Transcript Creating A High-Performance Learning Culture

Strand 4
Effective Remediation and
Intervention—Strategies for
Unmotivated Students
February 21-22, 2008
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Welcome!
1
Opening Reflections
 Approach to
Students Not
Meeting Standards?
 Definitions?
 Who Takes
Responsibility?
 What Messages Do
We Send?
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Session A: Building a School
Culture That Motivates All
Students
 Effort-based
approaches
 Beliefs that
support
motivational
cultures
 Characteristics of
motivational
cultures
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Common Understandings
About Culture
 Culture is intangible
 Culture is complex
 Culture evolves over time
 Culture is powerful
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Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture is Intangible
 Cannot see, hear, or touch culture;
much of it is “under the surface.”
 Culture is difficult to “get a handle on.”
 Values, beliefs, assumptions, norms are
at its core.
Southern
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Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture is Complex
 Culture is multi-dimensional.
 Layers of interacting values, beliefs,
assumptions, and norms constitute
culture.
Southern
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Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture Evolves Over Time
 Culture is dynamic, not static.
 Culture is historically transmitted.
 Culture cannot be quickly or easily
changed.
Southern
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Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture is Powerful
 Culture shapes what people think and
how they act.
 Culture provides common direction to
individuals in schools.
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Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Building a Culture That
Motivates All Students
Begins with Examining Beliefs
 A Belief is . . .
A consciously
held, cognitive
view about truth
and reality
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Link Between
Beliefs & Behaviors
 Beliefs are
literally how we
comprehend and
deal with the
world around us.
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Problems Inherent in
Beliefs
 Our beliefs are the truth (for us).
 The truth is obvious (to us, so it should
be to others!).
 Our beliefs are based on real , but we
select the real data.
--Senge, Schools That Learn, p. 68
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Building a Culture That Motivates
All Students
Effort-based
Ability-based
Ability and Achievement
How do beliefs about ability
and achievement affect the
behaviors of teachers and
other school staff?
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Efficacy and Effort
How do beliefs about efficacy and
effort affect the behaviors of
teachers and other school staff ?
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Assessing What I Believe
 Do I believe this is
essential?
 Do I believe this is
practiced at our
school?
 How might you use
this assessment at
your school?
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Actions for Creating an
Efforts-Based Culture That
Motivates All Students
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Interactive Teaching Behaviors
 Patterns of Calling
on Students
 Responses to
Student Answers
 Giving Help
 Dealing with Errors
 Offering Feedback
on Student
Performance
 Displaying Tenacity
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Classroom Structures and
Procedures
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Grading
Re-Teaching Loops
Re-dos and Re-Takes
Grouping
Rewards
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Classroom Climate and
Relationship Building
 Community
 Ownership
 Risk-Taking
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Explicit Teaching of Effective
Effort
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Time
Focus
Resourcefulness
Strategies
Use of Feedback
Commitment
School-Wide Structures
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 Motivational Boot
Camp
 Assignment of
Teachers
 Course Schedules
 Grouping
 Identification of AtRisk Students and
the Provision of Extra
Help
Observable Behaviors for Creating
an Efforts-Based Culture
Carousel Activity
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 Visit each “station”
 List observable behaviors
related to the topic and
specific examples or
descriptions from the article
 Rotate to a new station
 Read the existing list
 Make additional suggestions
 Continue to rotate through
all the “stations”
Aligning Research and Practice
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 Needs-Driven
 Emotional Brain
“Power”
 “Here and Now”
Orientation
 Positive Adult
Relationships
 The Power of Words
Needs-Driven
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 Teacher vs. enforcer: “This behavior represents the
best the student can do at this time” vs. “This
behavior is bad.”
 When students can meet their needs with
responsible behavior, then generally abandon
irresponsible behavior.
 To ensure success, make sure students can:
 Feel safe and secure
 Feel connected to you and their peers
 Feel as if they can succeed academically with
reasonable effort
 Feel as if they have some choice available to
them
 Feel as if the classroom is enjoyable
Emotionally Active Brains
 Motivational is emotional—not
rational
 Internal motivation must be
taught
 Drawn to content with strong
emotional component
 Routinely help them
understand relevance
 Know your students
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Here and Now Orientation
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 Establish a goal-oriented
learning environment—talk
about goals constantly
 Define the long-range
goal—Create positive
future images
 Outline steps to meet the
goal
 Create word pictures for
success and achievement
 Use “feeling words”
 Be a salesman
Positive Adult Relationships
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 Ongoing activities that
affirm a sense of team
 Make the classroom a
place where all
students feel welcome
and connected
 Routinely link what
you are teaching to the
feelings, memories,
and experiences of
your students
 Help students connect
learning on a personal
level to deepen their
knowledge
The Power of Words
 Read page 7 of the newsletter, Making
Grading and Instructional Changes to
Motivate Diverse Groups of Students
 Place a star beside the words you hear
often in your school.
 Circle the words you would like to hear
more often.
 How do the suggestions in this article
reflect the research in student motivation?
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Preparation for Team
De-Briefing
 Strengths We Can
Build On
 Actions We Can Take to
Improve
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 What ideas will you
share?
 What information do
they need to know?
 What ideas for possible
actions will you share?
Session B: Components of a
Comprehensive System for
Intervention
 Principles
 Intervention
Assistance Teams
 Assessment Data
 Monitoring and
Communication
 Prevention
Programs
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Principles
 Comprehensive
 Well-Organized
 Clearly
Communicated
 Data Driven
 Mandatory
 Well-Balanced
 Tiers of
Intervention
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Intervention Assistance Teams
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 Levels of Teams
 District
 Building
 Grade Level Team
 Teacher-Parent
 Who will serve?
 Teachers
 Deans
 Social Workers
 Counselors
 Administrators
 Others?
Assessment Data to Identify
Students for Intervention
 Data collected prior to entering in your
school
 Standardized and other test data
 Data collected in classes about student
progress
 Consistent, frequent assessments to
determine when students need
intervention, such as three-week common
assessments
 Data for monitoring student progress while
in the intervention
 On-going data about the effectiveness of
your system, such as survey data and
MMGW Data Tools
Organize the Assessment
Process
 Regular consistent evidence of student
academic progress (benchmark assessment).
 Comparable evidence that can be discussed by
teachers and administrators (common course
level or grade level benchmark assessment).
 Set regular intervals to collect evidence
(establish benchmark calendar/pacing guide).
 Schedule timely review of data within a few
days of collection (data analysis).
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Benchmark Test Analysis
Test reliability is an ongoing process that must be monitored as new
assessments are added or revised in any curricular program. A collaborative
process to accomplish this should include all instructors.
Test
Were Students unfamiliar vocabulary?
Did students misunderstand intent of question?
Test Repair
Instruction
Did instruction align with assessment?
Repair
Instruction
Were all topics covered to mastery level?
Student
Did test identify gaps in student understanding?
Student Re-teach needs
Keeping Track of and
Communicating Student
Progress
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 Weekly grade
updates
 Three-week progress
reports
 Student alert forms
 Success contracts
 Conference records
 Report cards
 Daily attendance
records
 Discipline records
 Other
Prevention Strategies
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Habits of Success
Classroom Interventions
Summer Bridge
Advisory and Student Mentoring
Transfer Programs for New Students
Other
Have You Heard . . . ?
 Work with a partner and select one or
two of the arguments against re-doing
work.
 Identify the beliefs underlying the
argument.
 Read the possible response in the
second column and explain how you
would use or modify it.
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“Good teaching is going
on whenever students are
involved in redoing,
polishing, and perfecting
their work.”
The Pedagogy of Poverty Vs. Good
Teaching
Martin Haberman
Re-Doing Work—The Research
 HSTW Assessment Findings: Students
who are given opportunities to re-do
work to a level of quality have better
student achievement.
 The National Writing Project: Students
learn more from re-writing a few
essays that from writing a number of
essays once.
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“In standards-based classrooms,
students have the opportunity to
continuously revise and improve their
work over the course of several days.”
Doug Reeves, Center for Performance Assessment
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“One of the easiest ways for
human beings to avoid the
responsibility of failure is to
quit trying.”
Lynn Canady
“By the time many struggling students
reach adolescence, they have learned to
protect their self-esteem by saying they
“don't care about the (stupid) work”
rather than risk proving themselves
incompetent by trying and failing.”
If They Only Did Their Work, Linda Darling-Hammond
and Olivia Ifill-Lynch, Educational Leadership, February
2006.
A, B, C, and Not Yet
 Read and underline aspects of
the plan that reflect the belief
systems that are part of highperformance learning cultures.
 What aspects of these
suggested approaches would be
relatively easy to implement?
More challenging to implement?
Why?
A Checklist of Actions for
Setting Up Redoing Work
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Develop Your Rationale
 Provide feedback and re-teaching to
help ALL students meet standards
 Set high expectations
 Not giving up on students
 Develop internal motivation and
persistence
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Develop Expectations
 What will be redone
 Consider redo format
 Determine how redo will effect
grading
 Set up re-teaching loops
 Develop redoing work forms
 Place constraints
Inform Students and Parents
 Course syllabi
 Special communication
 Presentations at orientation,
open house, and conferences
Sample Letters
 Read and react to the letter to the
school board and the letter to parents
regarding A, B, C, and Not Yet
practices.
 Would you use any of this letter to
communicate with groups in your own
district? Why or why not?
 What changes, if any, would you make?
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Set Up Extra Help
 “Required” help sessions
 Inform parents
 Limit participation in extra
curricular
 Incomplete work—no term
grade
 Asterisk term grades to
indicate due to missing work
Collect and Analyze Data
 Number of students
completing re-dos
 Number of students
who improve grades as
a result of re-do
Steps for Engaging Teachers
 Use data
 Share present practices for redoing work
 Conduct action research
 Adopt a practice and use it
fully for a year—collect data
on its effectiveness
 Checklist of actions
Preparation for Team
De-Briefing
 Strengths We Can
Build On
 Actions We Can Take to
Improve
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 What ideas will you
share?
 What information do
they need to know?
 What ideas for possible
actions will you share?
Session C: Intervention
Strategy Planning and
Resources for Deepening
Practice
 Intervention
Strategies
 Resources
 Process
Questions and
Planning
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“Tiers” of Extra Help
 More than two grade levels behind
 One or two grade levels behind
 Falling behind in courses
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Intervention Strategy Planning
What is needed?
Who is the targeted group?
What strategies?
Who will provide the services?
When does the intervention need to occur?
Timelines?
 Where are the services to be provided?
 How will they be monitored and
evaluated?
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Resources
 Response to
Intervention (RtI)
 Partners in Learning
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Team Planning
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Objectives
Time Frame
Steps to Be Taken
Follow-Up
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