1. Enhancing Student Achievement through Technology Integration and Professional Learning Communities Presented by: Bob Attee and Glenn Maleyko at the 2011 MACUL Conference 2011 MACUL Conference2011 MACUL Conference DuVall Elementary Salina Intermediate

2. Presentation Goals: To explain how a Professional Learning Community model enhances our technology program. To explain how a Professional Learning Community model enhances our technology program. To describe how benchmark-aligned multimedia projects will increase student achievement levels. To describe how benchmark-aligned multimedia projects will increase student achievement levels.

3. Presentation Overview Part 1: What Does Student Achievement Data Tell Us About PLC’s and Technology Integration? Part 1: What Does Student Achievement Data Tell Us About PLC’s and Technology Integration? Part 2: Establishing a Technology Integrated PLC Part 2: Establishing a Technology Integrated PLC Part 3: Using Technology to Improve Student Achievement Levels Part 3: Using Technology to Improve Student Achievement Levels Part 4: Lessons Learned Part 4: Lessons Learned

4. The Current Economics of Education: Doing More with Less! With the ongoing reductions in funding from the federal and state government, With the ongoing reductions in funding from the federal and state government, Class size has increased Class size has increased General funds for supplies/ resources has decreased General funds for supplies/ resources has decreased Team planning time has been eliminated in some districts Team planning time has been eliminated in some districts How can teachers improve student achievement in the current economy? How can teachers improve student achievement in the current economy?

5. The Need for Change: “There is much uncertainty in our education system today. The continuation of public education as we know it is not guaranteed and maintaining status quo is not an option. Our education system has to change if the next generation is going to be successful in their world. All educators must play key roles in changing our schools.” “There is much uncertainty in our education system today. The continuation of public education as we know it is not guaranteed and maintaining status quo is not an option. Our education system has to change if the next generation is going to be successful in their world. All educators must play key roles in changing our schools.” – Bill Daggett, Model Schools Conference 2009 – Bill Daggett, Model Schools Conference 2009

6. There is hope! Schools do make a difference! An analysis of research conducted over a thirty- five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. An analysis of research conducted over a thirty- five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. Robert Marzano, What Works in Schools, 2003. Robert Marzano, What Works in Schools, 2003.

7. “All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us.” - Stephen Covey Pg. 29 Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.

8. A Tale of Two Schools Salina Intermediate: Salina Intermediate: 520 students in grades 4 – 8 520 students in grades 4 – 8 We are located near the Ford Rouge Plant We are located near the Ford Rouge Plant 23% Student Mobility Rate 23% Student Mobility Rate 71% of students are English Language Learners 71% of students are English Language Learners 99.8% of students qualify for free or reduced lunch 99.8% of students qualify for free or reduced lunch AYP has been met for several consecutive years. AYP has been met for several consecutive years. DuVall Elementary: 276 students in grades K-5 We are located near Greenfield Village and the Henry Ford Museum 9% students with disabilities 12% ELL students 24% Free and reduced lunch AYP has been met for several consecutive years.

9. Salina Intermediate School MEAP Proficiency of All Students in Reading and Math from 2007 - 2009

15. Percent of Non ELL Students meeting State Proficiency Standards in 2009 - 2010 SubjectGrade Salina Intermediate DistrictState Reading4758785 Reading5939086 Reading6909288 Reading7948883 Reading8959184

16. Percent of Non ELL Students meeting State Proficiency Standards in 2009 - 2010 SubjectGrade Salina Intermediate DistrictState Math4969693 Math5918880 Math6939183 Math7949183 Math8938371

17. Percent of ELL Students meeting State Proficiency Standards in 2009 - 2010 SubjectGrade Salina Intermediate DistrictState Reading4405564 Reading5354262 Reading6475570 Reading7243854 Reading8505161

18. Percent of ELL Students meeting State Proficiency Standards in 2009 - 2010 SubjectGrade Salina Intermediate DistrictState Math4889287 Math5555968 Math6626169 Math7676466 Math8585150

19. How can we improve student achievement in traditional classes? traditional classestraditional classes

20. In order to continue to improve student achievement levels, schools must have a cultural shift.

21. Cultural Shifts: Becoming a Professional Learning Community “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well- intentioned efforts will be defeated” “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well- intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

22. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.

23. Cultural Shift Traditional School Professional Learning Community Teacher Isolation Collaboration Decisions about improvement are opinion based. Decisions are researched based with collaborative teams seeking out best practices. When students don’t learn not systematic response. Systematic response as to how the school responds when students don’t learn. Administrators are viewed a leaders and teachers as followers. Administrators are viewed a leaders and teachers as followers. Administrators are leaders of leaders teachers are transformational leaders. Decisions about improvement are opinion based. Decisions are researched based with collaborative teams seeking out best practices.

24. School Leadership is essential to change because it influences: A clear mission and goals A clear mission and goals The climate of school and climate of classrooms The climate of school and climate of classrooms The attitudes of teachers The attitudes of teachers The classroom practices of teachers The classroom practices of teachers The organization of curriculum and instruction The organization of curriculum and instruction Student opportunities to learn Student opportunities to learn Marzano, Waters, McNulty: School Leadership that Works: From Research to Results p.5

25. Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization. Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization. Reeves, Douglas (2006). The learning Leader. Reeves, Douglas (2006). The learning Leader. Visionary leaders

26. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for, trust.” — Howard Schultz

27. DuVall Vision We see a DuVall Community that supports and builds on the strengths of each student, uses instructional best practices, inspires students to think critically and creatively in school and community. We see a DuVall Community that supports and builds on the strengths of each student, uses instructional best practices, inspires students to think critically and creatively in school and community. We see an educational partnership in which DuVall staff, families, and members of the community faithfully share the responsibility of educating each student in an atmosphere of trust and mutual respect. We see an educational partnership in which DuVall staff, families, and members of the community faithfully share the responsibility of educating each student in an atmosphere of trust and mutual respect. We see a continually changing teaching and learning environment that uses technology and research based best practices as the focal point for developing and implementing sound educational programs and instructional practices. We see a continually changing teaching and learning environment that uses technology and research based best practices as the focal point for developing and implementing sound educational programs and instructional practices. We see a school community that encourages and insists its students achieve beyond GLCE’S. We see a school community that encourages and insists its students achieve beyond GLCE’S. We see a school community that respects, appreciates, and celebrates our similarities and differences. We see a school community that respects, appreciates, and celebrates our similarities and differences. We see a school community that embraces the Core Values. We see a school community that embraces the Core Values.

28. Salina Intermediate Mission The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem- solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens. The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem- solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

29. After developing a common vision and mission, it is critical to find time for collaboration and professional development (capacity building).

30. Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

31. Finding Time for Professional Development Administrative support with scheduling Administrative support with scheduling Before and after school opportunities Before and after school opportunities District Release time (late start) District Release time (late start) Substitutes to release teachers. Substitutes to release teachers. Staff meetings Staff meetings Team meetings / collaboration (PLC) Team meetings / collaboration (PLC) Assembly Release Time Assembly Release Time Administrative Visitations Administrative Visitations Conferences or workshops Conferences or workshops On-line professional development On-line professional development

32. Team Collaboration Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement. Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

33. Team Collaboration and the 3 Essential Questions 1. What is it that we want children to Learn? 1. What is it that we want children to Learn? 2. How will we know when they have learned it? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn and/or how will we respond when they have learned? 3. How will we respond when they don’t learn and/or how will we respond when they have learned?

34. The most effective collaborative teams Focus on learning rather than teaching. Focus on learning rather than teaching. If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams. If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams. Dufour & Eaker 2002 Dufour & Eaker 2002

35. Advantages of collaborative teams: provide support for new teachers provide support for new teachers promote confidence among staff members promote confidence among staff members allow teachers to work together to find quality solutions allow teachers to work together to find quality solutions provide opportunities for sharing ideas, materials, and methods for better teaching provide opportunities for sharing ideas, materials, and methods for better teaching enhance student achievement enhance student achievement

36. Important Team Components Three important components keep the team focus and help to subdue the resistors Three important components keep the team focus and help to subdue the resistors 1. The development of Team Norms 1. The development of Team Norms 2. The development of Team Goals 2. The development of Team Goals 3. Sustaining Good team leadership. 3. Sustaining Good team leadership.

38. In order to focus on school improvement, we must use SMART GOALS: Strategic and Specific Strategic and Specific Measurable Measurable Attainable Attainable Results oriented Results oriented Time-bound. Time-bound.

41. Salina Intermediate co-teaching model Through the PLC Model all of the core teachers collaborate Through the PLC Model all of the core teachers collaborate In the Middle School 6 th through 8 th grade the Language Arts and Mathematics teachers co-teach In the Middle School 6 th through 8 th grade the Language Arts and Mathematics teachers co-teach Elementary 4 th & 5 th Grade teachers co- teach in Mathematics & Language Arts and other core areas Elementary 4 th & 5 th Grade teachers co- teach in Mathematics & Language Arts and other core areas

42. Using SuccessMaker in the Language Arts Lab Students are enrolled in a Language Arts Lab for one hour in lieu of one of their elective classes.

43. Tracking Progress in the Language Arts Lab

45. Using Technology in the Newcomer Center

46. The Salina Model for Customizing Technology Based On Building Needs The process of customizing technology according to needs of the curriculum and buildings is as follows: The process of customizing technology according to needs of the curriculum and buildings is as follows: A. Create a technology committee (building level). A. Create a technology committee (building level). B. Identify benchmarks that require technology support. B. Identify benchmarks that require technology support. C. Attend conferences to learn about software and advances in technology C. Attend conferences to learn about software and advances in technology D. Identify Software and Hardware needed. D. Identify Software and Hardware needed. E. Make sure that the technology of interest makes the maximum use of the current technology. E. Make sure that the technology of interest makes the maximum use of the current technology. F. Training must accompany the acquisition of a new technology item. F. Training must accompany the acquisition of a new technology item.

47. Technology Tools that can assist with Professional Learning Communities: Curriculum Crafter Curriculum Crafter Curriculum Crafter Curriculum Crafter Identify Grade Level Content Expectations Identify Grade Level Content Expectations Align curriculum between grade levels Align curriculum between grade levels Develop vocabulary lists and unit resources (links) Develop vocabulary lists and unit resources (links) Google Docs Google Docs Google Docs Google Docs Conduct staff surveys Conduct staff surveys Collaborate on presentations using the Internet Collaborate on presentations using the Internet Share and edit data Share and edit data

49. Research & Data There is an enormous amount of data supporting technology integration in the classroom. There is an enormous amount of data supporting technology integration in the classroom. International Society of Technology Education (ISTE) Standards International Society of Technology Education (ISTE) Standards National Education Association NEA National Education Association NEA Michigan Association for Computer Users in Learning (MACUL) Michigan Association for Computer Users in Learning (MACUL)

50. USA Today: Teens use of cell phones in class Store information to look at during a test - 26% Store information to look at during a test - 26% Text friends answers - 25% Text friends answers - 25% Search web for answers – 20% Search web for answers – 20% Take photo of test and send to friends -17% Take photo of test and send to friends -17% (USA Today: June 18, 2009)

51. Effective Teachers Effective teachers have a classroom that is structured and organized and CONSISTENT in how the classroom is run. Effective teachers have a classroom that is structured and organized and CONSISTENT in how the classroom is run. Harry Wong, 2009 Model Schools Conference Harry Wong, 2009 Model Schools Conference

52. Salina Technology Data projector, Document camera and Promethean Board in most of the core classrooms. Data projector, Document camera and Promethean Board in most of the core classrooms. Full wireless connectivity Full wireless connectivity 8 mobile wireless labs 8 mobile wireless labs Community Center with Technology access Community Center with Technology access A media broadcast studio with a green screen for video production A media broadcast studio with a green screen for video production Multimedia software applications Multimedia software applications Activote systems. Activote systems.

53. Multimedia Project Development 1. Begin with the end in mind – focus on related benchmarks/ GLCE’s 1. Begin with the end in mind – focus on related benchmarks/ GLCE’s 2. What is it that I REALLY want students to walk away with knowing ? – A major understanding defines what is essential 2. What is it that I REALLY want students to walk away with knowing ? – A major understanding defines what is essential 3. What am I looking for ? – in order to assess student achievement, determine what mastery of the benchmark/ GLCE will look like. 3. What am I looking for ? – in order to assess student achievement, determine what mastery of the benchmark/ GLCE will look like.

54. Developed by Rick Stiggins

55. Multimedia Project Development Discuss with your team how you can work together to enhance the curriculum between the content areas. Discuss with your team how you can work together to enhance the curriculum between the content areas. When would it be better to teach a unit - ex. Science and social studies are both covering environmental problems in April; Science and math are covering charts and graphs in October. When would it be better to teach a unit - ex. Science and social studies are both covering environmental problems in April; Science and math are covering charts and graphs in October.

56. Designing Projects that improve student achievement : 4. Select the most appropriate technology based instructional materials. 4. Select the most appropriate technology based instructional materials. 5. Plan for it! – make lesson plans that include time for introducing the material, allowing students time to work on the project(s), making time available for presentations, and allowing for time to debrief! 5. Plan for it! – make lesson plans that include time for introducing the material, allowing students time to work on the project(s), making time available for presentations, and allowing for time to debrief!

57. W. M. Glasser

58. Making instruction meaningful Students will be motivated by content that is rigorous and relevant. Students will be motivated by content that is rigorous and relevant. For content to be relevant, students must believe that the topic/content is important in their lives. For content to be relevant, students must believe that the topic/content is important in their lives. For content to be rigorous, it must be challenging – not too difficult or easy to learn. For content to be rigorous, it must be challenging – not too difficult or easy to learn.

59. Product Assessments Help students to rethink, use, and extend what they have learned. (Carol Tomlinson, 2001) Help students to rethink, use, and extend what they have learned. (Carol Tomlinson, 2001) Can be differentiated for students’ interest, learning styles, and readiness levels. Can be differentiated for students’ interest, learning styles, and readiness levels. Give the students scenarios (case studies) that allow them to make connections between curriculum topics and apply the content to their daily lives or future careers. Give the students scenarios (case studies) that allow them to make connections between curriculum topics and apply the content to their daily lives or future careers.

60. Different ways to find out what students understand Present a news report Present a news report Write and perform a rap Write and perform a rap Create (diagram) a model Create (diagram) a model Conduct a discussion Conduct a discussion Make an editorial video Make an editorial video Design a game Design a game Make a webquest Make a cartoon/comic Create a flowchart Develop an exhibit Keep a journal log Develop a learning center Use notecards with short questions

61. Lessons Learned We are facing changing times in the world economy and with new advances in technology. We are facing changing times in the world economy and with new advances in technology. Collaboration with colleagues can help to better use available technology resources in the school and make connections to other curriculum areas. Collaboration with colleagues can help to better use available technology resources in the school and make connections to other curriculum areas. The curriculum must be rigorous and relevant for students. The curriculum must be rigorous and relevant for students.

62. Sample Project Ideas

68. Other Project Ideas: Case Studies: Case Studies: Wolves Wolves Wolves Exotic Species Exotic Species Exotic Species Exotic Species Genetic Engineering Genetic Engineering Genetic Engineering Genetic Engineering Fossils Fossils Fossils Videos: Hillary Potter (writing a sequel to a book) Hillary Potter Blogs: iblog