Benefits of the Eight Step Process It gives teachers flexibility in how to teach by focusing on what to teach. It emphasizes key skills for every student. It allows students to retain skills in order to build higher skills. It encourages collaboration among teachers, students, and instructional support staff. It promotes active learning and student involvement in the learning process. It places the ultimate responsibility of learning on the learner. It aligns planning, instruction, assessment, and support toward student performance. It is data driven so it removes subjectivity and replaces it with a focus on results. It contributes to a climate of achievement and success. It is a proven approach that achieves results. 43
Plan: Disaggregate Data Use data for the purpose of determining weak and strong areas Data analysis is ongoing But data alone is not a magic bullet In the planning stage, test scores are disaggregated Data is specific enough for individual students, but also general enough to show trends and direct teachers’ instructional program 44
Test Talk What strengths and weaknesses are revealed? What are OUR goals for improvement? "Your Academic Success Is Important to Me" 45
Instructional Groups Instructional groups are defined to categorize results and share a common language, NOT to label students. 46
Action Plan: Implementing the Eight Step Step #1 — Data Disaggregation 47
Plan: Create Instructional Calendar An instructional timeline is actually a calendar that visually shows the allocation of the instructional year to each instructional focus and when each focus is covered Teachers create the calendar before school begins allowing them to have an overall instructional plan at the start of the school year The calendar is shared across the campus and integrated into the framework of every teacher’s instruction 48
Create a Calendar What the calendar does: Covers the school year up to the State test dates Remains open to change as certain target areas are mastered by the students. Shows which standards will be covered each week. Provides a logical sequence of concepts that can be shared school-wide 49
Common Core Standards No single document will have played a more influential role over what is taught in schools. The responsibility for interpreting and implementing these expectations rests on the shoulders of teachers and principals…the standards leave room….to determine how those goals should be reached and what additional topics should be addressed. Pathways to the Common Core – Calkins, Ehrenworth, and Lehman 50
Common Core Standards Indiana Common Core – Guidance http://www.doe.in.gov/achievement/cur riculum/resources-implementing- common-core-state-standards
Common Core Standards Emphasizes much higher level comprehension skills than previous standards Places equal weight on reading and writing Emphasizes reading complex texts Conveys that intellectual growth occurs through time, across years, and across disciplines Supports cross curricular literacy teaching 52
Look at your current literacy initiatives and set goals for how to improve them. 53
Look at gaps in your curriculum. Implement a spiral, cross-curricular K-12 writing workshop curriculum. Move students up levels of text complexity by providing them with lots of just-right, high- interest texts and the time to read them. Prioritize argument and informational writing. Focus on higher-order comprehension instruction. Increase cross-curricular analytical nonfiction reading. 54
Publicizing the Calendar Share final calendar with all staff members. Model focus targets at staff meetings so that everyone understands the methods and concepts for each target. Post the calendar everywhere: Classroom Throughout the school School newsletter School website Student homes 55
Revising the Calendar If students have trouble with a standard, the calendar should be revised for re-teaching. BUT… avoid making repeated changes to the calendar. When the academic teaching calendar goes into effect, it results in a positive alignment of: • written curriculum • taught curriculum • tested curriculum 56
Tenth Grade Reading and Writing Instructional Calendar 57
High Expectations “In effective schools, not only do teachers believe the students can learn, but they also believe that they, the teachers, can teach them. Teachers in effective schools go about their business of teaching with the confidence that they will succeed. They are continuously seeking ways to do their job better, not looking for excuses for not doing it.” — Dr. Larry Lezotte 58
Self-fulfilling Prophecy Students tend to rise or fall to the level of expectations held by educators. Schools create “smart” or “dumb” students, depending upon the demand for achievement placed upon these students. Teachers set the tone! 59
Profile of an Effective School The professional staff holds the following beliefs: All students can learn. All students are expected to master the standards. Standardized achievement tests are appropriate measures of school success. The staff is committed to producing high achievement for all students, no matter what it takes. 60
Fact: Teaching Effectiveness is More Important than Demographics ~ Reeves 24% of variation in achievement is related to demographics. 24 – 49% of variation is related to teaching effectiveness and certification. Impact act of te teac acher ers tw twice ce as as im impor orta tant nt. 61
Do: Direct Instructional Focus After you use the data to create a plan, then instructional focus areas for all subjects are developed and delivered for the calendar. Areas of instructional focus are selected from the state accountability requirements and matched to student learning needs. Districts are encouraged to post instructional focus areas at the district, school, grade, and classroom levels. 62
Direct Instructional Focus If we teach one thing and test another, students get discouraged and lose their motivation for learning. Empowering teachers to discuss results and plan together is what makes it all work. All teachers become better with the collaborative teaming. "None of us is as smart as all of us.” Ken Blanchard 63
MSD of Warren Township Teaching an Effective Lesson Lesson Plan Anticipatory Set State the Objective Teach the Lesson using Best Practices and High Yield Strategies Check for Understanding Guided Practice Assign Independent Practice Lesson Closure Schedule Maintenance 64
Anticipatory Set Emphasize to the students the learning task, its importance, and the learning (prior knowledge) that led to this objective. Teach the prerequisite skill to ensure better mastery of the new content. 65
State the Objective Know where you are going! By stating the objective, and its relevance, you are expecting the students to go along with you. 66
Teach the Lesson This includes main concepts and skills, emphasizing clear expectation and includes active student participation. Strategies to Use Variety of examples Diagrams Wait time Modeling Graphic Organizers Q & A w/ Discussion Proximity Build on prior knowledge 67
Check for Understanding Observe and interpret student reaction Frequent formative assessments IMMEDIATE feedback Adjust instruction and RETEACH if necessary 68
Guided Practice Allows student to answer questions, demonstrate skills, or solve problems. Check for understanding. Adjust instruction as needed and reteach as necessary. 69
Independent Practice Allows students to solidify and demonstrate skills and knowledge on their own. Teachers check for understanding, give immediate feedback and reteach as needed. 70
Lesson Closure Recite or retell the prior learning and the objective. Share what was learned and what is next. 71
Maintenance Schedule maintenance to review and reteach the concepts and skills learned. 72
Creating Instructional Focus Situation and Task You are a team of teachers from the art, physical education, and music departments at Wagner Middle School. The targets of instructional focus are not directly related to your areas of expertise, but you want to help reinforce these areas to the students at Wagner. Your task is to take the three instructional focus targets below and integrate them into the class curriculum for art, physical education, and music. Describe what you will do to reinforce each target area. Be creative! 1. Students will identify parts of speech. 2. Students will use correct subject verb syntax in an essay. 3. Students will use appropriate punctuation in a letter. 73
The Eight-Step/PDCA Process 1. Data Disaggregation 7. Maintenance 2. Timeline Development 8. Monitoring 3. Instructional Focus 4. Assessment 74
Check: Frequent Assessments Any exceptional school district or campus is data driven. After the instructional focus has been taught, an assessment is administered to identify mastery and non- mastery students Naturally, assessments are aligned with the content areas of instructional focus and the accountability standards. After the assessment, it is important that the teachers get together to review how different classes fared on the tests. 75
Webb’s Depth of Knowledge Level 2 – Skill/Concept Level 1 - Recall Recall facts, information, Use information or or procedures conceptual knowledge Recognize, use, Requires two or more measure steps Performs a simple algorithm or applies a formula 76
Webb’s Depth of Knowledge Level 3 – Strategic Level 4 – Extended Thinking Thinking Requires reasoning, Requires an developing a plan or investigation, collection sequence of steps of data and analysis Some complexity, with Designing, conducting more than one possible experiments answer and requires Critiquing experimental justification of answer designs Combining and synthesizing ideas into new concepts 77
Depth of Knowledge - “Describe” DOK 1 – Describe three characteristics of metamorphic rocks (simple recall) DOK 2 – Describe the difference between metamorphic and igneous rocks (requires cognitive processing to determine the differences in the two rock types) DOK 3 – Describe a model that you might use to represent the relationships that exist within the rock cycle (requires deep understanding of rock cycle and a determination of how to best represent it 78
Administer Assessments Short, frequent assessments allow teachers to: Check for understanding. Tell which students are learning and which need more help. Chart student progress. Adjust teaching methods to achieve better results. Modify the calendar as needed for re-teaching or acceleration. 79
Test-taking Strategies The strategies shown here are well-established parts of the continuous improvement method for effective schools. READING Read the title and sub-headings, if any. Determine what the passage is about. Study graphs, charts and pictures associated with the passage. Why are they included? What information do they hold? Number each paragraph for later reference. Read the questions, circling key words. Whisper read the passage more than once. Underline clues that relate to the questions. After reading each question, identify the best possible answer but don’t mark it on the test yet. Eliminate answers that are clearly wrong. Find the paragraph that supports the correct answer for each question. Mark the correct answer on the test and show the paragraph number that proves the answer. 80
Pages es 68-69 69 Test-taking Strategies The strategies shown here are well-established parts of the continuous improvement method for effective schools. MATH Read the problem several times. Circle key words in the question — make sure the question is clear. Circle and/or underline key numbers and words. Eliminate unnecessary information and data. Study graphs, charts and pictures associated with the passage. Why are they included? What information do they hold? Determine which number operations or strategies are needed to reach the right answer. Solve the problem and show all work. Evaluate the solution to make sure it seems logical and accurate. Compare the solution to all possible answers. If it’s not among the answers, repeat the steps above until you solve the problem correctly. Eliminate wrong answers. Mark the correct answer on the test 81
Some Key Principles of Assessment In the effective school, student progress over the State Standards is measured and monitored frequently. The results are used to improve student performance. Teachers must believe that if they teach a standards-based curriculum and the students learn what they are taught, then the students will perform well on the State Test. Disaggregating State Test data by student groups is a powerful force for positive change in a school. Test results must be shared with the staff, who can then collaborate to analyze the results. Sharing results also helps teachers distinguish between true mastery and plain luck with answers. The results of each assessment should be shared with parents via the grade reports. As teachers continue to have greater access to software and technology designed to track student progress, they can more rapidly assess student needs. Students also share the benefits of knowing where they stand, what they need to improve and how the improvement can best be achieved. 82
Learning Log Meeting Teachers meet with their principal every three weeks, following the assessments, to review results Assessment results are entered into a spreadsheet that color codes results for easier reading – red for nonmastery (0, 1, 2), yellow for partial mastery (3), and green for mastery (4) The spreadsheet is organized by teacher, listing all student names and assessment results Focus is on grade level results 83
Learning Log Meeting The purpose of this meeting is to organize for Success Period. Which standards are the focus? Which teachers are teaching tutorials, maintenance, and enrichment? Which students are in which group? Teachers organize the procedures for moving students to Success groups to maximize the 30 minutes allocated. LL occurs within 3-5 days of the completion of assessments. New Success groups begin after LL. 84
Success Period – Steps 5&6 After Learning Log meeting where 3 week assessment data is shared, teachers and the principal determine which standards will be used for the tutorial and enrichment groups during the next three week period. . Begin with one standard per three week period and move to 2-3 after the routine is established. Tutorials are done by classroom teachers. Enrichment is done by other teachers (art, music, PE. Media) 85
Success Period – Steps 5&6 Maintenance (yellow) groups are students who did not master but do not need a tutorial Students need additional practice in the standard to internalize it Paraprofessionals or other adults can handle maintenance To keep tutorials at less than 10 students, enrichment and maintenance are larger 86
Tutorials and Enrichment Tutorials and enrichment activities help sustain learning and increase the students' interest in a wide range of related topics. Allow staff members to rotate between delivering tutorials and enrichment activities. Students and teachers alike enjoy fresh perspectives and new challenges. Teaching Tools for Tutorial and Enrichment Sessions Collection of alternative materials and resources (hands-on, action-oriented preferred) Rotating instructors equipped with effective teaching strategies 88
Tutorials Additional time for review is required if all students are to attain mastery. Re-teaching efforts and tutorials should be devoted to coverage of non-mastered areas. Tutorials should be offered frequently and led by a variety of instructors. The tutorial should not be perceived as a punishment, but instead as a chance to catch up and potentially excel in a difficult content area. Decisions: Should sessions be offered school-wide, kept within a grade level, or focused on particular content? 89
Act: Enrichment Effective schools provide enrichment opportunities for students who master the areas of instructional focus. Enrichment programs can take many forms depending on the student. Here are some examples of how to make enrichment programs work at your school: During tutorial time for students who need help mastering learning standards, provide enrichment opportunities to students who have achieved mastery. As with tutorials, involve parents wherever possible in enrichment programs — as teachers, teacher assistants, curriculum developers, etc. Give mastery students an opportunity to attend an additional elective or advanced course. Allow mastery students to attend a local college during the day and earn college credit. 90
Maintenance People take care of themselves, their cars, or their homes because they want to sustain the quality and reliability of their health or possessions Learning is no different No matter how well a student masters content, if the student never returns to the material, then that skill or concept will fade Check that students remember previous lessons. Key points from past lessons should be reflected in the current lesson. Ask students to apply previously learned skills to new materials. Keep worksheets and audio-visual materials at hand at all times. 91
Act: Monitoring Results Monitoring the process at every level is the chief responsibility of the school principal. It’s important that teachers, parents, and other administrators are involved, but it is the principal who carries the greatest impact. School principals have a myriad of responsibilities — budgets, the day-to- day running of the school, recruitment, paperwork, state compliance —it’s an endless list. However, their priority and most important role is that of instructional leader. Instructional leaders are actively involved in the teaching and learning process. Below are key behaviors and activities of instructional leaders. Schedule classroom visits on a regular basis. Schedule “one -on- ones” with students and teachers to review test scores (The State Test Talk). Organize celebrations to recognize achievements and gains. Meet regularly with departments and teams to monitor the instructional progress of students. Use formal and informal surveys to assess processes, school climate, and stakeholder satisfaction. 92
Monitoring Regular classroom visits by the principal during standards instruction are valuable to the entire staff. By visiting often, the principal observes a continuum of the teacher’s efforts, rather than the occasional 45- minute “show.” The interest displayed by the principal motivates teachers and students to accomplish their goals in several ways: Observes and shares effective teaching practices Verifies student progress Elevates the importance of learning Demonstrates support for the efforts of teachers 93
Monitoring Relationships Superintendent monitors each principal (meetings, campus issues, student progress, observation logs) Principal monitors each teacher (faculty meetings, observations, assessment profile) Teacher monitors each student (test chats, assessment profile, goals) Students monitor their own data The most important outcome is that all these critically important participants are monitoring the success of the Integrated System process. 94
Instructional Leadership If instructional leadership is to be adopted as a standard at a district or school, it must be described and clarified to those who must make it happen. First, explore ways that a principal can assume that role. Then, describe what you would do to establish instructional leadership at a school where there is no concept or tradition of the principal as the instructional leader. Remember, part of your challenge will be to obtain buy-in from your staff, administration, parents, and other stakeholders. 95
Instructional Leadership In the effective school, the principal acts as an instructional leader and effectively communicates the mission of the school to staff, parents, and students. 96
Factors Necessary for Success You must have the following to enable success at your school and/or district: Alignment of curriculum and assessments High expectations and teacher behaviors that convey high expectations Central office and principals who are strong instructional leaders A pervasive and broadly understood instructional focus that permeates the entire district A safe and orderly climate conducive to teaching and learning Measurement that uses current and accurate data for making all decisions Hard work, teamwork, and commitment! 97
Non-Negotiables • Instructional Calendars (alignment) • 3-week formative assessments (Continuous Data Stream to make adjustments) • Success Period (Daily 30-minutes of tutoring/enrichment (Mastery Learning) 98
Non-Negotiables (cont.) • Learning Log Meeting – Review of three-week assessment data with principal and entire grade level to discuss organization of success, strategies, etc. (Accountability and Continuous Improvement) 99
Assessments • Assessments are given to all students at a specified time based on the instructional-focus activities and calendar. • Students all take the same test, even though the instruction may have been different. • Assessments are given at least every three weeks. Why? Frequent assessments provide feedback for both teachers and students. - Pat Davenport 100
PreStep – Staff Buy In How will we not only train the teachers in our building, but get them excited about Eight Steps? 101
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