1. Prepared Especially for the Elementary Professional Learning Community of MIDDLESEX COUNTY PUBLIC SCHOOLS by Dan Mulligan, Ed. D. January 2010

2. MOVING from ETCH-a SKETCH Learning To Each STUDENT UNDERSTANDING

4. Opportunity to Learn Three types of curricula were identified by SIMS & TIMS: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum Has the strongest relationship with student achievement of all school-level factors. What Works in Schools, ASCD

5. Content-Related Evidence of Validity (Intended Curriculum) Essential Skills Essential Knowledge Essential Vocabulary Learning TARGET (content validity)

6. Essential Knowledge What do the roots do for a plant? Essential Vocabulary What is the blossom of a plant? Essential Skills Create a model of a plant.

8. Main Myth about Learning Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!

9. “If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

10. Steps: 1.Find a person currently not seated next to you. Make friends 2.This person is now your FOUR-SECOND PARTNER!

11. Record your responses on the last page…

12. 1.The percent of FEMALE students scoring Advanced on the Grade K-5 Writing SOL test in 2009. 2.The percent of MALE students scoring Advanced on the Grade K-5 Writing SOL test in 2009. 3.According to the Silent Epidemic, the percent of U.S. dropouts who would have stayed in school if learning was more interesting and real-world. 4.According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school. 5. The percent of BLACK students scoring Advanced on the Grade 3 Reading SOL test in 2009. 6.The percent of WHITE students scoring Advanced on the Grade 3 Reading SOL test in 2009. 7. The percent of FEMALE students Graduating On-Time in the Class of 2009. 8. The percent of MALE students Graduating On-Time in the Class of 2009. 32 13 80 51 16 42 91 At MIDDLESEX COUNTY Public Schools: SOLUTIONS: 13, 16, 32, 42, 51, 78, 80, 91 78

13. Middlesex County – On-time Graduation Rate - Class of 2009 Subgroup# in Cohort Adv. Dip. Stand. Dip. Mod. St. Dip. Spec. Dip. On-Time Rate GEDCohort Completion Rate Dropout Rate All 1334064<< 85.0 < 88.79.0 Female 742835<< 90.5 < 93.25.4 Male 591229<< 78.0 < 83.113.6 Black 32<16<< 87.5 0 12.5 White 1003247<< 84.0 < 89.08.0 Disabled 24<10<< 83.3 0 87.512.5 Poverty 56<31<< 80.4 < 83.912.5

14. SOL Reading Results – Middlesex County White Black All SWD Does the system perform?

15. SOL Math Results – Middlesex County White Black All SWD Does the system perform?

16. SOL Science Results – Middlesex County White Black All SWD Does the system perform?

17. SOL History Results – Middlesex County White Black All SWD Does the system perform?

18. SOL Writing Results – Middlesex County White Black All SWD Does the system perform?

19. Strategic Goals: 1.Improve academic achievement for ALL students while closing achievement gaps. 2.Establish and maintain school climates and facilities that are safe, orderly and supportive of effective teaching and learning. 3.Reduce the over-representation of minority and other at-risk students in Special Education. 4.Develop programs to promote the recruitment and retention of a quality staff. 5.Promote and encourage positive home, school, business and community relations that encourage student achievement.

22. Give One … Get One …  On the back of your handout, write one way being a teacher in Virginia is like an astronaut on a walk in space. Think and be creative.  When signaled, circulate the room to meet a colleague. Give him/her your answer and get their answer.  You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat.  Enjoy!

23. High-Yield Instructional Strategies

24. 24 Identifying Similarities and Differences

25. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

26. What processes can students engage in to identify similarities and differences? Comparing The process of identifying and articulating similarities and differences among items. Classifying The process of grouping things into definable categories on the basis of their attributes. Creating Metaphors The process of identifying and articulating the underlying theme or general pattern in information. Creating Analogies The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

28. Hey… This looks familiar… Which of the high yield instructional strategies do you see in this structure? Hey… This looks familiar… Which of the high yield instructional strategies do you see in this structure?

30. “Learning from Explaining: Does It Matter if Mom is Listening” Learning improves dramatically among young children who take the time to explain academic concepts to their mothers or who explain their logic aloud to themselves. – On a test of reasoning to 4 and 5 year olds: Children who explained concepts to their mothers before taking a test scored correctly on 75% of questions; Children who explained concepts aloud to themselves before taking a test scored correctly on 72% of questions; Children who did not explain concepts at all prior to a test scored correctly on only 42% of questions; – The study examined youngsters’ ability to place toy insects in a certain pattern based on color and type. Breaden Research study completed in 2007

32. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

35. First-grade children from higher SES groups know about twice as many words as lower SES children High school seniors near the top of their class knew about four times as many words as their lower performing classmates High-knowledge third graders have vocabularies about equal to lowest-performing 12 th graders Individual differences in vocabulary have a powerful impact on reading comprehension beginning about third grade

38. Types of pictures: Draw the actual thing. Marine biologist

39. Types of pictures: Draw the actual thing. Abraham Lincoln

40. Mutualism When one thing helps another. Types of pictures: Draw the concept.

41. Change Types of pictures: Draw the concept.

42. Explorer Types of pictures: Draw an example.

43. revolve Types of pictures: Draw the concept.

44. Research on Imagery as Elaboration 6 37 percentile pts. higher than… …students who kept repeating definitions. 4 21 percentile pts. higher than… …students who were using the terms in a sentence. Students who used imagery to learn vocabulary, on average, performed # of studies

45. http://visual.merriam-webster.com/

48. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Principal Organizing Theme: Things someone would say… Student TeacherSuperintendent Parent Cafeteria Worker EDUCATIONAL STAKEHOLDER EDITION EDUCATIONAL STAKEHOLDER EDITION

49. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Words with the long i vowel sound Words with the long a vowel sound Words with the long e vowel sound Words that start with Tt Words that start with Mm Parts of a book Grade 1 English

50. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Science Experiment Hypothesis Energy Electron DissolveAtmosphere

51. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Ways to make.25 Grade 4 Math Things that are parallel perimeter Types of graphs area Types of angles

53. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS

58. High-Yield Instructional Strategies

59. Self-Assessment Tool

61. Research-based Strategy: Cooperative learning Percentile Gain 27 The GARDEN Plot

63. Opportunity to Learn Three types of curricula were identified by SIMS & TIMS: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum Has the strongest relationship with student achievement of all school-level factors. What Works in Schools, ASCD

64. Content-Related Evidence of Validity (Intended Curriculum) Essential Skills Essential Knowledge Essential Vocabulary Learning TARGET (content validity)

65. Middlesex County 06-0707-0808-09VA All English 88848789 Math 74788786 Science 89 9289 Black English 82767881 Math 61697877 Science 84808580 White English 90879093 Math 79828990 Science 909394 Disabled English 64455973 Math 64486271 Science 69647169 Poverty English 83778581 Math 68 8577 Science 83829079 R equired pass rates for each subgroup: 2005 tests – reading (65%) math (63%) 2006 tests – reading (69%) math (67%) 2007 tests – reading (73%) math (71%) 2008 tests – reading (77%) math (75%) 2009 tests – reading (81%) math (79%) 2010 tests – reading (85%) math (83%) Middlesex County06-0707-0808-09VA All Writing 90898689 History 88919289 Black Writing 86857583 History 85878681 White Writing 91 8892 History 89939493 Disabled Writing 50644861 History 74 7672 Poverty Writing 87807880 History 84878880

66. 2008-09 RLR3RLR4RLR5MTH3MTH4MTH5SCI3SCI5HST3VA.StWrit. All Advanced3839186333235226703620 Proficient39 622850 3760244858 Fail24222091727111461622 Female Advanced5347186838245518803332 Proficient34 612551553863155055 Fail1318218112181851713 Male Advanced2631175928224932623811 Proficient4244643149463757324660 Fail322619102333141161530 Black Advanced162484212242619502516 Proficient3744654748 4758404260 Fail4732271140282623103324 White Advanced4246227041216029763920 Proficient4136602153523360195358 Fail17181796287104822 Disabled Advanced12-731-2025741-8 Proficient24-6038-33316729-15 Fail65-3331-47442729-77 Poverty Advanced242695521184515623312 Proficient4749703659553973324158 Fail2926219 27151262630

67. High-Yield Instructional Strategies

68. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding page 8 & 9

71. 1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?) 2.Understand it. (What does it make you think of?) 3.Apply it. (What can you do with it? How is it used?) 4.Analyze it. (How is it made or what is it composed of?) 5.Evaluate it. (Take a stand and list reasons for supporting it.) 6.Create it. (Generate a new version of it. How is it an improvement from the original?) CUBING 2009

73. Successful Inclusion Instructional Strategies that Facilitate Successful Inclusion Must … Supply students with STRUCTURE and ORGANIZATION Encourage student COMMUNICATION and COLLABORATION Provide students with VISUAL and HANDS-ON learning experiences

74. Summarizing and Note Taking Generalizations form the research: – Verbatim note-taking is, perhaps, the least effective technique. – Notes should be considered a work in progress. – Notes should be used as a study guide for tests. – The more notes that are taken, the better.

76. Table of Content Samples