Transcript District‐Wide IPI: Changed Conversations Around Student

District-Wide IPI
Changed Conversations Around
Student Engagement
Grandview C-4
One District’s Approach to Change
Presentation Team
Ralph Teran, Ed.D.
Superintendent Grandview C-4 Schools
Grandview, Missouri
Jerry W. Valentine, Ph.D.
Professor, Department of Educational Leadership and Policy Analysis
Director, Middle Level Leadership Center
University of Missouri
Cynthia Johnson, Principal
Grandview Middle School
Grandview, Missouri
Presentation Overview
• Theory of Action
• Training Process
• Grandview C-4 Initiative
– What does the data tell us?
– From theory to action, Belvidere Elementary School
• Grandview Middle School
– A school moving forward
Instructional Practices Inventory
The IPI process:
 focuses on student engagement and learning rather than teacher
behavior
 engages teachers in whole-faculty and small-group collaborative
analysis, reflection, and decision-making of the profile data
 provides extensive formative data so teachers can frequently
monitor and adjust practices.
These components of the IPI process support continuous change and
collectively foster organizational learning.
Source: The Instructional Practices Inventory: Using a Student Learning Assessment to Foster Organizational Learning – Dr. Jerry Valentine
Theory of Action
The most effective way to achieve and
sustain alignment within an educational
system is the frequent monitoring of
teaching and learning.
Eleanor Dougherty
Common Characteristics of 90/90/90 Schools
(Douglas Reeves)
• Laser-like focus on student achievement
• Clear curriculum choices: Agreement on
what should be taught
• Frequent assessment of student progress
and multiple opportunities for improvement
• An emphasis on information writing
(nonfiction)
• Collaborative scoring of student work
The Leadership and Learning Matrix
Effects / Results Data
(Douglas Reeves)
Lucky
Leading
High results, low understanding of antecedents.
Replication of success
unlikely.
High results, high understanding of antecedents.
Replication of success
likely.
Losing
Learning
Low results, low understanding of antecedents.
Doh!
Low results, high understanding of antecedents.
Replication of mistakes
unlikely.
Antecedents / Cause Data
AYP Targets 2002-2014
All Students Missouri AYP State Targets 2002-2014
Communication Arts
Mathematics
100.0
91.8
100
83.7
90
75.5
80
67.4
70
59.2
30
45.0
26.6
18.4
19.4
20.4
35.8
20
26.6
10
0
54.1
34.7
40
81.7
63.3
42.9
50
90.8
72.5
51.0
60
100.0
17.5
8.3
9.3
2002
2003
10.3
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Re-focus
•
Fall of 2006 - Invitation to meet and observe IPI work at Belvedere
Elementary School
•
My walk through theory of action was to monitor both teaching
and learning, but……
•
My walk through bias was to focus on what the teacher was
doing.
•
Within a few minutes of walking around with Jerry he said: quit
focusing on what the teachers are doing – focus on the kids
•
focuses on student engagement and learning rather
than teacher behavior
District IPI Initiative
• Each month every school conducts IPI
observations and submit data to the District
Curriculum and Instruction Department
• Reports are generated and sent back to schools
• Reports are discussed in general terms at
Principal Meetings
• Reports are discussed in detail at schools during
grade level meetings and PLC Meetings
Building/Location
Butcher-Greene
Belvidere
Conn-West
High Grove
Martin City K-8
Meadowmere
Grandview Middle
Martin City K-8
Grandview H.S.
CAIR/MSA
Central Office
Special Services
Number of Staff Trained Per Year
2006-07
2007-08
2008-09
2009-10
7
19
2
0
11
15
1
0
7
21
3
1
8
17
0
2
5
23
4
3
8
23
5
0
10
31
7
6
12
14
2
0
25
56
7
8
5
11
4
1
10
3
0
0
0
3
0
1
108
236
35
22
Totals
28
27
32
27
35
36
54
28
96
21
13
4
401
2008-2009 District Reports
Belvidere Elementary School
• Meets AYP regularly
• Achievement scores continue to rise
steadily
• Have used the IPI method the longest
Belvidere Elementary School
Belvidere clip 1
Belvidere clip 2
Belvidere clip 3
BELVIDERE ELEMENTARY
ADEQUATE YEARLY PROGRESS SUMMARY
2004
2005
2006
2007
2008
Met
Met
Met
Not Met
Met
Black
--
--
Met
Not Met
Met
White
--
--
Met
Met
Met
Hispanic
--
--
--
--
--
Met
--
Met
Not Met
Met
IEP
--
--
--
--
--
LEP
--
--
--
--
--
Met
Met
Met
Met
Met
Black
--
--
Met
Met
Met
White
--
--
Met
Met
Met
Hispanic
--
--
--
--
--
F/R Lunch
--
--
Met
Not Met
Met
IEP
--
--
--
--
--
3/3
2/2
8/8
4/8
8/8
Communication Arts
School Total (All Students)
F/R Lunch
Mathematics
School Total (All Students)
Subtotal
Instructional Practice Inventory
Evidence-Based Results
The outcome of powerful conversations regarding
instructional practice results in change and
adjustment in teacher practice resulting in
increased student achievement.
The IPI process…
• provides the opportunity to create an
OPTIMUM profile of student
engagement in learning…
• that teachers will view as fair and
accurate, and thus…
• use as a basis for periodic reflective,
collaborative conversations.
Three Broad Groups of Engagement?
Cognitive
Physical
Emotional
Focus today on Cognitive
Instructional Practices Inventory
(Student Engagement) Origin
• Project ASSIST: Comprehensive School
Reform Initiative (1996)
– Needed Data to Monitor Instructional Change
– Realized Study of Data Supported Instructional Change
• Fits Organizational Learning, Professional
Community, and Collaborative Change
• “Teachers engaged in the data collection”
• “Teachers engage in regular, reflective collaborative
conversations about the data profiles.”
• “On-going collection and collaborative problem-solving
conversations over time.”
Mental Image:
Collect Large Volume of “Snap Shots” of
Student Engagement and Thought…
Mental Image:
Faculty Collaborative Conversations
to Analyze the Data
Higher-Level Engaged Thought
Evident
• 6– Student Active Engaged Learning
– Higher-Order/Deeper Learning
– Typically students doing authentic, hands-on,
problem-based, research, etc. forms of
learning
• 5—Student Learning Conversations
– Higher-Order/Deeper Student-Student Verbal
Learning
– Typically conversations among students who
are constructing knowledge together
Higher Order/Deeper vs
Not Higher Order/Surface
Analysis, Critical Thinking, Problem
Solving, Creativity, Decision Making from
Analysis, Application from Analysis,
Synthesis
--------------------------------------------Recall, Memory, Simple Understanding,
Fact Finding, Skill Development, Practice
Skill, Practice Computation Processes
Higher-Level Engaged Thought
Not Evident (Surface and Passive)
• 4—Teacher-Led Instruction
– Students attentive to teacher leading the
learning experience
– Typically students listening to teacher share,
explain, give directions, etc.
• 3—Student Work with Teacher Engaged
– Students working individually or in groups with
teacher support evident
– Typically students doing worksheets, answering
questions, taking tests
Higher-Level Engaged Thought
Not Evident
• 2—Student Work with Teacher Not Engaged
– Students working individually or in groups with
teacher support not evident (independent work)
– Typically students doing worksheets, answering
questions, taking tests; teacher doing other
things
• 1—Students Not Engaged in Learning
– Students are not engaged with the curriculum
– Typically students talking, inattentive,
misbehaving, etc.
The IPI does not
profile the instructional
activities in which
students are engaged.
The IPI profiles how
students are engaging
in learning during the
instructional activities.
Grandview Training
IPI Workshop Session (7 hours)
1. Develop Data Coding Capacity
A. Validity
B. Reliability
2. Develop Capacity to Facilitate
Collaborative Conversations in 45-50 minute
work sessions following data collections
A. Typical school day
B. Typical classroom engagement
C. Study of the data
D. Build new knowledge
E. Reflect upon value of the
collaborative conversations
Grandview Training
School Visits
Workshop participants move
from the workshop
classroom to real school
classrooms to build the
capacity to collect data with
validity and reliability.
Training Clips at Grandview
1st Room
Computer Lab
Science Room
Conference Room Discussion
The true value of the IPI resides
in the faculty collaborative
conversations following each
data profiling in which teachers
openly study the data, problem
solve, strategize, and learn
together as they collectively work
to raise the bar of instruction
across the whole school.
Why We Collaboratively Study Student Engagement
Data: Knowledge-Implementation Gap
Our Implementation with No New Knowledge
Grandview Middle School
• Student Achievement Scores Increasing
• Uses IPI and other data as a regular practice to
make instructional changes
GMS IPI Data Conversations
Grandview Middle School
IPI Lessons
Moving from Level 3 to Level 6
All
Comic Strip Summary: Students
will demonstrate understanding of
text through summarization using
comic strip/story board. Give
students limited number cells/boxes
in order to focus on main events,
etc.
Reading
CA
Idiom Illustrations: Students
will demonstrate
understanding of idioms
through illustration and
explanation.
Social Studies
Gateway to Technology
Industrial revolution.
Collaborate on a product that
would be developed during
the time period—market the
product and figure out what
resources would be needed.
All
Study group session where
the group goes through
various topics to assist each
other on what they are stuck
on and see what it is that is
confusing them.
Math
For every math unit students
create an activity using 3
GLE’s from that unit. This
could be presented using the
multiple intelligences theory.
Grandview Middle School
IPI Lessons
Moving from Level 3 to Level 6
All
Student can teach the
concept.
All
One group presents the
concept to another group.
Communication Arts
Persuasive writing on
something to benefit the
school. For example putting
a salad bar in the cafeteria.
Science
Create a travel brochure of
traveling through the
human body.
Physical Education
Teams coming up with
plays for team sports.
Grandview Middle School
IPI Lessons
Moving from Level 3 to Level 6
Music
Analyzing a recording of a
performance discussing what
elements are missing that
would enhance the ensemble.
Reproduce art works in the
style of famous artists.
Art
Reading
Communication Arts
Science
While reading a novel or a
story, have students
create/add to the story written
from a different perspective.
Creating an original
organism.
Gateway to Technology
All
All student written reports,
with presentations with class
evaluating them.
GRANDVIEW MIDDLE SCHOOL
ADEQUATE YEARLY PROGRESS SUMMARY
2004
2005
2006
2007
2008
School Total (All Students)
Met
Not Met
Met
Not Met
Met
Black
Met
Not Met
Met
Not Met
Met
White
Met
Met
Met
Met
Met
--
--
Met
Met
Met
Met
Not Met
Met
Not Met
Not Met
IEP
--
--
Not Met
Not Met
Met
LEP
--
--
--
--
--
School Total (All Students)
Not Met
Not Met
Met
Not Met
Met
Black
Not Met
Not Met
Met
Not Met
Not Met
White
Met
Met
Met
Met
Met
--
--
Met
Met
Met
Not Met
Not Met
Not Met
Not Met
Not Met
--
--
Not Met
Not Met
Met
5/8
2/8
9/12
4/12
9/12
Communication Arts
Hispanic
F/R Lunch
Mathematics
Hispanic
F/R Lunch
IEP
Subtotal
Grandview Middle School
GMS Group Talk
GMS Group Talk 2
GMS Walk Through Results
Questions, contact the IPI developers at:
Website: www.MLLC.org
Email: [email protected]
[email protected]
[email protected]
Phone: (573) 882-0944