OUTCOMES Engagement results in achievement Valentine Article—2 activities: 1 st Paragraph Importance of 3 words Partners, read Compare Contrast Graphic Organizer Valentine Process—activity: Highlight current practices on the Valentine Collaborative Study Sheet Instructional Strategies for engagement Valentine List-code to Marzano Categories MAP Data What: 1. Strength & Weaknesses Color Code Activity Content Standard Item Benchmark Data So What: 1. Connect the MAP data to ELOs/Pacing Guides Sort ELOs into areas of strength & weakness by matching the GLEs to ELOs 2. Infusing engagement into the ELOs/Pacing Guides Use the Valentine List & the Marzano list to identify 5’s & 6’s to incorporate into ELOs/Pacing Guides
Transcript
OUTCOMESEngagement results in achievement
Valentine Article—2 activities: 1st Paragraph Importance of 3 words Partners, read Compare Contrast Graphic Organizer
Valentine Process—activity: Highlight current practices on the Valentine Collaborative Study Sheet
Instructional Strategies for engagement Valentine List-code to Marzano CategoriesMAP Data
What: 1. Strength & Weaknesses Color Code Activity Content Standard
Item Benchmark Data So What:
1. Connect the MAP data to ELOs/Pacing GuidesSort ELOs into areas of strength & weakness by matching
the GLEs to ELOs2. Infusing engagement into the ELOs/Pacing Guides Use the Valentine List & the Marzano list to identify 5’s & 6’s to incorporate into
ELOs/Pacing Guides
PRODUCTS TO TURN in END OF Day
• Make notes on the Plan of Action • Evaluate 2010 SMART Goals• Develop 2011 SMART Goals (develop these
from the notes on the Plan of Action) --Do you want a SMART Goal around IPI 5 & 6
Codes? – Be sure to include PD needs
• Monthly PLC Log
Welcome
• Good Morning!!!
• Enjoy some refreshments.
Origami Warm UPMATERIALS: Distribute 1 sheet of paper per participantACTIVITY: Follow my instructions to fold a sheet of
paper while keeping your eyes closed. DIRECTIONS: No questions, no talking1. Fold your paper in half.2. Now, fold it in half again.3. Then, fold it in half one more time.4. Now, rip off the right corner5. Turn your paper over and rip off the upper corner
Processing Warm Up
• Unfold your paper, did everyone come up with the same end result? Why or why not?
• How would the results have been different if your eyes were left open?
• What connections can you make to this activity? What implications are there?
Goals for the Day
• What do you want to know from the data?• What outcome do you want from today and
Monday?
Achievement Level Data
If you do what you’ve always done, You’ll get what you’ve always got.
Comparisons that might inform you: • District to State, • 2011 District to 2010 District, • Change in District to change in State. Do you have all the data you need?
Do you know how to access it on SIS for the students you tested and the students you have this year.
FOCUS AREA PURPOSE
IPI ResearchUsing data to identify areas of instructional strengths.How can our strengths inform our practices to improve our areas of weakness?
Instructional Research
Validate instructional strengths and add to our instructional toolbox. Using data to identify Professional Development needs.
MAP/EOC IBD Data To connect data to our practices with Pacing Guides and classroom instructional practices
Pacing Guides/ELOs Using data to inform the Pacing Guides—ELOs, Proficiency Levels & Pacing
Data Day Overview
Focus on Achievement
On the back of your packet, jot down the factors that affect student achievement
IPI Research Summary A
What affects student achievement?How are each of the following words important in the
1st paragraph of the IPI Research Summary MotivationEngagement Achievement
Relationship between Engagement, Motivation, and Achievement
StudentEngagement
StudentAchievement
Student Motivation
IPI Research SummaryA.1 Student Engagement IN REGARD TO A.2 Student Disengagement
Relationship to Achievement
Ratios on High Stakes
Tests
Long Term Implications
What is the Value of IPI in Lebanon?
(Valentine & Collins)
IPI Research SummaryA.1 Student Engagement IN REGARD TO A.2 Student Disengagement
Relationship to Achievement
Ratios on High Stakes
Tests
Long Term Implications
What is the Value of IPI in Lebanon?
(Valentine & Collins)
As engagement increases, achievement increases. Generally: 15-20% increase in Higher Order/Deeper engagement to a 2-3% increase in pass rate. Some cases:20% HO/D to pass rate in 6% Comm. Arts, 7% Math
Enhanced capacity of student to think, to learn how to learn, and to appreciate learning.
As disengagement increases, achievement decreases
2% increase in disengagement to 1% decrease in pass rate
Students ill prepared to enter the workforce or continue formal education. Community suffers,attitudes toward school impacted negatively.
VALUE
VALUE of IPI in the Lebanon School District: Findings affirm that when schools periodically ( 3 or 4 times a year) use whole-faculty and/or sub-group disaggregated methods of data study, engagement in higher-order/deeper learning experiences increase as a whole for the school and the resultant impact on school-wide student achievement is positive and strong.
Days of Lost Learning Time and Percent of IPI Total Disengagement
This chart provides the opportunity to identify how many days of instruction are lost when students are not engaged in learning during scheduled learning time. This isin addition to the time at the beginning and end of class and transistions.
1 to 4 ratio of harm of a one to the good of 5/6
Valentine Study Process
• Are we getting the results described in the summary? • Why or why not?
• If we are getting the results in some areas but not others, there may be a need to start breaking out by grade/course and/or content.
Maximizing the USE of IPIOnly get the Achievement Results when the IPI process is followed entirely. 4 times a year optimum (1 waste of time)Study data IMMEDIATELY AFTER COLLECTED
Small/Whole Group Discussion about the Following:
Was it a Typical Day?Data Observations (Strengths/Areas of Concern)Goals (Set & Monitor Specific Goals)New Learning (Associated with Instruction)Discuss the VALUE of the IPI process & analysis
Valentine Study ProcessOnly get the Achievement Results when the IPI process is followed entirely.
PLAN OF ACTION
What You Found• Jot down the current reality of processing IPI data in your
building
So What Will You Do About It?• Jot down the steps your building/PLC will begin to take
regarding the complete implementation of the IPI Process.
Plan of Action
Strategy What You Found So What Will You Do About It?
IPI Research ENTER WHAT YOU FOUND
ENTER WHAT YOU WILL DO ABOUT IT
MAP/EOC IBD Data
Pacing Guides/ELOs
Instructional Research
Grade: Content:
Check each factor below that connects to IPI.
School Guaranteed and viable curriculum
Challenging goals & effective feedback
Parent and community involvement
Safe and orderly environment
Staff collegiality and professionalism
Teacher Instructional strategies
Classroom management
Classroom curriculum design
Student Home atmosphere
Learned intelligence and/or background knowledge
Motivation
Factors Influencing Achievement What Works in Schools Robert Marzano
School/Teacher Effects on Student Achievement for a Student Entering School at the 50th Percentile What Works in Schools
by Robert Marzano
School & Teacher Scenario
Achievement Percentile After Two Years
Average School
Average Teacher
Least Effective School Least Effective Teacher
Most Effective School Least Effective Teacher
Least Effective School
Most Effective Teacher
Most Effective School Most Effective Teacher
Most Effective School Average Teacher
Marzano, What Works in Schools
50th
3rd
37th
63rd
96th
78th
Constructive Classroom Engagement: Examples to Consider and Discuss
Circle the ones you are currently doing. X the ones you can consider for your content
Dr. Jerry Valentine
Ask each grade/course/individual to share a strategy from the list they will consider using.
Category Explanation of Category Similarities
&Differences Engage students in activities that help them examine similarities&differences among ideas, issues, event, etc. 45%
Summarizing &Note taking
Help students to distill and/or synthesize information accurately and concisely. 34%
Reinforcing Effort & Providing Recognition
Help students recognize the relationship between effort & achievement. Recognizing students for progress. 29%
Homework and Practice
Provide opportunities to deepen understanding of content and their proficiency with skills. 28%
Nonlinguistic Representations
Help students represent and elaborate on knowledge in an imagery form using mental pictures, physical models, graphic organizers etc.27%
Cooperative Learning Using grouping strategies to help students learn. 27%
Setting Objectives and Providing Feedback
Help students understand the direction for learning, establish personal goals, and provide feedback about progress. 23%
Generating and Resting Hypotheses
Application of knowledge by generating & testing hypotheses ex.- problem solving, decision making, investigation, 23%
Questions, Cues, & Advance Organizers
Help students retrieve what they know about a topic using questions, cues, or hints about what is to come. 22%
Plan of Action
Strategy What You Found So What Will You Do About It?
IPI Research
MAP/EOC IBD Data
Pacing Guides/ELOs
Instructional Research
ENTER STRATEGIES MOST IMPORTANT FOR
YOUR CONTENT
SET A GOAL FOR YOUR PLC
Grade: Content:
FOCUS AREA PURPOSE
IPI ResearchUsing data to identify areas of instructional strengths.How can our strengths inform our practices to improve our areas of weakness?
Instructional Research
Validate instructional strengths and add to our instructional toolbox. Using data to identify Professional Development needs.
MAP/EOC IBD Data To connect data to our practices with Pacing Guides and classroom instructional practices
Pacing Guides/ELOs Using data to inform the Pacing Guides—ELOs, Proficiency Levels & Pacing
Data Day Overview
Data Prediction Activity Based on your knowledge of what you did in
your PLC/classroom, what strengths do you expect to find in your data
1.2.3.4.5.
Compare to the Content Standard Data:District to StateDistrict this year to District last year District for 2011 data, to the District for those same students in 2010 (their previous grade)
You can look at your current year’s students too
IBD DataOn the IBD Data Highlight:Strengths in green (75% & above)Areas of concerns in yellow (59% and below)For:• 1st the District • 2nd My ClassCompare you to the district:If you are yellow and the district is green, look for assistance from
your PLC.If you are green and the district is yellow, offer your ideas to your
PLC
IBD DataCompare the DISTRICT to the STATE
On the IBD Data Highlight:
In the STATE column, highlight in pink/purple if the DISTRICT is lower than the STATE
Are these areas of concern too?
Plan of Action
Strategy What You Found So What Will You Do About It?
IPI Research
MAP/EOC IBD Data
ENTER WHAT YOU FOUND FROM THE DATA
—pick the areas you want to focus on
Pacing Guides/ELOs
Instructional Research
Grade: Content:
FOCUS AREA PURPOSE
IPI ResearchUsing data to identify areas of instructional strengths.How can our strengths inform our practices to improve our areas of weakness?
Instructional Research
Validate instructional strengths and add to our instructional toolbox. Using data to identify Professional Development needs.
MAP/EOC IBD Data To connect data to our practices with Pacing Guides and classroom instructional practices
Pacing Guides/ELOs Using data to inform the Pacing Guides—ELOs, Proficiency Levels & Pacing
Data Day Overview
Key Vocabulary• Essential Learner Outcomes: Identifies what the learner will know and
be able to do by the end of the grade or course. • Pacing Guide: Time lines that show what each teaching team plans to
cover over the course of a year and defines what it takes for a student to be proficient.
• Achievement Level Descriptors: Identifies what students are expected to know and be able to do at each grade level to be proficient.
• Proficiency Indicators: A statement that declares the measureable level of competency that is expected for an objective/ELO.
• Item Benchmark Descriptors: An assessment report that reflect average scores by item for the state, district, and individual teachers.
Essential Learner Outcome GLE/DOK
Basic Achievement Level Skill
Proficient Achievement Level Skill
Time Frame for Instruction (How long will it take?)
When will the skill be taught? (Be as specific as possible)
When will the ELO be assessed?
Formative
Summative
Connecting Data to the Pacing GuideSort the Pacing Guides into those with GLEs in
areas of strength and those with areas of concern.
You may tally strengths & weaknesses under the GLE in the ELO box
On the pacing guide note the process standard(s)
Connecting Data to the Pacing Guide• AREAS OF STRENGTH:
What did your PLC do? Was it a SMART goal?What were the 5’s & 6’s you did within that ELO
AREAS OF CONCERN: What can be done differently?• Tie proficiency levels to instructional levels. • As a PLC develop 5’s & 6’s for areas of concern• Who in your grade/course/PLC was this area
of concern a strength for—what did they do? • What areas need to be identified for future
Professional Development?
Connecting Data to the Pacing Guide
Categories of Strategies that Work Marzano Classroom Instruction that Works
Strategy GLE of Concern
PD Need
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representation
Cooperative learning
Setting goals and providing feedback
Generating and testing hypotheses
Questions, cues, and advance organizers
Plan of Action
Strategy What You Found So What Will You Do About It?
IPI Research
Instructional Research
MAP/EOC IBD Data
Pacing Guides/ELOs
How do these compare to the data
Plans to do something about the data. Put ideas for 5’s &
6’s on the back of each Pacing Guide
Grade: Content:
How to View and Print Test Scores for MAP: FOR YOUR CURRENT STUDENTS:Click on the Display Roster (3 people) iconClick on Assessment for Student Grid (graph) icon at the far right of screenAssessment Area – choose MAP (from the drop-down menu)Sub Type – Select the subject you want data for (from the drop-down menu)Grid – Select all of the scores you want displayed. You can check the box for ‘all scores’ or manually select the ones you want.Show Section – check this boxMost Recent Test Instance – enter the number of years you want to displayStudent Name – check this boxClick the green Update Display buttonTO PRINT: Click the Print (Printer) icon beside the Home (house) icon at the top left of the page. This will print the screen. NOTE: If you have multiple pages, you will need to do this for each page you want to print.TO EXPORT to Excel: Click the Export to File button on the right side of the screen>choose XLS file, check the box to “Include Column Heading”>Export>Open. To save the file, click File>Save As and make the Save as type=xls (Excel Workbook). FOR STUDENTS YOU TESTED LAST YEARGo back to the SIS Home ScreenClick Actions>My Login Site-Year>Click 0910Note: You are now logged into last year’s dataRepeat steps 1-10 above
How to View and Print EOC Test Scores:
FOR YOUR CURRENT STUDENTS:Click on the Display Roster (3 people) iconClick on Assessment for Student Grid (graph) icon at the far right of screenAssessment Area – choose EOC EXAM (from the drop-down menu)Grid – Select all of the fields you want displayed. You can check the box for ‘all scores’ or manually select the ones you want.Show Section – check this boxMost Recent Test Instance – enter the number of years you want to displaySort Order: Student Name – check this box to order by nameField – choose the field you want to sort by, i.e. choose Scores Level Description to sort by the description (Advanced, Basic…)Click the green Update Display buttonTO PRINT: Click the Print (Printer) icon beside the Home (house) icon at the top left of the page. This will print the screen. NOTE: If you have multiple pages, you will need to do this for each page you want to print.TO EXPORT to Excel: Click the Export to File button on the right side of the screen>choose XLS file, check the box to “Include Column Heading”>Export>Open. To save the file, click File>Save As and make the Save as type=xls (Excel Workbook).
FOR STUDENTS YOU TESTED LAST YEARGo back to the SIS Home ScreenClick Actions>My Login Site-Year>Click 0910Note: You are now logged into last year’s dataRepeat steps 1-10 above.
PROFESSIONAL DEVELOPMENT DATA DAY OCTOBER, 2010
Achievement Level Report In SIS for tested students and current students.
To compare where a student’s MAP Scale Score fell within an Achievement Level Use the Scale Score Chart below: SCALE SCORE CHART BY ACHIEVEMENT LEVEL
Gr. Comm. Arts Adv Pro B BB MATH Adv Prof B BB 3 Comm. Arts 673-790 648-672 592-647 445-591 MATH 667-780 628-666 568-627 450-567 4 Comm. Arts 691-820 662-690 612-661 470-611 MATH 688-805 651-687 596-650 465-595 5 Comm. Arts 702-840 675-701 625-674 485-624 MATH 706-830 668-705 605-667 480-604 6 Comm. Arts 704-855 676-703 631-675 505-630 MATH 721-845 681-720 628-680 495-627 7 Comm. Arts 712-865 680-711 634-679 515-633 MATH 724-860 685-723 640-684 510-639 8 Comm. Arts 723-875 696-722 639-695 530-638 MATH 741-885 710-740 670-709 525-669 Science(5th) 692-855 669-691 626-668 470-625 ALG 1 225-250 200-224 177-199 100-176 Science(8th) 735-895 703-734 671-702 540-670 ALG 2 225-250 200-224 182-199 100-181
BIO 1 225-250 200-224 177-199 100-176 GEOM 225-250 200-224 182-199 100-181 ENG I 225-250 200-224 177-199 100-176 GOVT 225-250 200-224 179-199 100-178 ENG II 225-250 200-224 180-199 100-179 AM.HST 225-250 200-224 182-199 100-181
PRODUCTS TO TURN in END OF Day• Make notes on the Plan of Action• Evaluate 2010 SMART Goals• Develop 2011 SMART Goals (develop these from the notes on the Plan of
Action) --Do you want a SMART Goal around IPI 5 & 6 Codes?
– Be sure to include PD needs• Monthly PLC Log
FOR VERTICAL TEAM WORK IN NOVEMBER:
Identify/develop instructional strategies at 5’s & 6’s for ELOs that reflect areas of concern. Record on the back of each ELO.
