1. Working Together So That ALL Students Succeed March 16, 2012 Robert Sox Eliz Colbert

2. I know how to mash the button 1.Yes 2.No 3.Huh? 4.I can mash taters Are you from the SOUTH?

3. feather : peacock :: scale : 1.shark 2.dolphin 3.bass 4.whale

4. Robert & Eliz must be experts who have come to Wiley to tell us what to do. 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

5. Educators need experts to tell them what to do. 1.Always 2.Sometimes 3.Occasionally 4.Never

6. What is an EXPERT? Pronounced: “ex-spurt” Ex: Former Spurt: A drip under pressure

7. We’re Here Today to: Start a conversation Promote collaboration Encourage the continuous improvement of your teams as you focus on learning and teaching that will lead to success for each student here

8. Our Assumptions: You are working HARD to do what’s best for kids You work in Professional Learning Teams Student learning is your highest priority You share your expertise within and outside of your team This is a safe space to be candid & honest Things aren’t always perfect

9. Our level of depth today is: Water Skiing Deep Diving Not

10. I belong to a high functioning PLC 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

11. Factors that Influence Student Achievement Individually: SILENTLY Consider the factors you believe most strongly influence student achievement. Write one idea per sticky note Whole Table: QUIETLY Combine all sticky notes on the table Organize similar ideas in categories. Label the categories. Stack/combine like ideas. Identify three major ideas that emerged.

12. Factors that Influence Student Achievement – Observe – Influence – Control What is your impact?

13. Importance of Alignment Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect. (Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)

14. Alignment How do you know if it is missing? When is the best time to plan for it?

15. Alignment

16. 16 The Professional Education Association Identifies three unique dimensions of curriculum alignment.

17. 17 Content Cognitive Context Dimensions of Alignment

18. Does the teacher teach and test the topics listed in the curriculum? Content

19. Canine Bread Spoon Tree House Flower Death Cloud Basket Magazine Instruction Card Instruction Card Instruction Card Instruction Card Instruction Card Instruction Card 10 Words 10 Words

20. Follow Your Instructions Please work independently

21. Let’s Take a Test Please work independently

22. How many words did you list? Canine Bread Spoon Tree House Flower Death Cloud Basket Magazine Canine Bread Spoon Tree House Flower Death Cloud Basket Magazine

23. How Many Words Did You Remember? A.7-10 B.5-6 C.3-4 D.1-2 E.0

24. Why were some participants more successful on the test than others?

25. Different Kinds of Thinking Count the vowels in these words. Memorize these words. Rate each word on its pleasantness 1 = low 3 = high Rate each word on its pleasantness 1 = low 3 = high

26. Do the students get to work and think at the level the curriculum prescribes? Cognitive Type

27. The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual B. Conceptual C. Procedural D. Meta- Cognitive The Revised Bloom’s Taxonomy A1 B2 C3 D4

28. Are the parameters of the assessment reasonably similar to the parameters of the instruction? Context

30. How confident are you that your brownies will be good? 1.Extremely Unconfident 2.Somewhat Unconfident 3.Somewhat Confident 4.Extremely Confident

31. 31

32. How confident are you that your brownies will be good? 1.Extremely Unconfident 2.Somewhat Unconfident 3.Somewhat Confident 4.Extremely Confident

33. What Are You Thinking Now?

34. Aligning Instruction Content Standards Curriculum Expectations Instructional Objectives Assessment Tasks 34

35. A Simple Example Content Standards Curriculum Expectations Instructional Objectives Assessment Tasks Understand how to bake a cake Understand how to bake a chocolate cake by October 31st Identify main ingredients of cake Measure dry ingredients accurately based on a recipe Monitor baking time to determine when cake is fully cooked Describe the process of baking a chocolate cake Bake a chocolate cake

36. Retroactive Review Instructional ObjectivesAssessment Tasks

37. I have a general understanding of this thing called alignment 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

38. I can see why aligning improves achievement 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

39. This is a topic we should explore more 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

40. I have some ideas where we could go from here 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

41. Exit Ticket

42. Thank You! Robert Sox Robert.Sox@dpi.nc.gov Eliz Colbert Eliz.Colbert@dpi.nc.gov