Transcript Major Achievements - Dearborn Public Schools

ATA Technology
Academy Coming
To Dearborn
June 16 – 18, 2008
ATA, Dearborn Schools, and Salina Intermediate
http://ataacademy.org
Salina Intermediate 2623 Salina, Dearborn, MI 48120 ph (313) 827 - 6600
Email [email protected]
Enhancing Student Achievement Through
Technology Integration and Professional
Learning Communities
Presented at the 2008 MACUL Conference
Presented by: Bob Attee, Glenn Maleyko,
and Kareem Naimi
Student trainers provided outstanding support during our Technology Camp
Presentation overview:
Introduction
Background Data – program history
What makes a school effective?
Making a cultural shift
Three questions to guide instruction
Developing multimedia projects
How well do you know
your students?
Salina Intermediate
Demographics
4th through 8th grade 4th year in existence.
Converted from a K-5 building
530 students in total
95% of the students are on free and reduced
lunch
70+% Limited English Proficient (LEP).
The majority of the students are from Yemen.
We have the highest immigrant/refugee
population in the school district.
21% mobility rate based 06 -07 school data
Salina Intermediate
Limited English Proficient
Population
Limited English Proficient (LEP) Student Population
18%
LEP (448)
Non-LEP (99)
82%
Economically Disadvantaged
Students
at Salina Intermediate 2006-07
Economically Disadvantaged
5%
Free & Reduced Lunch (519)
Non Free and Reduced Lunch
(28)
95%
Salina Immigration Status
2006-07 School Year
Immigrant Status
21%
Immigrant/Refugee (117)
Non-Immigrant (430)
79%
We face many barriers, but …
We have been effective at improving
student achievement levels through the
use of technology!
Question: What are some
components that make a school or
program successful?
Schools Do Make A Difference
Effective school research of Ron
Edmunds and Larry Lezotte and others
concluded that all children can learn
and the schools control the factors to
assure student mastery of the core
curriculum.
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.
Robert Marzano, What works in schools, 2003.
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 every one of
us. – Steven Covey
These people just realize that they can’t
wait for their boss or the organization to
change. They become an island of
excellence in a sea of mediocrity. And
it’s contagious. – Steven Covey
“You are the storyteller of your
own life, and you can create your
own legend or not.”
— Isabel Allende
The Power of Professional
Learning Communities
The most promising strategy for sustained,
substantive school improvement is building
the capacity of school personnel to function
as a professional learning community. The
path to change in the classroom lies within
and through professional learning
communities.
Dufour & Eaker
Professional Learning
Community (PLC) Defined
Educators committed to working
collaboratively in ongoing processes or
collective inquiry and action research in order
to achieve better results for the students they
serve. PLC’s operate under the
assumption that the key to improved
learning for students is continuous, jobembedded learning for educators.
Dufour, Dufour, Eaker, Many, 2006.
Learning Community is
Characterized by
1. Shared Mission, Vision, and Values
2. Collaborative Teams
3. Collective Inquiry
4. Action Orientation/experimentation
5. Commitment to Continuous school
improvement
6. Results Oriented
7. SMART goals
Correlates of Effective Schools
Strong Instructional Leadership
Clear Focused Mission
Safe and Orderly Environment
Climate of High Expectations
Frequent Monitoring of Student Progress
Positive Home/School Relations
Opportunity to Learn & Student time on task.
Vision
We envision an innovative, successful
school where diversity is respected and
celebrated, where all students use higher
order thinking skills to meet high standards
developed collaboratively by a motivated,
compassionate, and highly skilled staff,
working in partnership with parents and the
community.
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 problemsolving 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.
N T
If we want to raise student
achievement levels, there
must be a Cultural Shift.
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”
Seymour Sarason: Taken From Robert Eaker PLC presentation.
A Traditional School
Focuses on Teaching
and a Professional Learning
Community Focuses on
Student Learning.
Cultural Shift
Traditional School
Teacher Isolation
Generic Mission
When students don’t learn
not systematic response
Infrequent Celebration
Professional Learning
Community
Collaboration
Mission Clarifies what students
will learn
Systematic response as to how
the school responds when
students don’t learn.
Collaboratively Developed
Assessment
Frequent Celebration as
individuals and groups
Cultural Shift Continued
Traditional School
PLC
Decisions about
improvement are
opinion based.
Decisions are researched
based with collaborative
teams seeking out best
practices.
Emphasis is given on
how teachers liked
approaches.
Administrators are
viewed a leaders and
teachers as followers.
Effects on student learning as the
primary basis for assessing
various improvement strategies.
Administrators are leaders of
leaders teachers are
transformational leaders.
Team Collaboration and the
3 Essential Questions
Question One
1. What is it that we want children to Learn?
Salina Intermediate School
Improvement Plan
Goal 1: Reading
Goal 2: Writing
Goal 3: Math/ Problem Solving
The achievement of Each of these goals
involves the integration of technology
into the teaching and learning process.
It all comes back to
PLCs and Collaboration
Collaboration
Collaboration is a systematic process in
which we work together,
interdependently, to analyze and impact
professional practice in order to improve
our individual and collective results.
More Collaboration
Research has found that the single
most important factor for effective,
successful schools is creating a
collaborative culture.
(Eastwood & Lewis)
Advantages of collaborative
teams
provide support for new teachers
promote confidence among staff members
allow teachers to work together to find quality
solutions
provide opportunities for sharing ideas,
materials, and methods for better teaching
enhance student achievement
Effective Collaborative Teams
● share knowledge
● define learning standards
● agree on pacing
● build knowledge of best practice
● focus on issues that MOST impact
student achievement.
“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
Team Meetings components
Three important components keep the
team focus and help to subdue the
resistors
1. The development of Team Norms
2. The development of Team Goals
3. Sustaining Good team leadership
(This could be one or two individuals.
The most effective
collaborative teams
focus on learning rather than teaching.
If teams do not focus on issues and
questions that most impact student
achievement, they become
“coblaboration” teams.
Intended VS. Implemented
Curriculum
Intended Curriculum- the essential concepts
that you plan to teach
Implemented Curriculum- your executed
lesson plans, what you actually teach
By comparing the two on a regular basis over
time, teams will have a more clear & concise
response to: What must students know?
Finding Time for
Professional Development
Administrative support
Before and after school opportunities
District Release time
Substitutes to release teachers.
Staff or team meetings / collaboration
Assembly Release Time
Administrative Visitations
Conferences or workshops
On-line professional development
Many staff members participated during the tech camp to enhance their own skills.
Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize,
relate, recall, repeat, reproduce state.
Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate,
recognize, report, restate, review, select, translate,
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use, write.
Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test.
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop,
formulate, manage, organize, plan, prepare, propose, set up, write.
Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge,
predict, rate, core, select, support, value, evaluate.
The Salina Intermediate Writing Across the
Curriculum Program is an Example of how we are
implementing this. Technology Integration and using
the Scientific Method along with the Inquiry method
is another example.
Student
Access to
Technology
It is important to integrate technology into the core
content areas.
Using Computers to teach lower-order thinking skills
is negatively related to academic achievement
Professional Development in technology and the
use of higher order thinking skills is positively related
to academic achievement.
1.Jackson & Davis(2000) Turning Points 2000.
2. Weglensky (1998). Policy Information Report.
Team Collaboration and the
3 Essential Questions
Question Two
2. How will we know when they have learned it?
Common Formative
Assessment
Frequent assessments created
collaboratively by a team of teachers
responsible for the same grade level or
course and administered to all students
in that course or grade level.
Measures attained curriculumWhat students actually learned
WE LEARN
10%
OF WHAT WE READ
20%
OF WHAT WE HEAR
30%
OF WHAT WE SEE
50%
OF WHAT WE HEAR AND SEE
70%
OF WHAT IS DISCUSSED WITH OTHERS
80%
OF WHAT WE EXPERIENCE PERSONALLY
95%
OF WHAT WE TEACH SOMEONE ELSE
W. M. Glasser
A Key to “Formative
Assessments”
In determining whether or not an
assessment is “formative,” it is far more
important to examine what happens
AFTER the assessment is given (how
the results are used) rather than the
content of the assessment itself.
ASSESSMENT METHOD
TARGET TO
BE ASSESSED
SELECTED
RESPONSE
ESSAY
PERFORMANCE
ASSESSMENT
KNOWLEDGE
Multiple choice, true/false,
matching, and fill-in can
sample mastery of elements
of knowledge
Essay exercises can tap
Understanding of
relationships
among elements of
knowledge
Not a good choice for this
target
REASONING
Can assess understanding of
basic patterns of reasoning
Written descriptions of
complex problem solutions
can provide a window into
reasoning proficiency
Can watch students solve some
problems and infer about
reasoning proficiency
PERFORMANCE
SKILLS
Can assess mastery of the
prerequisites of skillful
performance, but cannot tap
the skill itself-not a good
choice for this target
Can assess mastery of the
prerequisites of skillful
performance, but cannot
tap the skill itself-not a good
choice for this target
PRODUCTS
Can assess mastery of
prerequisite to the ability to
create quality products, but
cannot assess the quality of
products themselves-not a
choice
Can assess mastery of
knowledge prerequisite to the
ability to create quality
products, but cannot assess
the quality of products
themselves-not a good choice
PERSONAL
COMMUNICATION
Can ask questions, evaluate
answers and infer masterybut a time-consuming
option
Can ask student to "think aloud"
or can ask follow-up
questions to probe reasoning
Strong match when skill is
oral communication proficiency;
Can observe and evaluate
also can assess mastery of
skills as they are being performed knowledge prerequisite to skillful
performance
A strong match; we can assess:
(a) proficiency in carrying out
steps
in product development, and
(b) attributes of the product itself
Can probe procedural knowledge
and knowledge of attributes of
quality products - but not
product quality
%ile improvement increase
100
80
Increase of 34%ile
to 84%ile
60
40
Starting percentile
50th
13%ile increase
to 63%ile
Starting percentile
50th
20
0
Teacher
assessment
effectiveness
Student
Achievement
%ile improvement increase
100
80
Increase of 49%ile
to 99%ile
28%ile increase
to 78%ile
60
40
Starting percentile
50th
Starting percentile
50th
20
0
Teacher
assessment
effectiveness
Student
Achievement
Like most things in education, classroom assessment enhances
student achievement under certain conditions only.
• Feedback from classroom assessments should provide students with a clear
picture of
their progress on learning goals and
how they might improve
• Feedback from classroom assessment should encourage students to improve.
• Classroom assessment should be formative in nature.
• Formative classroom assessments should be quite frequent.
• Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
# of studies
Characteristic of Feedback from
Classroom Assessment
Percentile
Gain/Loss
6
Right/wrong
-3
39
Provide correct answers
8.5
30
Criteria understood by
student vs. not understood
16
9
Explain
20
4
Student reassessed until
correct
20
• Feedback from classroom assessments should provide students with a clear
picture of
their progress on learning goals and
how they might improve
Fuchs & Fuchs 1988
# of studies
49
89
49
Characteristic of Feedback
from Classroom Assessment
Evaluation by rule
Displayingway
results
[uniform
of
graphically
interpreting
results
Evaluation
by rule
of classroom
[uniform wayusing
of
assessments
interpreting
results of
a tight logic)
classroom assessments
using a tight logic)
Percentile
32
Gain/Loss
26
32
Salina Data
Terra Nova
MEAP
Common
Assessments
DRA 4-8
Problem Solving
Rubric
Writing Across the
Curriculum Program
Authentic
Assessments
Using Rubrics
Team Collaboration and the
3 Essential Questions
Question Three
3. How will we respond when they don’t learn?
Salina Intermediate PLC Pyramid of Interventions
IF STUDENTS DO NOT MEET EXPECTATIONS . . .
04-02-07
School:
PICL MODEL
Technology Integration
Mentoring
Peer Mediation
Title I Tutoring
Instructional Dialogues
Communication Box
Social Work intervention
21st Century Program
Parent-Principal Forums
SOS program
Counseling
Detention/ISS,
Brunch with Social Workers
CRSD Rec Program
Social Work Interns
Career Education
Community Resource Center
Bilingual Support
Bullying Prevention
Team/ Grade Level:
Pullout Study Skills Support w/ Samira
Bullying Intervention & Community Safety w/ William Ali
Parent Liaison Support
Home Visit
Co-teaching
Intervention Referral Process
Parent Communication and Meeting
DRA assessment
Team Collaboration Time
Classroom:
Flexible Grouping Intervention Referral
Teacher-student conference
Classroom Behavior/ Academic Plan
Formative assessment: follow-up & retest Student portfolios
Classroom Behavior/ Academic Plan
Differentiated Instruction Parent Conference/Contact
PICL MODEL
Advisor/Advisee
Writing Program
Team Collaboration and the
3 Essential Questions
A new fourth question is How will we respond when
they have learned?
Salina Intermediate PLC Pyramid of Interventions
04-02-07
IF STUDENTS EXCEED EXCPECTATIONS . . .
School:
PICL MODEL
Technology Integration
Bullying Prevention
IGNITE
STAND
Emerging Scholars
DCMST Partnership
Peer Mediators
Academic Games
Math Counts
Student Council
Academic Games
CRSD Rec Program
Inter-School Multicultural Technology Partnerships
Media Broadcast
Technology Camp
Career Education
Science Club
Team/ Grade Level:
Co-teaching
Student Mentors
Team Teaching
Team Collaboration Time
Classroom:
Flexible Grouping
Enrichment Activities
Teacher-student conference
Above Grade Level Assignments
Differentiated Instruction
Student led co-teaching presentations/lessons
Technology Trainers
Classroom leadership Committees or Clubs
Advisor/Advisee
Wrting Program
Salina Intermediate
High Achievers Technology Program
Middle School Curricular
Advancement
6th grade keyboarding exploratory - 7
weeks
7th / 8th grade computer applications 20 weeks
We determined that this was not
enough…
As a result, we did the following …
New Curricular Innovations
1. Multimedia class - 7th / 8th grade 20 weeks
2. Broadcast curriculum class - 6th grade 7 week
class and 7th / 8th grade 20 week class
3. Web design - 8th grade 20 week class
http://www.dearbornschools.org
http://www.macromedia.com/cfusion/showcase/index.
cfm?event casestudydetail&casestudyid 91194&loc
en us
We are also looking at the possibility of providing
students with a music class that would heavily involve
the usage of computer technology.
What does recent data tell us
about technology use in
schools?
Technology should be used
to support strategies proven
by research to promote
more effective learning.
ISTE Standards project 2002.
Student
centered
Learning
Critical
thinking and
informed
decision
making
Cooperative
Learning &
Collaborative
Work
Writing
Across the
curriculum
Inquiry based
Learning
Technology
supports
Research
Based Best
Practices
Authentic
Learning
Multiple
Intelligence
Learning
(Howard
Gardner)
Differentiated
Instruction
Thematic
Instruction
ISTE 2002.
What goals should we set in
order to better utilize our
school’s technology?
In order to focus on school
improvement, we must use
SMART GOALS:
Strategic and Specific
Measurable
Attainable
Results oriented
Time-bound.
The Salina Model for Customizing
Technology Based On Building Needs
Under the PLC Umbrella
The process of customizing technology according to needs of the
curriculum and buildings is as follows:
A. Create a technology committee (building level).
B. Identify benchmarks that require technology support.
C. Attend conferences to learn about software and advances in
technology
D. Identify Software and Hardware needed.
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.
“The most
successful people
are those who
are good at plan B.”
—James Yorke, mathematician, on chaos theory
in The New Scientist
“The most successful
people at integrating new
technology are those who
are good at plans B, C, D,
and E.”
— Bob Attee.
MACUL 2008
Software Projects and Salina
Implementation Recommendations
Every Year We initiated a new software project while still using the
previous software:
Year One Hyper Studio
Year Two PowerPoint and Inspiration
Year Three Imovie and Kidspiration
Year Four Video Streaming
Year Five Classroom Integration and Media Distribution
Year Six Mobile Lab Integration, Dukane System, and developing A
broadcast studio
Year Seven Broadcast
Year Eight Advisor-Advisee; iLearn
Year Nine Podcasting
We have also completed student projects using Excel and
Webquests
Multimedia Project
Development
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
3. What am I looking for ? – in order to assess
student achievement, determine what mastery
of the benchmark/ GLCE will look like.
Multimedia Project
Development
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.
Assessment Options For Types Of Objectives
Type Of Assessment:
Type of
Objective:
Selected
Response
Essay /
Writing
Assessment
Performance
Assessments
Personal
Communication
Knowledge
+
+
?
+
Reason
+
+
+
+
+
+
Skills
Product
+
Designing Projects that
improve student achievement :
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!
Presentation References
Corporation of Public Broadcasting
(2002). Connected to the Future: A
Report on Children’s Internet Use.
Retrieved on September 21st, 2003, from
www.cpb.org/pdfs/ed/redo
Covey, S. (2004). The 8th habit: From
effectiveness to greatness. New York,
NY: Franklin Covey Co.
Dufour, R., Dufour, R., Eaker, R. & Many,
T. (2006). Learning by Doing.
Bloomington, IN: Solution Tree.
Dufour, R., Dufour, R., Eaker, R., &
Karhanek. (2004). What ever it takes:
How professional learning communities
respond when kids don’t learn.
Bloomington, Indiana: Solution Tree
Dufour, R., Dufour, R., & Eaker, R.
(2002). Getting started: Reculturing
schools to become professional learning
communities. Solution Tree: Bloomington,
Indiana.
Dufour, R. & Eaker, R. (1998). Professional
Learning Communities at Work: Best
Practices for Enhancing Student Achievement.
Bloomington, Indiana: Solution Tree.
Education Week,, (2002) Technology in
Education, October 1st, 2003.
Gardner () Do Technology Based Lessons Meet
the Needs of Student Learning Styles
International Society for Technology in Education
& US Department of Education (2000). National
Educational Technology Standards for Students:
Connecting Curriculum & Technology
International Society for Technology in
Education (ISTE). National Educational
Technology Standards for Teachers: Preparing
Teachers to Use Technology (NETS Project
2002).
Jackson, Anthony W & Davis, Gayle (2000).
Turning Points 2000: Educating Adolescents in
the 21st Century.
Marzano, R. (2006). Classroom Assessment
and Grading that Work. ASCD Publications.
Presentation References
Michigan Department of Education (2002). MI Climb
National Education Association (2003). Technology in
Schools. Retrieved on September 30, 2003, from
www.nea.org/cet
National Association of State Boards of Education (2002)
Software & Information Industry Association (2000)
Research Report on the Effectiveness of Technologies in
Schools. Retrieved on September 25, 2003 from
United States Census Bureau (2001). Home Computers
and Internet Use in the United States. Retrieved on
September 25, 2003, from www.census.gov/prod/2001.
Souden, Mike (2003). Evolution of Standards: Enhanced
Information opportunities that technology provides. Taken
on October 24, 2003, form www.macul.org
Stiggins, R. (2004). Student Involved Classroom
Assessment: 3rd Edition. Prentice Hall.
Salina Web Site
We use the Salina web site as a
professional development tool.
http://salina-int.dearbornschools.org