1. IPI-T: Instructional Practices Inventory-Technology Iowa i1:1i Conference April 11, 2012 Michelle Arneson Prairie Lakes AEA (Marneson@AEA8.k12.ia.us) Jerry Valentine, Professor Emeritus University of Missouri (ValentineJ@Missouri.edu)

2. Follow us now on Twitter at: @ProfJValentine @mcarneson Hastags we are using: #IPI #IPI-T

3. Let’s get acquainted – Just a couple of minutes to understand our job roles and backgrounds… Job Roles Location School Type School Size 3

4. Overview and Origin of the IPI Process for Coding and Studying Student Engagement

5. 1995-96 Origin of the IPI Process 1996-98 Initial Use – Comprehensive, Systemic School Improvement Project – 10 ES 10 MS 10 HS – 2+ years with School Improvement Teams – Build capacity in: C-I-A Culture and Climate Teacher Leadership and Principal Leadership – Goal: Impact Student Academic Success 5

6. 1998-2003 Additional Projects 1998-2000 – Comprehensive, Systemic School Improvement Process – 12 Middle Level Schools – 2+ Year with School Improvement Teams 2000-2003 – NASSP’s National Study of Leadership in Middle Level Schools – 98 Highly Successful Schools – 6 Highly Successful, Exemplary Schools

7. Status of the IPI Process Today 16 years later Several thousand schools use the process 20,000+ educators certified to collect data and lead the process in their schools 130-150 IPI Level I Workshops per year Cognitive engagement data from hundreds of schools and thousands of observations to study 7

8. IPI Process to Study Cognitive Engagement During Learning Time Data Collection by Teacher Leader across Six Categories of Engagement Faculty Collaboratively Study the Engagement Data IPI Team leads the Collaborative Data Study and Learning subsequent Faculty Study based upon the Engagement Data Patterns 8

9. Data Collection: Collect Large Volume of “Snapshots” of Student Engagement per Specific Protocols… 9

10. Collaborative Study: Faculty Analyze the Data, Problem Solve, and Design for Change 10

11. Formal Definition of the IPI Process… The Instructional Practices Inventory Process is – a set of faculty-led strategies – for collecting valid/reliable student engagement data – and for collaboratively studying the data – with the goal of increasing and enriching learning experiences throughout the school. 11

12. Two Primary Benefits of the IPI Process to a School… 1.The IPI Process fosters increased engagement, increased HO/D engagement, and reductions in student and teacher disengagement. 2.The IPI Data are a barometer of the success of other school initiatives, programs, and interventions designed to impact student academic success. 12

13. Collect and Collaboratively Study Student Engagement because… Engagement/disengagement are associated with higher levels of student achievement/learning. – (Valentine & Collins, 2011; Collins and Valentine, 2011, 2010, 2008; Valentine, 2005; Collins, 2009; Hattie, 2009, 2012; Cornelius-White, 2010, Marzano & Pickering, 2011) Engagement/disengagement are associated with student affective feelings (attitude, enthusiasm, interest, enjoyment, satisfaction, pride, etc.), which are linked to student learning. – (Skinner, et. al., 2009; Hattie, 2009; Cornelius-White, 2010) Faculty Collaborative Study of engagement data is associated with school-wide changes in the percentages of engagement and disengagement, and higher-order deeper thinking and surface learning, all of which are clearly related to student learning and achievement on all forms of testing/assessment. – (Valentine and Collins, 2009; ; Hattie, 2009, 2012; Cornelius-White, 2010, Marzano & Pickering, 2011) 13

14. Overview the IPI Categories and the Data Collection Process

15. H-0/Deeper Verbal Learning Conversations Synthesis, Creativity/Innovation Critical Analysis Problem Solving Analysis All Other H-O/D Engagement Pre-2004: 18-20% Post-2004: 13-15% 3-5% 18-20% Students are attentive to teacher-led instruction Independent or group work designed to build basic understanding, new knowledge or pertinent skills 3: Teacher is attentive to, engaged with, or supportive of students 2: Teacher is not attentive to, engaged with, or supportive of students 25-30% 5-10% 30- 40% Students are not engaged in learning directly related to the curriculum 3-5% High Achiev: 0-1% Low Achiev: 8+; 10+; 20+ Recall Memorization Skill Practice Fact-Finding Disengagement 15

16. Higher-Order/Deeper or Surface Engagement Higher-Order/Deeper Categories 5-6 Analysis Critical Thinking Problem Solving Decision Making from Analysis Reflection, Goal Setting, and Strategizing from Analysis Evaluation, Conclusions, and Synthesis from Analysis Creative/Innovative Thinking Surface Categories 2-3-4 Recall and memorization Basic Fact Finding Simple Understanding Knowledge/recall of facts, details and elements Knowledge/recall of processes, algorithms, methods, and strategies Practice to Embed/Internalize Skills or Processes 16

17. IPI-T Rationale for Developing the IPI-T

18. IPI-T Background Development Evolution of technology in the classroom provides the opportunity to refine the IPI Process and isolate the impact of technology in the classroom on engagement/thinking/learning. No measures existed (that we knew of) that could efficiently measure the influence of technology on learning… Proficient IPI users were asking if the IPI could be used to specifically measure engagement in technology

19. We need evidence technology makes a difference! While we may feel strongly about the value of technology, but not everyone understands that importance…WE ARE or WILL SOON be asked these questions by Boards and Patrons: – Will the financial investment in technology yield positive returns (changes) in learning? – Will the presence of technology enrich the nature of engagement in learning/instruction? – Will student engagement and thinking be enriched? Will they become more analytical and reflective? Will they think more deeply and critically? – What types of technology are used in classrooms? – What types of technology make the most difference?

20. We need answers…to understand the impact of technology by comparing differences and studying relationships Comparing… – Engagement in high tech vs non-high tech schools – Engagement before and after initiation of high-tech programs – Tech applications across grade levels Relationships… – Types of engagement with the types of tech applications

21. How will the use of the IPI-T help us understand if we are preparing our students to be successful in our rapidly changing world? We start by developing the capacity of the faculty to use the IPI-T process simultaneously with the basic IPI. We collect and study IPI and IPI-T data for multiple years. We use the data to – shape professional development that enhances our use technology-based instructional strategies. – make wise decisions about how we allocate resources of time and money.

22. Steps to using the IPI-T to enhance student engagement in our classrooms while using technology (Builds capacity for change from within)  Develop capacity to use the IPI-T process simultaneously with the basic IPI process.  Collect and study IPI and IPI-T in our individual schools just as we study the IPI data in our schools  Teacher led data collection  Teacher led study of the data  Teacher reflection and collaborative conversations  Learning can occur re technology as with the basic IPI…building collaborative learning and supporting changes in instruction.

23. IPI-T Process for Coding Technology Applications Field Testing This Spring Workshop Starting This Fall

24. Who can use the IPI-T Process? Previously certified and experienced IPI data collectors. Certification in IPI-T via ½ day IPI-T Workshop Reliability rating of.80 or higher Teachers are the data collectors and leaders of the faculty study of the IPI and IPI-T data Principals, AEA support staff, etc. should participate to build knowledge so they can support the IPI-T process

25. The IPI-T Process Classroom engagement snapshot upon entry Work the room to code the regular IPI and IPI-T Document the total number of students in room and number using technology Document the technology application(s) being used and by how many students Record the codes and numbers in the hallway when feasible (minimize writing while in the classroom).

26. IPI-T Technology Applications

27. IPI-T Technology Applications 1.Word Processing 2.Mathematical Computations 3.Media Development 4.Web-Based Information Search 5.Web-Based User Collaboration 6.Classroom Interactive Media 7.Commercially Developed Learning Materials 8.Teacher/Staff Developed Learning Materials 9.Student Technology Development

28. IPI-T Field Testing This Spring Workshop Starting This Fall

29. Field Testing This Spring Need schools of various grade levels currently utilizing the IPI Process – Data Collection Team--Teacher Led Process – Faculty Actively Studying the Data Expectations for the Field Test Schools – Participation in an initial ½ day IPI-T Workshop – Collect IPI/IPI-T data and conduct a faculty discussion before end of school year – Secure video-tape release and permit the video- taping of class scenarios – Debriefing with developer about the use of the IPI-T process

30. Why participate in the Field Test…What’s in it for us? FREE IPI-T Workshop…NO COST this year to train your IPI team Early insights about your IPI-T engagement On-site and virtual support with the developers…direct access to Jerry The opportunity to help refine the process

31. How do I sign up for the Field Test Go to the 1:1 Conference Wiki – /i11i.wikispaces.com – Sign up located on the Board Room 3 Page, Session 3 11:30-12:30 OR Go to the following link: – http://tinyurl.com/cv3eqkg http://tinyurl.com/cv3eqkg OR Email Jerry at ValentineJ@missouri.eduValentineJ@missouri.edu

32. Workshops on IPI-T Start This Fall and IPI Workshops will continue across the state as needed…contact your regional AEA for information If you are interested in the regular IPI Workshops, the IPI-T Workshops, or basic information, Sign up on the IPI-T Form so we are aware of your needs re workshops, support, etc

33. Closing Thoughts…