Day 2 Presentations
description
Transcript of Day 2 Presentations
Day 2 Presentations
STF InstituteOctober 3rd, 2012
Announcements• Shuttle van• Website: www.tdschools.org/stf2012
– Password: Superman• Reflections
Curriculum Scavenger Hunt• One point per question
– Pick a reporter/recorder– 20 seconds to agree on an answer and write it on
your paper– Select a number 1-37
• 5 question initial round• 4 question final round
Materials
Danny Jones
Approaching data at a TDS School
Outcome Data• Graduation Rate• AYP• Diagnostic tests• Achievement data• Attendance• Behavior• Course Performance• Climate Surveys
Implementation Data• STP• Intervention trackers• Coaches feedback• Facilitator feedback• Teacher feedback• SVRs• TDS Team meetings
What data do we look at and why?
• Find a person with different data, explain what your chart says and then discuss “Why does it matter and what should we do about it?”– Attendance– Behavior– Course Performance– Resiliency– Diagnostic data
From Fast Facts www.mdrc.org
Freshman Grades matter
Virtually all students with less than a “D” avg. fail to graduate
Virtually all students with a “B” avg. or
higher graduate in 4 years
Prediction is less certain among
students with D+, C- , C
*Consortium for Chicago
School Research
(CCSR)
BEHAVIOR: Sixth graders with poor behavior (earning an unsatisfactory final behavior mark) have a 1 in 4 chance of making it to
the 12th g. on time Only 17% graduate on time or within one extra year
1996-97 6th g. students earning unsatisfactory behavior marks (n=1660)
1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-046th 100% 11% 0 0 0 0 0 07th 0 79% 15% 0 0 0 0 08th 0 5% 73% 14% 0% 0 0 09th 0 0 0 73% 51% 36% 13% 6%10th 0 0 0 2% 34% 28% 17% 7%11th 0 0 0 0 2% 22% 11% 5%12th 0 0 0 0 0 1% 25% 4%
On-Time Grad NA NA NA NA NA NA 7% NA
Grad +1 Yr NA NA NA NA NA NA NA 10%
Left SDP 0 5% 13% 11% 14% 12% 34% NA
"Left SDP" includes all 'leavers': student transferred, moved, withdrew or otherwise left the District and is no longer in SDP data file
on-track to graduation4-year grad
Approaching data at a TDS School
Outcome Data• Graduation Rate• AYP• Diagnostic tests• Achievement data• Attendance• Behavior• Course Performance• Climate Surveys
Implementation Data• STP• Intervention trackers• Coaches feedback• Facilitator feedback• Teacher feedback• SVRs• TDS Team meetings
How did I end up with this grade?
Tests, quizzes, homework, classwork, projects, attendance, etc.
Report Card Grade
Core coursesOff-Track Report Card grade of F
Sliding Report card grade of D
On-Track Report card grade of A, B, C
Pillar II
The Blueprint, the Common Core, and providing feedback
Curriculum, Instruction, Professional DevelopmentCurricula Developed by JHU Standards – How did we get where we are?Assessment – Standards or the Bell CurveInstruction – Blueprint and MoreProfessional DevelopmentThe PlayersCommunication – A Plan for All the Players
If “standards” are the constant time and approach are the variables.
Extended Learning TimeTD Schools restructure the use of instructional
time during the school day in order to improve outcomes for struggling learners, particularly in math and reading
Middle Grades have extended classes At a minimum for ELA and Math
High School Operates on a 4x4 block schedule that uses 80-90 minute periods
Extended Learning Time – High School
Fall Spring
Freshman Seminar Science
Transition to Advanced Mathematics Algebra I
Strategic Reading English 9
Social Studies/Physical Education
Social Studies/Physical Education
Talent Development High School Curricula
ELA Math ScienceSocial
StudiesClimate & Character
Student Team Literature
Savvy Readers’ Lab
TD Writing Program
Hakim’s History of US
Evidenced Based Curricula based on District
CATAMA Math Acceleration Lab
District Program Support
Hakim’s Story of Science
District Program Support
High Five As & Bs Climate Program
Mastering the Middle Grades
Talent Development Middle Grades Curriculum
Common Core State Standards
Block Party• Select a quote from your table• By yourself: What do you think this quote
means for classroom practice? • How does it impact your work? • Eye contact partners.• Share your quote and response to the quote.• Switch roles.
One in four of all high school graduates who took the ACT exams met all four of the 2010 college readiness benchmarks for English, reading, mathematics and science (ACT,2010)
Partnership for Assessment of Readiness for College and Careers (PARCC)
25
PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.
PARCC’s Fundamental Advance
26
27
28
• Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages.
• Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.
• Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.
• Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
PARCC’s Core Commitments to ELA/Literacy Assessment Quality
29
1. Complexity: Regular practice with complex text and its academic language.
2. Evidence: Reading and writing grounded in evidence from text, literary and informational.
3. Knowledge: Building knowledge through content rich nonfiction.
What Are the Shifts at the Heart of PARCC Design (and the Standards)?
30
Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level.
Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom.
Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.
Fidelity to the Standards (now in Teacher’s hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
PARCC’s Core Commitments to Mathematics Assessment Quality
31
Using Technology to Advance Assessment and the Shifts• Technology enhancements supporting accessibility (e.g.,
the ability to hover over a word to see and/or hear its definition, etc.)
• Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.)
• Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination.
32
Using Technology to Advance Assessment and the Shifts• Capturing complex student responses through a
device interface (e.g., using drawing tools, symbol palettes, etc.)
• Machine scorable multi-step tasks are more efficient to administer and score.
33
• Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.
• Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).
• Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.
Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts
34
What Does It Look Like?Table Groups
Select one of the two tasks provided.Complete the task.What would instruction look and sound
like if students were engaged in opportunities that are aligned to the CCSS?
What professional growth opportunities will your staff (teachers – administrators- others) need to have clarity about the implementation of CCSS?
CIA Blueprint activityWalk through the blue print and mark items that resonate with you with +, items that cause dissonance with a -, and items you are unsure about with a ?
Common GroundFind one item each member marked +Find one item each member placed a ? or -
Part Two Linda
Video will happen here
There is no deep secret called teaching and learning; teaching and learning are visible in classrooms of the successful teachers and students, teaching and learning are visible in the passion displayed by the teacher and learner when successful learning and teaching occurs, and teaching and learning require much skill and knowledge by both the teacher and the student.
John Hattie 2009
What’s the Impact?Visible Learning – 15 years research800 meta analyses over 50,000 studies
An effect size of 1.0 is an increase of one standard deviation on influence on student achievement.- it would mean on the average, students receiving that treatment would exceed 84 % of students not receiving the treatment.
Feedback• English: He is an intelligent boy who could do very
well. French: A disappointing result. He is so fond of obtaining a cheap laugh in class that he has little time for serious concentration.
• Mathematics: Poor. He never makes any really sensible effort. Art: Very satisfactory. Religious instruction: His work has been of a low standard. Headmaster's end-of-year comment: He has too many of the wrong ambitions and his energy is too often misplaced.
Excerpts from John Lennon’s report card, Quarry Bank School, Liverpool, England, 1955-56 (age 15), on display at Rock and Rock Hall of Fame, Cleveland, Ohio
TaskProcessSelf RegulationEgo
LUNCH
DNIST – Diplomas Now
Implementation Support Team
What is the mission of the Diplomas Now Implementation Support team?
Our mission is to provide leadership, support, and guidance to Diplomas Now teams at the school, field, and executive levels and enable them to support every student who attends a Diplomas
Now school.
What are the goals of DNIST?
• Build the internal capacity to implement the Diplomas Now model and deliver necessary services at each building
• Create trainings, tools, and resources to guide and support consistent, high-quality implementation at every DN school
• Identify trends and provides insights on training needs, implementation challenges and best practices
• Assist local teams in developing plans to ensure sustainability at DN
schools, including building and maintaining strong relationships at the school and district level
Members of DNIST
Doug Elmer – DirectorKathy Nelson – Deputy Director (TD)
Miami, Philadelphia, Washington, DCJessica Herman – Deputy Director (CY)
East Baton Rouge, Chicago, Los Angeles Matt Wernsdorfer – School Turnaround Manager (CY)
Boston, Detroit, New YorkSheila Drummond – Deputy Director (CIS)
Columbus, San Antonio, Seattle“be nice to DNIST”
Core Function Related Resources
School and School District
• Mission, and Vision
• Education Plan• School Operations
• Math Instructional Coach• Language Arts Instructional Coach
Whole School Supports
• School Transformation Facilitator• Extra help electives for students with
achievement gaps in math, language arts
• Freshman Seminar curriculum• 1100 + hours of Technical Assistance
and Professional Development
Targeted Supports
• 8-12 full-time, full-day City Year AmeriCorps members serving as near-peer role models to mentor, tutor, provide behavior and attendance coaching and extended day learning
Intensive Supports• School-based professional Site
Coordinator• Access to brokered services through
Communities in Schools partners
The Diplomas Now Partnership
Data Supports• Easy access to student data on the
Early Warning Indicators• Benchmarks tied to national and state
standards• On-site facilitator to leverage EWI data
Professional Development Supports
• Job-embedded coaching - Math and English instructional coaches
• Professional learning community• Professional development linked to
grade/subject specific instructional practice
Student SupportsInterventions to address early warning indicators of• Attendance• Behavior • Course Performance
The Diplomas Now Model
Multi Tiered Response to Intervention Model• 8 to 12 City Year AmeriCorps members: whole
school and targeted academic and socio-emotional supports
• Communities In Schools on-site coordinator: case managed supports for highest need students
75-90 students
Teacher Team (4 teachers)
• Whole school attendance, positive behavior, college-going culture
• Strengthening student resiliency
Organizational Supports• Inter-disciplinary and subject
focused common planning time• Bi-weekly EWI meetings• On-site school transformation
facilitator
Instructional Supports• Double dose math & English• Extra help labs• Common college preparatory or
high school readiness curricula
DIPLOMAS NOW - ADDITIONAL CONSIDERATIONS
AROUND THE 4 PILLARS
Pillar I—Teaming• Corps members and CIS Site Coordinators should
participate in all team meetings, not just EWI– Help plan events and incentives– Discuss identity and culture of team– Support instructional activities– Engage in collegial professional development
• Family outreach efforts should be communicated with and coordinated with the team (parents should be receiving coherent messages about their students)
Pillar II– Curriculum, Instruction, and Assessment• Tutoring should not be happening in isolation—teachers,
coaches, and corps members should be planning regularly (ideally weekly) around how to support student growth in class– Identifying extra-help/support activities aligned to objectives– Determining how to “preview” new materials– Planning corps members’ role during the class period (minimize ad
hoc decisions)– Divide and conquer
• Teams should be looking at the intersection of grades and assessments (Are kids with As and Bs showing growth? Are kids who are flat failing?)
Pillar II—Curriculum & Instruction
• Communities In Schools can work with teachers to think about ways to enhance/extend lessons outside of the classroom– Off-Campus Learning– Partner presentations/discussions– Service Learning Opportunities
Pillar III—Tiered Student Supports• Tier II and Tier III will often/normally happen in parallel, not
sequentially– Most students in need of Tier III supports should be simultaneously
receive CIS and City Year support– We all have a responsibility to serve students with IEPs and students
who are learning English—some misconceptions here• No assumption that academics will improve because of
emotional/social support• There are no “tier II students” or “tier III students”, only tier II
and tier III levels of support• Let what’s best for the kid drive tiered student supports, not
what’s best for the paperwork
Pillar III—Tiered Student Supports• Trend analysis is essential—you aren’t going to
provide more than 30% of the students with individualized support at any given time
• Sometimes an F is just an F• Push teachers to own solutions• Remember that students can and will go off track
throughout the year• Determine when a student can come off the
focus list
Pillar IV—Can Do Culture
More important than EWI—all EWI can do is provide scaffolds for kids who need extra help
meeting the expectations of the school.
Pillar IV– Can Do Culture• Have to balance nagging and nurturing
– Boot Camp vs. Summer Camp• Remember the starting line and the finish line• Adult beliefs are more critical to school culture
than student beliefs• Students have to have a sense of ownership in
their own learning• This is about relationships, not programs
OVERVIEW OF THE I3 STUDY
Investing in Innovation (i3)• $30M federal grant + $6M match through generous support of the
PepsiCo foundation
• 60 schools in 10+ districts reaching 57,000 students
• Conduct randomized experimental study validating the impact of the model, and focusing on the conditions necessary to:
Achieve 80% grad rates in high schools
Reduce by 66% the number of students entering high school below grade level
Diplomas Now- Investing in Innovation Fund
Winner1,700 Applicants 49 Grantees
“Cutting-edge ideas that will produce the next generation for reform.” - Secretary of Education
Arne Duncan
Chicago Public Schools, Detroit Public Schools, Los Angeles Unified School District, Miami-Dade Public Schools, Louisiana Recovery School District, School District of Philadelphia, New York City Department of Education, District of Columbia Public Schools, Seattle Public Schools, Partnership for Los Angeles Schools, Northeast Independent School District (TX), Richland County School District One (SC), Southwest Independent School District (TX) , San Antonio Independent School District (TX), Whitehall City School District (OH)
District Partners
State Departments of Education of Louisiana, South Carolina and New York, Union Park High Schools, Deloitte Consulting, School Loop, Pearson PreVent, the City of Philadelphia. Other Partners
Study will compare student outcomes in schools that implement DN to student outcomes in schools that do not.
Assignment to these groups is accomplished through randomization. Eligible schools are assigned DN or Non-DN status via a lottery:
DN schools implement the DN model Non-DN schools pursue any other school reform
initiatives
National Evaluation: Research Design
Student records data: Collected directly from district; transcripts, standardized assessment results, attendance, disciplinary data
Surveys: Students and staff in DN and Non-DN schools; student engagement, school climate, availability of support services, etc. (annual administration)
Case studies: 25% of DN schools across the nation; annual site visits (2-3 days) consisting of interviews and observations
National Evaluation: Data Collection
National Evaluation: Goal Setting for 2012-2013
Attendance
Of students that were off-track at the first data point: 50% or more move on-track
Behavior
ELA/Literacy
Math
Overall EWI Distribution:
At least 67% (two-thirds) of ALL students within DN focus grades have no EWIs at the end of the school
year.
Goal Setting: Example150 Students in 6th grade:
No more than 49 students off-track in the 6th grade on the last day of school (all indicators combined)
Indicator # of students off-track @ beginning of year
# of students off-track on last day of school
Attendance 18 9
Behavior 21 10
ELA Performance 15 7
Math Performance 24 12
The bottom line on I3 Validation
• We have to look at both the reduction in the number of kids who had off-track indicators to begin with AND the success of the overall cohort(s) throughout the whole year
• The I3 study will not look directly at test scores or other metrics, but these are highly related to the off-track indicators
• I3 study will validate model solely on the decrease in off-track indicators (won’t validate based on fidelity)
The TDS/DN Support networkMy TDS team, our tiered support, and Principals
Objectives• STFs will be able to identify ways to coordinate
with their TDS and school based team to support implementation goals
• STFs will discuss and determine ways that they can build a strong relationship with their principal and administration
TDS Instructional Facilitator
Math/Science
TDS Instructional Facilitator ELA/SS
TDS S4 Facilitator
TDS STF
TDS Field Manager/ Regional Director
The Work of School Transformation and
Improvement
TDS Team
STF
ELA/ SS Facilitator
Math/ Science
Facilitator
S4 Facilitator
Regional Director/Field
Manager
Talent Development
School #1
Talent Development
School #2
Talent Development
School #3
Talent Development
School #4
STF STF STF
ELA/ SS Facilitators
Math/ Science
Facilitators
S4 Facilitators
Regional Director/Field
Manager
STF
ELA/ SS Division
Math/ Science Division
S4 Division
COOSchool Services
COOSite Operations
Working with your TDS team• Facilitators ( S4, ELA/SS, Math/Science)
– Instructional and organizational experts to guide implementation
• Instructional Coaches– On-Site instructional experts to provide coaching and guidance
• TA visits– Support visits by Facilitators to help move the school forward
with implementation• SVRs (Site Visit Reports)
– Completed by Facilitators after each TA visit
Implementation Goal: Creating collaborative teacher teams that provide common expectations and coordinated
supports for studentsAssess prior knowledge/ experience
Team building Activities/ role
playing
Team resume activity
Set norms, meeting schedules, agendas
Training for team leaders on facilitation skills
Using the EWI protocol
Forming, storming, norming,
performing check-in
Developing common
homework policy
2012-2013 School Year
What data do we look at and why?
Using protocols
Approaching data at a TDS School
Outcome Data• Graduation Rate• AYP• Diagnostic tests• Achievement data• Attendance• Behavior• Course Performance• Climate Surveys
Implementation Data• STP• Intervention trackers• Coaches feedback• Facilitator feedback• Teacher feedback• SVRs• TDS Team meetings
Making Implementation Happen• Short Term: Your 1st task is to determine the
short term action for each individual on the team – for the next TA visit
• Long Term: Your 2nd task is to determine any longer term actions (future visits) that may take multiple visits to accomplish
TDS model components• We know that implementation of components
of the TDS model have helped schools reach their goals for the ABCs
• We know that the model components and its approaches are often compatible to school initiatives
• We know that when all components are implemented and for longer time periods, we have seen greater results
Common VisionEarly Stages of Planning Program ImplementationPre-planning conversations, “face to face” work sessions between school leaders and Talent Development Secondary Staff • Awareness • Consensus• Preliminary Decisions• Next Steps
The Coaching Cycle
Continuum of Coaching Supports
Facilitating professional development, modeling,
bringing teams together around data/artifacts
Basic Needs-Materials, Schedules, Data
Supporting self directed learning, coaching conversations, & goal
setting
Your TD Facilitator Can Support You By:• Modeling the coaching cycle with you and your
teachers/administrators• Model or co-teach or co-facilitate with you• Planning and facilitating professional development• Helping you to coordinating testing and interpret the results• Creating your coaching calendar• Troubleshooting• Supporting your individual coaching needs
• Monthly visits• Coaching logs• Phone & E-mail
79
Tiered Staff Support
Principal• As you went through those steps, how do you
make sure you are aligning with the principal and administration
• What do you need to know about school leadership when addressing these items
Reflections
Extra Slides…If Needed
What data do I use?• What are two attributes of your successful student?
– 8:25-9:30 • What misperceptions do people have about your
successful student?– 31:25-35:25 – Player value
• How do you help change the minds so that others understand your successful student– 46:48 – 47:54 – You don’t make a team off of a
computer
For Afternoon - All Adults Recognize:
• There is variation among teachers in their impact on student learning.
• That we value having positive impacts on students
• That we must be vigilant about building expertise to create positive effects.– Appendix A, Visible Learning for Teachers, 2012
• TDS Instructional Facilitators and School and Student Services Support Facilitators provide professional development and non-evaluative in-class support of coaches and teachers.
• TDS Facilitators design and provide support for citywide City Year Corp Members.
• On-site curriculum coaches offerjob embedded teacher support for high-level implementation.
DAY
BeforeClasses
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Planning with Mr.
Dunn
Period 1 Implement with Mr. Dunn
Abbreviated Periods
Mary and Linda Mr. Dunn
Implement
Period 2
Ms. Robinson CoverMs JacksonMs. Jackson Peer Visit Mr. Dunn
Ms. Robinson CoverMr. MorriseyMr. Morrisey Peer Visit Ms. WilliamsLinda – Plan with Mr. O
Plan with Mr. O and Ms. Musingi
FlexLunch
Classroom & Planning assistance by request
Materials review and practice for planning/ coordinating classroom activities
Classroom & Planning assistance by request
Materials review and practice for planning/ coordinating classroom activities
Professional
Learning
This flex lunch will be on 11 th grade schedule after period 3…debrief with Mr. O and Ms M.
Classroom & Planning assistance by request
Materials review and practice for planning/ coordinating classroom activities
Period 3 Implement Lesson
with Mr. O and Ms. Musinghi
Implement with Mr. O and Ms. Musingi (spelling?)
Period 4
Debrief Mr. Dunn Debrief with
Jackson/Dunn
Debrief Morrisey/WilliamsDebreif Dunn (2nd half)
Plan with Mr. Dunn
After School Finish debrief with Mr. O and Ms. M.