Building a System-Wide Focus On Student Achievement Joe Shannon September 30, 2011

First Different - Then Better

Agenda Reflection/Thoughts Narrowing the Focus – “Instructional Leadership Rigor/Relevance Framework The Collaborative Instructional Review Supporting the Interdisciplinary Coaches

Leadership Quiz Draw the Diagram of the Daggett System For Effective Instruction

Daggett System For Effective Instruction

Leadership Quiz Draw the Diagram of the Daggett System For Effective Instruction List the 5 Elements of “Instructional Leadership” included in the Daggett System for Effective Instruction

Use Data to set High Expectations Align Curriculum to Standards Integrate Literacy and Math across Curriculum Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Instructional Leadership “Variety of People, Functions, and Needs” 1.Use research to convey urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

9

12345 Empowerment Vision Quad D Leadership Framework

Teacher vs. Student Comparison T – Students can apply what I am teaching to their everyday lives. 92% S – I can apply what I learn to my everyday life. 58%

Teacher vs. Student Comparison T – Students in my classroom engage in hands-on activities. 88% S – We do lots of hands-on activities in my classes. 45%

Teacher vs. Student Comparison T – I make learning exciting for my students. 84% S – My teachers make learning exciting.40%

Teacher vs. Student Comparison T – I recognize students when they demonstrate positive behavior in school. 95% S – Good citizenship is rewarded in this school. 40%

Leadership Quiz Draw the Diagram of the Daggett System For Effective Instruction List the 5 Elements of “Instructional Leadership” included in the Daggett System for Effective Instruction Identify the Instructional Leaders in Your School

Instructional Leadership “Narrowing the Focus” Work with team member or leader from same level Discuss the 5 questions pertaining to Instructional Leadership –Yes/No –Why/Why Not –Evidence Determine 2 Elements that need greater attention in your school Be prepared to report out

ICLE Mission Rigor Relevance Relationships All Students

18 R x R x R = College, Work, and Life Ready Students

Rigor and Relevance What is it? And what does it mean?

Rigor and relevance is NOT a new add-on !! Rigor and relevance is a philosophy of teaching!!

Rigor! Rigor means increasing the level of thinking in a more sophisticated and complex manner.

Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Thinking Continuum Assimilation of knowledge Acquisition of knowledge

Relevance To determine a lessons level of Relevance you must ask the following questions… 1. Is it application? 2. Is it real world? 3. Is it unpredictable?

Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

Acquisition of knowledge Application of knowledge Action Continuum Relevance of learning to life and work

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

Teacher/Student Roles Activity Determine What You Will See Teachers and Students Doing in Each Quadrant as it Pertains to: –Rigor –Relevance –Learner Engagement

Awareness 1 Comprehension 2 Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline A Acquisition Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Low-level Knowledge

A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Verbs Products

Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work. Low-level Application

B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products

Application 3 Analysis 4 Synthesis 5 Evaluation 6 1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. High-level Knowledge

C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Verbs Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. High-level Application

D Quadrant evaluate validate justify rate referee infer rank dramatize argue conclude evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention VerbsProducts

Collaborative Instructional Review

What is the Collaborative Instructional Review? The International Center’s Approach to Help Systems/Schools Improve: 1.Student Achievement 2.Instructional Effectiveness 3.Teaching 4.Professional Dialogue/Learning

Daggett System For Effective Instruction

42

How is it Unique? It’s Real-World Application of the 80/20 Rule Person observing instruction will: spend 80% of their time in class looking at, and listening to what students are doing and saying. 20% of the time listening to the teacher

How is it Unique? Aha Moments……For Principals and Instructional Staff Removes Subjectivity and Increases Objectivity Through Professional Dialogue Calibrates the Level of Rigor, relevance, Learner Engagement, and Literacy

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

Teacher/Student Roles Activity Determine What You Will See Teachers and Students Doing in Each Quadrant as it Pertains to: –Rigor –Relevance –Learner Engagement

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

What are the Analytical Tools Used to Conduct a CIR? Classroom Visitation Tool

School Name:Date:Topic: Teacher:Duration:Grade Level: Evidence of Rigor Below Basic BasicProficientExemplary Evidence to Support Rating Thoughtful Work Tangible products or observable efforts and activities demonstrate Higher levels of thinking.  High Level Thinking Instructional experiences require high-level thinking, reflection, and intellectual growth.  Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content.  Evidence of Relevance Below Basic BasicProficientExemplary Evidence to Support Rating Meaningful Work Tangible products or observable efforts and activities lead to real-world applications.  Authentic Resources Raw materials, references, tools, equipment, and technology are real-world resources.  Learning Connections The learning experience relates to the real world and appropriately builds on student knowledge. 

What are the Analytical Tools Used to Conduct a CIR? Classroom Visitation Tool CIR Rubric

1.4 Components: –Rigor –Relevance –Learner Engagement –Literacy 2.Sub components 3.4 Point Scale – Below Basic to Exemplary –Calibration –Common Language –Common Focus 4.Used in Conjunction with Classroom Visitation Tool

Using the CIR Rubric Group Activity 1.Review Rigor Sub Component “Thoughtful Work” 2.List Key Descriptive Words for Each Rating 3.Report Out

RatingKey Descriptive Words Below BasicEasy Usually requiring a single correct answer Basic Occasionally requires extended time to complete Stretches student learning Uses prior knowledge Proficient Extensive use of prior knowledge Frequently Creative and original Reflect and revise Exemplary Extensive creativity Originality Design or adaptation

Evidence of Rigor Below Basic BasicProficientExemplaryEvidence to Support Rating Thoughtful Work Tangible products or observable efforts and activities demonstrate Higher levels of thinking.  High Level Thinking Students are expected to give thoughtful responses that demonstrate understanding  Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. 

Evidence of Relevance Below Basic BasicProficientExemplary Meaningful Work Tangible products or observable efforts and activities lead to real-world applications  Authentic Resources Raw materials, references, tools, equipment and technology are real-world resources  Learning Connections The learning experience related to the real world and appropriately builds on student knowledge 

Learner Engagement Below BasicBasicProficientExemplary Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement  Body Language Degree of engagement showing positive body language  Focus Degree to which all student are focused on the learning experience  Breadth Degree to which all students are engaged 

Literacy Below Basic BasicProficientExemplary Reading Comprehension Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning and summary of text.  Digital Use and Communication Students demonstrate an effective integration of single and multiple digital sources to understand, infer and act upon knowledge, to facilitate communication, and/or to create solutions.  Speaking, Listening and Collaborating Students collaborate and communicate integrated information to adapt, create, solve, justify and apply knowledge  Document and Quantitative Literacy Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other modes of presenting information, using inference, analysis, synthesis and evaluation skills  Written Communication Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences 

Correlation to Standard(s) YesNo Curriculum Objective of lesson relates to standard, content is aligned, content is appropriate to grade level  Instruction Methodologies used will achieve standard; lesson is differentiated and accessible for all students  Assessment Formative assessment aligned with standard/objective 

Overall Rating of Rigor and Relevance Please check the overall quadrant rating. Quadrant A Teacher centered, student recall and comprehension, memorization, no application of learning Quadrant B High application, students working independently or in groups, interdisciplinary and real-world Quadrant C High level thinking and reflection, summarizing, analyzing, student original work, school-based problems Quadrant D Challenging real-world problems, student design, creativity, original solutions, real-world products

Before The CIR Visit ICLE Will Work With District Leadership to Determine: Dates/Sites for CIR Visit Interdisciplinary Coaches will work with school principal to complete the Principals Checklist Develop Agenda Develop Protocol for Completion of Teacher Reflection Worksheets

During the CIR Visit Interdisciplinary Teams Will –Engage in Pre-Visit Discussion –Review Agenda Conduct Classroom Visits Engage in Facilitated Dialogue Following Classroom Visit Complete Classroom Visitation Tool Conduct “Professional Dialogue Session” with Teacher Debrief with ICLE Coach Prepare for Next Visit