Transcript Document 7145492

Paraprofessional Overview of Connecticut
Accountability for Learning Initiative
(CALI) Basic Training
Iris White
Associate Education Consultant
Connecticut State Department of Education
Bureau of Accountability and Improvement
860-713-6564
[email protected]
1
Norms for
Professional Meetings
Courtesy toward others and presenter
Cell phones and pagers in off position
Active listening and participation
Collaboration
2
Introductions
Name
District
Position
Number of Years in Position
Question You Have Regarding
Paraprofessionals and Instruction
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Objectives
Participants will:
• Learn the current legislation regarding
paraprofessionals;
• Become familiar with the Connecticut
Guidelines for Training and Support of
Paraprofessionals;
• Learn about the Connecticut Accountability for
Learning Initiative (CALI) and why it is a priority
of the Connecticut State Department of
Education (CSDE);
4
Objectives
• Explore how paraprofessionals can assist
teachers with maintaining environments that
create a physically, emotionally, and
intellectually safe environment for all learners;
• Understand how and why teachers use data to
make instructional decisions; and
• Understand the ten Effective Teaching
Strategies and how paraprofessionals can
reinforce these strategies during individual or
small group instruction.
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Paraprofessional Study
The Legislative Program Review and Investigations
Committee authorized a study of paraprofessionals in
April 2006. The study focused on whether Connecticut
should establish minimum standards for public school
paraprofessionals who perform instructional tasks for
students in kindergarten through twelfth grade (K-12) .
Findings and recommendations were made in several
areas affecting paraprofessionals with instructional
responsibilities.
The full report can be downloaded at:
www.cga.ct.gov/2006/pridata/Studies/School_Paraprofes
sionals_Final_Report.htm.
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Legislative Program Review and
Investigations Committee Recommendations
The State Department of Education should
encourage all local public school districts to
provide training to teachers, particularly new
teachers at the beginning of each school year,
on the role and effective use of instructional
paraprofessionals. The department should also
encourage school districts to develop intradistrict
methods and strategies whereby
paraprofessionals, teachers, and administrators
periodically discuss issues or concerns involving
the use of paraprofessionals in providing
effective student instruction.
7
Connecticut Paraprofessional
Legislation
Sec. 10-155j. Development of paraprofessionals. The
Department of Education, through the State Education
Resource Center and within available appropriations for such
purposes, shall promote and encourage professional
development activities for school paraprofessionals with
instructional responsibilities. Such activities may include, but
shall not be limited to, providing local and regional boards of
education with training modules and curricula for professional
development for paraprofessionals and assisting boards of
education in the effective use of paraprofessionals and the
development of strategies to improve communication between
teachers and paraprofessionals in the provision of effective
student instruction.
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Connecticut Paraprofessional
Legislation
Sec. 10-155k. School Paraprofessional Advisory Council. The
Commissioner of Education shall establish a School
Paraprofessional Advisory Council consisting of one representative
from each statewide bargaining representative organization that
represents school paraprofessionals with instructional
responsibilities. The council, shall advise, at least quarterly, the
Commissioner of Education, or the commissioner’s designee, of the
needs for the training of such paraprofessionals. The council shall
report, at least quarterly, in accordance with the provisions of section
11-4a, on the recommendations given to the commissioner, of the
commissioner’s designee, pursuant to the provisions of this section,
to the joint standing committee of the General Assembly having
cognizance of matters relating to education.
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Connecticut Paraprofessional
Legislation
Sec. 2008. Not later than December 1, 2008, the department shall
report and make recommendations to the joint standing committee of
the General Assembly having cognizance of matters relating to
education concerning professional development for
paraprofessionals and the status and future of school
paraprofessionals with instructional responsibilities.
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Autism Training
Public Act 08-169 An Act Concerning the Teaching of
Children with Autism and Other Developmental
Disabilities.
The Commissioners of Education, Higher Education
and Developmental Services and the President of
Southern Connecticut State University shall define
autism and developmental disabilities and develop
recommendations for a comprehensive statewide plan
to incorporate methods of teaching children with
autism and other developmental disabilities into
training provided to school paraprofessionals pursuant
to section 10-155j of the 2008 supplement to the
general statutes, related service professionals, early
childhood certificate holders, administrators and
parents.
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NCLB Requirements for
Paraprofessionals
All paraprofessionals working in Title I-funded
programs must have met the higher standards of
qualification required in the No Child Left Behind
(NCLB) Act of 2001.
The requirements apply to paraprofessionals
paid with Title I funds who provide instructional
support in Title I targeted assistance schools
and to all paraprofessionals with instructional
duties in Title I school wide program schools,
regardless of funding source. These include Title
I instructional paraprofessionals who provide
services to private school children and to
preschool children.
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NCLB Requirements for
Paraprofessionals
All Title I paraprofessionals must have a high
school diploma or its recognized equivalent
(GED) and:
Have two years of college credit; OR
Hold an associate’s degree (or higher) degree;
OR
Pass a State Board of Education adopted paraprofessional
assessment which assesses content knowledge in
mathematics, reading and writing and an understanding
of how to assist in the instruction of these topics
(ParaPro Assessment)
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ParaPro Assessment
Educational Testing Services (ETS)
administers the exam: www.ets.org/parapro
Paper and pencil assessment given 4 times a
year at various locations.
Cost: $45
Internet Based Version at LEARN.
www.learn.k12.ct.us
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Paraprofessional PD Survey Results
Total number of respondents: 259
Breakdown:
2
Assistant Principals
10 Assistant Superintendents
4
Consultants
2
Coordinator of Special Services
2
Directors of Human Resources
2
Directors of Professional Development
9
Directors of Pupil Personnel Services
159 Paraprofessionals
5
Principals
3
Program Administrators
3
Superintendents of Schools
35 Teachers
1
School Psychologists
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Paraprofessional PD Survey Results
Participants were asked to identify their 6 top choices for paraprofessional professional
development
Positive behavior supports and implementation of behavior management plans (179)
Knowledge of and skills to assist in reading/reading readiness (138)
Knowledge of and skills to assist in mathematics/mathematics readiness (128)
Facilitating inclusion in general education (127)
Knowledge of specific disabilities (125)
Knowledge of and skills to assist in writing/writing readiness (122)
Reinforcing Teacher Planned instruction (121)
Assistive Technology (69)
Collaboration with the teacher (60)
Communication skills (oral and written) (59)
Confidentiality/Ethics (49)
Knowledge of Federal, State, and District Regulations (43)
Health and Safety (Communicable Diseases, Blood borne Pathogens, Ergonomics) (25)
Time Management (21)
ParaPro Assessment Preparation (24)
Other: train teachers on the role of the paraprofessional, DCF mandated reporting, specific
interventions on Autism, how to meet the needs of a special education student, Autism,
Professionalism, computer skills-power point, technology, participants in meetings related to
PPTs, how paraprofessionals can stand up for themselves, mental health knowledge, classes
offered to continue education.
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CREC Professional Development
Curriculum for Paraprofessionals
Basic and Advanced Training Modules
Paraprofessional Newsletter
Paraprofessional webpage:
www.crec.org/paraprofessional
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CSDE Paraprofessional Webpage
Paraprofessional Information and
Resources, part of the CALI website
www.ct.gov/sde/para-cali.
Contains paraprofessional regulations and
legislation, professional development
opportunities, resources, and research on
paraprofessionals.
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SERC Paraprofessionals as Partners
Initiative
The goal of the Paraprofessionals as
Partners Initiative is to enhance the skills
of paraprofessionals providing instructional
support to students in various educational
settings including students with disabilities.
www.ctserc.org/paraprofessional
District Paraprofessional Contact
Each district in Connecticut has identified a
central office employee as a district contact
person for paraprofessional issues. This
person’s role is to act as a liaison between the
district and SDE, disseminate information of
importance to paraprofessionals, such as
personnel development opportunities, policy
updates, resource availability, information
exchange, data gathering regarding best
practices and networking across districts on
effective practices for paraprofessionals.
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21
Guidelines for Training and Support
of Paraprofessionals
The Connecticut State Department of
Education (CSDE) has endorsed and
published this guideline document to
inform and guide district personnel in the
many important factors to consider in the
use of paraprofessionals, specifically their
training and effective use. It also clarifies
the role of the paraprofessional as it is
related to instruction.
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National Resource Center for Paraprofessionals
(NRCP) Model Framework
Connecticut adopted a modified version of
the NRCP model framework to articulate
key competencies for Connecticut
paraprofessionals
National Resource Center for Paraprofessionals Model (1999)
Connecticut Guidelines for Training and Supervision of Paraprofessionals, pp. 28-36
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The model defines six primary areas of
responsibilities for paraprofessionals:
1. Assisting teachers/providers with building and maintaining
effective instructional teams.
2. Assisting teachers/providers with maintaining learnercentered supportive environments.
3. Supporting teachers/providers with planning and organizing
learning experiences.
4. Assisting teachers/providers with engaging students in
learning and assisting in instruction.
5. Assisting teachers/providers with assessing learner needs,
progress and achievement.
6. Meeting standards of professional or ethical conduct.
for each of these responsibilities (the model describes the
scope).
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According to these guidelines,
paraprofessionals have the instructional
responsibility to do the following
1. Assist professionals with building and maintaining
effective instructional teams.
2. Assist professionals with maintaining learner-centered
supportive environments.
3. Support professionals with planning and organizing
learning experiences.
4. Assist professionals with engaging students in learning.
5. Assist professionals in instruction.
6. Assist professionals with assessing learner needs,
progress and achievement.
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Three Levels of Responsibilities
Level 1: This individual is an entry-level paraprofessional, with a
high school diploma or equivalent, but has little or no experience.
This individual requires a high level of direct supervision.
Level 2: This individual has multiple years of experience and
training, typically on the job, and has the knowledge and skills to
work more independently in the same setting as the supervisor.
Level 3: This individual has participated in some type of
postsecondary training, usually with a focus on a specialized set of
skills. This person may work more independently, such as in the
community or a student’s home.
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Where am I?
What level do you think you are on?
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The CT State Department of Education
defines a paraprofessional as:
An employee who assists teachers and/or other
professional educators or therapists in the delivery of
instructional and related services to students. The
paraprofessional works under the direct supervision of
the teacher or other certified or licensed professional.
The ultimate responsibility for the design, implementation
and evaluation of instructional programs, including
assessment of student progress, is a collaborative effort
of certified and licensed staff.
(-Connecticut Guidelines for the Training and Support of
Paraprofessionals, page 7).
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Connecticut Regulations 10-145d401
Requires anyone who is not certified be
under the direct supervision of state
certified personnel. This means that all
paraprofessionals must not provide initial
instruction to students and must be under
the direct supervision of certified personnel
when carrying out their responsibilities.
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Roles of Teachers in the Instructional Process
Teachers are responsible for the following:
Developing lesson plans to meet
curriculum requirements and education
objectives for all learners.
Adapting lessons, instructional methods,
and curricula to meet the learning needs of
individual students
Developing behavior management and
disciplinary plans
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Roles of Teachers in the
Instructional Process, cont.
Creating learner-centered, inclusive environments that
respect the cultures, religions, lifestyles, and human
rights of children, youth, parents, and staff
Involving parents in all aspects of their child’s education
Analyzing, with the assistance of other licensed
(credentialed) professional personnel, results of
standardized tests for assessing learner needs
Developing functional (informal) assessment tools to
document and evaluate learner progress and
instructional needs.
Adapted from Strengthening and Supporting Teacher and Para educator Teams: Guidelines for
Paraeducator Roles, Supervision, and Preparation by A.L. Pickett, 1999, New York: National
Resource Center for Paraprofessionals in Education, Center for Advanced Study in Education,
Graduate Center, City University of New York.
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Teachers provide instructional
support
Provide regular feedback regarding
paraprofessional’s work performance,
support paraprofessionals in providing
instruction to students, and provide support
and direction to paraprofessionals who
work in independent capacities.
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The following are 10 examples of appropriate and effective
utilization of paraprofessionals, taken from the model of roles,
responsibilities and training of paraprofessionals identified in the
Connecticut Guideline document.
1. Participation in regularly scheduled meetings and sharing relevant information.
2. Implementation of proactive behavior and learning strategies.
3. Use of strategies that provide learner independence and positive self-esteem.
4. Assistance in accommodating and modifying learning strategies based on
learning styles, ability levels and other individual differences.
5. Review and reinforcement of learning activities.
6. Assistance in engaging learners through an awareness of cognitive, physical,
social, emotional and language development.
7. Use of developmentally and age-appropriate reinforcement and other learning
activities.
8. Collection of data on learner activity.
9. Carry out functional (informal) assessment activities.
10. Participation in continuing professional development.
(-Connecticut Guidelines for the Training and Support of Paraprofessionals, pg. 37)
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How do paraprofessionals help
students achieve?
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IEPs
In the case of paraprofessionals whose
support includes students with disabilities,
it is necessary for them to have an
understanding of the IEP information that
is pertinent to their role as an implementer.
(-Connecticut Guidelines for Training and
Support of Paraprofessionals, pg. 58.)
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Paraprofessionals at the IEP
Team Meeting
Paraprofessional attendance at Pupil Placement team (PPT)
meetings is an individual district and school-based decision.
It is important that district or school personnel explain their
policy on the attendance of paraprofessionals at PPTs to both
parents and school staff. If a paraprofessional is required in
the IEP and is not attending a student’s PPT meeting, it is the
responsibility of the student’s teacher and the
paraprofessionals’ supervisor to communicate in detail with
the paraprofessional about the student, before the PPT.
(-Connecticut Guidelines for the Training and Support of
Paraprofessionals, pg. 42).
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Connecticut Accountability
Legislation
Legislation adopted in the 2007 Special
Session (P.A. 07-3, Section 32) identifies
school districts with the greatest need for
improvement and gives new authority and
responsibility to the State Education
Department to support improvement
activities in each district.
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Connecticut Accountability
Legislation
Under the legislation, the Commissioner and
State Board of Education are given the authority
to evaluate each district’s strengths and
weaknesses, work with each district to develop a
focused and prioritized plan for improved
student performance, approve certain
expenditures for reform, and monitor progress.
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CALI
The CSDE implemented a comprehensive
accountability initiative to accelerate the
learning of all students, with special
emphasis placed on districts with Title I
Schools that have been identified as in
need of improvement according to NCLB.
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40
The goal of CALI is to develop and
offer a model of state support to
districts and schools to support the
process of continuous school
improvement and to accelerate the
closing of Connecticut’s achievement
gaps.
41
CSDE Partnerships
Advisory Committee for Accountability and
School and District Improvement
CAS – Executive Coaching
CABE – Assist local boards of education
The Leadership and Learning Center
RESC-SERC alliance – CALI and data team
facilitators
DSAC
CEA – AFT – New partnership
42
CALI Districts
Ansonia
Bridgeport
Bristol
CTHSS
Danbury
E. Hartford
Hamden
Hartford
Manchester
Meriden
Middletown
Naugatuck
New Britain
New Haven
New London
Norwalk
Norwich
Stamford
Waterbury
West Haven
Windham
4 Charter Schools
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CALI
CALI is a model based on the research findings
of Reeves, Marzano, McNulty, Pickering,
Freiberg, Pollock, Waters, Elmore, Simpson and
others.
Their work provides evidence that schools with
student populations including high rates of
poverty and high percentages of ethnic
minorities can achieve high academic
performance.
44
Common characteristics of high
achieving schools include:
Clear focus on achievement;
Standards-based curriculum that emphasizes
the core subject areas of reading, math and
writing;
Frequent assessment of student progress and
multiple opportunities for student improvement;
An emphasis on non-fiction writing; and
Collaborative scoring of student work
45
CALI is offered to:
Title I Schools identified as being in need
of improvement (determined by Adequate
Yearly Progress measured by CMT/CAPT
Performance)
Schools in Priority School Districts
46
CALI Professional Development
Includes:
FOR ALL EDUCATORS:
• Best Practices in Educating our
English Language Learners (ELLs)
Basic and Advanced Training
FOR COACHES AND LEADERS:
•
•
Data-Driven Decision Making/Data
Teams
(DDDM/DT)*
• Making Standards Work
(MSW)
• Effective Teaching Strategies
(ETS)*
• Common Formative Assessments
(CFA)*
• Improving School Climate
(ISC)*
• Scientific Research Based
Interventions (SRBI, also known as
Response to Intervention)*
•
•
•
•
•
Coaching Instructional Data Teams
Coaching Effective Teaching
Strategies
Leading Change and Getting Everyone
on Board
Classroom Data: Feedback, Follow
Up & Follow Through
School Climate for Leaders
School Improvement Planning & No
Child Left Behind
FOR PARAPROFESSIONALS:
• CALI Overview*
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Levels of Training
Basic training provides foundational information
Certification training allows participants to
turnkey basic training in a trainer of trainers
model (completing basic training is a
prerequisite)
Certification is offered in DDDM/DT, MSW, ETS,
CFA, ISC, Paraprofessional Overview, and
SRBI.
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Connecticut Accountability for
Learning Initiative
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Why?
“Until you have data as a backup, you’re just
another person with an opinion.”
Dr. Perry Gluckman
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Data-Driven Decision Making/Data
Teams
In this two-day basic training module,
cause data (adult actions) and effect data
(student achievement outcomes) are
reviewed by district leaders, building
leaders, teachers and parents to
determine strengths so success can be
replicated, and areas in need of
improvement so assistance can be
provided.
51
What Are Data Teams?
Small grade-level or department teams
that examine individual student work
generated from common formative
assessments
Collaborative, structured, scheduled
meetings that focus on the effectiveness of
teaching and learning.
52
Data Teams*
Data Teams occur on district, school,
grade levels and/or in content areas.
School and District Data Teams are used
to develop and monitor improvement
plans.
*Developed by The Leadership and Learning Center
(866) 399-6019
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Data Team Action
“Data Teams adhere to continuous
improvement cycles, examine patterns
and trends, and establish specific
timelines, roles, and responsibilities to
facilitate analysis that results in action.”
(S. White, Beyond the Numbers, 2005, p.
18)
54
Data-Driven Decision Making/Data
Teams
State, District, and School Data Teams are used to
monitor improvement plan implementation and efficacy.
In Instructional Data Teams, teachers collaboratively
analyze data from common formative assessments,
identify strengths and weaknesses in student learning
and determine which instructional strategies will best
address students and learning objectives. Teachers
reconvene to analyze the effectiveness of the
instructional strategies selected and implemented at the
previous data team meeting.
55
Great Educators
“…use assessment data to make real-time
decisions and to restructure their teaching
accordingly.”
D. B. Reeves, Accountability for Learning: How Teachers
and School Leaders Can Take Charge, 2004, p. 71
56
The Data Team Process
Step 1-Collect and chart data
Step 2-Analyze strengths and obstacles
Step 3-Establish goals: set, review, revise
Step 4-Select instructional strategies
Step 5-Determine results indicators
57
Two Types of Data
Effect Data: Student achievement results
from various measurements
Cause Data: Information based on actions
of the adults in the system
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Data Worth Collecting Have a
Purpose
How do you use data to inform instruction
and improve student achievement?
How do you determine which data are the
most important to use, analyze, or review?
In the absence of data, what is used as a
basis for instructional decisions?
See page 15
59
Data Teams: The Mechanism For
Measuring Progress
1. Collect and chart data and results.
2. Analyze strengths and obstacles.
3. Set S.M.A.R.T. goal for student
improvement.
4. Select effective teaching strategies.
5. Determine results indicators.
60
Results Indicators
Adults Actions: Are these students doing
what they said they would do?
Student Outcomes: Are the students
getting any better at the critical skills
identified
61
Results Indicators: Examples
• Adults:
Number of data team meetings held. The
quality of the data team meetings.
• Student Outcomes:
% of students proficient or better on weekly
dipstick
% of students proficient or better on district
benchmark assessments
62
S.M.A.R.T. Goal
Specific
Measurable
Achievable
Realistic
Time-bound
63
Are these goals SMART???
The percentage of Grade 5 students scoring proficient and higher in
algebraic concepts will increase from 45 percent to 55 percent by
the end of a two-week period as measured by common assessment
administered on November 28, 2006.
Reading proficiency will increase proficiency by a minimum of 15%
as measured by CAPT by 2011.
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Teacher Directed
Paraprofessionals may be asked by their
supervisors to keep a record of behaviors
or demonstrations of skills for an individual
learner.
65
Activity
As a paraprofessional, what type of data
do you collect?
How do you collect this data?
How can this data help teachers in their
data team meetings?
66
Ways of Keeping Data
Checklists
Anecdotal records
Interviewing
Other data collection
Frequency or duration notes
67
Making Standards Work*
Teachers and administrators collaboratively
decide on Priority Standards that endure, give
students leverage in other areas and prepare
them for the next grade.
Priority Standards can be thought of as the posts
in a fence. Other standards are still needed to
keep the fence standing, but may not be as
critical.
*Developed by The Leadership and Learning Center
(866) 399-6019 www.leadandlearn.com
68
Making Standards Work, cont. *
Priority Standards are “unwrapped” by teachers to
deepen their understanding and to identify what students
need to know and be able to do.
Performance-based tasks are developed to enhance
instruction and assess student learning.
Rubrics to accompany tasks are created by teachers to
ensure that all teachers are using the same measure of
proficiency.
*Developed by The Leadership and Learning Center
(866) 399-6019 www.leadandlearn.com
69
Consider These Facts
• 5.6 instructional hours per day X 180 days =
1008 hours per year X 13 years = 13,104 total
hours of K-12 instruction
• McREL identified 200 standards and 3093
benchmarks (indicators) in national-and statelevel documents across 14 different subject
areas
• Classroom teachers estimated a need for
15,465 hours to adequately teach them all
Marzano, R. (September 2001). Educational Leadership.
More Years in School?
• “To cover all this content, you would
have to change schooling from K-12 to
K-22. The sheer number of standards is
the biggest impediment to implementing
standards.”
• “By my reckoning, we would have to cut
content by about two-thirds.”
Marzano, R. (September 2001). Educational Leadership.
Connecticut Standards
Terminology
• CONTENT Standards—few in number; broad
statements of K-12 learner outcomes
• PERFORMANCE Standards—grade-specific or
course-specific learner outcomes
• EXPECTED PERFORMANCES—also grade- or
course-specific learner outcomes but with
greater detail
• GRADE-LEVEL EXPECTATIONS (GLEs)—
what you will prioritize and later “unwrap”
Priority Standards
• All grade-level or course-specific
standards are not equal in importance!
• Narrow those standards by distinguishing
those that are essential from those that
are supporting
• Teach the supporting standards in the
context of the essentials!
• Prioritization, not elimination!
The Priority Standard’s
“Fence Metaphor”
• Fence posts and supporting rails —Without
both, there is no fence!
Priority Standards and
Supporting Standards
• Like fence posts, Priority
Standards provide
curricular focus in which
teachers need to “dig
deeper” and assure
student competency
• Like fence rails,
“Supporting Standards”
are curricular standards
that connect to and
support Priority Standards
But the State Tests
All Standards!
• Good set of Priority Standards will address about
88 percent of the items on the state test, but not
100 percent
• If you go after that extra 12 percent, you will have
to cover many more standards and have less
time to teach the truly essential ones.
• Rationale: Better to have all students proficient
at 88 percent of what will probably be on state
test versus exposure to 100 percent of what
could be on test without corresponding degree of
proficiency
Douglas B. Reeves, 2003
Guiding Questions for Identifying
Priority Standards
• Which standards (GLEs) are critical for our
students to know and understand to be
prepared for the next level of learning?
• Which standards (GLEs)—based on our CMT
and CAPT data—do we especially need to
emphasize?
• Which standards (GLEs) represent necessary
life skills?
Why do we assess students?
78
The Power Of
COMMON Assessments
“Schools with the greatest
improvements in student
achievement consistently
used common assessments.”
D.B. Reeves, Accountability In Action, 2004
79
What Are Common
Assessments?
 “Not standardized tests, but rather
teacher-created, teacher-owned
assessments that are collaboratively
scored and that provide immediate
feedback to students and teachers.”
D.B. Reeves, CEO,
The Leadership and Learning Center
80
Common Formative Assessments
Common formative assessments are used as
assessments FOR learning, as opposed to
summative assessments OF learning.
Common formative assessments are aligned to
large scale assessments collaboratively
designed by grade level and/or content area
teachers are administered prior to beginning a
unit to inform instruction.
Results of common formative assessments are
analyzed in data teams.
81
Purposes of assessments
Identify if students have mastered particular
concepts or skills in the standard(s)
Evaluate the effectiveness of instructional
strategies
Motivate students to be more engaged in
learning
Help students learn content through application
and other reasoning skills
Help students develop positive attitudes towards
a subject
82
Purposes of assessment, cont.
Communicate expectations to students
Give students feedback about what they
know and can do
Show students what they need to focus on
to improve their understanding
Encourage student self-evaluation
Determine report card grades
Communicate to parents what students
presently know and can do
83
Functional assessment
While both standardized tests and behavioral
checklists probably will remain as integral
parts of the assessment data that is gathered
for each child or youth with disabilities, the
most important assessment data that is
gathered for children, are usually done
informally and relate to the functional skills of
the individual.
84
Functional Assessment
Assessment carried out that is directly
useful in planning for the student.
85
Let’s look at some Priority
Standards
86
How Powerful Practices Work
Together
Teachers and administrators collaboratively analyze data
from common assessments and identify strengths and
weaknesses in student learning.
Identify Power Standards that address skills and content
that endures, gives leverage to other disciplines and
make students ready for the next grade level.
“Unwrap” those standards to identify concepts and skills
students need to know and be able to do, determine Big
Ideas and develop performance-based tasks and rubrics.
87
How Powerful Practices Work
Together, cont.
Select effective teaching strategies to achieve
improvement.
Teach those “unwrapped” concepts and skills
through performance assessment guided by
Essential Questions.
Evaluate student work with rubrics to assess
proficiency.
Give common assessments to see
improvements within grade, department, school,
and district.
Analyze data and repeat cycle.
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Improving School Climate to Support
Academic Achievement*
In this two-day basic training module, participants learn
that the quality of school climate is all about
relationships, which are determined by how well the
people within the school treat each other physically,
emotionally, and intellectually.
This module offers practical strategies including data
gathering on how to improve school climate to support
student achievement.
*Developed by CSDE & RESC/SERC Alliance
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“If we are to reach real peace in
the world, we shall have to
begin with the children.”
-Mahatma Gandhi
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What is “Bullying”
“Bullying” is a public activity needing a
stage on which to perform…when the
audience is not there, the show closes
Power imbalance
It’s about power and not about conflict
Conflict resolution and peer mediation are not appropriate
as means of addressing bullying
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Juvonen, Graham, & Schuster (2003)
found that 22% of students experience
bullying. Specifically:
7% reported being a perpetrator
9% reported being a victim
6% reported being both a perpetrator and
a victim.
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Differences between Males and
Females
Males often use physical aggression.
Females that bully are more likely to
engage in verbal means of bullying such
as ostracizing an individual from a group,
teasing, or gossiping.
“Female bullying is typically more
insidious, cunning, and difficult to spot
than male bullying.” (Garrity et al., 1994)
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Two Types of Victims
Passive victims generally do not defend
themselves and can be characterized by:
 Being isolated during the school day
 Lacking social skills
 Being physically weak
 Crying or yielding easily to bullies
 Suffering from past traumatization
 Having learning difficulties
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Provocative Victims
Provocative victims generally tease and
provoke bullies but do not have the social
or physical skills necessary to defend
themselves. Provocative victims are
characterized by:
 Being easy to arouse emotionally
 Maintaining the conflict
 Likely having attention deficit hyperactivity
disorder (AD/HD)
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Current Connecticut “Bullying”
Legislation: Local Accountability
Requires Boards of Education to develop and implement
a policy on “bullying” by February 1, 2003; Amended in
July 2006 and July 2008
Policy must enable anonymous reporting from students
or written reports from parents/guardians
Requires school personnel to inform students yearly on
procedures for reporting bullying allegations
Requires school personnel to notify administrators in
writing when they witness or receive reports
Requires administrators to investigate all written reports
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Current Connecticut “Bullying”
Legislation: Local Accountability, cont.
Maintain a public list of number of verified acts of
“bullying” without specific names
Create case-by-case intervention strategies for
dealing with bullying including language in the
student code of conduct
Require notification of parents/guardians of all
student involved in school response and
consequences including invitations to meet
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Adults Often Ignore Bullying
Behavior
Adults in school do relatively little to stop bullying
behavior at school
Adults overlook or wait to intervene when initial
instances of mean behaviors or language occur
Adults in school who are physically present
during acts of meanness
 Uninvolved or ignored 71% of observed
incidences
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Modeling Behavior
The role of adults as moral agents and
exemplars:
 Parents
 Teachers
 Administrators
 Support Staff
 Other School Personnel
 Community
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Adults: Mentors, Not Friends
Must be friendly and compassionate
Students have friends
Students want and need adults to be:
Adults
Mentors
Guides
Parents
Teachers
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Using EVERY Adult to Foster
Positive Connections
Who Are the Adults?
•
•
•
•
•
•
•
•
•
•
•
•
Parents
Administrators
Teachers
Pupil Support Staff
Office Workers
Nurses
Paraprofessionals
Community Volunteers
Maintenance Staff
Cafeteria Workers
After-School Care Workers
Bus Drivers
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Watch Video
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What You Can Do to Prevent
Bullying
Be vigilant
Monitor Hot Spots
Identify patterns
Encourage bystanders to report incidents of
bullying.
Keep a watchful eye on isolated students.
Provide activities for students during recess.
Make available alternate activities to at-risk
children.
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What to Do When Bullying Happens
Make sure you understand your school’s
bullying policies and procedures.
Respond quickly to all reports of bullying.
Support the victim.
Discipline the student but avoid harsh
measures.
Connect with the bully.
Monitor the students.
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Activity
Think of a time when you participated,
witnessed, or were the victim of a bullying
incident.
Discuss what the bullying looked like, what it felt
like, and what possible interventions might be
appropriate for the situation.
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Discussion Questions
Can you identify a situation in your school
or classroom in which bullying occurred?
How did you react?
Knowing what you know now, would you
have reacted any differently? Explain.
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What Does “Effective” Mean?
“The reflective process is at the very heart of
accountability. It is through reflection that
we distinguish between the popularity of
teaching techniques and their
effectiveness. The question is not ‘Did I
like it?,’ but rather ‘Was it effective?’”
(Reeves, D. B., Accountability for Learning, 2004, p. 52)
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Most Effective
Teaching Strategies?
“Effective” = actions of the teacher that
elevate or lift cognition of learners
The simple question is, “Is it working for
the students?”
What teaching strategies are most
commonly used in your schools that DO
WORK?
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If you think that teachers and leaders
influence student achievement, you are
right!
64.8
% Proficient or HIgher
70
60
50
43.6
40
30
20
10
0
Student Causes
Teacher Causes
Source: Leadership for Learning, 2005, Center for Performance
Assessment, www.MakingStandardsWork.com
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Nine effective strategies
Marzano, Pickering, and Pollock examined
decades of research findings to identify
nine broad teaching strategies that have
positive effects on student learning
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Ten effective strategies
Identifying similarities and differences.
Summarizing and note taking.
Reinforcing effort and providing recognition.
Homework and practice.
Nonlinguistic representations.
Cooperative learning
Setting objectives and providing feedback.
Generating and testing hypotheses.
Questions, cues, and advance organizers
Non fiction writing (added based on Reeves)
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Reinforcing Effort and Providing
Recognition
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Reinforcing Effort and Providing
Recognition, cont.
Key Premises
– Effort can be taught and learned
– Increased effort = greater success
– Recognize accomplishments that go above
and beyond what is expected
Techniques
– Effort/Motivation
– Providing Recognition
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Strategy: Reinforcing Effort
Reinforcing Effort/Motivation – 5 Key
Aspects from Mendler
–
–
–
–
–
Emphasizing effort
Creating hope
Respecting power
Build relationships
Expressing enthusiasm
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Strategy-Providing Recognition
Providing recognition
Intrinsic and extrinsic motivation
Monitor effort
The more abstract and symbolic the
rewards, the more powerful they are
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Recognition
Does not necessarily have negative
impact on intrinsic motivation
Most effective when linked to a
performance standard
More effective when abstract
The “Nintendo Effect”
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Key Ideas from: Motivating Students Who
Don’t Care
Effort-Chapter 4
Ask for small things first
Encourage each student to improve one thing
each day
Show simple courtesy
Separate effort from achievement when grading
Build on mistakes
Allow for 3-Rs-re-do, retake, revise
Give a reason for effort
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Application in Context
Take what you have learned about
reinforcing effort and providing recognition
and the techniques along with the
concepts and skills you have identified as
learner outcomes.
Identify a plan or application of how you
will use the techniniques in context. Be
prepared to share.
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Providing Feedback
 Feedback must be accurate-we have a moral obligation
to tell the truth
 Feedback should be corrective in nature
 Feedback should be timely
 Feedback should be specific to criterion
 Students should also engage in self-reflection/feedback
 Students should use anonymous student work peer
reflection and feedback
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Strategy-Nonlinguistic
Representations
Key Premises
Many names: visual tools, graphic
organizers, thinking maps
Dual-coding (linguistic and imagery form)
The more both forms are used
simultaneously, the better students think
about knowledge and recall information
Techniques
Many types of visual tools
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Strategy-visual Tools
Three types of visual tools
Brainstorming webs: mind mapping, webbing,
clustering for personal knowledge
Task-specific organizers: life cycles, text
structures, decision trees for isolated context
tasks
Thinking process maps: concept mapping,
systems thinking for transfer across disciplines
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Feedback
“Feedback gives information that a student
can use….so that they can understand
where they are in their learning and what to
do next.” The goal is to give students the
feeling that they have control over their own
learning.
Brookhart, 2008
The Bottom Line…..
Focus on the work, process or student’s self
regulation.
Compare to criteria (work), other students
(processes or effort), or past performance
(especially struggling learners).
Describe, don’t judge.
Use positive comments; accompany negative
comments with positive suggestions for
improvement.
Be clear to the student.
Tailor the specificity to the student.
Be respectful of the student and the work.
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Math Examples
“I know you worked this out with your group.
Good strategy.”
“You could have expressed these (decimals) as
13/100, 72/100 and 4/5. Sometimes you can’t
reduce and it is easier to say out of one
hundred. The more you rounded, the less
accurate your fractions were. “
“These aren’t as accurate. I think rounding and
reducing worked better.”
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More math examples
“You didn’t answer the second part of the
problem.”
“Your explanation was the shortest one in
class. Can you write more next time?”
“Put these fractions in order and they will
make more sense.”
“Multiple errors in spelling on the
explanation. Please correct and
resubmit.”
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Feedback for Struggling Students
Focus feedback on the process. This will
help them determine what actions can
lead to further success. They will be
“learning to learn.”
“I noted that you reread your paper
three times and made changes. Going
back and checking helps you catch
problems, doesn’t it?”
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Feedback for Struggling Students
Use self-referenced feedback (formatively)
which addresses improvement.
– “This paragraph had a lot more vivid verbs
than the one you did last week. It is much
more exciting to read.”
– Note: For grading, use standards- or
criterion-based feedback.
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Feedback for Struggling Students
Limit important points.
Focus on small steps for improvement.
Use simple vocabulary, explaining words
as you go.
Check for understanding by asking
questions….”What is one thing that we
talked about that you are going to do for
the next paragraph?”
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Strategy-questions
Questions:
Waiting briefly before accepting responses
from students has the effect of increasing
the depth of students’ answers
Questions are effective learning tools even
when asked before a learning experience.
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Need Additional Information
Iris White, Associate Education Consultant
CSDE, Bureau of Accountability and Improvement
(860) 713-6564
[email protected]
General Information
www.ct.gov/sde/CALI
Registration: http://www.sdecali.net
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