist of a large body of data. The x-axis is used
to measure one event (or variable) and the y-axis is
used to measure the other. 2000-2001 Grade 11
Grade Point Average vs. ACT
35
30
25
A
C
T
20
15
10
1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
GPA
Changes The Role of Data
All
69
.3
69
2003 Reading
.7
70
.3
37
.9
41
.3
48
.1
Black
33
.3
36
2004 Reading
.3
42
.3
32
.1
31
.0
52
.4
33
.3
Hispanic
34
.4
2005 Reading
35
.1
10
.9
16
.1
65
.9
LEP
25
.7
33
.0
36
.8
22
2003 Math
.3
22
.7
27
.8
IEP
16
.2
19
.1
24
.1
2004 Math
30
.
29 3
.8
Achievement Data on Standardized Tests
55
.9
34
.1
F/R Lunch
36
.6
2005 Math
36
.0
100
2003 Reading 2004 Reading 2005 Reading 2003 Math 2004 Math 2005 Math
80
.8
.4
75
74
.2
.1
.7
.3
73
73
72
72
60
.0
40
40
.1
36
.3
.0
34
34
.5
.1
.2
29
29
28
.8
26
.6
23
20
.0
18
0
All Black Hispanic LEP IEP F/R Lunch
0
20
40
60
80
100
66
.
66 0
.0
72
.3
All
69
.3
69
2003 Reading
.7
70
.3
37
.9
41
.3
48
.1
Black
33
.3
36
2004 Reading
.3
42
.3
32
.1
31
.0
52
.4
33
.3
Hispanic
34
.4
2005 Reading
35
.1
10
.9
16
.1
65
.9
LEP
25
.7
33
.0
36
.8
22
2003 Math
.3
22
.7
27
.8
IEP
16
.2
19
.1
24
.1
2004 Math
30
.
29 3
.8
Achievement Data on Standardized Tests
55
.9
34
.1
F/R Lunch
36
.6
2005 Math
36
.0
What preliminary conclusions or
generalizations can we draw about this data?
State Test Gates Writing
Students C or 50 percentile
Met/Exceeded Met/Exceeded
above or above
Organization Teachers
Students Curriculum
Curriculum Organization
Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/ Concepts/
Topics Topics Topics Topics Topics Topics Topics Topics Topics Topics
•Ecosystems
•Scientific (12a, 12b) •Microscope •DNA •Meiosis •Anatomy •Anatomy •Anatomy •Anatomy and •Monera
Method •Energy Structure and (12a) •Physiology (12a) (12a) Physiology of: •Protista
(11a) Relationships •Cell parts and Replication •Monohybrid •Cell Transport •Physiology •Physiology (12a) •Fungi
•Measurement (12b) function (12a) Crosses •Bacterial •Cell Transport •Cell Transport Skeletal •Plant
(11a) •Photo- (12a) • Mitosis (12a) Growth (11a) •Urinalysis Muscular •Animal
•Organic synthesis •Cell Transport (12a) •Pedigree •Viral Growth •Enzymes (11a) Nervous
Molecules (12b, 12c) (11a)(12c) •Protein Charts •Immune (12c) •Cellular Reproductive
•Population •Single-celled Synthesis (12a) response •Lock and Key Respiration •Cell Transport
•Classification (12b) Organisms (12a) •Incomplete (12b) •Structure (12c) •STDs
•Natural •Biotechnology Dominance •HIV/AIDS determines •Contraceptive
Selection (12a)(13b) (12a) •Structure function
(12a) •Structure •Sex Linkage determines
determines (12a) function
function •Karyotyping
Skills Skills Skills Skills Skills Skills Skills Skills Skills Skills
•Hypothesis •Making Study •Microscope •Constructing •Solve Problems •Use Diagrams •Plan Diet •Use Diagrams •Use diagrams •Use Examples
(11a) Tools skills Models •Organize •Organize •Compare and •Compare and
•Measurement •Reading •Using Diagrams (12a) Events •Compare and diagrams • Interpret Contrast Contrast
(11a) Diagrams •Creating •Prediction •Prediction Contrast • Use examples Data •Logging (12a)
•Organizing •Making Graphics (11a) (11a) •Sterile (11a) (11a) Information •Research
and Recording Diagrams •Prediction •Analyzing Data •Karyotypes Technique •Using •Using •Powerpoint Information
Data •Prediction (11a)(12a) (11a) •Analyze Data (11a) Indicators Indicators •Presentation •Identification
(11a) (11a) •Conpare and •Construct (11a) • Write (11a) (11a) skills Skills
•Using and •Analyzing Data Contrast Proteins •Draw Procedures •Organize Data •Analyze Data •Research Skills •Using a
Making a (11a)(13a) •Following Lab (12a) Conclusion (11a) (11a) (11a) Dichotomous Key
Dicotomous •Graphing instructions •Organizing (11a) •Draw •Analyze Data •Draw
Key (11a) (11a) Process •Compute Conclusions (11a) Conclusions
•Reading •Reading (12a) probabilities (11a)(13a) •Reading (11a)(13a)
•Reading Strategies Strategies •Basic Strategies •Reading
Strategies biotechnology Strategies
skills
•Writing Lab •Draw
Conclusions Conclusions
(11a)(13a) (11a)(13a)
Biology Sample Map
Cause/Effect
Main Idea
Drawing Decision Making
Comparing
Conclusions
Student
Classroom or
Standardized
Achievement
Data
Marathon
Sprint
Classroom Standardized
Instruction
Tests
Longer novels
650 to 900 word passages
Imagine practicing for one race and
having to run another.
Marathon
Sprint
Classroom Standardized
Instruction
Tests
Long Term Papers
30 minute impromptu
writing
Discovering What Is Really
Going On in Reading
1. How do student outcomes differ by
demographics, programs, and schools?
2. How do the reading levels of our students
compare with those of students across the
state/country?
3. How many of our students read below
grade level?
4. What is the longitudinal progress of a
specific cohort of students?
Discovering What Is Really
Going On in Reading
5. What are the characteristics of students
who achieve proficiency and of those who
do not?
6. Where are we making the most progress in
closing the achievement gaps?
7. How do absence and mobility affect
assessment results?
Discovering What Is Really
Going On in Reading
8. How do student grades correlate with state
assessment results and other measures?
9. To what extent have specific programs,
interventions, and services improved
outcomes?
10. Will improving students’ reading skills
positively affect their performance in
classroom work?
Discovering What Is Really
Going On in Reading
11. What are we doing to support accelerated
growth in reading for students below grade
level?
12. What are we doing to support accelerated
growth in reading for students who are
performing in the average category?
13. What are we doing to support accelerated
growth in reading for students who are
above average?
Analyzing and Interpreting
Data: Hypotheses and Issues
Observations Hypotheses Connections
What patterns, What do we do that What could we do in
problems, or might contribute to the classroom or
challenges do we these patterns? school that might
observe? improve these data
or this problem?
Reading Strengths and
Weaknesses
1. Main Idea
Green= 2. Significant Details
Strength 3. Sequential/Order Relationships
Yellow= 4. Comparison Relationships
5. Causal Relationships
Challenging
6. Generalizations/Drawing
Red= Conclusions
Needs 7. Meanings of Words
immediate 8. Problem/Solution Relationships
intervention 9. Author’s Design, Purpose, and
Techniques
10. Interpreting Instructions
Head
An idea I had . . .
Category Properties
What is it
Word Definition Memory
Word Definition Memory Cue
Cue
What is it?
like?
less than 25
climate cm. of
rainfall
no cloud
cover:
winds dry
rain land
forest desert
Illustrations
Roots, Prefixes, and
What are some
examples?
Suffixes
Effective Comprehension
Strategy Instruction is Explicit
Direct Explanation
Modeling
Guided Practice
Application
Reflection
What are your best practices
for teaching comprehension?
First Second
Character Character
Characterization
STORY TITLE
Themes
Conflict
Setting
Sequence Summary Frame
In order to _______________ you must
follow several steps.
First, _____________________
Then, ____________________
Next, _____________________
Finally, ___________________
Literacy Skills:
English and Composition
1. Topic Development in terms Forms of Writing
a. Expository
of purpose (e.g., persuasive,
b. Narrative
informative, personal c. Persuasive
narrative) and focus d. Argumentative
2. Support for main points, e. Comparison/Contrast
f. Descriptive
ideas, or positions
g. Example
3. Organization, unity, and h. Classification
coherence i. Process
j. Cause/Effect
4. Word choice in terms of style, k. Critical Analysis
tone, clarity, and economy l. Poetry
5. Sentence structure and m. Functional (e.g., letters, directions,
recipes)
formation
n. Writing Response to Literature including
5. Conventions of punctuation literary elements (i.e., plot, setting,
conflict, characterization, theme, author's
and capitalization approach)
Literacy Skills:
Writing Process
Writing Process Forms of Writing
a. Expository
b. Narrative
c. Persuasive
• Pre-Writing d. Argumentative
e. Comparison/Contrast
• Drafting f. Descriptive
• Revising g.
h.
Example
Classification
i. Process
• Editing j. Cause/Effect
k. Critical Analysis
• Publishing l. Poetry
m. Functional (e.g., letters, directions,
recipes)
n. Writing Response to Literature including
literary elements (i.e., plot, setting,
conflict, characterization, theme, author's
approach)
What are your best practices
for teaching writing?
Then, ____________________
Next, _____________________
Finally, ___________________
Improving Reading, Writing, and Thinking
1. 2. 3. 4.
Examine student Collect and Provide Use explicit
achievement/work discuss baseline professional instruction to
related to reading, information development related focus on
writing, and about students' to explicit graphic
thinking reading, writing, instruction, graphic organizers and
performance, and and thinking organizers, and summary
select skills and summary frames/ frames/
improvement performance. templates. templates, and
targets. examine
student work
in
collaborative
teams.
5.
Recognize interim progress, make adjustments, and celebrate progress.
Learning Goals
1. Describe the changes related to students and the
educational context.
2. Be familiar with ways for using data to produce improved
student learning and performance.
3. Know how to collect, analyze, interpret, and use data.
4. Determine the strengths and needs of your school’s school
improvement process.
5. Be familiar with successful practices and learning strategies.
6. Know additional ways to intervene when students have
special learning needs.
7. Know how to use walkthroughs as a tool for monitoring the
school environment.
The Big Picture
The Changing The Role 1. 2.
Educational of Data
Context
Preparing the Collecting
Team Data
Introduction
3. 4. 5. 6.
Creating Preparing to Implementing
Analyzing Plans,
and Improvement Implement a Monitoring
Goals and Plan Progress, and
Interpreting Plans Making
Data Adjustments
5.
Recognize interim progress, make adjustments, and celebrate progress.
Reading/Thinking: You can’t play
school without these skills.
1. Main Idea
2. Significant Details
3. Sequential/Order Relationships
4. Comparison Relationships
5. Cause and Effect Relationships
6. Meaning of Words
7. Generalizations and Drawing Conclusions
8. Problem-Solution Relationships
9. Author’s Purpose and techniques
10. Interpreting Instructions
What are your best practices
for teaching vocabulary?
Concept of Definition
Strategy The Three-Column Format
Category Properties
What is it
Word Definition Memory
Word Definition Memory Cue
Cue
What is it?
like?
less than 25
climate cm. of
rainfall
no cloud
cover:
winds dry
rain land
forest desert
Illustrations
Roots, Prefixes, and
What are some
examples?
Suffixes
What are your best practices
for teaching comprehension?
First Second
Character Character
Characterization
STORY TITLE
Themes
Conflict
Setting
Sequence Summary Frame
In order to _______________ you must
follow several steps.
First, _____________________
Then, ____________________
Next, _____________________
Finally, ___________________
Biology Sample Map
Cause/Effect
Main Idea
Drawing Decision Making
Comparing
Conclusions
Unit Overview
including
Vocabulary
5.
Recognize interim progress, make adjustments, and celebrate progress.
Stage 1.
Examine student achievement/work related to
reading, writing, and thinking performance, and
select improvement targets.
Objectives
Be familiar with student performance on standardized
tests and classroom tasks
Be familiar with indicators/standards for reading,
writing, and thinking.
Be familiar with research-supported practices that
improve comprehension and summarizing.
Determine student reading, writing, and classroom
thinking demands.
Reading/Thinking: You can’t play
school without these skills.
1. Main Idea
2. Significant Details
3. Sequential/Order Relationships
4. Comparison Relationships
5. Cause and Effect Relationships
6. Meaning of Words
7. Generalizations and Drawing Conclusions
8. Problem-Solution Relationships
9. Author’s Purpose and techniques
10. Interpreting Instructions
100
2003 Reading 2004 Reading 2005 Reading 2003 Math 2004 Math 2005 Math
80
.8
.4
75
74
.2
.1
.7
.3
73
73
72
72
60
.0
40
40
.1
36
.3
.0
34
34
.5
.1
.2
29
29
28
.8
26
.6
23
20
.0
18
0
All Black Hispanic LEP IEP F/R Lunch
0
20
40
60
80
100
66
.
66 0
.0
72
.3
All
69
.3
69
2003 Reading
.7
70
.3
37
.9
41
.3
48
.1
Black
33
.3
36
2004 Reading
.3
42
.3
32
.1
31
.0
52
.4
33
.3
Hispanic
34
.4
2005 Reading
35
.1
10
.9
16
.1
65
.9
LEP
25
.7
33
.0
36
.8
22
2003 Math
.3
22
.7
27
.8
IEP
16
.2
19
.1
24
.1
2004 Math
30
.
29 3
.8
Achievement Data on Standardized Tests
55
.9
34
.1
F/R Lunch
36
.6
2005 Math
36
.0
Biology Sample Map
Cause/Effect
Main Idea
Drawing Decision Making
Comparing
Conclusions
Stage 1.
Examine student achievement/work related to
reading, writing, and thinking performance, and
select improvement targets.
Do
Select a comprehension goal, and compatible
graphic organizer and summary frame/
template.
Provide a reading assignment in the content
area and have students create a graphic
organizer and write a summary.
Select a high, average, and low quality
example from each task above.
Making a Commitment to
Reading Improvement
Which comprehension skill will you
commit to improving during the next 30
days?
Which graphic organizer will you use?
Which summary template will you use?
Biology Sample Map
Cause/Effect
Main Idea
Drawing Decision Making
Comparing
Conclusions
Making a Commitment to
Reading Improvement
Which comprehension skill will you
commit to improving during the next 30
days?
Which graphic organizer will you use?
Which summary template will you use?
Homework for Next Time
Give students a reading passage and
ask them to create a graphic organizer.
Ask students to write a short summary
about the reading assignment.
Poor
Summary
Poor
Objective
Describe the characteristics of high, average, and low
quality comprehension and summarizing.
Know a protocol for discussing student work in job/
grade/content-alike groups.
Confirm the students' greatest areas of need.
Know how to use electronic web resources.
Poor
Summary
Poor
1. What were the qualities of student work that made it an excellent
product? (1 minute per participant)
2. What is an insight you gained about the student work you brought? (1
minute per participant)
3. What did you learn or what insights did you gain from looking at
student work? (1 minute per participant)
Student Summary: Poor
Life in the City
There are fast foods in the city and other kinds of
places to eat. Big building are all around and
there are some older and new buildings too.
Some kinds of buildings have brinks and other are
made of wood in the city. People also have to
work there. Some people work there are
policemen and people who sell stuff.
Student Summary: Average
Life in the City
Life in the city is pretty interesting. There are many jogs that
people have such as sales and people who work in hospitals.
There are also some people who work for the mayor too. There
are many kinds of places for people to live such as tall buildings
and houses. People can live almost anywhere. I think it would
be fund to eat in the city too. You can eat a places like
McDonalds an other fast food places. They also have good
restaurants too. The city looks like it would be fun to live.
Student Summary: Excellent
Life in the City
The article is about life in the city. There were three major points that the author was
trying to communicate. The three ways of understanding life in the city would be to look
at the jobs, housing, and food in the city. There are many kinds of jobs in the city. First,
there are sales jobs like sales clerks where men and women work in places like big
department stores. There are also small boutiques that specialize in certain kinds of
clothing or homewares. Secondly, the city has many places to eat food. There are the
usual fast food places like Burger King, McDonalds, and Wendys. There are also an
abundance of fine food restaurants where you can eat gourmet foods or even select and
cook your own food. Finally, the article talks about different kinds of housing in the city.
A person can live in tall buildings where there are apartments or condominiums. There
are also single family houses to live in. The houses seem to be pretty expensive
compared to some of the smaller condominiums. It appears that the city is quite a place
where food, housing, and jobs are varied and plentiful.
2.
Collect and discuss baseline information
about students' reading, writing, and
thinking skills and performance.
Do
Create/select sample lessons/tasks where
students can use selected graphic
organizers and summaries.
Select a high, average, and low quality
example from each task above.
Commit to a SMART goal.
3.
Provide professional development related to
explicit instruction, graphic organizers, and
summary frames/templates.
Objectives
Know how to explicitly teach comprehension using
graphic organizers and summary frames/ templates.
Apply a protocol for discussing student work in job/
grade/content-alike groups.
Know how to select reading passages for explicit
instruction.
Know how to engage students in self-assessment (i.e.,
metacognition) and adjustment.
Who wins in school?
What if I was to
teach you a strategy
that helped you win?
How would you feel
about . . .
me?
the game?
the next challenge?
yourself?
Motivation
Motivation Factors
1. Safety
2. Success #1
6. Valued Purpose
1. Safety #2
2. Success #1
3. Love and Belonging
6. Valued Purpose
Spence Rogers
Why do students fail to
succeed the first time?
1. Lack of skills
2. Lack of confidence
3. Lack of motivation
4. Lack of perseverance/determination
5. Lack of respect for the culture of school/education
6. Lack of vision for the role school plays in career
preparation or lifestyle
7. Lack of connection to positive relationships with teachers
and/or peers
Marzano,
Tactics in
Thinking, 1989
Which song represents your feelings
about student learning and performance
in your school/classroom?
Students . . . What does this mean?
1. have short attention spans •Use optimal learning time
and hate to be bored. (7-10) minutes and then
apply what they learn.
2. are visually preferred. •Use graphic organizers and
picture with movement.
3. want immediate •Use short-cycle challenge
gratification. and feedback.
4. choose to be interactive •Create challenges that use
and hands-on. multiple neuropathways.
•Use cooperative learning.
5. love challenge and are •Be explicit about objectives
curious. and cause curiosity.
6. want to win using •Explicitly teach learning-to-
strategies. learn strategies that work.
School is not a game, but . . .
How many of you
have ever played
Monopoly?
How many of you
have won?
How many of you
who haven’t won
(much or ever) still
want to play
Monopoly?
What if I was to
teach you a strategy
that helped you win?
Who wins in school?
What if I was to
teach you a strategy
that helped you win?
How would you feel
about . . .
me?
the game?
the next challenge?
yourself?
Here’s how important it is to explicitly
teach an important lesson or skill.
Today is brought to you by . . .
the letter A
and the number 6
Today is brought to you by . . .
the solar system
grouping and patterning information
Optimal Learning Time
10 3 minutes 7 7-10
minutes minutes minutes
S mall groups
Supporting Students During
Guided Practice
Praise
Describe exactly what the student has done right so far. Beware of
negative openers. Refer the student to the IPS.
Prompt
Describe exactly what you want the student to do. "The next thing to do
is . . ."
Leave
Turn and walk away before the student has time to carry out the prompt.
Frederick Jones (1985)
Great Guided Practice
A hair raising century by Australian opener Graeme
Wood on Friday set England back on its heels in the third
test at the Melbourne Cricket Ground. Unfortunately,
living dangerously eventually cost the Australians the
match. Wood was caught out of his crease on the first
over after lunch. Within ten more overs, the Australians
were dismissed. Four were dismissed by dangerous
running between creases. Two were dismissed when the
English bowlers lifted the bails from the batsmen's
wickets. The three remaining batsmen were caught by
English fieldsmen. One was caught as he tried for a six.
When the innings were complete the Australians had
fallen short of the runs scored by the English.
What do you need to be able to
read/learn?
A hair raising century by Australian opener Graeme
Wood on Friday set England back on its heels in the third
test at the Melbourne Cricket Ground. Unfortunately,
living dangerously eventually cost the Australians the
match. Wood was caught out of his crease on the first
over after lunch. Within ten more overs, the Australians
were dismissed. Four were dismissed by dangerous
running between creases. Two were dismissed when the
English bowlers lifted the bails from the batsmen's
wickets. The three remaining batsmen were caught by
English fieldsmen. One was caught as he tried for a six.
When the innings were complete the Australians had
fallen short of the runs scored by the English.
Essential Behaviors for High
Achievement: Accessing/Acquiring
Information
Accessing/ 1. Reading 7. Summarizing
Acquiring 2. Viewing 8. Drawing/
Information Diagramming
3. Observing 9. Navigating on
4. Listening the internet
5. Notetaking 10. Using a CD/
Input DVD
6. Memory
11. Self-
Storage Engaging/
Focusing
Think about pizza for the next 30
seconds.
What was your pizza like?
Category Properties
What is it? What is it
like?
less than 25
climate cm. of
rainfall
no cloud
cover:
winds dry
rain land
forest desert
Illustrations
What are some
examples?
Concept of Definition
Strategy
Category Properties
What is it? What is it
like?
Comparisons
Illustrations
What are some
examples?
Example
Word Explanation Memory Cue
Movement images
Tactile images
4. Group or “chunk” information
to be remembered.
Health-Related Skill-Related Personal Heart
Fitness Fitness Fitness
Evaluation
Muscular Agility Total Fitness Pulse/Heart Rate
Strength Balance Physical Fitness Carotid Artery
Flexibility Coordination Goal Setting Radial Artery
Muscular Power VO2 Max Resting Heart
Endurance Reaction Time Bioelectrical Rate
Cardiovascular Speed Impedance
Endurance Composite
Body
Composition
desserts meat beans
orange
angel crammed cob
chopped
lychee peaches artichoke
frappe’
decaffeinated tender soda
fruits apples
foods
banana peas
Shark
skin green
corn
ice cream cake
pods Chiquita tea
brisket chocolate seeds
Red Delicious Diet Rite coffee
vegetable ground
Desserts Meat Beverages Vegetable Fruits
Movement images
Tactile images
Create a definition and a memory
cue for a word in your discipline.
The Three-Column Format
Jigsaw
Friendly competition
Games like . . .
Jeopardy Question Matrix with Pictures
Vocabulary Charades
$100,000 Pyramid
Draw Me Pictionary
Marzano,
Tactics in
Thinking, 1989
What does a coach or director do to
encourage high performance?
the letter A
and the number 6
Today is brought to you by . . .
the solar system
grouping and patterning information
Optimal Learning Time
10 3 minutes 7 7-10
minutes minutes minutes
S mall groups
Supporting Students During
Guided Practice
Praise
Describe exactly what the student has done right so far. Beware of
negative openers. Refer the student to the IPS.
Prompt
Describe exactly what you want the student to do. "The next thing to do
is . . ."
Leave
Turn and walk away before the student has time to carry out the prompt.
Frederick Jones (1985)
Great Guided Practice
Essential Behaviors for High
Achievement: Processing Information
Processing 1. Reading 6. Patterning
Information 2. Writing/ 7. Memory
Summarizing Storage
3. Speaking/ 8. Drawing/
Discussing Diagramming
Process 4. Listening 9. Using
5. Notetaking Technology
10. Self-
Engaging/
Focusing
If they would just think!
Reading/Thinking Skills Bloom’s Hierarchy
1. Main Ideas Comprehension
2. Supporting Details Knowledge
3. Sequential Relationships Comprehension
4. Comparative Relationships Analysis
5. Causal Relationships Analysis
6. Generalizations/Conclusions Evaluation
7. Author’s Approach Analysis
8. Problem/Solution Application/Synthesis
9. Meanings of Words Knowledge
10. Interpreting Instructions Application
Remember as many words as you
can.
You have 20 seconds.
black brown
cinnamon gloves
canary parrot
sweater shirt
dove green
garlic pepper
How did you do?
black brown
cinnamon gloves
canary parrot
sweater shirt
dove green
garlic pepper
Remember as many words as you can.
You have 20 seconds.
vanilla horse
chocolate camel
strawberry elephant
yellow desk
red table
green chair
Three important Questions
1. Did it seem like the time I gave you to
study was longer for the second list?
2. Did you have more confidence in your
performance on the second list?
3. Did you think the second list was
easier when you first saw it?
How did you do now?
vanilla horse
chocolate camel
strawberry elephant
yellow desk
red table
green chair
Concept Development
Lesson:
Students can increase their comprehension
and recall when they group information and
identify patterns.
The research about learning and
the brain has suggested that . . .
Category Percentile
Gain
Identifying Similarities and Differences 45
Summarizing and note taking 34
Reinforcing effort and providing recognition 29
Homework and practice 28
Non-linguistic representations 27
Cooperative Learning 27
Setting objectives and feedback 23
Generating and testing hypotheses 23
Question, cues, and advanced organizers 22
The hammer is a tool used to
build the house.
A graphic organizer is a tool used to construct meaning
and provide evidence of learning. 1. Main Idea Identification
and Summary
2. Significant Detail
3. Sequential/Order
Relationships
4. Comparative
Relationships
5. Cause-Effect
Relationships
6. Problem-solution
relationships
7. Meanings of Words
8. Generalizations/Drawing
Conclusions
9. Author’s Voice and
Method
10. Interpreting Instructions
and
Content Area Learning
Cells
sex sperm
organism cells nucleus
algae egg
ovaries
protozoa copy
Europe US
US Europe
WW II
Significant
People
Causes
Politics
Significant
Territorial Events
Threats Economic
Pearl
Harbor D Day
First Second
Character Character
Characterization
STORY TITLE
Themes
Conflict
Setting
We often find that one cause has several effects,
EFFECTS/RESULTS
CAUSE
CAUSE
EFFECT/RESULT
Event leads
to...
Event which
leads to...
Similarities
Differences Differences
2. Students’ performance increases when teachers utilize very tightly sequenced
forms of explicit instruction.
1. What were the qualities of student work that made it an excellent
product? (1 minute per participant)
2. What is an insight you gained about the student work you brought? (1
minute per participant)
3. What did you learn or what insights did you gain from looking at
student work? (1 minute per participant)
Success Analysis Protocol
(2 minutes of uninterrupted time for each person to speak
about questions 1-3)
1. The purpose of the lesson was to have students acquire the following concepts
and skills.
2. During the time when the students were completing their graphic organizers
and/or summaries, I observed the following . . . (e.g., engagement,
understanding, behavior).
3. In what way(s) is the quality of this work different from the first samples you
saw at the beginning of the reading/thinking improvement initiative? What
promising results are you witnessing?
Categories of Instructional Strategies That
Affect Student Achievement
Category Percentile
Gain
Identifying Similarities and Differences 45
Summarizing and note taking 34
Reinforcing effort and providing recognition 29
Homework and practice 28
Non-linguistic representations 27
Cooperative Learning 27
Setting objectives and feedback 23
Generating and testing hypotheses 23
Question, cues, and advanced organizers 22
See if you can remember these
items. Pick your three favorite lottery
numbers from 1-10.
Up to a 47 percentile gain in
achievement
An average 32 percentile gain in
achievement
and
Content Area Learning
Encouraging Self-Assessment
and Adjustment
Student achievement increases when students are encouraged
to think about their thinking during learning and task
performance.
It is especially important in project work, because
students must make decisions about what
strategies to use and how to use them. Marzano’s
(1998) research of 4000 different instructional
interventions found that those that were most
effective in improving student learning were those
that focused on how students think about their
thinking processes and on how students feel
about themselves as learners.
If you keep on doing what you’ve
always done, you will continue to get
what you always got.
What do we want?
What are we doing to get what we want?
What do we need to change?
What’s our plan?
Think of a big project or task
you completed successfully.
What strategies, techniques, or
resources did you use successfully?
What would change if you did this
project again?
What are the first two steps you would
take to make one of the changes?
Monitoring Progress and Making
Adjustments: Self Assessment
1. selecting strategies.
2. monitoring task performance.
3. making adjustments to your strategies.
Metacognition
Lesson:
Students can increase their performance
when they think about and adjust their
strategies the learning process.
If you keep on doing what you’ve
always done, you will continue to get
what you always got.
Bad
Worst
The Self-Assessment Strategy
What did you accomplish?
What strategies, steps, or practices did
you successfully apply?
What do you need to abandon or
change?
What’s your plan?
Teacher and student goal
setting requires a process.
When anyone is trying to learn,
feedback about the effort has three
elements:
recognition of the desired goal,
evidence about present position,
and some understanding of a way to close
the gap between the two
(Inside the Black Box, Black and Wiliam, 1998).
Goal Setting
1. Goal setting establishes direction,
purpose and expectations for learning.
2. Reflection about goals helps students
develop metacognitive abilities.
3. Learning goals should be specific
enough to guide learning.
Step/
Step/ Action
Step/
Action Action
Step/
Action Step/
Step/ Action
Action
Metacognition
Lesson:
Students can increase their performance
when they think about and adjust their
strategies the learning process.
Good learners debrief. Debriefing
plays an integral role in learning new
knowledge, skills, and attitudes.
Factors Involved in Motivation
and High performance
Safety (Students feel safer when they know what to expect and
when they believe someone is honest with them and wants
them to be successful.)
Success (Students experience success when they apply
effective strategies and effort--and, it works.)
Valued Purpose (Students value getting better and being
successful.)
Love and Belonging
Fun and Enjoyment
Freedom and Independence
Rogers, Ludington, and Graham. Motivation and Learning, Peek Learning Systems, Evergreen, CO (1997)
6. Implementing Plans, Monitoring Progress,
and Making Adjustments
The article is about life in the city. There were three major points that the author was
trying to communicate. The three ways of understanding life in the city would be to look
at the jobs, housing, and food in the city. There are many kinds of jobs in the city. First,
there are sales jobs like sales clerks where men and women work in places like big
department stores. There are also small boutiques that specialize in certain kinds of
clothing or homewares. Secondly, the city has many places to eat food. There are the
usual fast food places like Burger King, McDonalds, and Wendys. There are also an
abundance of fine food restaurants where you can eat gourmet foods or even select and
cook your own food. Finally, the article talks about different kinds of housing in the city.
A person can live in tall buildings where there are apartments or condominiums. There
are also single family houses to live in. The houses seem to be pretty expensive
compared to some of the smaller condominiums. It appears that the city is quite a place
where food, housing, and jobs are varied and plentiful.
7. Evaluating and Celebrating
Progress
1. Determine what the team has learned.
2. Recognize and “radically” celebrate
progress.
3. Continue to make adjustments and solve
problems.
4. Repeat the cycle by selecting new areas of
needed/desired improvement.
Learning Goals
1. Describe the changes related to students and the
educational context.
2. Be familiar with ways for using data to produce improved
student learning and performance.
3. Know how to collect, analyze, interpret, and use data.
4. Determine the strengths and needs of your school’s school
improvement process.
5. Be familiar with successful practices and learning strategies.
6. Know additional ways to intervene when students have
special learning needs.
7. Know how to use walkthroughs as a tool for monitoring the
school environment.