LaGuardia Arts High School CFI Team Presentation June 3, 2009

Who is on LaGuardia High School’s CFI Team? Alex Moore, EnglishAnnie Pace, Science Erik Sudduth, Social Studies Emily Lawton, Math Laura van Keulen, AP Data and Technology

Projects Continuing Project from : -Note Taking Supporting Projects: -Scholastic Guide (Standards) -Technology (Tools) -Cross Curricular Collaboration (Communication)

Supporting Project: Scholastic Guide: Further Development The use of this Guide by students and teachers will reinforce the goal of using data to drive instruction because the Guide includes rubrics and information about standards that help to ensure that one teacher's data will be meaningful to another. The use of this Guide by students and teachers will reinforce the goal of using data to drive instruction because the Guide includes rubrics and information about standards that help to ensure that one teacher's data will be meaningful to another. This thirty-four page Guide, which will be published in paper format and online, was developed by a Writing Committee team that included instructors from several disciplines. This thirty-four page Guide, which will be published in paper format and online, was developed by a Writing Committee team that included instructors from several disciplines. It was then reviewed by faculty and students and returned to us for revision. It was then reviewed by faculty and students and returned to us for revision. This Guide not only supports the push for data- driven instruction, but it also directly supports the teaching of note taking: It contains a section on how one can take notes effectively. This Guide not only supports the push for data- driven instruction, but it also directly supports the teaching of note taking: It contains a section on how one can take notes effectively.

Supporting Project: Technology The school is further supporting the central Note Taking Project with a Technology Project. The school is further supporting the central Note Taking Project with a Technology Project. This involves familiarizing educators with electronic tools that can be used to analyze data that can then be used by instructors to drive instruction. This involves familiarizing educators with electronic tools that can be used to analyze data that can then be used by instructors to drive instruction. The CFI Team has made presentations to the faculty about ARIS and Daedalus that allow teachers to understand and make meaningful conclusions about data. The CFI Team has made presentations to the faculty about ARIS and Daedalus that allow teachers to understand and make meaningful conclusions about data. We have also organized professional development workshops around these programs in order to further our objective of equipping teachers with the tools they need to use data to drive instruction. ARIS, Daedalus, Easy Grade Pro, AutoDesk, and Excel. We have also organized professional development workshops around these programs in order to further our objective of equipping teachers with the tools they need to use data to drive instruction. ARIS, Daedalus, Easy Grade Pro, AutoDesk, and Excel.

Supporting Project: Cross Curricular Collaboration One key goal of this project is to encourage teachers to share data across disciplines to encourage further data-driven instruction on the school-wide level. One key goal of this project is to encourage teachers to share data across disciplines to encourage further data-driven instruction on the school-wide level. The Renaissance and Baroque Festival and the Cross-curricular Committee both work toward this end: They encourage teachers to communicate with each other and look for commonalities among disciplines. The Renaissance and Baroque Festival and the Cross-curricular Committee both work toward this end: They encourage teachers to communicate with each other and look for commonalities among disciplines. The Cross-curricular Committee is exploring ways that an alignment of the American Literature and U.S. History curricula could benefit students and teachers. The Cross-curricular Committee is exploring ways that an alignment of the American Literature and U.S. History curricula could benefit students and teachers. Such a correlation would lead to clearer standards, greater communication, and increased likelihood of data-driven instruction. Such a correlation would lead to clearer standards, greater communication, and increased likelihood of data-driven instruction.

Main Project: Note Taking Smart Goal (Revised): More specifically we will expect between September and June an improvement in the target population students synthesis sub-skill; this improvement will be demonstrated by an increase of one point on a five-point rubric on our Regents-based note taking assessment. Smart Goal (Revised): More specifically we will expect between September and June an improvement in the target population students synthesis sub-skill; this improvement will be demonstrated by an increase of one point on a five-point rubric on our Regents-based note taking assessment. Sub-skill: Synthesizing information in notes Sub-skill: Synthesizing information in notes Target Population: 20 students selected from E1. This group contains all the students in the bottom half of the teacher two freshmen classes based on the ELA scores. These students represent a heterogeneous group based on the studios and their ethnicities. Target Population: 20 students selected from E1. This group contains all the students in the bottom half of the teacher two freshmen classes based on the ELA scores. These students represent a heterogeneous group based on the studios and their ethnicities. Assessments: Five Regents-style evaluations of students’ synthesis sub-skill based on the notes that are taken as a passage is read aloud and the subsequence writing assignment. Assessments: Five Regents-style evaluations of students’ synthesis sub-skill based on the notes that are taken as a passage is read aloud and the subsequence writing assignment. For this project, the instructor monitors the data that result from student performance on assessments relating to the synthesis sub-skill as evidenced in note taking. What is crucial here is that instructional decisions are made based on those data. This year's note taking lesson plans are considerably different from those that were used last year because our assessments have provided us with insights that allow us to educate more successfully. For this project, the instructor monitors the data that result from student performance on assessments relating to the synthesis sub-skill as evidenced in note taking. What is crucial here is that instructional decisions are made based on those data. This year's note taking lesson plans are considerably different from those that were used last year because our assessments have provided us with insights that allow us to educate more successfully.

Note Taking Project: Data

Data: Accuracy: 57% Average Change

Data: Focus: 17% Average Change

Data: Organization 88% Average Change

Data: Constructing Deeper Meaning 43% Average Change

Data: All Skills 53% Average Change

90% Meeting or Exceeding the SMART Goal 16/20 students increased an average of one point or more on our five-point rubric, which represents an increase of more than 1.5 years in a single year. 16/20 students increased an average of one point or more on our five-point rubric, which represents an increase of more than 1.5 years in a single year. 2/20 other students earned perfect 5s. Considering that they earned 4.1/5 and 4.3/5 on the baseline assessment, these are the highest scores they could have possibly earned; thus, they are counted among those who met or exceeded the SMART Goal. 2/20 other students earned perfect 5s. Considering that they earned 4.1/5 and 4.3/5 on the baseline assessment, these are the highest scores they could have possibly earned; thus, they are counted among those who met or exceeded the SMART Goal. 2/20 students did not show improvement. 2/20 students did not show improvement.

Modeling Data-Driven Instruction Use four lesson plans, each of which was revised based on data from the project. Use four lesson plans, each of which was revised based on data from the project. Data from Assessment #3: Data from Assessment #3: Accuracy / 5, Accuracy / 5, Accuracy / 5 Accuracy / 5, Accuracy / 5, Accuracy / 5 Focus / 5, Focus / 5, Focus / 5 Focus / 5, Focus / 5, Focus / 5 Organization / 5, Organization / 5, Organization / 5 Organization / 5, Organization / 5, Organization / 5 Deeper Meaning / 5, Deeper Meaning / 5, Deeper Meaning / 5 Deeper Meaning / 5, Deeper Meaning / 5, Deeper Meaning / 5 Lesson Plan #3: Refining Notes will relate to shorthand because students’ slightly lower scores in “Accuracy” and “Deeper Meaning” are likely due in part to their inability to get information down on the page quickly. Lesson Plan #3: Refining Notes will relate to shorthand because students’ slightly lower scores in “Accuracy” and “Deeper Meaning” are likely due in part to their inability to get information down on the page quickly. In order to increase the likelihood that this lesson is as successful as the last two, more techniques will be used than last year to try to keep students engaged and excited; e.g., the text messaging activity, which is new. In order to increase the likelihood that this lesson is as successful as the last two, more techniques will be used than last year to try to keep students engaged and excited; e.g., the text messaging activity, which is new. Keeping in mind survey results from last year, I will make references throughout this lesson to continue to convince students of the value of taking good notes. Keeping in mind survey results from last year, I will make references throughout this lesson to continue to convince students of the value of taking good notes.

Outreach School-wide PowerPoint Presentations: Note taking project results, Cross-curricular project results, Scholastic Guide update, Technology (ARIS) School-wide PowerPoint Presentations: Note taking project results, Cross-curricular project results, Scholastic Guide update, Technology (ARIS) Professional Development Sessions: Note Taking, Technology (ARIS), Cross-curricular, Scholastic Guide Professional Development Sessions: Note Taking, Technology (ARIS), Cross-curricular, Scholastic Guide Faculty Newsletter Articles: Data-driven instruction, Note Taking Project, Supporting Projects Faculty Newsletter Articles: Data-driven instruction, Note Taking Project, Supporting Projects Department Meetings: Discussing wider implementation of Note Taking Project Department Meetings: Discussing wider implementation of Note Taking Project

Plans for Wider Implementation CFI Team Continuation of Central Project CFI Team Continuation of Central Project Wider Implementation of Inquiry Work at the Departmental Level Wider Implementation of Inquiry Work at the Departmental Level Furthering Supporting Projects Furthering Supporting Projects

THE END (Please applaud now.)