1. HHS’s Journey - Connecting the Dots:
New Illinois Learning Standards (NILS)
Danielson Framework
Instructional Practices Inventory (IPI)
Dr. Karen Gauen
Principal
NBCT 2004 & 2014
Highland High School
Hilary Wagenblast, HHS Teacher
IPI Teacher Leader
Aspiring Administrator

2. Our Journey: Connecting the Dots Map
1. the Effective Teacher 2. the Danielson Framework 3. the New Illinois Learning Standards (NILS) 4. the Instructional Practices Inventory (IPI)
This is the overview of HHS’s map
Life isn’t about waiting for the storms to pass – it’s learning to dance in the rain.

3. 1. Our Journey to Connect the Dots: The Effective Teacher
“The one factor that surfaces as the single most influential component of an effective school is the individual teachers within that school.”
(Marzano, The Art and Science of Teaching, 2007)

4. 1. Our Journey to Connect the Dots: The Effective Teacher
“Research has shown us that teachers’ actions in their classroom have twice the impact on student achievement as do school policies. . .” (Marzano, Educational Leadership, 2003).

5. What is an Effective (Exemplary) Teacher?
A three-year study of 859 students in science classes, grades 6, 7 and 8. Effective teaching was defined as:
All students are highly engaged most of the time in meaningful work (HO/D)
Instruction is purposeful; the lesson is well-designed and artfully implemented
Flexibility and responsiveness to students’ needs/ interests
Instruction is highly likely to enhances most students’ understanding of the discipline
(Johnson, Kahle & Fargo, Effective Teaching Results
in Increased Science Achievement for All Students, 2006)

6. STUDENT PERCENTILE ENTERING STUDENT PERCENTILE LEAVING*
Teacher Impact on Student Learning
STUDENT PERCENTILE ENTERING
STUDENT PERCENTILE LEAVING*
Average School/ Average Teacher
Highly Ineffective School/ Ineffective Teacher
Highly Effective School/ Ineffective Teacher
Highly Ineffective School/ Highly Effective Teacher
Highly Effective School/ Average Teacher
Highly Effective School/ Effective Teacher 50 50 50 3 50 37 50 63 50 78 50 96
Cumulative effect after three school years (Marzano, 2000)

7. 1. Our Journey to Connect the Dots: The Effective Teacher What Do Effective Teachers Need? (NEA 2009)
Basics
Trust and Respect
Supportive leadership
Effective teacher leaders
Time to plan/collaborate
Quality professional development
Basics – safe, sufficient facilities and materials

8. 1. Our Journey: The Effective Teacher
Our new school motto – We Are One! – a collaboration with teachers and students
Community grant purchased t-shirts and school ID lanyards with the motto

9. Our Journey: 1. The Effective Teacher
First Friday (red and black day), 7 AM IEP meeting – all teachers in meeting showed up with their new shirts and lanyards

10. You Make a Difference at HHS!
Presented to:
For:
Date:
Thanks from the Faculty and Staff for making HHS a better place to be!
Certificate created on PowerPoint (free!) Given liberally to teachers who go above and beyond.

11. During a pop in – students are engaged in HO/D thinking!

12. Connect the Dots to Accountability: 2. The Danielson Framework
The Danielson Framework: Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

13. 2.Our Journey to Connect the Dots: Domain 3 – Instruction
Components for Domain 3: 3a. Communicating with Students 3b. Use Questioning/Discussion Techniques 3c. Engaging Students in Learning 3d. Using Assessment in Instruction 3e. Demonstrating Flexibility and Responsiveness

14. 2. Our Journey: Indicators for Component 3C:
Enthusiasm for learning
Learning encourages problem-solving
Students “work” rather than watching teacher “work”
Higher-order, deeper thinking (HO/D)

15. School-wide Reading Standards School-wide Writing Standards
3. HHS’s Journey: New Illinois Learning Standards (NILS)
HHS Focuses on ELA:
School-wide Reading Standards School-wide Writing Standards

16. 3. HHS’s Journey: NILS Prioritize School-wide Reading Goals
Teachers:
Select material; curricular needs/text complexity
Lessons cognitively engage students (HO/D)
Students:
Understand central idea/summarize text
See different perspectives
Cognitively engaged (HO/D)

17. 3. HHS’s Journey: NILS Prioritize School-wide Writing Goals
Teachers:
Encourage HO/D
School-wide rubric
Students:
Clear sentences, paragraphs, essays
Arguments with valid reasoning
Text-based evidence
HO/D

18. 4. HHS’s Journey: The IPI “Connects the Dots”
1. The Effective Teacher 2. Danielson 3. Illinois State Learning Standards

19. 4.Our Journey - Why the IPI?
We wanted:
Better student-learning experiences
Teacher collaboration
Data about our school
Improve inside out, not top down

20. 4. Our Journey: The IPI 1995-96 School Improvement Project
Dr. Jerry Valentine and Grad Student B. Painter
10 ES, 10 MS, 10 HS
2+ years Engaged Learning
20 Years later . . .
35,000+ educators certified
IPI workshops
Data from hundreds of thousands of observations
High-tech (1:1) schools (IPI-T)

21. 4. Our Journey: Using the IPI
IPI is a process for quantifying how kids are cognitively engaged in learning.
It’s a framework for teachers to collaboratively study those data.

22. 4. Our Journey: Using the IPI IPI Categories—Higher Order/Deeper (HO/D)
6– Student Active Engaged Learning
Higher-order learning
Authentic, hands-on, problem-based, research, etc. forms of learning
5- Student Learning Conversations
Conversations among students who construct knowledge together
Remove that Marzano Bloom thing to another slide

23. 4. Our Journey: Using the IPI IPI Categories: Lower-Order/Surface (LO/S) Direct Instruction and Student Supervised Work
4—Teacher-led Instruction
Students attentive to teacher-led lesson
Students listen to teacher share, explain, give directions
3—Student Work with Teacher Involved
Students work with teacher; support is evident
Students do worksheets, answer questions, take tests
70m-80% classtime ms and hs is talk give sstudents the message that teacher controls learning

24. 4. Our Journey: Using the IPI IPI Categories – LO/S and Disengagement Student Independent Work and Disengagement
2—Student Work w/o Teacher Involved
Students work with teacher-support not evident (independent)
Worksheets, answering questions, taking tests
1—Not Engaged in Learning the Curriculum
Students not engaged with the curriculum
Talking, inattentive, misbehaving, etc.

25. 4. Our Journey: Using the IPI
Teachers code “typical” day
Code days announced
Code students, not teacher
Code range 1 – 6 (not a hierarchy)
Systematic coding
Anonymous codes
Data of school-wide cognitive engagement
Teachers share data
Teachers collaborate/study/learn
School improvement
Too much on the slides. Trim it

26. H0/D LO/S Higher- Order/DeeperCategories 5-6 Lower-Order/Surface
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
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
Webb’s DOK
Bloom’s Taxonomy
Marzano’s Taxonomy
New Bloom’s

27. Typical LO/S to HO/D Ratio
IPI research has consistently documented an average K-12 LO/S to HO/D ratio in pre-intervention/typical school settings of about 4.5 to 1. See the IPI website research section at ( See also Hattie, Visible Learning for Teachers, pp

28. Typical Baseline Ratios 2004 – 2014/ 2 Years After IPI Intervention (Valentine 2015)
Grade Level
HO/D
LO/S
Disengage
Check
LO/S:
Pre
2 Yr.
ES - Pre 21 76 3
100
3.62
ES – 2 yrs. 28 70 2
2.50
MS - Pre 18 77 5
4.28
MS –2 yrs. 25 71 4
2.84
HS - Pre 15 78 7
5.20
HS – 2 yrs. 23 73
3.17
For every 2% of Disengagement, test scores go down !%

29. 4. Our Journey: The IPI Collaboration - The Elusive Dot
“How will teachers transform their practice to meet [CCSS] expectations?
In fields like trauma care and the building trades that have seen sharp gains in quality over the past generation, the emergence of new standards for professional practice coincided with a focus on improving collaborative decision- making and inquiry to solve problems in real time.
If we want to see similar gains in education, we must structure for success by understanding that effective collaboration in schools doesn’t occur by happenstance—it requires purposeful action” (L. Darling- Hammond, Washington Post, 2013).
Quote too long

30. Our Journey: The IPI How Did We Start?
One ROE training = IPI Coder
Coder collects data and presents
Faculty collaborated and answered 4 questions
IPI is FREE so we added TRAINED CODERS
Effective teachers + Danielson + NILS + IPI =
Engaged Learning, Collaborative Culture

31. 4. Our Journey: Using the IPI The Role of the Administrator:
Create a trusting climate
Understand the IPI
Support the process
Provide resources
Commit long term

32. 4. Our Journey - Using the IPI The Role of the Teacher:
Understand the IPI
Teach “normally” during coding
Faculty Collaborative Learning Conversations
Be trained (optional)
Code (optional)/IPI Team (optional)
Professional Development (optional)
Pinterest Page (optional)

36. HHS’s 4 Year Trend of Students Who Met College Readiness Benchmarks
Graduation
Year
English
HHS/IL
Math
Reading
Science
Met all 4
2012 65
2013
2014
2015

37. HHS’s 4 Year Trend of Average ACT Scores
Graduation Year
HHS
State
Poverty Rate
2012
20.7
20.9
22.2
2013
20.8
20.6
28.7
2014
21.1
29.0
2015
21.4
Approx. 30+

38. 4. Our Journey: Using the IPI
ALL teachers included
IPI focuses on MY school
School-wide collaboration
School-wide HO/D
Improved culture
Data for school improvement

39. HHS’s Journey Continues
Cognitive Engagement; Collaboration
Effective Teacher
Danielson
NILS
IPI

41. HHS’s Journey: The Dots Connect
HHS’s Journey: The Dots Connect Effective Teacher; Danielson; New Illinois Learning Standards; The IPI
“Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.
Reflective conversations about practice require teachers to understand and analyze events in the classroom. In these conversations, teachers must consider the instructional decisions they have made and examine student learning in light of these decisions.”
C. Danielson (2009),Talk About Teaching; Leading the Professional
Conversations.

42. Connecting the Dots: My School’s Journey
Effective Teachers engage students in higher-order, deeper learning
Effective Teachers collaborate to change instruction
Danielson’s Framework looks for engagement in higher- order, deeper learning
Danielson encourages faculty collaboration to improve instruction
New Illinois State Learning Standards incorporate engaging students in higher-order, deeper learning
IPI encourages faculty collaboration to increase the number and quality of higher-order, deeper learning experiences
IPI provides a framework for teachers to work together, creating a faculty that strives to be Effective Teachers

43. Contacts and Credits:
Dr. Karen Gauen, Principal of Highland High School,
Hilary Wagenblast, Teacher Leader/Aspiring
Superintendent Mike Sutton and Assistant Superintendent Derek Hacke, Highland Community Unit School District 5
Marvin Warner, Madison County ROE/Jan. 21 training,
Dr. Jerry Valentine,

44. Questions and Discussion