Title I School Improvement Where have we been? Where are we going? Presented by Jan Stanley, State Title I Director April 2009

Why are we doing this? 20 th century education to 21 st century education Focus on teaching to Focus on learning Teacher isolation to Teacher collaboration

What are our goals?

21 st century learning for all students

Increase the rigor and relevance in learning A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations

Implement standards based instruction Teacher’s roles Design instruction that is based on the WV content, learning skills and technology tool standards, as opposed to the adopted textbook. Model appropriate behaviors to build relationships that support Quadrant D learning and assessment as in the rigor and relevance framework. Ask more questions than providing answers. Make student tasks relevant

Implement standards based instruction Students’ Roles Work effectively in groups. Voice understanding of classroom, school, community and professional expectations and goals. Connect learning with real-world applications. Extend learning beyond requirements of task.

Where have we been?

SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes” HIGH PERFORMING SCHOOLS SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS CURRICULLUM MANAGEMENT INSTRUCTIONAL PRACTICESSTUDENT/PARENT SUPPORT

Revised the CSOs Prior CSO RLA Determine a purpose for reading across the curriculum. Revised CSO RLA.O determine author’s purposes in literacy and informational texts and use supporting material to justify author’s intent: To persuade To entertain To inform To determine a specific viewpoint

Three Circle Audit Traditional quizzes and tests (selected response) Quizzes and tests (constructed response) Performance tasks and projects … Performance tasks and projects (complex, open-ended, authentic)

Instructional Guides

Balanced Assessment System Summative Assessments Benchmark Assessments Formative Assessments OF Learning Formative Assessments/Classroom Assessments FOR Learning

Where are we going?

Work collaboratively Establish professional learning communities to create cultural shifts Fundamental purpose Use of assessments Response when students do not learn Work of teachers Focus –from external assistance to internal acceptance and ownership to improve the school School culture Professional development Provide time to collaborate

Backward Design Begin with the end in mind. 1.Identify desired results. (learning targets) 2. Determine acceptable evidence. (assessments) 3. Plan learning experiences and instruction. (standards based instruction)

Questions students should ask teachers If I have not mastered an objective (summative/benchmark), how will I improve if I don’t know which specific learning targets are keeping me from mastery? What knowledge do I need to demonstrate the intended learning? What patterns of reasoning do I need to master? What performance skills are required, if any? What product development capabilities must I acquire?

Three Circle Audit Traditional quizzes and tests (selected response) Quizzes and tests (constructed response) Performance tasks and projects … Performance tasks and projects (complex, open-ended, authentic)

Timeline for September Structures within a school to support learning Establishing PLCs Building consensus Creating a culture to support school improvement December Shared mission (purpose), vision (clear direction), values (collective commitments), and goals for PLCs PLC structures Identifying the DOK Deconstructing the CSOs and identifying learning targets WESTEST 2 –increase in rigor and relevance

Timeline for April Expressing learning targets in student friendly terms Formative assessments OF and FOR learning Benchmark assessments-Acuity Writing Roadmap June Instructional design and strategies Scheduling for interventions PLC Continuum

Final thoughts….. Restructuring for Improvement Improving schools involves three phases: Phase One -actively developing an awareness and knowledge base for restructuring; Phase Two -creating a climate and commitment for change; and Phase Three -restructuring the learning environment.