Transcript Training Day Goals Data Day Goals

OUTCOMES
Engagement results in achievement
Valentine Article—2 activities:
1st Paragraph Importance of 3 words
Partners, read Compare Contrast Graphic Organizer
Valentine Process—activity:
Highlight current practices on the Valentine Collaborative Study Sheet
Instructional Strategies for engagement
Valentine List-code to Marzano Categories
MAP Data
What:
1. Strength & Weaknesses Color Code Activity
Content Standard
Item Benchmark Data
So What:
1. Connect the MAP data to ELOs/Pacing Guides
Sort ELOs into areas of strength & weakness by matching
the GLEs to ELOs
2. Infusing engagement into the ELOs/Pacing Guides
Use the Valentine List & the Marzano list to identify 5’s & 6’s to incorporate into
ELOs/Pacing Guides
PRODUCTS TO TURN in
END OF Day
• Make notes on the Plan of Action
• Evaluate 2010 SMART Goals
• Develop 2011 SMART Goals (develop these
from the notes on the Plan of Action)
--Do you want a SMART Goal around IPI 5 & 6
Codes?
– Be sure to include PD needs
• Monthly PLC Log
Welcome
• Good Morning!!!
• Enjoy some refreshments.
Origami Warm UP
MATERIALS: Distribute 1 sheet of paper per participant
ACTIVITY: Follow my instructions to fold a sheet of
paper while keeping your eyes closed.
DIRECTIONS:
No questions, no talking
1. Fold your paper in half.
2. Now, fold it in half again.
3. Then, fold it in half one more time.
4. Now, rip off the right corner
5. Turn your paper over and rip off the upper corner
Processing Warm Up
• Unfold your paper, did everyone come up with
the same end result? Why or why not?
• How would the results have been different if
your eyes were left open?
• What connections can you make to this
activity? What implications are there?
Goals for the Day
• What do you want to know from the data?
• What outcome do you want from today and
Monday?
Achievement Level Data
If you do what you’ve always done,
You’ll get what you’ve always got.
Comparisons that might inform you:
• District to State,
• 2011 District to 2010 District,
• Change in District to change in State.
Do you have all the data you need?
Do you know how to access it on SIS for the
students you tested and the students you
have this year.
Data Day Overview
FOCUS AREA
PURPOSE
IPI Research
Using data to identify areas of instructional strengths.
How can our strengths inform our practices to improve
our areas of weakness?
Instructional
Research
Validate instructional strengths and add to our
instructional toolbox.
Using data to identify Professional Development needs.
MAP/EOC IBD Data
To connect data to our practices with Pacing Guides
and classroom instructional practices
Pacing Guides/ELOs
Using data to inform the Pacing Guides
—ELOs, Proficiency Levels & Pacing
Focus on Achievement
On the back of your packet, jot down the factors that
affect student achievement
IPI Research Summary A
What affects student achievement?
How are each of the following words important in the
1st paragraph of the IPI Research Summary
Motivation
Engagement
Achievement
Relationship between Engagement, Motivation, and Achievement
Student
Engagement
Student
Motivation
Student
Achievement
IPI Research
Summary
(Valentine & Collins)
A.1 Student Engagement
IN REGARD TO
A.2 Student Disengagement
Relationship to
Achievement
Ratios on
High Stakes
Tests
Long Term
Implications
What is the Value of IPI in Lebanon?
IPI Research
Summary
(Valentine & Collins)
A.1 Student Engagement
IN REGARD TO
As engagement increases,
achievement increases.
Generally:
15-20% increase in Higher
Order/Deeper engagement to
a 2-3% increase in pass rate.
Some cases:
20% HO/D to pass rate in 6%
Comm. Arts, 7% Math
Enhanced capacity of student
to think, to learn how to learn,
and to appreciate learning.
A.2 Student Disengagement
Relationship to As disengagement increases,
Achievement achievement decreases
Ratios on
2% increase in disengagement to 1%
High Stakes
decrease in pass rate
Tests
Long Term
Implications
Students ill prepared to enter the
workforce or continue formal
education. Community suffers,
attitudes toward school impacted
negatively.
What is the Value of IPI in Lebanon?
VALUE
VALUE of IPI in the Lebanon School District:
Findings affirm that when schools periodically
( 3 or 4 times a year) use whole-faculty and/or
sub-group disaggregated methods of data
study, engagement in higher-order/deeper
learning experiences increase as a whole for
the school and the resultant impact on schoolwide student achievement is positive and
strong.
Days of Lost Learning Time and
Percent of IPI Total Disengagement
Total Percent of Disengagement IPI Category 1
#
Days
170
1% 2% 3% 4% 5% 6% 7% 8% 9% 10% 11% 12% 13% 14% 15% 16% 17% 18% 19% 20%
1.7
3.4
5.1
6.8
8.5 10.2 13.6 15.3
17.
18.7 20.4 22.1 23.8 25.5 27.2 28.9 30.6
32.
32.3
This chart provides the opportunity to identify how many days of instruction are lost
when students are not engaged in learning during scheduled learning time. This is
in addition to the time at the beginning and end of class and transistions.
1 to 4 ratio of harm of a one to the good of 5/6
34
Valentine Study Process
• Are we getting the results described in the summary?
• Why or why not?
• If we are getting the results in some areas but not others,
there may be a need to start breaking out by grade/course
and/or content.
Maximizing the USE of IPI
Only get the Achievement Results when the IPI process is followed entirely.
4 times a year optimum (1 waste of time)
Study data IMMEDIATELY AFTER COLLECTED
Small/Whole Group Discussion about the
Following:
Was it a Typical Day?
Data Observations (Strengths/Areas of Concern)
Goals (Set & Monitor Specific Goals)
New Learning (Associated with Instruction)
Discuss the VALUE of the IPI process & analysis
Valentine Study Process
Only get the Achievement Results when the IPI process is followed entirely.
PLAN OF ACTION
What You Found
• Jot down the current reality of processing IPI data in your
building
So What Will You Do About It?
• Jot down the steps your building/PLC will begin to take
regarding the complete implementation of the IPI Process.
Plan of Action
Grade:
Strategy
IPI Research
MAP/EOC
IBD Data
Pacing
Guides/ELOs
Instructional
Research
Content:
What You Found
So What Will You Do About It?
ENTER WHAT YOU
FOUND
ENTER WHAT YOU WILL DO
ABOUT IT
Factors Influencing Achievement What Works in Schools
Robert Marzano
Check each factor below that connects to IPI.
School
Guaranteed and viable curriculum
Challenging goals & effective feedback
Parent and community involvement
Safe and orderly environment
Staff collegiality and professionalism
Teacher
Instructional strategies
Classroom management
Classroom curriculum design
Student
Home atmosphere
Learned intelligence and/or background knowledge
Motivation
School/Teacher Effects on Student Achievement for a Student Entering
School at the 50th Percentile
What Works in Schools
by Robert Marzano
School & Teacher
Scenario
Average School
Average Teacher
Achievement Percentile After Two Years
50th
Least Effective School
Least Effective Teacher
3rd
Most Effective School
Least Effective Teacher
37th
Least Effective School
Most Effective Teacher
63rd
Most Effective School
Most Effective Teacher
96th
Most Effective School
Average Teacher
78th Marzano, What Works in Schools
Constructive Classroom Engagement: Examples
to Consider and Discuss
Dr. Jerry Valentine
Circle the ones you are currently doing.
X the ones you can consider for your content
Ask each grade/course/individual to share a strategy from
the list they will consider using.
Category
Explanation of Category
Similarities
&Differences
Engage students in activities that help them examine
similarities&differences among ideas, issues, event, etc. 45%
Summarizing &Note
taking
Help students to distill and/or synthesize information
accurately and concisely. 34%
Reinforcing Effort &
Providing Recognition
Help students recognize the relationship between effort &
achievement. Recognizing students for progress. 29%
Homework and
Practice
Provide opportunities to deepen understanding of content
and their proficiency with skills. 28%
Nonlinguistic
Representations
Help students represent and elaborate on knowledge in an
imagery form using mental pictures, physical models, graphic
organizers etc.27%
Cooperative Learning
Using grouping strategies to help students learn. 27%
Setting Objectives and Help students understand the direction for learning, establish
Providing Feedback personal goals, and provide feedback about progress. 23%
Generating and
Resting Hypotheses
Application of knowledge by generating & testing hypotheses
ex.- problem solving, decision making, investigation, 23%
Questions, Cues, &
Advance Organizers
Help students retrieve what they know about a topic using
questions, cues, or hints about what is to come. 22%
Plan of Action
Grade:
Strategy
Content:
What You Found
So What Will You Do About It?
ENTER STRATEGIES
MOST IMPORTANT FOR
YOUR CONTENT
SET A GOAL FOR YOUR PLC
IPI Research
MAP/EOC
IBD Data
Pacing
Guides/ELOs
Instructional
Research
Data Day Overview
FOCUS AREA
PURPOSE
IPI Research
Using data to identify areas of instructional strengths.
How can our strengths inform our practices to improve
our areas of weakness?
Instructional
Research
Validate instructional strengths and add to our
instructional toolbox.
Using data to identify Professional Development needs.
MAP/EOC IBD Data
To connect data to our practices with Pacing Guides
and classroom instructional practices
Pacing Guides/ELOs
Using data to inform the Pacing Guides
—ELOs, Proficiency Levels & Pacing
Data Prediction Activity
Based on your knowledge of what you did in
your PLC/classroom, what strengths do you
expect to find in your data
1.
2.
3.
4.
5.
Compare to the Content Standard Data:
District to State
District this year to District last year
District for 2011 data, to the District for those same
students in 2010 (their previous grade)
You can look at your current year’s students too
IBD Data
On the IBD Data Highlight:
Strengths in green (75% & above)
Areas of concerns in yellow (59% and below)
For:
• 1st the District
• 2nd My Class
Compare you to the district:
If you are yellow and the district is green, look for
assistance from your PLC.
If you are green and the district is yellow, offer your
ideas to your PLC
IBD Data
Compare the DISTRICT to the STATE
On the IBD Data Highlight:
In the STATE column, highlight in pink/purple if the
DISTRICT is lower than the STATE
Are these areas of concern too?
Plan of Action
Grade:
Strategy
Content:
What You Found
IPI Research
MAP/EOC
IBD Data
Pacing
Guides/ELOs
Instructional
Research
ENTER WHAT YOU
FOUND FROM THE
DATA—pick the areas you
want to focus on
So What Will You Do About It?
Data Day Overview
FOCUS AREA
PURPOSE
IPI Research
Using data to identify areas of instructional strengths.
How can our strengths inform our practices to improve
our areas of weakness?
Instructional
Research
Validate instructional strengths and add to our
instructional toolbox.
Using data to identify Professional Development needs.
MAP/EOC IBD Data
To connect data to our practices with Pacing Guides
and classroom instructional practices
Pacing Guides/ELOs
Using data to inform the Pacing Guides
—ELOs, Proficiency Levels & Pacing
Key Vocabulary
• Essential Learner Outcomes: Identifies what the learner will
know and be able to do by the end of the grade or course.
• Pacing Guide: Time lines that show what each teaching team
plans to cover over the course of a year and defines what it
takes for a student to be proficient.
• Achievement Level Descriptors: Identifies what students are
expected to know and be able to do at each grade level to be
proficient.
• Proficiency Indicators: A statement that declares the
measureable level of competency that is expected for an
objective/ELO.
• Item Benchmark Descriptors: An assessment report that
reflect average scores by item for the state, district, and
individual teachers.
Essential Learner Outcome
GLE/DOK
Basic Achievement Level Skill
Proficient Achievement Level Skill
Time Frame for Instruction (How long will it
take?)
When will the skill be taught? (Be as
specific as possible)
When will the
ELO be assessed?
Formative
Summative
Connecting Data to the Pacing Guide
Sort the Pacing Guides into those with GLEs in
areas of strength and those with areas of
concern.
You may tally strengths & weaknesses under the
GLE in the ELO box
On the pacing guide note the process standard(s)
Connecting Data to the Pacing Guide
• AREAS OF STRENGTH:
What did your PLC do?
Was it a SMART goal?
What were the 5’s & 6’s you did within that ELO
Connecting Data to the Pacing Guide
AREAS OF CONCERN:
What can be done differently?
• Tie proficiency levels to instructional levels.
• As a PLC develop 5’s & 6’s for areas of concern
• Who in your grade/course/PLC was this area
of concern a strength for—what did they do?
• What areas need to be identified for future
Professional Development?
Categories of Strategies that Work
Marzano Classroom Instruction that Works
Strategy
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representation
Cooperative learning
Setting goals and providing feedback
Generating and testing hypotheses
Questions, cues, and advance organizers
GLE of
Concern
PD
Need
Plan of Action
Grade:
Strategy
Content:
What You Found
So What Will You Do About It?
How do these compare to
the data
Plans to do something about
the data. Put ideas for 5’s & 6’s
on the back of each Pacing
Guide
IPI Research
Instructional
Research
MAP/EOC
IBD Data
Pacing
Guides/ELOs
How to View and Print Test Scores for MAP:
How to View and Print EOC Test Scores:
FOR YOUR CURRENT STUDENTS:
Click on the Display Roster (3 people) icon
Click on Assessment for Student Grid (graph) icon at the far right of
screen
Assessment Area – choose MAP (from the drop-down menu)
Sub Type – Select the subject you want data for (from the dropdown menu)
Grid – Select all of the scores you want displayed. You can check
the box for ‘all scores’ or manually select the ones you want.
Show Section – check this box
Most Recent Test Instance – enter the number of years you want to
display
Student Name – check this box
Click the green Update Display button
TO PRINT: Click the Print (Printer) icon beside the Home (house)
icon at the top left of the page. This will print the screen. NOTE: If
you have multiple pages, you will need to do this for each page you
want to print.
TO EXPORT to Excel: Click the Export to File button on the right side
of the screen>choose XLS file, check the box to “Include Column
Heading”>Export>Open. To save the file, click File>Save As and
make the Save as type=xls (Excel Workbook).
FOR YOUR CURRENT STUDENTS:
Click on the Display Roster (3 people) icon
Click on Assessment for Student Grid (graph) icon at the far right of
screen
Assessment Area – choose EOC EXAM (from the drop-down menu)
Grid – Select all of the fields you want displayed. You can check the
box for ‘all scores’ or manually select the ones you want.
Show Section – check this box
Most Recent Test Instance – enter the number of years you want to
display
Sort Order:
Student Name – check this box to order by name
Field – choose the field you want to sort by, i.e. choose Scores Level
Description to sort by the description (Advanced, Basic…)
Click the green Update Display button
TO PRINT: Click the Print (Printer) icon beside the Home (house)
icon at the top left of the page. This will print the screen. NOTE: If
you have multiple pages, you will need to do this for each page you
want to print.
TO EXPORT to Excel: Click the Export to File button on the right side
of the screen>choose XLS file, check the box to “Include Column
Heading”>Export>Open. To save the file, click File>Save As and
make the Save as type=xls (Excel Workbook).
FOR STUDENTS YOU TESTED LAST YEAR
Go back to the SIS Home Screen
Click Actions>My Login Site-Year>Click 0910
Note: You are now logged into last year’s data
Repeat steps 1-10 above
FOR STUDENTS YOU TESTED LAST YEAR
Go back to the SIS Home Screen
Click Actions>My Login Site-Year>Click 0910
Note: You are now logged into last year’s data
Repeat steps 1-10 above.
vement Level
rt
S for tested
nts and current
nts.
PROFESSIONAL DEVELOPMENT DATA DAY OCTOBER, 2010
To compare where a student’s MAP Scale Score fell within an Achievement Level Use the Scale Score Chart below:
SCALE SCORE CHART BY ACHIEVEMENT LEVEL
Gr. Comm. Arts
Adv
Pro
B
3 Comm. Arts 673-790 648-672 592-647
4 Comm. Arts 691-820 662-690 612-661
5 Comm. Arts 702-840 675-701 625-674
6 Comm. Arts 704-855 676-703 631-675
7 Comm. Arts 712-865 680-711 634-679
8 Comm. Arts 723-875 696-722 639-695
th
Science(5 ) 692-855 669-691 626-668
th
Science(8 ) 735-895 703-734 671-702
BIO 1
225-250 200-224 177-199
ENG I
225-250 200-224 177-199
ENG II
225-250 200-224 180-199
BB
445-591
470-611
485-624
505-630
515-633
530-638
470-625
540-670
100-176
100-176
100-179
MATH
MATH
MATH
MATH
MATH
MATH
MATH
ALG 1
ALG 2
GEOM
GOVT
AM.HST
Adv
667-780
688-805
706-830
721-845
724-860
741-885
225-250
225-250
225-250
225-250
225-250
Prof
628-666
651-687
668-705
681-720
685-723
710-740
200-224
200-224
200-224
200-224
200-224
B
568-627
596-650
605-667
628-680
640-684
670-709
177-199
182-199
182-199
179-199
182-199
BB
450-567
465-595
480-604
495-627
510-639
525-669
100-176
100-181
100-181
100-178
100-181
PRODUCTS TO TURN in END OF Day
• Make notes on the Plan of Action
• Evaluate 2010 SMART Goals
• Develop 2011 SMART Goals (develop these from the
notes on the Plan of Action)
--Do you want a SMART Goal around IPI 5 & 6 Codes?
– Be sure to include PD needs
• Monthly PLC Log
FOR VERTICAL TEAM WORK IN NOVEMBER:
Identify/develop instructional strategies at 5’s & 6’s for
ELOs that reflect areas of concern. Record on the
back of each ELO.