Using Data To Ignite and Excite Teachers and Students

Using Data and Strategies to
Ignite and Invite Student

Motivation and High Achievement
Dr. Bobb Darnell

bobbdarnell@mac.com
www.achievementstrategies.org
Other Titles for This
Presentation
  Achievement Every Standard on the
Planet While Staying Happy and Well
  No Child Left in the Middle, Behind,
Underneath, and on the Side
  No Educator is a Behind
  No Administrator Left Too Far Behind
  Watch Your Behind
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
7. Evaluating and Celebrating Progress

You might be an experienced
educator if . . .
  You want to slap the next person who
says, “Must be nice to have all your
holidays and summers free.”
  Out in public you feel the urge to talk to
strange children and correct their
behavior.
  You encourage obnoxious parents to
check into other schools or home
schooling.
You might be an experienced
educator if . . .
  You had a hard time choosing your child’s
name because there is NO name you could
give a child that wouldn’t bring on high blood
pressure the moment you heard it.
  Around Spring, your staff vote on having a
Prozac dispenser in the lounge.
Which song represents your feelings
about school improvement?
Yesterday
Satisfaction
School improvement can
be . . .
What were some of the innovations
which attempted to improve student
learning during the last 50 years?
Sputnik Age of Back to Age of Brain NCLB and

Aquarius Basics Assessments Research and Age of
New Math
and SD De Technology Research
Values Behavioral
New jour
Clarification Objectives Multiple Results-based
Science
Madeline Intelligences
Open Technology
Hunter
Classrooms Learning Styles
Data-driven
OBE
More SD decision
Reading making
De jour
Across
Restructuring
Content Areas
Here’s part of the problem.
School improvement Classroom
improvement
Teachers take their

classrooms and their
It’s just not personal.
students personally.
It’s the Law (Newtons's Law of
Inertia )
  If you keep on doing what you have always
done, you will continue to get what you have
always got.
  The “law” generally is based upon the

concept that, if a body is in motion and no
“force” exerts itself on the body in motion,
then it will remain in the motion it is in.
What does this mean to education?

It means that . . .
  If you are doing something that is working
and you are getting good results; it may not
continue to work if new “forces” are present.
  Schools will have to transform themselves to
meet the new demands, (i.e., forces) of the
21st century.
  Instructional leaders will need to step up to
lead in a VERY different educational
environment.
If you keep on doing what you’ve always done,
you will continue to get what you always got.
  Vision and Mission
  What do you want?   State/school standards
  Life and Career
Competencies
  21st Century Skills
  What have you been doing   Data Analysis and

to get what you want? Interpretation
  What do you have to   Correlate research with

change? existing practices and
select changes.
  What’s your plan?
  Improvement Plans
Apply the Law of Inertia to
schools.
  If schools are not producing expected or desired
results, then the desired results will not likely be
produced unless a positive change occurs. The
organization will "keep getting what it got."
Focus Questions
  What is your school doing that it needs to stop
abandon, or modify?
  What is your school doing that is really working?
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.
The students have changed.
1. Shorter Attention Spans and They Hate to be
Bored
Students hate to be bored.
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
3. They want know objectives, strategies
to win and need “do-overs.”
  They play games as early as 12 months

old.
Pac Man
4. They want immediate gratification. They
sometimes want more than they should get.
  Video games (They know how they are

doing right away.)
  Cooking (Microwave on high for one
minute------voila, dinner)
  Instant/text messaging
4. They sometimes want more than they
should get.
  Kids often feel like they should be rewarded or

recognized for just showing up or for mediocre
work. (Soccer Trophy Effect)
5. They love challenge and
curiosity
To
Hopefully they are not learning
skills for the future.
The students . . .
1.  Have shorter attention spans and lower patience
for things that don’t interest them and hate to be
bored.
2.  Love to be interactive and respond on demand.
3.  Want to know objectives, strategies, and have “do-
overs” so they can practice and “WIN.”
4.  Need immediate gratification and always want to
know how they are doing with a challenge.
5.  Love unique, real, and extreme.
Those Big Changes
Research about
changed.
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.
  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)
  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.
  Schools are expected to teach more than the mere

acquisition of knowledge and skills in the
disciplines.
  Students will require 21st century skills including
learning and innovation skills, information literacy
skills, and life and career skills (Partnership for 21st
Century Skills, 2007).
  Jobs requiring post-secondary training or a degree
are the fastest-growing sector of the economy and
employers will require these skill sets.
The skills and knowledge needed for the
twenty-first century have changed.
  Students will need to see connections among

core content areas by threading themes like
Global Awareness, Financial Economic and
Business Entreprenuerial Literacy, Civic
Literacy, and Health Literacy (Partnership for
21st Century Skills, 2007).
  Student motivation to learn today will depend
on our use of supportive technologies and
higher-order thinking skills to apply to real-
world contexts with real-world challenges.
100%
Target
2013 - 2014
100%
40% 77.5% 85%

Baseline
Target
2001 - 2002 62.5%
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
Research about
changed.
changed.
Staff Development in the Past
  LYNT Last year’s new thing
  TYNT This year’s new

  NYNT Next year’s new thing
Hot Topics-SD De Jour
  Multiple Intelligences   Concept Mapping
  Performance Assessment   Assertive Discipline
  Cooperative Learning   Madeleine Hunter
  Whole Language   OBE
  ESL   Standards-based Learning
  Block Scheduling   Discipline with Dignity
  Back to Phonics   Brain-based Learning
  Differentiated Instruction   Learning Styles
  Technology Integration   Content-Specific
  Differentiation   Brain-based Learning
  Curriculum Mapping   Understanding by Design
NO MORE SD Buffets

Those Big Changes
Research about
changed.
changed.
The Science of Teaching and Learning
Science of Learning Best/Research-based Practices/
Strategies
1. Background Knowledge (Schema Anticipation guides, KWL, Values

Theory) Conflict,
Advance 0rganizers
2. Active Learning (Metacognition and Self-assessment
Cognitive Learning Theory) Questioning
3. Learning with Understanding Graphic organizers

(Concept Attainment and Development) Summarizing
4. Mastery of Information (Fluency and Deep processing

Memory) Three-column notetaking
Nonlinguistic representations
5. Motivation to Learn Conditions for Safety, Success, Valued
purpose, Love and Belonging, Fun and
Enjoyment, Freedom and Indepedence
The Big Picture
Educational of Data
Context
Team Data
Introduction
3. 4. 5. 6.
Analyzing Plans,
Data Adjustments

Learning Goals
school environment.
The Role of Data
Six Roles for Data
1.  Improving decision making
2.  Describing processes, practices, progress
3.  Examining belief systems
4.  Mobilizing for action
5.  Monitoring implementation of changes
6.  Accountability
Johnson, Ruth Setting Our Sights: Measuring Equity in

School Change (1996)
Data are the inherent enemy
of routine.
Why?
But, data-driven decisions can help
improve student learning.
Samo Samo Land

Barriers to Using Data in
Schools
1.  lack of an assessment literate administration and
faculty
2.  perceived lack of time
3.  lack of interest
4.  data is not readily available
5.  often cumbersome and not easy to understand
6.  administrative and teacher leaders are often
unfamiliar with models, tools, and strategies for
assessing the instructional environment and
monitoring progress toward achievement goals
(Stiggins, 1995).
And . . .
  Even when the data is available, many

administrators and teachers are afraid
that the data analysis will indicate
ineffective practices or incompetence.
But there is one big reason
why data is often not used.
  We often donʼt know how to talk about

student learning and performance data
without getting our limbic system in an
uproar.
Stop Brain “Downshifting”
1.  Reduce flight or fight.
2.  Teachers can become defensive and
argumentative about student achievement
results and accountability especially when
they have to look at the achievement of the
lowest performing students.
3.  They may feel that high stakes state
accountability testing and mandates are
coercive and teachers fear more than
published scores in the newspaper.
The Big Picture
Educational of Data
Context
Team Data
Introduction
3. 4. 5. 6.
Analyzing Plans,
Data Adjustments

Preparing Your Team
Preparing the Data Team
1.  Determine the team members (e.g., grade, course,
program-alike, cross-disciplinary) and others (e.g., student
services, administrators, central office)
2.  Communicate expectations about roles, responsibilities,
processes, and needed contributions.
3.  Commit to team guidelines and norms of operation.
4.  Provide professional development regarding effective
meetings and the use of collaborative protocols.
5.  Secure needed equipment and resources (e.g.,
computers, flipcharts, books, etc.).
Meeting in professional teams (job, content,
grade-alike, and interdisciplinary) . . .
1.  stimulates collegial conversation and a desire for

continuous improvement.
2.  provides more plausible interventions and
solutions to problems. deepens understanding
about what is really going on at the school.
3.  expands leadership capacity in the school to
include teacher leaders.
4.  provides all school staff with a broader view of the

learning environment.
5.  provides opportunities for focused, reflective, and
collaborative professional learning.
6.  helps determine real student and teacher needs in
the classroom.
Think of an unsatisfying group
experience.
  What was missing?
  What made it unsatisfying?
Think of a time when you worked
with a group to accomplish a
important/significant goal.
1.  How did the members of the group treat each
other?
2.  Did members of the group violate unwritten rules/
guidelines? Were there productive norms?
3.  Did the group measure its success?
4.  Did the group solve people problems efficiently
and effectively?
5.  Did the group make decisions efficiently and
effectively?
Effective groups/professional
learning teams have norms.
  Norms are commitments, not beliefs
  Norms are reviewed briefly at each
meeting
  Norms are evaluated periodically
  Violations are addressed
Professional Learning Team
Norms and Commitments
1.  Time
2.  Listening Check out the
3.  Confidentiality possible norms
4.  Decision Making for your group in
5.  Participation your handout.
6.  Expectations
7.  Atmosphere/Climate
Professional Learning Teams need to
check out how they are doing.
1.  Time 1.  One thing my team
did well last year or
2.  Listening
this year was . . .
3.  Confidentiality
2.  One thing that my
4.  Decision Making school team needs
5.  Participation to improve/learn/
6.  Expectations enhance is to . . . .
7.  Atmosphere/
Climate
PLT Norms
Characteristics Purposes Value
1.  Norms are 1.  To increase the Norms are
commitments, not effectiveness of the commitments of the
beliefs team team members that
2.  Norms are 2.  To increase the permit the efficient
reviewed briefly at satisfaction of the accomplishment of the
each meeting team members team’s goals
3.  Norms are 3.  To create a
evaluated respectful, safe, and
periodically productive learning
4.  Violations are environment
addressed
Professional Learning Team
Norms and Commitments
1.  Time
2.  Listening
3.  Confidentiality
4.  Decision Making
5.  Participation
6.  Expectations
7.  Atmosphere/Climate
The Big Picture
Educational of Data
Context
Team Data
Introduction
3. 4. 5. 6.
Analyzing Plans,
Data Adjustments

2. Collecting the Data
1.  Review the school’s/districts vision and beliefs regarding
teaching and learning.
2.  Examine learning goals and standards.
3.  Determine the focus questions regarding student learning
needs and targets of improvement.
4.  Determine measures needed to collect the data required to
answer the questions.
5.  Conduct an inventory of available, credible measures.
6.  Gather data.
7.  Create data tables and represent the data graphically (e.g.,
pie charts, bar graphs, line graphs, scatter plots).
If you keep on doing what you’ve always done,
you will continue to get what you always got.
  Vision and Mission
  What do you want?   State/school standards
Competencies
  21st Century Skills
  What have you been doing   Data Analysis and

to get what you want? Interpretation
  What do you have to   Correlate research with

change? existing practices and
select changes.
  Improvement Plans
Six Roles for Data
1.  Improving decision making
2.  Describing processes, practices, progress
3.  Examining belief systems
5.  Monitoring implementation of changes
Johnson, Ruth Setting Our Sights: Measuring Equity in

School Change (1996)
Define Essential Questions
1.  What is the whole picture related to student
achievement?
2.  What is the school/district doing to enable
student to make progress?
3.  Why is performance the way it is?
4.  What are the areas of greatest student
academic need you will focus on at the
school?
Types of Data
1.  Student Achievement/Discipline Data
2.  Demographic Data
3.  Organizational Effectiveness Data
4.  Stakeholder Perspective Data
Student Achievement Data
  Describes how students are doing at a

particular point in time.
  Communicates the degree to which
students have acquired specified
knowledge, skills, and attitudes.
  Is measurable and quantifiable.
Student Achievement and
Discipline Data
Classroom Data
  report card grades
  Ds and Fs list
  performance assessments and portfolio
  student tests scores
  observations of student performance
  student work artifacts from tasks, products, and

performances
Student Achievement and
Discipline Data
School Data
  school/district standardized norm-referenced tests
  state tests
  criterion-referenced tests
  course enrollments (e.g., advanced placement, honor,
core)
  graduation, retention, and dropout rates
  discipline referral data attendance rates

  post-high school choices (e.g., college attendance,
military, work)
Reading Growth by School
Class of 2003 - EPAS Reading Growth
EXPLORE to ACT Scale Score Difference
A
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8
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a
g
e 6
Buffalo Grove
S
Elk Grove
c
a Hersey
l 4 Prospect
e Rolling Meadows
S Wheeling
c
o 2
r
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D
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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
Competencies
  What have you been
doing to get what you   Data
want?
  What do you have to   Analysis and

change? interpretation of data
  What’s your plan?   Improvement Plans

Demographic Data
  Helps the school understand the students and

their unique needs.
  Provides vital statistics regarding the
students, staff, parents, community.
  Identifies factors that must be considered in
decision-making. Teachers Parents
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
  Includes information related to the school’s

efforts to promote a high level of student
achievement.
  Refers to variables over which the school has
some degree of control (e.g., courses,
schedule, staffing).
  Helps the staff make effective decisions about
curriculum, instruction, assessment, the
learning environment, and services.
Types of Organizational Data
  curriculum maps   professional
and unit plans development
  instructional   strategic goals and
practices/strategies plans
  assessment   interventions and
practices services
  policies and   resources
procedures   budget and finances
  professional staffing   mission, vision,
  facilities use beliefs, and values
  curriculum maps   professional
and unit plans development
  instructional   strategic goals and
practices/strategies plans
  assessment   interventions and
practices services
  policies and   resources
procedures   budget and finances
  professional staffing   mission, vision,
  facilities use beliefs, and values
Professional Development
  What professional development has
been available to you and your
colleagues during the 3-5 years?
  Topics/areas of focus?????
NO MORE SD Buffets

Are you motivating students for high performance?
1.  Stating and displaying objectives at the beginning and end of each
lesson (27 percentile increase)
2.  Providing frequent feedback to students about their learning related to
the objectives (within 48 hours most of the time) (37 percentile increase)
3.  Providing corrective activities that respond to student progress and
providing additional opportunities to retake/retest (26 percentile increase)
4.  Helping student activate and build background information and
advance organization (22 percentile increase)
5.  Explicitly teaching vocabulary as well as retention and retrieval
(memory) strategies (33 percentile increase)
6.  Explicitly teaching learning skills and strategies using graphic
organizers (for patterning, thinking, and writing) (27 percentile increase)
7.  Explicitly teaching learning skills and strategies using summaries (for
patterning, thinking, and writing) (34 percentile increase)
8.  Encouraging student self-assessment and adjustment (24 percentile
increase)
9.  Collaboratively examining student work and achievement data, and
problem solving in teams (invaluable)
Strategies to Teach Students Text
Comprehension
National Reading Panel Report (2000)
1.  Monitoring Comprehension Classroom

2.  Metacognition Organization
3.  Graphic and semantic organizers
4.  Answering questions •whole group
5.  Generating questions •pairs
6.  Recognizing story structure •small groups
7.  Summarizing
8.  Reciprocal teaching •expert tutoring
(side-by-side)
9.  Cooperative learning
10.  Mental Imagery •use of technology
Factors Affecting Achievement
  Classroom Instruction   Factors Influencing Achievement
1.  Identifying Similarities and Differences 1.  Guaranteed and Viable Curriculum
2.  Summarizing and note taking 2.  Challenging Goals and Effective
3.  Reinforcing effort and providing Feedback
recognition 3.  Parent and Community Involvement
4.  Homework and practice 4.  Safe and Orderly Environment
5.  Non-linguistic representations 5.  Collegiality and Professionalism
6.  Cooperative Learning 6.  Instructional Strategies
7.  Setting objectives and feedback 7.  Classroom Management
8.  Generating and testing hypotheses 8.  Classroom Curriculum Design
9.  Question, cues, and advanced 9.  Home Environment
organizers 10.  Learned Intelligence/ Background
Marzano, et, al (2001) Information
11.  Motivation
Marzano, et, al (2003)
  Effective Schools Research

1.  Strong Instructional Leadership and Planning
2.  Clear Instructional Focus   Behavior Management
3.  Positive School Learning Climate 1.  Rules and Procedures
4.  High Expectations for Success and Student 2.  Disciplinary Interventions
Time on Task
5.  Monitoring of Student Progress/ Achievement 3.  Teacher-Student Relationships
6.  Clear and Focused Mission 4.  Mental Set
7.  Parent/Community Involvement and Relations Marzano, et, al (2003)
Lazotte (1986)
Professional Development
Delivery Systems
(Powerful Designs. NSDC, Fall 2003)
  action research   networks

  assessment   peer coaching
  case studies   portfolios
  critical friend group   school coaching
  curriculum development   shadowing students
  data for analyzing schools   study groups
  examining student work   training of trainers
  journaling   tuning protocols
  immersion   walk throughs
  lesson study   training on specific strategies and
  listening to students approaches
  mentoring
  curriculum maps   development
and unit plans   strategic goals and
  instructional plans
practices/strategies   interventions and
  assessment services
practices   resources
  policies and   budget and finances
procedures   mission, vision,
  professional staffing beliefs, and values
  facilities use
Imagine going for a physical to
determine your health and wellness.
  Blood tests
  Heart stress test
  Checking lungs/breathing
  Checking reflexes
  Checking eyesight
  Urinalysis
  X-Ray
Imagine going for a physical and
leaving out important tests.
  Blood tests
  Heart stress test

  Checking lungs/breathing
  Checking reflexes
Now imagine a doctor
  Checking eyesight diagnosing and prescribing
  Urinalysis without key information
about your bodily systems.
The curriculum is a major part
of the “system”.
1.  The staff can find out what is really going on in
classrooms (i.e., a major part of the “system”).
2.  When you look at student achievement data, you
can determine how the curriculum is playing a role
in producing the results.
3.  If you can’t look at the curriculum and the data
simultaneously, you may just be tinkering
(Deming, 1985) and tinkering can make things
worse.
Challenges and Concerns about
Curriculum—The curriculum . . .
  is not written, guaranteed, viable, or aligned
to standards.
  is not systematically assessed.
  There are random acts of teaching and
learning.
  is not equitable for some students.
  Is often delivered by teacher entrepreneurs in
their own classrooms.
  is superficially monitored at best.
Curriculum: The professional
literature says . . .
  Student achievement increases when the school
and district have a written, guaranteed, viable,
standards-based, and taught curriculum (Marzano,
2003).
  Curriculum mapping is a process that can improve
student achievement by fine tuning the alignment
of all aspects of the curriculum to reduce
repetitions, gaps, and to strengthen the
communication and teaching of knowledge, skills,
and understandings. (Hayes-Jacobs, 2001).
Curriculum: The professional literature says a
curriculum should have the following
characteristics:
1.  written, guaranteed 4.  organized and

and standards-based sequenced
2.  viable 5.  monitored to
3.  represent the assure that it is
essential knowledge, taught
skills and 6.  taught and tested.
understandings
(Marzano, 2003)
Curriculum: The professional literature says a
curriculum should have the following
characteristics:
7.  Include 21st century themes (e.g., Global Awareness,

Financial Economic and Business Entreprenuerial
Literacy, Civic Literacy, and Health Literacy)
AND
8.  21st century skills (learning and innovation skills,
information literacy skills, and life and career skills for
the future) (Partnership for 21st Century Skills, 2007).
9.  Include interdisciplinary threading of knowledge and
skills (e.g., numeracy, literacy, higher-order thinking)
(Fogarty, 2009).
Is there really value in
mapping the curriculum?
The tremendous value of mapping is

that educators at can edit, review,
validate, and develop curriculum and
assessment with confidence and in
context.
The curriculum is data.

Curriculum Alignment for the
Short Attention Span
  Just give three to four hours to . . .
  Inventory the curriculum--What is
  Compare it to State or other expectations-
What should be
  Add or delete
General Biology Curriculum Map
Science Mendelian Circulation Respiration

Ecology and Molecular
Skills and Cells Genetics and Digestion and Systems 2 Kingdoms
Evolution Genetics
Basics Immunity Excretion
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.
12.A.4b Describe the structures

and organization of cells and
tissues that underlie basic life
functions including nutrition,
respiration, cellular transport,
biosynthesis and reproduction.
Practical Uses of Mapping
1.  Gain information

2.  Avoid repetition
3.  Identify gaps
4.  Identify potential areas for integration
5.  Match with learner objectives
6.  Honor the curriculum development of
teachers
7.  Improve student learning and performance
Factors Affecting Achievement
  Classroom Instruction   Factors Influencing Achievement
1.  Identifying Similarities and Differences 1.  Guaranteed and Viable Curriculum
2.  Summarizing and note taking 2.  Challenging Goals and Effective
3.  Reinforcing effort and providing Feedback
recognition 3.  Parent and Community Involvement
4.  Homework and practice 4.  Safe and Orderly Environment
5.  Non-linguistic representations 5.  Collegiality and Professionalism
6.  Cooperative Learning 6.  Instructional Strategies
7.  Setting objectives and feedback 7.  Classroom Management
8.  Generating and testing hypotheses 8.  Classroom Curriculum Design
9.  Question, cues, and advanced 9.  Home Environment
organizers 10.  Learned Intelligence/ Background
Marzano, et, al (2001) Information
11.  Motivation
Marzano, et, al (2003)
  Effective Schools Research

1.  Strong Instructional Leadership and Planning
2.  Clear Instructional Focus   Behavior Management
3.  Positive School Learning Climate 1.  Rules and Procedures
4.  High Expectations for Success and Student 2.  Disciplinary Interventions
Time on Task
5.  Monitoring of Student Progress/ Achievement 3.  Teacher-Student Relationships
6.  Clear and Focused Mission 4.  Mental Set
7.  Parent/Community Involvement and Relations Marzano, et, al (2003)
Lazotte (1986)
Course Title:
School/District:
Grade :
Unit: Unit: Unit: Unit:
Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics
• • • •
• • • •
•
•
•
•
•
• Concepts/Topics
•
•
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
Skills Skills Skills Skills
• • • •
• • • •
• • • •
• • • •
• • • •
• • • •
• • • Skills
•
• • • •
• • • •
• • • •
• • • •
• • • •
Classroom Unit Design: The professional
literature says . . .
  Sound units planning increases student

achievement (Guskey, 1987), Marzano, et.
al., 2003), Walberg, 1995), (Tomlinson,
2003), and (Wiggins and McTighe 2004).
  The unit design process improves teacher
decision making regarding curriculum,
assessment, instruction, resource selection,
lesson pacing, intervention and enrichment.
The professional literature says
effective unit designs include the
following:
1.  state/district goals, 6.  prerequisite content
standards and and learning skills
benchmarks 6.  possible
2.  an overview of essential accommodations
unit vocabulary 7.  and modifications
3.  performance objectives 8.  corrective activities
4.  formative and summative and enrichment
assessment plan activities
5.  instructional resources 9.  essential questions
and materials (UBD)
Unit Overview
including
Vocabulary
Unit Ways to collect

Objectives evidence of
(Know and be learning
able to do)
Formative
Assessment
Plan
Skills and
knowledge
required for
successful
learning
Correctives
and
Enrichments
Modifications and
Accommodations
Igniting and Inviting
Conversations
Student
Achievement

Evolution Genetics
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
skills
(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.
  Includes knowledge of the expectations stakeholders

have for the organization and their satisfaction level
with the schoolʼs practices and productivity.
  Describes both qualitative and quantitative

information about the climate of the organization and
the culture for change.
Why don’t we ask students
about . . .
  Curriculum?
  Assessment?
  Instruction?
  Learning Environment?
  Services?
Why don’t we ask students about
their opinions or ideas?
  We don’t want to know.
  We are afraid to find out.
  We don’t think they know any better.
  What if they are right?
  We may not want to change anything.
How do you think they feel?

The Big Picture
Educational of Data
Context
Team Data
Introduction
3. 4. 5. 6.
Analyzing Plans,
Data Adjustments

Represent the data graphically.
1.  pie charts

2.  bar graphs
3.  line graphs
4.  scatter plots
Pie Charts
Pie charts are best used to display parts or
portions of the whole. They do not show
changes over time.
2001 - State Test
Comparison of Levels of Achievement in Mathematics
8th Grade
6.6%
15.2%
78.2%
Percent Does Not Meet Standards

Percent Exceeds Standards
Percent Meets Standards
Bar Graphs
Bar graphs are used to compare things between
different groups or to track changes over time.
However, when trying to measure change over
time, bar graphs are best when the changes are
larger. A
v 8
Class of 2003 - EPAS Reading Growth
EXPLORE to ACT Scale Score Difference
e
r
a
g
e 6
Buffalo Grove
S
Elk Grove
c
a Hersey
l 4 Prospect
e Rolling Meadows
S Wheeling
c
o 2
r
e
D
i 0
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
1.  The students have changed. 1.  Improving decision making

2.  Expectations have changed. 2.  Describing processes,
3.  Educators and professional practices, progress
development has changed. 3.  Examining belief systems
4.  The research about teaching 5.  Monitoring implementation of
and learning has changed. changes
Types of Data Teams
1.  Student Achievement/Discipline 1.  Examine data and student work

Data 2.  Identify the greatest areas of
2.  Demographic Data need
3.  Organizational Effectiveness 3.  Review the research for best
Data practices
4.  Stakeholder Perspective Data 4.  Take decisive action
5.  Monitor progress and make
adjustments
6.  Radically celebrate
The Big Picture
Educational of Data
Context
Team Data
Introduction
3. 4. 5. 6.
Analyzing Plans,
Data Adjustments

3. Analyzing and Interpreting
the Data
1.  Review data tables and graphic representations.
2.  Identify observations, patterns, and trends and
document findings for others to view.
3.  Hypothesize contributing factors.
4.  Interpret the results.
5.  Identify strengths and the greatest areas of need.
6.  Create a school, grade level, or subject profile of
student achievement.
A data-driven culture involves
teachers and administrators in
constructing meaning about data.
  “Data has no meaning.”

  “Meaning is imposed through
interpretation.”
  (Wellman and Lipton (2000, 47).

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
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
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
Caucasian 60% 62% 53% 70%
African 42% 55% 50% 50%

American
Hispanic 18% 48% 29% 44%
Asian 71% 72. % 54% 74%
Special 45% 75% 39% 49%

Ed
Student Achievement Data --
Looking At the Data
1. What observations can we make?
2. What does the “all students” data tell us?
3. What do we see when we compare scores within a
subgroup?
4. What do we see when we compare scores among
subgroups?
5. What do we see when we compare results among
assessments?
6. What trends do we see in this data?
Source: San Diego City Schools--School Self Study Process

above or above
Caucasian 60% 62% 53% 70%
African 42% 55% 50% 50%

American
Hispanic 18% 48% 29% 44%
Asian 71% 72. % 54% 74%
Special 45% 75% 39% 49%

Ed
Determining
What the Data Really Means
1. What data draws our attention?
2. What is unique or unexpected in this data?
3. What preliminary conclusions or generalizations
can we draw about this data?
4. What questions are raised by this data?
5. What additional outcome data would we like to
have?
6. What other data would we like to have?
Source: San Diego City Schools--School Self Study Process

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
Reading Strengths and
Weaknesses
1.  Main Idea
 Green= 2.  Significant Details
Strength 4.  Comparison Relationships
 Yellow= 5.  Causal Relationships
6.  Generalizations/Drawing Conclusions
Challenging 7.  Meanings of Words
 Red= 8.  Problem/Solution Relationships
9.  Author’s Design, Purpose, and
Needs Techniques
immediate 10.  Interpreting Instructions
intervention
You need to bring together all of
the parts.
Organization Teachers
Students Curriculum
Parents and Community

Areas of Interest
  Math
  Reading/Thinking
  Writing
  Counseling (social-emotional)
  World Languages
  Physical Education/Wellness
Textbook Reading Fishbone
Teacher Learner
•answers short questions
•uniformed about textbook use •lack of strategies
•need in-service •does not read textbooks
•overwhelmed with current
instructional units
Curriculum Organization
•need big picture of reading •needs funds and task group

literature and reading to study the problem
•curriculum review is by courses •overemphasis on state goals/
not programs tests
•curriculum is packed tightly •lack of time
Parents
•uniformed about how to help their children
Igniting and Inviting
Conversations
Student
Achievement

Evolution Genetics
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
skills
(11a)(13a) (11a)(13a)
Biology Sample Map
Cause/Effect
Comparing
Conclusions
Student
Classroom or
Standardized
Achievement
Data
1) Do I teach it? 2) Do I teach it the way it is tested? 3)

Do I teach it to the same depth that it is tested? 4) Do I
place it in the right sequence? 5) Do I teach it
frequently enough? 6) Do I teach it long enough? 7)
Do I use the best practice or strategy?
Imagine practicing for one race and
having to run another.
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?
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?
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?
Going On in Reading
11.  What are we doing to support accelerated
growth in reading for students below grade
level?
growth in reading for students who are
performing in the average category?
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?
Weaknesses
1.  Main Idea
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 . . .
Heart A feeling I had . . .
Foot An action I may

take . . .
The Big Picture
Educational of Data
Context
Team Data
Introduction
3. 4. 5. 6.
Analyzing Plans,
Data Adjustments

Learning Goals
school environment.
What do you remember?
1. What are the significant 2. What is the value of
changes to education that teacher teams?
may affect what and how we
increase student
achievement and close
achievement gaps?
3. What tools, practices, and 4. In what ways is organizational
processes facilitate the data (e.g., curriculum, professional
analysis and interpretation of development history) valuable to
the improvement process and goal
data? accomplishment?
What do you remember and understand?
1.  The students have changed. 2. Teacher teams . . .
2.  Expectations have changed.
3.  Educators and professional
development has changed.
4.  The research about teaching
and learning has changed.
3. What tools, practices, and 4. In what ways is
processes facilitate the organizational data (e.g.,
analysis, and interpretation of curriculum, professional
data? development history)
valuable to the improvement
process and goal
accomplishment?
1.  stimulates collegial conversation and a desire for

continuous improvement.
2.  provides more plausible interventions and
solutions to problems. deepens understanding
about what is really going on at the school.
3.  expands leadership capacity in the school to
include teacher leaders.
4.  provides all school staff with a broader view of the

learning environment.
5.  provides opportunities for focused, reflective, and
collaborative professional learning.
6.  helps determine real student and teacher needs in
the classroom.
1.  The students have changed. 2. Teacher teams . . .
2.  Expectations have changed.
3.  Educators and professional
development has changed.
4.  The research about teaching
and learning has changed.
•Identify focus using intuition Organizational data help
or data teams understand why
•Decide on the data you performance is the way it is?
need.
•Inventory what you have. Those factors contribute
•Display and use data. greatly to student
•Analyze using fishbone, achievement or lack of
questions to determine achievement.
causes
•Choose the greatest areas
of need.
Changes The Role of Data
1.  The students have changed. 1.  Improving decision making

2.  Expectations have changed. 2.  Describing processes,
3.  Educators and professional practices, progress
development has changed. 3.  Examining belief systems
4.  The research about teaching 5.  Monitoring implementation of
and learning has changed. changes
Types of Data Teams
1.  Student Achievement/Discipline 1.  Examine data and student work

Data 2.  Identify the greatest areas of
2.  Demographic Data need
3.  Organizational Effectiveness 3.  Review the research for best
Data practices
4.  Stakeholder Perspective Data 4.  Take decisive action
5.  Monitor progress and make
adjustments
6.  Radically celebrate
Learning Goals
school environment.
4. Creating Improvement
Goals and Plans
1.  Define/affirm mission, vision, and beliefs.
2.  Define expected results for student learning and
improvement.
3.  Determine school improvement goals.
4.  Become knowledgeable about research-based, best
practices and correlate them to current practices to
determine professional development needs.
5.  Create an implementation plan including objectives,
timeline, expectations, and monitoring and adjustment
strategies.
6.  Allocate and acquire resources.
Goals are important to improvement.
Goals
Goals should be
  Specific and Strategic
  Aligned to student data and the school’s
vision and mission
  Measurable
  Results-oriented
  Time-bound
  Student centered
  Short and long term
Traditionally goals are . . .
  Random
  Excessive
  Focus on the means rather than ends
  Impossible to measure
  Non-monitored
above or above
Caucasian 60% 62% 53% 70%
African 42% 55% 50% 50%

American
Hispanic 18% 48% 29% 44%
Asian 71% 72. % 54% 74%
Special 45% 75% 39% 49%

Ed
Weaknesses
1.  Main Idea
Strength 4.  Comparison Relationships
 Yellow= 5.  Causal Relationships
Challenging 7.  Meanings of Words
 Red= 8.  Problem/Solution Relationships
9.  Author’s Design, Purpose, and
Needs Techniques
immediate 10.  Interpreting Instructions
intervention
Investigate Literature and
Field Expertise
  What is the current research about
reading?
  What is “best practice” for reading
instruction?
  Who are the experts studying reading
instruction and research?
  Which programs are showing improved
student achievement in reading?
Accelerating Reading and
Writing Improvement
Literacy Skills:
Reading Comprehension
1. Main Idea Forms of Literature/Text
2. Supporting Details
3. Sequential and Order a. Non-fiction
Relationships
b. Short Story
4. Comparative Relationships
c. Novel
5. Causal Relationships
d. Poetry
6. Problem-Solution e. Myth
Relationships
f. Tale
7. Making Generalizations and
Drawing Conclusions g. Biography
8. Word Analysis, Recognition, h. Fable
and Meanings of Word in i. Historical Fiction
Isolation and in Context j. Essays
9.  Author’s Approach, Purpose, k. Drama
and Design
Strategies to Teach Students Text
Comprehension
National Reading Panel Report (2000)
1.  Monitoring Comprehension Classroom

2.  Metacognition Organization
3.  Graphic and semantic organizers •whole group
4.  Answering questions •pairs
5.  Generating questions
•small groups
6.  Recognizing story structure
•expert tutoring
7.  Summarizing
(side-by-side)
8.  Reciprocal teaching
•use of technology
9.  Cooperative learning
10.  Mental Imagery
Literacy Skills:
Reading Strategies
1.  Activating and establishing prior knowledge
2.  Determining purpose for reading
3.  Making and verifying predictions
4.  Identifying probable outcomes or actions
5.  Identifying the structure and format of text
6.  Using illustrations to help understand text
7.  Relating passages to other readings
8.  Using graphic organizers to create meaning
9.  Locating specific information in text
Emergent Reading
1.  Print awareness
2.  The sounds of speech
3.  Phonemic awareness
4.  Phonics
5.  Word parts
6.  Word meaning
7.  Spelling
8.  Fluency
9.  Text comprehension
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
Comparisons heat radiates

into dry land
air at night
Mojave Gobi Sahara
Illustrations
Roots, Prefixes, and
What are some
examples?
Suffixes
Effective Comprehension
Strategy Instruction is Explicit
  Direct Explanation
  Modeling
  Guided Practice
  Application
  Reflection
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)
for teaching writing?
 In order to _______________ you must follow

several steps.
 First, _____________________
 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
school environment.
The Big Picture
Educational of Data
Context
Team Data
Introduction
3. 4. 5. 6.
Analyzing Plans,
Data Adjustments

5. Preparing to Implement a Plan
1.  Participate in needed/desired
professional development.
2.  Create units, lessons, resources,
assessments, and student and teacher
support systems to use during
implementation.
1. 2. 3. 4.
targets. examine
student work
in
collaborative
teams.
5.
1.  Main Idea
for teaching vocabulary?
Strategy The Three-Column Format
Category Properties
What is it
Cue
What is it?
like?
less than 25
climate cm. of
rainfall
no cloud
cover:
winds dry
rain land
forest desert

into dry land
air at night
Mojave Gobi Sahara
Illustrations
Roots, Prefixes, and
What are some
examples?
Suffixes
for teaching comprehension?
First Second
Character Character
Characterization
STORY TITLE
Themes
Conflict
Setting
  First, _____________________
  Then, ____________________
  Next, _____________________
  Finally, ___________________
Biology Sample Map
Cause/Effect
Comparing
Conclusions
Unit Overview
including
Vocabulary
Unit Ways to collect

Objectives evidence of
(Know and be learning
able to do)
1. 2. 3. 4.
targets. examine
student work
in
collaborative
teams.
5.
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.
1.  Main Idea
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
55
.9
34
.1
F/R Lunch
36
.6
2005 Math
36
.0
Biology Sample Map
Cause/Effect
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
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
Good Summary Good
Better/Best Summary Better/Best

2.
Collect and discuss baseline information
about students' reading, writing, and
thinking skills and performance.
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
Good Summary Good

There is a great value to using
protocols to teach how to have
conversations about student work.
The Value of Protocols   Student Work Gallery
What were the qualities of student
Efficiency
1. 
1.  work that made it an excellent
product? (1 minute each person)
2.  Getting everyone on the
same page 2.  What is an insight you gained
3.  Teaching critical skills to about the student work you
brought? (1 minute each person)
create cultures of inquiry
4.  Help develop professional 3.  What did you learn or what
insights did you gain from looking
learning teams at student work? (1 minute each
person)
5.  Assists facilitators in
conducting meetings that are
valued.
Student Work Gallery 1:
Looking At Student Work
View the student work of your colleagues for 3 minutes.
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
3. Love and Belonging
4. Fun and Enjoyment
5. Freedom and Independence
6. Valued Purpose
Spence Rogers (2005)

Actions are driven by
the need to be
successful.
Motivation
Motivation Factors
1. Safety #2
2. Success #1
3. Love and Belonging
4. Fun and Enjoyment
5. Freedom and Independence
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
(Data collected by interviewing over 210 students with

multiple Fs.)
Some students choose
defiance and resistance.
1.  Defiance is often a response to too much
anxiety.
2.  Defiance is one of two responses to an
overwhelmed limbic system--flight or fight.
3.  Defiance is often a result of the student
feeling out of control.
4.  Defiance is a often a result of the student
trying to cover up feelings of impotence and/
or incompetence.
Defiance is a predicted response to anxiety overload.
Power Thinking Cartoon
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?
have won?
who haven’t won
(much or ever) still
want to play
Monopoly?
Who wins in school?
  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
  the solar system
  grouping and patterning information
Optimal Learning Time
10 3 minutes 7 7-10
minutes minutes minutes
Prime Apply Prime Apply

Time 1 Time Time 2 Time
How do you involve students?
  T otal (whole class)
  A lone
  P artners
  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?
  Tell your partner about your pizza

Diagram of a Concept.
Memory Storage and Retrieval
•Main Idea
•Significant Details
•Sequence of Events
•Comparison
•Cause and Effect
•Meaning of Words
•Generalizations/Conclusions
•Problem/Solution
•Author’s Voice/Purpose/Design
•Interpreting Instructions
2. Vocabulary Development
and Concept Attainment
  Lessons:
  Students can increase their comprehension
and recall when they group information and
identify patterns.
  Concept attainment and word meaning
depend on background information.
  Pre-teaching vocabulary aids in the
development of concepts.
50% 83%
Here’s a process for success.
1.  Intend to remember and believe in yourself.
2.  Record what you need to remember
3.  Explain the ideas/information in your own
words.
4.  Group or “chunk” the information.
5.  Create memory cues.
6.  Practice
7.  Think about your progress, strategies, and
goals.
1. Intend to remember and
believe in yourself.
  Confidence is very important to
success.
  Optimistic people (belief that positive
things that happen are happier and
more successful.
  See how important believing in yourself
is in this example.
2. Record what you need to
remember.
The Three-Column Format

Cue
The Three-Column Format . . .
  Helps students document words, definitions, and
memory cues in an organized way.
  Provides an organized format for drill and practice.
  Gives credibility to saving foundation knowledge.
  Teaches and models effective notetaking.

Cue
3. Explain the ideas and
information in your own words.
  The brain has to work overtime to remember
sentence as phrases that it didn’t create.
  You will remember more if you understand what you
are studying and put it into your own words.
  You should try to create shorter definitions and
explanations around 7 words or less.
  Here’s why . . .
Budding
  Type of asexual reproduction in which
an outgrowth forms on the parent
organism and later separates, giving
rise to a new organism.
Budding
  Type of asexual reproduction in which
an outgrowth forms on the parent
organism and later separates, giving
rise to a new organism.
Re-coded
Cue
Strategy
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

into dry land
air at night
Mojave Gobi Sahara
Illustrations
What are some
examples?
Strategy
Category Properties
What is it? What is it
like?
Comparisons
Illustrations
What are some
examples?
Example
Word Explanation Memory Cue
nefarious utterly immoral or

wicked
synapse A junction between

two nerve cells that
transmits signals in
the brain
5. You will remember when . . .
  Visual images   Smell and taste
images
  Auditory images
  Emotional images
  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
Angel tender decaffeinated corn Red

cake ground Shark pods Delicious
ice cream chopped Diet Rite seeds apples
chocolate brisket tea artichoke peaches
skin soda peas banana
coffee creamed lychee
frappe’ beans orange
cob Chiquita
green
desserts meat beans coffee
angel creamed cob orange
lychee peaches soda chopped
decaffeinated tender artichoke frappe’
fruits apples
foods
banana peas
Shark
skin green
corn
ice cream cake
pods Chaquita tea
brisket chocolate seeds
Red Delicious Diet Rite
vegetable ground
The research about learning and
the brain has suggested that . . .
  49% of our students are visually

preferred learners
  34% of our students are kinesthetic/
tactile preferred learners
  17% of our students are auditory
preferred learners
Sousa, David. How the Brain
Learns, ASCD, 2000
The research also suggests that
comprehension and recall can be
improved . . .
  by 200% if you encourage students to

group information and find patterns.
  by 200% if you get the students to
explain and discuss the patterns.
  by 50% if the visual display of the
patterns includes colors
Sousa, David. How the Brain

Learns, ASCD, 2000
Research about Graphic
Organizers
  Identification of 29 scientifically based
research studies.
  Visual learning strategies improve student
performance.
  Reading comprehension
  Student achievement
  Thinking and learning skills
  Retention
You can improve your memory
if you use . . .
Practice
Word Explanation Memory Cue

nefarious utterly immoral or
wicked

Cue
crease The end point

before the goal
See if you can remember
these items.
one -- bun six -- sticks
two -- shoe seven -- heaven
three -- tree eight -- gate
four -- door nine -- line
five -- hive ten -- hen
Can you remember?
one six
two seven
three eight
four nine
five ten
See if you can remember
these items.
You will remember when . . .
  Visual images   Smell and taste
images
  Auditory images
  Emotional images
  Movement images
  Tactile images
Create a definition and a memory
cue for a word in your discipline.

Cue
•Visual
•Auditory
•Kinesthetic
•Tactile
•Smell and Taste
•Emotional

Cue
crease The end point

before the goal
creas The end point
before the goal
e
Here’s how to get students to
remember concept words and their
meanings.
1. Select and teach approximately 5-7 words

each day.
2. Students go home with their three column
format and study the words for
approximately 10-15 minutes.
3. Students pair up and test each other for 1-2
minutes each.
4. Ask the students to talk about their
progress and to share memory cues.
6. Practice
  Use shorter study time periods (e.g.,
10-15 minutes) more often to study with
smaller numbers of words (e.g., 5-9
words) during each study period.
Recite aloud when possible with
consistent use of the memory cues.
Distributed Practice
Practice Practice Practice Practice Practice
10-15 10-15 10-15 10-15 10-15
minutes minutes minutes minutes minutes
and and and and and
test test test test test
yourself. yourself. yourself. yourself. yourself.
Work on
trouble
words.
Rehearse/Practice in Two to
Six Minutes
  Choral practice (entire class recites)
  Paired testing
  Jigsaw
  Friendly competition
Games like . . .
  Jeopardy Question Matrix with Pictures
  Vocabulary Charades
  $100,000 Pyramid
  Draw Me Pictionary
  Talk a Mile a Minute/The Old Password Game

6. Practice
  Try to teach the words to someone else.
  Record yourself reciting the words and
practice while listening to your recording.
  Rehearse with another person who can also
test you.
  Celebrate progress and continue to practice
trouble words.
Continue the process of teaching
effective memory strategies.
5. Students go home and review the

previous words and learn 5-7 new
words.
6. Students pair up and test each other
for 1-2 minutes each.
Give a vocabulary test to the
students to determine their mastery
of the unit’s concept words.
  Provide the students with their scores

and ask them what worked and what
didn’t work.
  Ask them to repeat the process for the
next two to three units.
  Ask them to establish an improvement
goal and plan.
What will happen?
  You can prove to students that strategy and
effort are better indicators for success than
intelligence. Everybody can be “smart” if they
use smart strategies.
  You will accelerate concept mastery and
vocabulary development.
  You will provide a feeling of self-efficacy (I
can do it attitude).
7. Think about your progress,
strategies, and goals.
  Write down how you did on your test and perhaps
use a graph.
  Identify progress and improvement.
  Think about the strategies and effort used for the
test and select strategies that worked and abandon
practices that were not effective.
  Create improvement goals and plans.
  Continue the to work on your new strategies for 30 days.
  Decide if you need additional resources or
assistance to improve the quality of your learning/
work.
Good learners debrief. Debriefing
plays an integral role in learning new
Tracking Progress and Determining
What Worked and Didn’t Work
  Strategies that helped
  Strategies that didn’t help
  What caused changes?

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 assistance do you need?
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)
Power Thinking Cartoon
Marzano,
Tactics in
Thinking, 1989
What does a coach or director do to
encourage high performance?
They teach prerequisite

skills and strategies.
Here’s how important it is to explicitly
teach an important lesson or skill.
  the letter A
  and the number 6
  the solar system
  grouping and patterning information
Optimal Learning Time
10 3 minutes 7 7-10
minutes minutes minutes
Prime Apply Prime Apply

Time 1 Time Time 2 Time
How do you involve students?
  T otal (whole class)
  A lone
  P artners
  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 . . .
  49% of our students are visually

preferred learners
  34% of our students are kinesthetic/
tactile preferred learners
  17% of our students are auditory
preferred learners
Sousa, David. How the Brain Learns, ASCD, 2000
The research also suggests that
comprehension and recall can be
improved . . .
  by 200% if you encourage students to

group information and find patterns.
  by 200% if you get the students to
explain and discuss the patterns.
  by 50% if the visual display of the
patterns includes colors
Sousa, David. How the Brain Learns, ASCD, 2000
Reading/thinking indicators
1.  Main Idea Identification and Summary
2.  Significant Detail
4.  Comparative Relationships
5.  Cause-Effect Relationships
6.  Problem-solution relationships
7.  Meanings of Words
9.  Author’s Voice and Method
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
Nonlinguistic Representations
1.  Creating graphic representations
2.  Making physical models
3.  Generating mental pictures
4.  Drawing pictures and pictographs
5.  Engaging in kinesthetic activities
Research about Graphic
Organizers
  Identification of 29 scientifically based
research studies.
  Visual learning strategies improve student
performance.
  Reading comprehension
  Student achievement
  Thinking and learning skills
  Retention
Category Percentile
Gain
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
3.  Sequential/Order
Relationships
4.  Comparative
Relationships
5.  Cause-Effect
Relationships
6.  Problem-solution
relationships
7.  Meanings of Words
Conclusions
9.  Author’s Voice and
Method
and
Content Area Learning
Cells
Meiosis Mitosis Fertilization
sex sperm
organism cells nucleus
bacteria sperm testes
algae egg
ovaries
protozoa copy
Europe US
Japan Effects Japan

Geograhy
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
and that several causes lead to one effect.
CAUSE
EFFECT/RESULT
Event leads
to...
Event which Event which

leads to... leads to...
Event which
leads to...
Similarities
Differences Differences
Object, Event Object, Event

or Person or Person
Herringbone
Research Conclusions: Math
1.  Students getting consistent and immediate feedback about progress
(especially via computers) increase performance.
2.  Students’ performance increases when teachers utilize very tightly sequenced
forms of explicit instruction.
3.  Explicit instruction in the use of problem solving strategies enhances

performance, particularly among students performing below average.
4.  Students’ performance increases when teachers explicitly teach concept

vocabulary.
5.  Providing teachers with regular updates on student performance in terms of

state standards enhances performance.
US Department of Education, The Use of Scientifically Based Research in

Education, Working Group Conference, Wednesday, February 6, 2002.
  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.)
effective strategies and effort--and, it works.)
successful.)
You can begin to •Main Idea

code the brain •Significant Details
within 15-30 •Sequence of Events
practices to •Comparison
anticipate •Cause and Effect
patterns of •Meaning of Words
meaning when •Generalization
you teach •Author’s Voice
explicitly.
Examining Student Work and
Troubleshooting During Explicit
Teaching
  Student Work Gallery
  Success Analysis
  More content area models
Poor Summary Poor
Good Summary Good

Student Work Gallery 1:
Looking At Student Work
View the student work of your colleagues for 3 minutes.
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?
Category Percentile
Gain
See if you can remember these
items. Pick your three favorite lottery
numbers from 1-10.


Instructional Performance Sequence
Writing to Learn
Research Findings about Summarizing
  Student-Generated Summaries
  Teachers who involve students in

summarizing newly acquired information
promote learning because the active
process of summarizing helps to integrate
and reinforce the major points of
instruction.
Research Results for
Summarizing
  Up to a 47 percentile gain in
achievement
  An average 32 percentile gain in
achievement
  ASCD 2001 Classroom Instruction that

Works (Marzano, Pickering, and Pollack)
Summary Frames are
Powerful Teachers
  A summary frame . . .
  guides students’ processing of new
learning.
  provides a template of your expectations.
  Provides “road signs” to help the student
determine if they are performing to
expectations.
  explicitly teaches various types of thinking.
  First, _____________________
  Then, ____________________
  Next, _____________________
  Finally, ___________________
Chronological Frame
  ____________has a specific order.
  At the beginning _______________.
  After that, _____________________
  Then, ____________________
  Next, _____________________
  The, ____________ended when
____________________.
Compare-Contrast Frame
  ______________ and _____________ are
alike and are different in several ways.
  First, they are alike because __________ but
they are different _________.
  Secondly, ______ is ___________ while
___________ is __________.
  Finally, _______ and ________ are alike
because _______________.
  But, they are different because ___________.
Problem-Solution Frame
  The problem began when __________.
  The ___________ tried to __________.
  After that, ________________.
  Then, __________________
  The problem was finally resolved when
_______________.
Cause/Effect Summary Frame
  In order to understand the (effect/result)
_________________ you must identify the causes.
  The first cause of (effect/result)_______ is
_________________.
  Secondly, ____________________ was another cause of
(effect/result) ___________.
  A third cause of (effect/result)_______ is __________.
  It is clear that (effect/result)__________ has a number of
contributing causes.
Main Idea/Significant Detail
Summary Frame
  The main idea of this passage is
________________________.
  One fact or example that supports this main idea is
_____________________.
  Another fact or example that supports this main point is
_________________.
  In addition, ____________________.
  Finally, ________________________ illustrates that
(main idea) _______________________.
Character Trait Analysis
Summary Frame
  A significant personality characteristic of (character name) ___________ in the
(book/story/passage) _______________ is that he/she was (characteristic)
_________________.
  The first incident where/way that the character demonstrates (characteristic)
__________ was ________________.
  A second incident where/way that the character demonstrates this trait was
________________,
  (Character) ________________also shows this trait when he/she _______________.
  Finally, (character) __________ shows that he/she is (characteristic) _______ when
_____________.
  It is clear that (characteristic) _________________ makes (character) _________ an
(choose one--interesting, fascinating, important, etc) character in (book/story)
____________________.
Conclusion/Generalization
Summary Frame
  A person can conclude that _____________.
  The first reason for/evidence that (conclusion/ generalization)
_____________ is __________________.
  A second reason for/evidence that (conclusion/ generalization)
_____________ is __________________.
  Yet another example that, (conclusion/generalization)
_______________ is ___________________.
  There is no question then that (conclusion/
generalization______________________.
MEL-Con Paragraph Template
  The main idea of this
passage is
_____________________
___.
  One fact or example that
supports this main idea is
_____________________.
  Another fact or example
that supports this main
point is
_________________.
  In addition,
____________________.
  Finally,
_____________________
___ illustrates that (main
idea)
_____________________
__.
The hammer is a tool used to
build the house.
A summary frame is a tool used to construct
meaning and provide evidence of learning.
1.  Main Idea Identification
and Summary
3.  Sequential/Order
Relationships
4.  Comparative
 In order to _______________ you must follow Relationships
several steps. 5.  Cause-Effect
 First, _____________________
Relationships
6.  Problem-solution
 Then, ____________________ relationships
 Next, _____________________ 7.  Meanings of Words
 Finally, ___________________
Conclusions
9.  Author’s Voice and
Method
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.
  What do you want?

  What have you been doing to get what
you want?
  What do you have to change?
Let’s play . . .
Good
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?
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/ Planning Step/

Action for 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
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.)
effective strategies and effort--and, it works.)
successful.)
6. Implementing Plans, Monitoring Progress,
and Making Adjustments
1.  Take decisive actions to increase student

achievement and implement the plan.
2.  Monitor implementation by discussing
progress regularly using collaborative
protocols.
3.  Make necessary changes.
4.  Determine what individuals and the team
are learning.
Poor Summary Poor
Good Summary Good

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.
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
school environment.

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Using Data To Ignite and Excite Teachers and Students

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Using Data and Strategies to

Ignite and Invite Student

Dr. Bobb Darnell

7. Evaluating and Celebrating Progress

Sputnik Age of Back to Age of Brain NCLB and

Teachers take their

 The “law” generally is based upon the

What does this mean to education?

 What have you been doing  Data Analysis and

 What do you have to  Correlate research with

 They play games as early as 12 months

 Video games (They know how they are

 Kids often feel like they should be rewarded or

 Schools are expected to teach more than the mere

 Students will need to see connections among

40% 77.5% 85%

 TYNT This year’s new

Hot Topics-SD De Jour

1. Background Knowledge (Schema Anticipation guides, KWL, Values

3. Learning with Understanding Graphic organizers

4. Mastery of Information (Fluency and Deep processing

7. Evaluating and Celebrating Progress

Johnson, Ruth Setting Our Sights: Measuring Equity in

Samo Samo Land

 Even when the data is available, many

 We often donʼt know how to talk about

7. Evaluating and Celebrating Progress

1. stimulates collegial conversation and a desire for

4. provides all school staff with a broader view of the

7. Evaluating and Celebrating Progress

 What have you been doing  Data Analysis and

 What do you have to  Correlate research with

Johnson, Ruth Setting Our Sights: Measuring Equity in

 Describes how students are doing at a

 performance assessments and portfolio

 student tests scores

 observations of student performance

 student work artifacts from tasks, products, and

 course enrollments (e.g., advanced placement, honor,

 discipline referral data attendance rates

 What do you have to  Analysis and

 What’s your plan?  Improvement Plans

 Helps the school understand the students and

 Includes information related to the school’s

Hot Topics-SD De Jour

1. Monitoring Comprehension Classroom

 Effective Schools Research

 action research  networks

 Heart stress test

1. written, guaranteed 4. organized and

7. Include 21st century themes (e.g., Global Awareness,

The tremendous value of mapping is

The curriculum is data.

Science Mendelian Circulation Respiration

12.A.4b Describe the structures

1. Gain information

 Effective Schools Research

Unit: Unit: Unit: Unit:

Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics

Skills Skills Skills Skills

 Sound units planning increases student

Unit Ways to collect

  The “law” generally is based upon the

  What have you been doing   Data Analysis and

  What do you have to   Correlate research with

  They play games as early as 12 months

  Video games (They know how they are

  Kids often feel like they should be rewarded or

  Schools are expected to teach more than the mere

  Students will need to see connections among

  TYNT This year’s new

  Even when the data is available, many

  We often donʼt know how to talk about

1.  stimulates collegial conversation and a desire for

4.  provides all school staff with a broader view of the

  What have you been doing   Data Analysis and

  What do you have to   Correlate research with

  Describes how students are doing at a

  performance assessments and portfolio

  student tests scores

  observations of student performance

  student work artifacts from tasks, products, and

  course enrollments (e.g., advanced placement, honor,

  discipline referral data attendance rates

  What do you have to   Analysis and

  What’s your plan?   Improvement Plans

  Helps the school understand the students and

  Includes information related to the school’s

1.  Monitoring Comprehension Classroom

  Effective Schools Research

  action research   networks

  Heart stress test

1.  written, guaranteed 4.  organized and

7.  Include 21st century themes (e.g., Global Awareness,

1.  Gain information

  Effective Schools Research

  Sound units planning increases student

  Includes knowledge of the expectations stakeholders

  Describes both qualitative and quantitative

1.  pie charts

1.  The students have changed. 1.  Improving decision making

1.  Student Achievement/Discipline 1.  Examine data and student work

  “Data has no meaning.”

  (Wellman and Lipton (2000, 47).

1.  stimulates collegial conversation and a desire for

4.  provides all school staff with a broader view of the

1.  The students have changed. 1.  Improving decision making

1.  Student Achievement/Discipline 1.  Examine data and student work

1.  Monitoring Comprehension Classroom

 In order to _______________ you must follow

  Tell your partner about your pizza

  49% of our students are visually

  by 200% if you encourage students to