Transcript BEST - Blanche Ely High School

Blanche Ely High School
Curriculum Presentation
August 26th, 2014
JMC – BEHS 8/2014©
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©
Start with Student Data
Setting your sight up for the learning:
•What does your student data say…?
JMC – BEHS 8/2014©
Ranking Influence in Education
JMC – BEHS 8/2014©
Influence on Achievement
Using the barometer to measure student achievement:
Hattie’s “Barometer of Influence”
Medium (1-year)
d=0.15 and d=0.40
Influences in this zone are similar
to what teachers can accomplish
in a typical year of schooling.
0.4
0.15
0.0 Developmental
Effects
-0.2
0.7
Teacher
Effects
Zone
of
Desired
Effects
Reverse Effects
d=below 0.15
Can be considered potentially harmful and
probably should not be implemented
JMC – BEHS 8/2014©
d=0.4+ Influences that have
greatest impact on student
achievement outcomes
1.0
1.2
© John Hattie
Visible Learning
Visible Learners
Characteristics of assessment-capable learners
•
•
•
Where am I going?
How am I going?
Where to next?
JMC – BEHS 8/2014©
Visible Learners
Set SMARTER goals:
JMC – BEHS 8/2014©
S – Specific
M – Measurable
A – AMBITIOUS
R – Relevant
T – Timely
E – Evaluate
R – Re-Evaluate
Metacognition & Effect Sizes
Strategy
Example
Effect
Size
Organizing & Transforming
Making an outline before writing a paper
0.85
Self-consequences
Putting of pleasurable events until work is completed
0.70
Self-instruction
Self-verbalizing the steps to complete a given task
0.62
Self-evaluation
Checking work before handing in to teacher
0.62
Help seeking
Using a study partner
0.60
Recording of information related to study tasks
0.59
Rehearsing and memorizing
Writing a mathematics formula down until it is remembered
0.57
Goal setting/planning
Making lists to accomplish during studying
0.49
Reviewing records
Reviewing class textbook before going to lecture
0.49
Self-monitoring
Observing and tracking one’s own performance and outcomes
0.45
Tasks strategies
Creating mnemonics to remember facts
0.45
Imagery
Creating or recalling vivid mental images to assist learning
0.44
Time management
Scheduling daily study and homework time
0.44
Environmental restructuring
Efforts to select or arrange the physical setting to make
learning easier
0.22
Keeping records
JMC – BEHS 8/2014©
Strategy
Effective Feedback
Describe the role of feedback and its potential impact on learning
•
•
•
•
Provide feedback to inform instruction
Medium
Collect feedback
Identify the type of feedback
What is effective feedback?
0.4
0.15
0.0
Typical
teacher
effects
Developmental
effects
0.7
Zone of
Desired Effects
1.0
Reverse
-0.2
eS =
Feedback
Feedback
JMC – BEHS 8/2014©
1.2
d = 0.73
© John Hattie
Visible Learning
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
Self
Praise
How well has the task been performed; is it correct
or incorrect?
Task
Zone of
What are the strategies
needed to
perform the task;
Desired
Effects
( New material)
Process
are there alternative strategies that can be used?
(Some degree of proficiency)
SelfRegulation
Self-monitoring to achieve goal
( High degree of proficiency)
Helps students learn how to own their own learning.
JMC – BEHS 8/2014©
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©
Zone of
Desired Effects
Blanche Ely’s BEST
Curriculum & Assessment
Blueprint
Mr. Karlton Johnson, Principal
Presented for Curriculum Team
August 26, 2014
13
The Big Picture
CORE PROCESS
• Shared Goals
• Expertise
• Data & Evidence
SUPPORTING
CONDITIONS
•
•
•
Plans
Professional
Development
Alignment
RELATIONSHIPS
• Within School/Districts
• Across Schools/Districts
LEADERSHIP
• District
• School
• Instructional
- Ken Leithwood, Characteristics of High Performing School Districts in Ontario, (2011)
14
S
h
a
r
e
d
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:
G
o
 A Focused & Authentic PLC Process
a
l … in all schools so that BCPS is the BEST
performing school district in Florida,
schools are the BEST
sindividual
performing schools within SES Bands, and
 An Embedded High Quality RtI Process
 Optimal Internal/External Relationships
 Scaling Up BEST Practices
there are ZERO schools graded D or F.
15
Fact - Faith - Fact
Demographics
Expectations
Actions
Expectations
Actions
Results
Soft Prejudice
Outcomes
All Students
Beyond Expected
Student Targets
(BEST)
 There isn’t one BEST
practice in existence at an
expert level across all
schools in Broward.
 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.
17
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
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
BEST PLC Defined
Instructional
Cycles
• Weekly, bi-weekly,
monthly, etc…
• Evidence
Post-Cycle
• BEST Practice
Sharing
Data
Analysis,
Remediation
&
Enrichment
Pre-Cycle
• CARE Questions
Instruction &
Assessment
20
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
 Total # of Expected BEST PLCs
 Elementary = 13
 Middle = 11
 High = 9
 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, biweekly, tri-weekly, monthly)
21
Pre-Cycle PLC’s… Just
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
The Cycle
Instruction & Assessment
• Teachers instruct their
students during the
pre-determined time
period
• 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 predetermined criteria for remediation
receive the pre-determined
remedial interventions
Students meeting the predetermined criteria for enrichment
receive the pre-determined
enrichment interventions
*Recommend 75% used as mastery level… Striving for the BEST
23
Post-Cycle BEST Practice Sharing
• Bring the same groups of like-teachers back together
and view student learning results from the common
assessment
• Compare proficiency rates by teacher
• Discuss instructional strategies that may have
contributed to the variance
• Discuss instructional strategies that may have
contributed to outcomes that were
Beyond Expected Student Targets (BEST)
• Praise teachers for their commitment to this process
and adjust teacher support accordingly for the next
cycle
24
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
“RtI the System”
Zone
Cadre
Individual School
Academic Support & System Support Teams
25
Be Deliberate with Special Groups
•
•
•
•
•
•
ESE
ELL
Gifted & Talented
Minority Males
Early Childhood
Every Agenda, Every
Opportunity, Every
Time…
26
BEST Practice #3
• Motivated Staff and Students
• Engaged Municipalities, Business Partners
and Non-Profit Organizations
• Celebration of Student/Employee Success
• This is Personal
27
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
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
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
Just CARE to Be
the BEST!!!
31
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©
Questions?
Questions?
JMC – BEHS 8/2014©
For additional questions and support - email:
[email protected]
[email protected]
jmc2014 BEHS ©
JMC – BEHS 8/2014©