2. Building Capacity to Maintain AYP and Improve the Achievement of ALL Students Prepared for the Highland County Instructional Leadership Team Instructional Leadership Team by Daniel Mulligan August 2006 We’re not in Highland County anymore, Toto!

3. Assessment Informing Instruction People without information cannot act. People with information cannot help but act. Ken Blanchard

6. When I die I hope it occurs during a lecture because the transition from life to death will be so slight that I will hardly notice it.

7. Give One … Get One … On the back of your handout, write one way that being a teacher in Virginia is like an astronaut on a walk in space. Think and be creative. On the back of your handout, write one way that 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. 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. When you have completed your task, return to your seat. You need a total of 2 answers. When you have completed your task, return to your seat. Enjoy! Enjoy!

8. Getting the Biggest Bang for Your Buck! Researchers conducted studies to identify those instructional strategies that have a high probability of enhancing student achievement for ALL students in ALL subject areas at ALL grade levels. Results of the studies conducted by Robert Marzano, Debra Pickering, and Jane Pollock identified the TOP NINE strategies that have a STRONG EFFECT on STUDENT ACHIEVEMENT.

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

10. Word Sort English Math Science History www.simplyachieve.com

12. 2004 – 2005HIGHLANDVA All English 8081 Math Math8384 Science Science8584 Black English 70 Math Math73 Science Science72 Hispanic English 73 Math Math77 Science Science73 White English 7987 Math Math8489 Science Science8690 Disabled English 4256 Math Math4661 Science Science5364 Poverty English 7469 Math Math7574 Science Science8473 LEP English 70 Math Math77 Science Science69 R equired pass rates for each subgroup: Spring 2005 tests – reading (65%) math (63%) Spring 2006 tests – reading (69%) math (67%) Spring 2007 tests – reading (73%) math (71%)

13. 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

14. Category Ave. Effect Size (ES) Percentile Gain Identify similarities & differences 1.6145 Summarizing & note taking 1.0034 Reinforcing effort & providing recognition.8029 Homework & practice.7728 Nonlinguistic representations.7527 Cooperative learning.7327 Setting objectives & providing feedback.6123 Generating & testing hypotheses.6123 Questions, cues, & advance organizers.5922

15. During the Unit Introducing New Knowledge 1.Guide students to recall what they already know about the topics. (#9 Cues, Questions, Advance Organizers) 2.Provide students with ways of thinking about the topic in advance. (#9 Cues, Questions, Advance Organizers) 3.Compare new knowledge with what is known. (#1 Identifying Similarities and Differences)

16. Name That Category Partner A faces the board Partner A faces the board Partner B faces away from the board Partner B faces away from the board Clue giver lists terms that pertain to a category Clue giver lists terms that pertain to a category

17. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Ways to make.25 Grade 5 math Things that are parallel perimeter Types of graphs area Types of angles

18. 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

19. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Grade 6 Science Experiment Hypothesis Kinetic Energy Electron DissolveAtmosphere

20. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS US History: 1877 to Present Reasons for westward expansion Ways electricity changed life Inference Post-WWII Conflicts Major Leaders of Civil Rights Movement Southwest Region of US

21. During the Unit Introducing New Knowledge 4. Have students keep notes (#2 Summarizing and Note-taking) (#2 Summarizing and Note-taking) 5. Non-linguistic representations, share with others (#5 Non-linguistic Representations) (#5 Non-linguistic Representations) 6. Have students work individually and in groups. (#6 Cooperative Learning) (#6 Cooperative Learning)

22. www.augusta.k12.va.us

32. Visuals and Language Activity 1: Drawing Pictures and Pictographs Imagine you are talking to a student in your class on the phone and want the student to draw some figures. The other student cannot see the figures. Write a set of directions so that the other student can draw the figures exactly as shown in the next slide.

34. “Insanity: the belief that one can get different results by doing the same thing.” -Albert Einstein

35. Knowing the Learner Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

36. Knowing the Learner StrengthsNeedsExperimentation Risk taking AdventurousIntuitive/InsightfulCreativeSpontaneousGuidelinesBoundariesExpectationsStandardsParameters Help in Focusing AttitudesPreferences Don’t like step-by-step directions React to internal and external rewards Want to improve things for society Stimulus-rich environment Options and alternatives Interesting and exciting learning Learning Style of Beach Balls

37. Knowing the Learner StrengthsNeeds See the big picture Home in on main points Learn from lecture and reading Think in abstract terms and language Analyze theories and information Thorough logical learners Can delay gratification Help in working with others Help in organizing time and bringing closure AttitudesPreferences Don’t like to waste time “pooling ignorance” Don’t like inquiry Vicarious learning Simulations Analytical thinking Expert information Feedback that will improve grades Learning Style of Microscopes

38. Knowing the Learner StrengthsNeeds Precision and accuracy Striving for perfection Practicality Compliance with teacher Sensory responsive Externally motivated Delay gratification Real experiences Concrete examples, not theory Structure Procedures, routines Directions AttitudesPreferences No news is good news Serious about their work Require feedback Precise, useful feedback Recommendations Appreciate privacy Learning Style of Clipboards

39. Knowing the Learner StrengthsNeeds EmpathicIntuitive Subjective, abstract, affective Read between the lines See the gestalt Opportunities to work with others Time for self-reflection To connect with teacher and peers Rationale for learning AttitudesPreferences Internal motivation Self-monitoring toward personal criteria Require rationale for learning Can block out stimuli Subjective versus abstract Personal incentives, encouragement Choice of learning environments Learning Style of Puppies

40. “If an educator keeps using the same strategies over and over and the student keeps failing, “If an educator keeps using the same strategies over and over and the student keeps failing, who really is the slow learner?”

41. Musical/Rhythmic Sing it Create a beat Rap it Make a cheer Create a jingle Hum it Identify sounds React to sounds Listen to sounds Connect to music Write a poem Verbal/Linguistic Read it Spell it Write it Listen to it Tell it Recall it Use “you” words Apply it Chunk information Say it Use mnemonics Logical/Mathematical Make a pattern Chart it Sequence it Create a mnemonic Analyze it Think abstractly Think critically Use numbers Prove it Interpret the data Use the statistics Visual/Spatial Mind maps Graphic organizers Video Color code Highlight Shape a word Interpret a graphic Read a chart Study illustrations Visualize it Make a chart Create a poster Body/Kinesthetic Role play WalkaboutDance Lip sync Skits/charades/mimesConstruction Math manipulatives Sign language Sports Activity centers Body language IntrapersonalMetacognition Use self-talk Work independently Solve in your own way Understand self Journal it Rehearse it Use prior knowledge Connect it Have ownership InterpersonalThink-Pair-ShareJigsaw Cooperative grouping DramaDebates Class meetings Role play Meeting of minds Peer counseling Tutors/buddies Giving feedback Shared Journals Naturalist Label it Categorize it Identify it Form a hypothesis Do an experiment Adapt it Construct it Classify it Investigate it Discern patterns

42. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills. After Reading Choice Board Summarize a main idea and put it to a beat. Draw the sequence of events on a timeline. Create a way to remember the information. Reflect on the significance of the information in your journal. WILD CARD !!! Your choice after getting approval. Create a series of at least six cartoon frames to express the main idea. Condense the information about a main idea and create an advertisement, banner, or slogan. Act a short skit that conveys the message of the story. Write a poem that conveys the main idea of the story.

43. Opportunity to Learn Three types of math curricula were identified by SIMS: Three types of math curricula were identified by SIMS: The Intended Curriculum: content specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content actually delivered by the teacher. The Attained Curriculum: content actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum

44. Reporting CategoryNumber of Operational Items Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 Use word analysis strategies and information resources 881011 12 Demonstrate comprehension of printed materials 27 3034 38 Total Operational Items 35 4045 50 Field Test Items7710 Total Number of Items 42 5055 60 Virginia SOL Reading Test Blueprint Summary Table Grade 3 through Grade 11 *Additionally, the Spring 2006 Reading SOL tests will emphasize nonfiction.

45. Nonlinguistic Representations Approaches to this strategy in the classroom: Approaches to this strategy in the classroom: Graphic organizers, Graphic organizers, Pictographic representations, Pictographic representations, Mental images, Mental images, Physical models, and Physical models, and Kinesthetic representations. Kinesthetic representations.

46. Finding Similarities and Differences Directions: Use the Venn Diagram rings to create a diagram similar to the graph below. Sort the Attribute Blocks using the criteria below. Think! YellowThin Large

47. Instructional Strategies that Facilitate Successful Inclusion Must … Supply students with STRUCTURE and ORGANIZATION Supply students with STRUCTURE and ORGANIZATION Encourage student COMMUNICATION and COLLABORATION Encourage student COMMUNICATION and COLLABORATION Provide students with VISUAL and HANDS-ON learning experiences Provide students with VISUAL and HANDS-ON learning experiences Structure Organization Communication Collaboration Visual Hands-on

48. Questioning When asking questions, teachers typically wait only 2.5 seconds for a student to respond to a question. Encourage teachers to slowly work up to a “wait time” of 10 seconds or more. ~Dr. Madeline Hunter When asking questions, teachers typically wait only 2.5 seconds for a student to respond to a question. Encourage teachers to slowly work up to a “wait time” of 10 seconds or more. ~Dr. Madeline Hunter Teachers answer nearly 90% of their own questions. Encourage teachers to slowly lower that percentage to 50% or less. ~Dr. Madeline Hunter Teachers answer nearly 90% of their own questions. Encourage teachers to slowly lower that percentage to 50% or less. ~Dr. Madeline Hunter Students should be provided with regular opportunities to use ACTIVE QUESTIONING skills to develop their ability to apply, synthesize, and evaluate content contained in standards. Students should be provided with regular opportunities to use ACTIVE QUESTIONING skills to develop their ability to apply, synthesize, and evaluate content contained in standards. “ With no help from Socrates, children everywhere are schooled to become masters at answering questions and to remain novices at asking them. The normal practice is to induce in the young answers given by others to questions put by others. A complementary practice would induce STUDENT QUESTIONS, forming their answers in the public light of joint inquiry.” ~J.T. Dillon

49. Questioning Strategies Think Time Question Exchange Journaling Numbered Heads Jigsaw Learning Centers Think Pair Share Writing and Discussing

50. 1.Describe it. (Describe its colors, shapes, and sizes. What does it look like?) 2.Compare it. (What is it similar or different from?) 3.Associate it. (What does it make you think of?) 4.Analyze it. (How is it made or what is it composed of?) 5.Apply it. (What can you do with it? How is it used? 6.Argue for or against it. (Take a stand and list reasons for supporting it.) CUBING

51. “If an educator keeps using the same strategies over and over and the student keeps failing, “If an educator keeps using the same strategies over and over and the student keeps failing, who really is the slow learner?”

52. Thank you for your commitment to children! "It's your attitude, not just your aptitude that determines your ultimate altitude." -- Zig Ziglar Dan