HHS’s Journey - Connecting the Dots: New Illinois Learning Standards (NILS) Danielson Framework Instructional Practices Inventory (IPI) Dr. Karen Gauen Principal NBCT 2004 & 2014 Highland High School Hilary Wagenblast, HHS Teacher IPI Teacher Leader Aspiring Administrator

Our Journey: Connecting the Dots Map 1. the Effective Teacher 2. the Danielson Framework 3. the New Illinois Learning Standards (NILS) 4. the Instructional Practices Inventory (IPI) This is the overview of HHS’s map Life isn’t about waiting for the storms to pass – it’s learning to dance in the rain.

1. Our Journey to Connect the Dots: The Effective Teacher “The one factor that surfaces as the single most influential component of an effective school is the individual teachers within that school.” (Marzano, The Art and Science of Teaching, 2007)

1. Our Journey to Connect the Dots: The Effective Teacher “Research has shown us that teachers’ actions in their classroom have twice the impact on student achievement as do school policies. . .” (Marzano, Educational Leadership, 2003).

What is an Effective (Exemplary) Teacher? A three-year study of 859 students in science classes, grades 6, 7 and 8. Effective teaching was defined as: All students are highly engaged most of the time in meaningful work (HO/D) Instruction is purposeful; the lesson is well-designed and artfully implemented Flexibility and responsiveness to students’ needs/ interests Instruction is highly likely to enhances most students’ understanding of the discipline (Johnson, Kahle & Fargo, Effective Teaching Results in Increased Science Achievement for All Students, 2006)

STUDENT PERCENTILE ENTERING STUDENT PERCENTILE LEAVING* Teacher Impact on Student Learning STUDENT PERCENTILE ENTERING STUDENT PERCENTILE LEAVING* Average School/ Average Teacher Highly Ineffective School/ Ineffective Teacher Highly Effective School/ Ineffective Teacher Highly Ineffective School/ Highly Effective Teacher Highly Effective School/ Average Teacher Highly Effective School/ Effective Teacher 50 50 50 3 50 37 50 63 50 78 50 96 Cumulative effect after three school years (Marzano, 2000)

1. Our Journey to Connect the Dots: The Effective Teacher What Do Effective Teachers Need? (NEA 2009) Basics Trust and Respect Supportive leadership Effective teacher leaders Time to plan/collaborate Quality professional development Basics – safe, sufficient facilities and materials

1. Our Journey: The Effective Teacher Our new school motto – We Are One! – a collaboration with teachers and students Community grant purchased t-shirts and school ID lanyards with the motto

Our Journey: 1. The Effective Teacher First Friday (red and black day), 7 AM IEP meeting – all teachers in meeting showed up with their new shirts and lanyards

You Make a Difference at HHS! Presented to: For: Date: Thanks from the Faculty and Staff for making HHS a better place to be! Certificate created on PowerPoint (free!) Given liberally to teachers who go above and beyond.

During a pop in – students are engaged in HO/D thinking!

Connect the Dots to Accountability: 2. The Danielson Framework The Danielson Framework: Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

2.Our Journey to Connect the Dots: Domain 3 – Instruction Components for Domain 3: 3a. Communicating with Students 3b. Use Questioning/Discussion Techniques 3c. Engaging Students in Learning 3d. Using Assessment in Instruction 3e. Demonstrating Flexibility and Responsiveness

2. Our Journey: Indicators for Component 3C: Enthusiasm for learning Learning encourages problem-solving Students “work” rather than watching teacher “work” Higher-order, deeper thinking (HO/D)

School-wide Reading Standards School-wide Writing Standards 3. HHS’s Journey: New Illinois Learning Standards (NILS) HHS Focuses on ELA: School-wide Reading Standards School-wide Writing Standards

3. HHS’s Journey: NILS Prioritize School-wide Reading Goals Teachers: Select material; curricular needs/text complexity Lessons cognitively engage students (HO/D) Students: Understand central idea/summarize text See different perspectives Cognitively engaged (HO/D)

3. HHS’s Journey: NILS Prioritize School-wide Writing Goals Teachers: Encourage HO/D School-wide rubric Students: Clear sentences, paragraphs, essays Arguments with valid reasoning Text-based evidence HO/D

4. HHS’s Journey: The IPI “Connects the Dots” 1. The Effective Teacher 2. Danielson 3. Illinois State Learning Standards

4.Our Journey - Why the IPI? We wanted: Better student-learning experiences Teacher collaboration Data about our school Improve inside out, not top down

4. Our Journey: The IPI 1995-96 School Improvement Project Dr. Jerry Valentine and Grad Student B. Painter 10 ES, 10 MS, 10 HS 2+ years Engaged Learning 20 Years later . . . 35,000+ educators certified 130-150 IPI workshops Data from hundreds of thousands of observations High-tech (1:1) schools (IPI-T)

4. Our Journey: Using the IPI IPI is a process for quantifying how kids are cognitively engaged in learning. It’s a framework for teachers to collaboratively study those data.

4. Our Journey: Using the IPI IPI Categories—Higher Order/Deeper (HO/D) 6– Student Active Engaged Learning Higher-order learning Authentic, hands-on, problem-based, research, etc. forms of learning 5- Student Learning Conversations Conversations among students who construct knowledge together Remove that Marzano Bloom thing to another slide

4. Our Journey: Using the IPI IPI Categories: Lower-Order/Surface (LO/S) Direct Instruction and Student Supervised Work 4—Teacher-led Instruction Students attentive to teacher-led lesson Students listen to teacher share, explain, give directions 3—Student Work with Teacher Involved Students work with teacher; support is evident Students do worksheets, answer questions, take tests 70m-80% classtime ms and hs is talk give sstudents the message that teacher controls learning

4. Our Journey: Using the IPI IPI Categories – LO/S and Disengagement Student Independent Work and Disengagement 2—Student Work w/o Teacher Involved Students work with teacher-support not evident (independent) Worksheets, answering questions, taking tests 1—Not Engaged in Learning the Curriculum Students not engaged with the curriculum Talking, inattentive, misbehaving, etc.

4. Our Journey: Using the IPI Teachers code “typical” day Code days announced Code students, not teacher Code range 1 – 6 (not a hierarchy) Systematic coding Anonymous codes Data of school-wide cognitive engagement Teachers share data Teachers collaborate/study/learn School improvement Too much on the slides. Trim it

H0/D LO/S Higher- Order/DeeperCategories 5-6 Lower-Order/Surface Analysis Critical Thinking Problem Solving Decision Making from Analysis Reflection, Goal Setting, and Strategizing from Analysis Evaluation, Conclusions, and Synthesis from Analysis Creative/Innovative Thinking Recall and memorization Basic Fact Finding Simple Understanding Knowledge/recall of facts, details and elements Knowledge/recall of processes, algorithms, methods, and strategies Practice to Embed/Internalize Skills or Processes Webb’s DOK Bloom’s Taxonomy Marzano’s Taxonomy New Bloom’s

Typical LO/S to HO/D Ratio IPI research has consistently documented an average K-12 LO/S to HO/D ratio in pre-intervention/typical school settings of about 4.5 to 1. See the IPI website research section at (www.ipistudentengagement.com) See also Hattie, Visible Learning for Teachers, pp. 29-32.

Typical Baseline Ratios 2004 – 2014/ 2 Years After IPI Intervention (Valentine 2015) Grade Level HO/D LO/S Disengage Check LO/S: Pre 2 Yr. ES - Pre 21 76 3 100 3.62 ES – 2 yrs. 28 70 2 2.50 MS - Pre 18 77 5 4.28 MS –2 yrs. 25 71 4 2.84 HS - Pre 15 78 7 5.20 HS – 2 yrs. 23 73 3.17 For every 2% of Disengagement, test scores go down !%

4. Our Journey: The IPI Collaboration - The Elusive Dot “How will teachers transform their practice to meet [CCSS] expectations? In fields like trauma care and the building trades that have seen sharp gains in quality over the past generation, the emergence of new standards for professional practice coincided with a focus on improving collaborative decision- making and inquiry to solve problems in real time. If we want to see similar gains in education, we must structure for success by understanding that effective collaboration in schools doesn’t occur by happenstance—it requires purposeful action” (L. Darling- Hammond, Washington Post, 2013). Quote too long

Our Journey: The IPI How Did We Start? One ROE training = IPI Coder Coder collects data and presents Faculty collaborated and answered 4 questions IPI is FREE so we added TRAINED CODERS Effective teachers + Danielson + NILS + IPI = Engaged Learning, Collaborative Culture

4. Our Journey: Using the IPI The Role of the Administrator: Create a trusting climate Understand the IPI Support the process Provide resources Commit long term

4. Our Journey - Using the IPI The Role of the Teacher: Understand the IPI Teach “normally” during coding Faculty Collaborative Learning Conversations Be trained (optional) Code (optional)/IPI Team (optional) Professional Development (optional) Pinterest Page (optional) https://www.pinterest.com/hhsipi/boards/

HHS’s 4 Year Trend of Students Who Met College Readiness Benchmarks Graduation Year English HHS/IL Math Reading Science Met all 4 2012 65 45 44 54 47 30 30 26 23 2013 62 63 43 42 45 41 34 35 20 25 2014 62 62 45 51 48 41 28 26 2015 66 63 50 41 46 37 33 26

HHS’s 4 Year Trend of Average ACT Scores Graduation Year HHS State Poverty Rate 2012 20.7 20.9 22.2 2013 20.8 20.6 28.7 2014 21.1 29.0 2015 21.4 Approx. 30+

4. Our Journey: Using the IPI ALL teachers included IPI focuses on MY school School-wide collaboration School-wide HO/D Improved culture Data for school improvement

HHS’s Journey Continues Cognitive Engagement; Collaboration Effective Teacher Danielson NILS IPI

HHS’s Journey: The Dots Connect HHS’s Journey: The Dots Connect . . . Effective Teacher; Danielson; New Illinois Learning Standards; The IPI “Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation. Reflective conversations about practice require teachers to understand and analyze events in the classroom. In these conversations, teachers must consider the instructional decisions they have made and examine student learning in light of these decisions.” C. Danielson (2009),Talk About Teaching; Leading the Professional Conversations.

Connecting the Dots: My School’s Journey Effective Teachers engage students in higher-order, deeper learning Effective Teachers collaborate to change instruction Danielson’s Framework looks for engagement in higher- order, deeper learning Danielson encourages faculty collaboration to improve instruction New Illinois State Learning Standards incorporate engaging students in higher-order, deeper learning IPI encourages faculty collaboration to increase the number and quality of higher-order, deeper learning experiences IPI provides a framework for teachers to work together, creating a faculty that strives to be Effective Teachers

Contacts and Credits: Dr. Karen Gauen, Principal of Highland High School, kgauen@highlandcusd5.org Hilary Wagenblast, Teacher Leader/Aspiring Administratorhwagenblast@highlandcusd5.org Superintendent Mike Sutton and Assistant Superintendent Derek Hacke, Highland Community Unit School District 5 http://www.highlandcusd5.org/ Marvin Warner, Madison County ROE/Jan. 21 training, mwarner@roe41.org Dr. Jerry Valentine, ValentineJ@missouri.edu www.instructionalpracticesinventory.com

Questions and Discussion