2. Blanche Ely High School Curriculum Presentation August 26 th, 2014 JMC – BEHS 8/2014©

3. Visible Learning: Learning goals and objectives: By the end of this presentation, you will: understand the Visible Learning message be able to make links between these messages and what happens in our school and classrooms be able to identify key characteristics of assessment-capable learners be able to understand that effect sizes are a useful way to measure progress be able to describe the role of effective feedback and its potential impact on learning be able to describe the mindframes which can have a major impact towards student achievement a new “mindframe” about the implications of what your going to see and hear around our school “Teachers have to teach students what it takes to be a GOOD learner” JMC – BEHS 8/2014©

4. Start with Student Data Setting your sight up for the learning: What does your student data say…? JMC – BEHS 8/2014©

5. Ranking Influence in Education JMC – BEHS 8/2014©

6. Using the barometer to measure student achievement: -0.2 0.0 Negative (start of year) © John Hattie Visible Learning 0.15 Low (1/2 year) 0.4 Medium (1-year) 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects Influence on Achievement Hattie’s “Barometer of Influence” d=below 0.15 Can be considered potentially harmful and probably should not be implemented d=0.15 and d=0.40 Influences in this zone are similar to what teachers can accomplish in a typical year of schooling. d=0.4+ Influences that have greatest impact on student achievement outcomes JMC – BEHS 8/2014©

7. Visible Learners Characteristics of assessment-capable learners Where am I going? How am I going? Where to next? JMC – BEHS 8/2014©

8. Visible Learners S – Specific M – Measurable A – AMBITIOUS R – Relevant T – Timely E – Evaluate R – Re-Evaluate Set SMARTER goals: JMC – BEHS 8/2014©

9. Strategy ExampleEffect Size Organizing & TransformingMaking an outline before writing a paper0.85 Self-consequencesPutting of pleasurable events until work is completed0.70 Self-instructionSelf-verbalizing the steps to complete a given task0.62 Self-evaluationChecking work before handing in to teacher0.62 Help seekingUsing a study partner0.60 Keeping recordsRecording of information related to study tasks0.59 Rehearsing and memorizingWriting a mathematics formula down until it is remembered0.57 Goal setting/planningMaking lists to accomplish during studying0.49 Reviewing recordsReviewing class textbook before going to lecture0.49 Self-monitoringObserving and tracking one’s own performance and outcomes0.45 Tasks strategiesCreating mnemonics to remember facts0.45 ImageryCreating or recalling vivid mental images to assist learning0.44 Time managementScheduling daily study and homework time0.44 Environmental restructuringEfforts to select or arrange the physical setting to make learning easier 0.22 Metacognition & Effect Sizes JMC – BEHS 8/2014©

10. S e = 0.4 0.15 0.0 -0.2 Typical teacher effects Developmental effects Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = 0.73 0.7 1.0 Zone of Desired Effects Feedback Effective Feedback Describe the role of feedback and its potential impact on learning Provide feedback to inform instruction Collect feedback Identify the type of feedback What is effective feedback? JMC – BEHS 8/2014©

11. Zone of Desired Effects Effective Feedback Focus levels of feedback Self – Praise (Is not feedback) Task – New Material (provide feedback to a novice at this level) Process – Some degree of proficiency Self-Regulation - High degree of proficiency SelfTask Praise How well has the task been performed; is it correct or incorrect? ( New material) Self- Regulation Process What are the strategies needed to perform the task; are there alternative strategies that can be used? (Some degree of proficiency) Self-monitoring to achieve goal ( High degree of proficiency) Helps students learn how to own their own learning. JMC – BEHS 8/2014©

12. Zone of Desired Effects Effective Feedback What does feedback look like at each level? Self - the purpose is to close the instructional gap Examples: “Good girl” or “You’re really great because you have diligently completed the task.” Instructional Feedback Task – on how well the task is being accomplished or performed Examples of prompts: Is his/her answer correct / incorrect? How can he/she elaborate on this answer? What other information is need to meet the criteria? Process – specific to the processes underlying the task or relating and extending task Example of prompts: What is wrong and why? What are the relationships with other parts of the task? What other information is provided? Self-Regulation – supports students to monitor, direct and regulate actions towards the learning goal Examples of prompts: How can he/she monitor his/her own work? What justification can be given for…? How have his/her ideas changed? Can he/she now teach another student how to…? JMC – BEHS 8/2014©

13. 13 August 26, 2014 Blanche Ely’s BEST Curriculum & Assessment Blueprint Mr. Karlton Johnson, Principal Presented for Curriculum Team

14. The Big Picture 14 - Ken Leithwood, Characteristics of High Performing School Districts in Ontario, (2011 ) CORE PROCESS Shared Goals Expertise Data & Evidence LEADERSHIP District School Instructional RELATIONSHIPS Within School/Districts Across Schools/Districts SUPPORTING CONDITIONS Plans Professional Development Alignment

15. The Offices of Academics, School Performance and Accountability and Talent Development will accomplish this mission through a high level deliberate focus on creating the following:  A Focused & Authentic PLC Process  An Embedded High Quality RtI Process  Optimal Internal/External Relationships  Scaling Up BEST Practices … in all schools so that BCPS is the BEST performing school district in Florida, individual schools are the BEST performing schools within SES Bands, and there are ZERO schools graded D or F. 15

16. Fact - Faith - Fact Demographics Expectations Actions Soft Prejudice Outcomes Expectations Actions Results All Students Beyond Expected Student Targets (BEST)

17.  Broward has shining examples at every level (student, class, subject, grade, school) of BEST outcomes.  Collaborative efforts among principals are at an all time high.  There isn’t one BEST practice in existence at an expert level across all schools in Broward. 17

18. BP #1 - A Focused & Authentic PLC BP #2 - An Embedded High Quality RtI Process BP #3 - Optimal Internal/External Relationships BP #4 - Scaling Up Additional BEST Practices 18

19. BEST Practice #1  All assessed grades & K-2  All assessed subjects  Focus on student data to improve instructional practice  Analysis of student work Curriculum  What do we want all students to know? Assessments  How will we determine student mastery? Remediation  How will we respond to students who do not meet mastery? mastery? Enrichment  How will we respond when students meet/exceed mastery? 19

20. BEST PLC Defined Instructional Cycles Weekly, bi-weekly, monthly, etc… Evidence Pre-Cycle CARE Questions Instruction & Assessment Data Analysis, Remediation & Enrichment Post-Cycle BEST Practice Sharing 20

21. Instructional Cycles  BEST Grades & Subjects  K-2 ELA/Math  3-11 ELA  3-8 Math  5 & 8 Science (FCAT 2.0)  Algebra I, Algebra II, Geometry, Biology, History, Civics  Select the Facilitator (Principal, AP, Coach, Team Leader, Department Head, Teacher Leader, etc)  Organize like teachers into work groups  Create/Schedule common planning time  Select cycle periods for each grade/subject (weekly, bi- weekly, tri-weekly, monthly) 21  Total # of Expected BEST PLCs  Elementary = 13  Middle = 11  High = 9

22. Curriculum  What do we want all students to know during this cycle? How are the Units of Study influencing this work? How are Item Specifications influencing this work? How are College & Career Ready Standards influencing this work? What are some of the BEST instructional strategies to use in order to maximize student learning? Assessment  How will we determine student mastery? Create/Select the assessment instrument. What percent-correct will define mastery? How soon after assessment administration will results be reported? Remediation  How will we respond to students who do not meet mastery? What process will be put in place to ensure students receive additional time and support for learning? How will you ensure this process is timely, precise, diagnostic, directive, and systemic? How will remedial efforts be measured? Enrichment  How will we respond when students meet/exceed mastery? What will be enriched? When will it be enriched? How will it be enriched? Who will do the enrichment? How will enrichment efforts be measured? 22

23. The Cycle Instruction & Assessment Teachers instruct their students during the pre-determined time period Teachers instruct their students during the pre-determined time period Teachers administer their common assessments consistent with the agreed upon time schedule Teachers administer their common assessments consistent with the agreed upon time schedule Data Analysis, Remediation & Enrichment For each assessed area, school-wide percent proficient is determined* Teacher by teacher percent proficient is determined Students meeting the pre- determined criteria for remediation receive the pre-determined remedial interventions Students meeting the pre- determined criteria for enrichment receive the pre-determined enrichment interventions 23 *Recommend 75% used as mastery level… Striving for the BEST

24. Post-Cycle BEST Practice Sharing Bring the same groups of like-teachers back together and view student learning results from the common assessment Bring the same groups of like-teachers back together and view student learning results from the common assessment Compare proficiency rates by teacher Compare proficiency rates by teacher Discuss instructional strategies that may have contributed to the variance Discuss instructional strategies that may have contributed to the variance Discuss instructional strategies that may have contributed to outcomes that were Discuss instructional strategies that may have contributed to outcomes that were Beyond Expected Student Targets (BEST) Beyond Expected Student Targets (BEST) Praise teachers for their commitment to this process and adjust teacher support accordingly for the next cycle Praise teachers for their commitment to this process and adjust teacher support accordingly for the next cycle 24

25. BEST Practice #2  Establish & Ensure an Effective RtI process is in place (Identify Early, Respond with Interventions & Progress Monitor)  Guarantee all students in danger of failure/retention are receiving interventions (Biweekly, Interims, Quarterly, Semester, etc.)  Increased Student Support – Academic, Social, Emotional, & Community 25 “RtI the System” Zone Cadre Individual School Academic Support & System Support Teams

26. Be Deliberate with Special Groups ESE ELL Gifted & Talented Minority Males Early Childhood Every Agenda, Every Opportunity, Every Time… 26

27. BEST Practice #3 Motivated Staff and Students Engaged Municipalities, Business Partners and Non-Profit Organizations Celebration of Student/Employee Success This is Personal 27

28. BEST Practice #4  Continue sharing of BEST practices  Establish a relationship with the highest performing school(s) within SES Band  Scale-up two BEST practices that are uncovered 28

29. What’s New?  Unified Effort; Shared Goals; and Aligned Expectations  Common Assessments (school/district & formative/summative)  Evidence & Monthly Data Collection  Enhanced Sub-Cadre PLCs to Model Expected Behaviors  BASA & Bridges  Differentiated Support 29

30. Connecting the Dots  High Quality Instruction & Continuous Improvement  School Improvement & Accreditation  Florida Standards – DOK Levels  Visible Learning  College & Career Readiness (CCR)  Customer Service & Market Share 30

31. 31 Just CARE to Be the BEST!!!

32. What do you see? The Power of Words “The Power of Words … Change your words, Change your world” https://www.youtube.com/watch?v=Hzgzim5m7oU JMC – B 8/2014©

33. Questions? JMC – BEHS 8/2014©

34. For additional questions and support - email: karlton.johnson@browardschools.com june.cole@browardschools.com jmc2014 BEHS © JMC – BEHS 8/2014©