IMPROVING TAKS SCORES: MATH WITH SHELLEY REX SCIENCE WITH TERRY ROSS READING & WRITING WITH KIM ELLIS AHA! PROCESS, INC., HIGHLANDS, TEXAS

Zero Noise Signal 1. Hand Up 2. Stop Talking 3. Stop Doing 4. Signal Others ** 5. Look 6. Listen Copyright © 2008 by aha! Process, Inc. 2

One minute to get students ’ full attention… … Thirty times a day … Half hour a day … Two and a half hours a week …FIFTEEN DAYS A SCHOOL YEAR 3 Copyright © 2008 by aha! Process, Inc.

Norms For The Day This is a collaborative workshop We are all in this together Please take care of your personal needs Please place your cell phone on vibrate 4 Copyright © 2008 by aha! Process, Inc.

Resourced student More resourced CURRENT MODEL School 5 Copyright © 2008 by aha! Process, Inc.

Under-resourced student CURRENT MODEL School Dropout 6 Copyright © 2008 by aha! Process, Inc.

Under-resourced student More resourced GOAL School TO DO THAT REQUIRES: 1.Relationship of mutual respect (support, insistence, high expectations) 2.Relational learning 3.Mental models 4.Extra learning time 5.Resource analysis 6.Technology support in all areas 7 Copyright © 2008 by aha! Process, Inc.

Objectives for the Session  What does the research show?  Define mental models  Discuss types of mental models in science  Elaborate on process skill mental models that shape activities and constructed response items  Discuss relational learning and resource analysis to build intervention  Review processes for formative assessment

 TAKS Data  Marzano  Texas A&M - Center for Mathematics and Science Education  Situated Cognition and the Culture of Learning  Reuven Feuerstein Research 9 Copyright © 2008 by aha! Process, Inc.

TAKS Blueprint OBJECTIVESNUMBER OF ITEMS% OF TEST Objective 1 – Nature of Science1428% Objective 2 – Living Systems & the Environment 1224% Objective 3 – Structures & Properties of Matter 612% Objective4 – Motion, Forces, & Energy612% Objective 5 – Earth & Space Systems1224% Total Number of Items50100% 10 Copyright © 2008 by aha! Process, Inc.

12 For , the board adopted a scale score of 2100 which will be equivalent to achieving a raw score of 33 out of 50 questions.

Additional research by Marzano identifies these strategies as having a high correlation to student achievement: Marzano, Pickering, Pollock. (2001). Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development Category Avg. Effect Size (ES) Percentile Gain Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition.8029 Homework and practice.7728 Nonlinguistic representations.7527 Cooperative learning.7327 Setting objectives and providing feedback.6123 Generating and testing hypotheses.6123 Questions, cues, and advance organizers.5922

What teaching strategies have been shown to improve student achievement in science???

Strategies Effect SizeRank Enhanced Context Strategies Collaborative Learning Strategies Questioning Strategies Inquiry Strategies Manipulation Strategies Testing Strategies Instructional Technology Strategies Enhanced Material Strategies Texas Science Initiative Meta-Analysis of National Research Regarding Science Teaching by the Center for Mathematics and Science Education, Texas A&M University

Copyright © 2008 by aha! Process, Inc Enhanced Context Strategies requires teachers to make learning relevant to students by presenting material in the context of real-world examples and problems. The real world can be brought to students through technology and students may be taken out of the classroom into the real world through field experiences. This type of augmented instruction is aligned with the implications for teaching outlined in How People Learn: Brain Mind, Experience and School (Bransford et al. 2000):

Copyright © 2008 by aha! Process, Inc Teachers must draw out and work with the preexisting understandings that their students bring with them; 2.Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge; and 3.The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas. Students should be encouraged to reflect on their learning through journaling and self-assessment activities and to take charge of their learning through inquiry.

18 “Situated Learning” Just plain folksStudentPracticing individual or apprentice Reason withCasual storiesLawsCasual models Act onSituationsSymbolsConceptual situations ResolveEmergent problems and dilemmas Well-defined problems Ill-defined problems ProduceNegotiable meaning and socially constructed understanding Fixed meaning and immutable concepts Negotiable meaning and socially constructed understanding Source: “Situated Cognition and the Culture of Learning” by John Seely Brown, Allan Collins, and Paul Duguid. Educational Researcher. Vol. 18, No. 1. January-February pp. 32–42.

19 Situated Learning Not much formal learning Formal School Learning environment 1.Language is oral, uses many non-verbals. 2.Math related to trading, bartering, specific tasks, money. 3.Teaching/learning is very relational; respect may or may not be given to learning and/or teaching. 4.Learning environment is often unpredictable; reactive skills important. 5.Laughter is used to lessen conflict. 6.Paper (decontextualized) information is not valued 1.Language is written; specific word choice and sentence structure. 2.Math skills are written and involve generic and unrelated story problems, formulas, and patterns. 3.Relationship between teacher and learner is more formalized; respect is expected from learner by the teacher. 4.Information conveyed through story or media. 5.Laughter during conflict is viewed as disrespectful. 6.Paper (decontextualized) information is what is tested and valued.

Cognitive Strategies INPUT: Quantity and quality of data gathered OUTPUT: Communication of elaboration and input ELABORATION: Efficient use of data 1.Use planning behaviors. 2.Focus perception on specific stimulus. 3.Control impulsivity. 4.Explore data systematically. 5.Use appropriate and accurate labels. 6.Organize space using stable systems of reference. 7.Orient data in time. 8.Identify constancies across variations. 9.Gather precise and accurate data. 10.Consider two sources of information at once. 11.Organize data (parts of a whole). 12.Visually transport data. 1.Identify and define the problem. 2.Select relevant cues. 3.Compare data. 4.Select appropriate categories of time. 5.Summarize data. 6.Project relationship of data. 7.Use logical data. 8.Test hypothesis. 9.Build inferences. 10.Make a plan using the data. 11.Use appropriate labels. 12.Use data systematically. 1.Communicate clearly the labels and processes. 2.Visually transport data correctly. 3.Use precise and accurate language. 4.Control impulsive behavior. Adapted from the work of Reuven Feuerstein

21 INPUT: Quantity and quality of data gathered 1.Use planning behaviors. 2.Focus perception on specific stimulus. 3.Control impulsivity. 4.Explore data systematically. 5.Use appropriate and accurate labels. 6.Organize space using stable systems of reference. 7.Orient data in time. 8.Identify constancies across variations. 9.Gather precise and accurate data. 10.Consider two sources of information at once. 11.Organize data (parts of a whole). 12.Visually transport data. Adapted from the work of Reuven Feuerstein Cognitive Strategies

22 ELABORATION: Efficient use of data 1.Identify and define the problem. 2.Select relevant cues. 3.Compare data. 4.Select appropriate categories of time. 5.Summarize data. 6.Project relationship of data. 7.Use logical data. 8.Test hypothesis. 9.Build inferences. 10.Make a plan using the data. 11.Use appropriate labels. 12.Use data systematically. Adapted from the work of Reuven Feuerstein Cognitive Strategies

23 OUTPUT: Communication of elaboration and input 1.Communicate clearly the labels and processes. 2.Visually transport data correctly. 3.Use precise and accurate language. 4.Control impulsive behavior. Adapted from the work of Reuven Feuerstein Cognitive Strategies

TEACHING Outside the head LEARNING Inside the head

Copyright © 2008 by aha! Process, Inc. 25

Mediation STIMULUSMEANINGSTRATEGY Mental Prowess What Why How

The four structures mediation builds inside the head are:  Sorting mechanisms  A structure to hold data (mental model)  Cognitive strategies or processes  Conceptual frameworks (schema)

28 Don’t cross the street without looking. You might get run over by a car. Look both ways before crossing the street. What WhyHow MEDIATION Identification of the stimulus Assignment of meaning Identification of a strategy

Systems or theory approach Abstract construct Mental models Abstract representational systems Associativity, intuition Emotions Sensory—taste, touch, etc. Represent the feeling Feel the feeling Act on feelings Epistemic cognition Metacognition (ability to think about thinking) Mind Body Processing 29 Copyright © 2008 by aha! Process, Inc.

Define mental models Discuss types of mental models in science Elaborate on process skill mental models that shape activities and constructed response items Mental Models 30 Copyright © 2008 by aha! Process, Inc.

Mental Models concrete abstract A mental model can be a two-dimensional visual representation, a story, a metaphor, or an analogy. 31 Copyright © 2008 by aha! Process, Inc.

What Are Mental Models? Beginning Learner Skilled Learner Mental Model When a great discrepancy exists between the way the learner creates understanding and the way the expert communicates understanding, failure results. Sensory-based, situated learning 5–7 things Tied to what is already known Abstract representational world—formal schooling Expertise What: Vocabulary/content Why: The purpose of the information How: Process/steps 32 Copyright © 2008 by aha! Process, Inc.

33 Copyright © 2008 by aha! Process, Inc.

34

35

36 Copyright © 2008 by aha! Process, Inc.

37 Copyright © 2008 by aha! Process, Inc.

38

39 Copyright © 2008 by aha! Process, Inc.

40 Copyright © 2008 by aha! Process, Inc.

How for the Student - What students have to be able to do when they achieve a standard Defining & describing Representing data & interpreting representations Identifying & classifying Measuring Ordering/comparing along a dimension Quantifying Predicting/inferring Posing questions Designing & conducting investigations Constructing evidence-based explanations Analyzing & interpreting data Evaluating/reflecting/making an argument Systems for State Science Assessment, National Research Council of the National Academies Copyright © 2008 by aha! Process, Inc.

Defining & Describing Involves recalling from memory a definition of a concept or principle or describing how one concept relates to other ideas 42 Copyright © 2008 by aha! Process, Inc.

KWEL KWEL What do I already KNOW? What do I WANT to know? What EVIDENCE have I found? What have I LEARNED? 43 Copyright © 2008 by aha! Process, Inc.

Front Loading Vocabulary Vocabulary ‘Front Loading’ Guidelines – Front loading science vocabulary helps to build ‘content equity’ with students and helps to provide schema to terms that are held important and adds focus during the lesson/unit. Below are notes about front loading – Tips on teaching vocabulary (a low-prep differentiation strategy) Front load vocabulary instruction Encourage descriptions versus definitions Use both linguistic and non-linguistic tools Teach key word parts Use games Have students interact about words they are learning Use words that are important in academic subjects Pre-access and use formative assessment to match words and instruction to learner needs

45 Copyright © 2008 by aha! Process, Inc.

46 Copyright © 2008 by aha! Process, Inc.

47 Copyright © 2008 by aha! Process, Inc.

48 Copyright © 2008 by aha! Process, Inc.

Cycles 49 Copyright © 2008 by aha! Process, Inc.

50 Copyright © 2008 by aha! Process, Inc.

51 Copyright © 2008 by aha! Process, Inc.

52 Copyright © 2008 by aha! Process, Inc.

Defining & Describing Examples of activities or constructed response items:  Description of the flow of energy in an ecosystem  Telling how to use a light probe to measure light reaching a plant  Identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day  Explain and illustrate the interactions between matter and energy in the decay of biomass such as in a compost bin 53 Copyright © 2008 by aha! Process, Inc.

Representing Data & Interpreting Representations Using tables & graphs to organize & display information both qualitatively & quantitatively Involves being able to use legends & other information to infer what something stands for or what a particular pattern means 54 Copyright © 2008 by aha! Process, Inc.

Variables in Experimental Design 55 Copyright © 2008 by aha! Process, Inc. Controlled or Constant Manipulated or Independent Responding or Dependent All the variables that are kept the same throughout the experiment The one variable that is changed in the experiment The measure of the result of changing the one variable

CONSTRUCTING A DATA TABLE Manipulated or Independent Variable Responding or Dependent Variable (# of Trials) Average or Percentage 56 Copyright © 2008 by aha! Process, Inc.

Graphing DRYDRY 57 Copyright © 2008 by aha! Process, Inc.

Measuring Quantifying – being able to measure physical magnitudes such as  volume, weight, density, & temperature using standard or nonstandard units 58 Copyright © 2008 by aha! Process, Inc.

59 Copyright © 2008 by aha! Process, Inc.

60 Copyright © 2008 by aha! Process, Inc.

61 Copyright © 2008 by aha! Process, Inc.

62 Copyright © 2008 by aha! Process, Inc.

63 Copyright © 2008 by aha! Process, Inc.

64 Copyright © 2008 by aha! Process, Inc.

65 Copyright © 2008 by aha! Process, Inc.

How Does Your Body Temperature Work? 66 Copyright © 2008 by aha! Process, Inc.

Decimals in Measurement 67 Copyright © 2008 by aha! Process, Inc. Prefix KiloHectoDeka1DeciCenti Mill i Multiply by Main Remember with KingHenryDiedMondayDrinkingChocolateMilk

Designing & Conducting Investigations Designing an investigation includes  identifying & specifying what variables need to be manipulated, measured (independent & dependent variables) & controlled  constructing hypotheses that specify the relationship between variables  constructing/developing procedures that allow exploration of the hypothesis  determining how often data will be collected and what type of observations will be made 68 Copyright © 2008 by aha! Process, Inc.

70

Copyright © 2008 by aha! Process, Inc. 71

Hypothesis Model 72 Copyright © 2008 by aha! Process, Inc.

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (T)  Identify manipulated or independent variable (T)  Identify responding or dependent variable (T)  Identify what will be measured (T)  Describe how measurement or data will be organized (T)  Develop hypothesis (T)  Conduct experiment as a demonstration (T)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (T)  Identify manipulated or independent variable (T)  Identify responding or dependent variable (T)  Identify what will be measured (T)  Describe how measurement or data will be organized (T)  Develop hypothesis (T)  Conduct experiment as a demonstration (S)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (T)  Identify manipulated or independent variable (T)  Identify responding or dependent variable (T)  Identify what will be measured (T)  Describe how measurement or data will be organized (T)  Develop hypothesis (S)  Conduct experiment as a demonstration (S)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (T)  Identify manipulated or independent variable (T)  Identify responding or dependent variable (T)  Identify what will be measured (T)  Describe how measurement or data will be organized (S)  Develop hypothesis (S)  Conduct experiment as a demonstration (S)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (T)  Identify manipulated or independent variable (T)  Identify responding or dependent variable (T)  Identify what will be measured (S)  Describe how measurement or data will be organized (S)  Develop hypothesis (S)  Conduct experiment as a demonstration (S)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (T)  Identify manipulated or independent variable (T)  Identify responding or dependent variable (S)  Identify what will be measured (S)  Describe how measurement or data will be organized (S)  Develop hypothesis (S)  Conduct experiment as a demonstration (S)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (T)  Identify manipulated or independent variable (S)  Identify responding or dependent variable (S)  Identify what will be measured (S)  Describe how measurement or data will be organized (S)  Develop hypothesis (S)  Conduct experiment as a demonstration (S)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (T)  Identify all variables (S)  Identify manipulated or independent variable (S)  Identify responding or dependent variable (S)  Identify what will be measured (S)  Describe how measurement or data will be organized (S)  Develop hypothesis (S)  Conduct experiment as a demonstration (S)

Scaffolding Plan for Implementing Scientific Inquiry Teacher Directed (T)/Student Directed (S)  State the Problem or Question (S)  Identify all variables (S)  Identify manipulated or independent variable (S)  Identify responding or dependent variable (S)  Identify what will be measured (S)  Describe how measurement or data will be organized (S)  Develop hypothesis (S)  Conduct experiment as a demonstration (S)

Enjoy your break See you in 15 minutes 82 Copyright © 2008 by aha! Process, Inc.

Predicting/Inferring Using knowledge of a principle or relationship to make an inference about something that has not been directly observed 83 Copyright © 2008 by aha! Process, Inc.

Graphing 84 Copyright © 2008 by aha! Process, Inc.

Making Inferences What do I know? What clues do I have? What do I infer happened? 85 Copyright © 2008 by aha! Process, Inc.

87

Analyzing & Interpreting Data Making sense of data by answering the questions  What does the data we collected mean?  How does this data help me answer my question? 88 Copyright © 2008 by aha! Process, Inc.

Evaluating/Reflecting/ Making an Argument Involves evaluating data, evaluating measurement, evaluating a model, revising a model, and/or comparing & evaluating models 90 Copyright © 2008 by aha! Process, Inc.

Compare/Contrast, Advantages/Disadvantages, Cause/Effect 91 Copyright © 2008 by aha! Process, Inc.

___________________________________________ ___________________________________________ ___________________________________________ __________________________ Scientific Argument Outline Observation or Question Models Theories Principles Evidence Conclusion 92 Copyright © 2008 by aha! Process, Inc.

Evaluating/Reflecting/ Making an Argument Evaluate data:  Do these data support this claim?  Are these data reliable? Evaluate measurement:  Is the following an example of good or bad measurement? Evaluate a model:  Could this model represent a liquid? Revise a model:  Given a model for gas, how could one modify it to represent a solid? Compare & evaluate models:  How well does a given model account for a phenomenon?  Does this model “obey” the “axioms of the theory? 94 Copyright © 2008 by aha! Process, Inc.

Connection to the discipline (structure, purpose, pattern, process, standards) How for the teacher Instructional plan/activities ____Rubrics ____Assessments ____Task completed How for the student (processes, step sheets, question making, sorting) Mental Model (story, analogy, drawing, movement) Payne Lesson Design Vocabulary Content * This should be shared with students. * Copyright © 2008 by aha! Process, Inc. 95

Payne Lesson Design — Fossil Unit Kepner Middle School — 6th Grade Vocabulary: MoldCast Petrified Carbon FilmTrace fossil Preserved Remains 4.5 Fossils are formed and used as evidence to indicate that life has changed through time 4.5aDescribe methods of fossil formation 1.3aInterpret and evaluate data in order to formulate a logical conclusion How for the teacher Instructional plan/activities:. Pre-reading strategy — KWEL. Jigsaw pages 107—110 from Science Explorer—Earth’s Changing Surface (Prentice Hall). Teacher Demonstration — Petrified Fossils with student activity. Lab Activity — Fossil Molds & Casts. Inference Activity—Trace Fossils. Reading — Mammoth (Preserved Remains). Carbon Film Fossils How for the student:. KWEL. Jigsaw pp. 107—110. Inference — Petrified Fossils. Molds & Casts Lab Questions. Trace Fossils — Short Composition. Mammoth Questions. Carbon Film Fossil Questions. Concept Map. Narrative Composition  Concept Map—Fossil Formation  Narrative Composition — Write a letter to your best friend describing the five (5) ways that fossils are formed  Rubric for composition KWEL; Molds & Casts, trace fossils — footprints in the snow, footprints in concrete; Preserved fossils — fruit in jello, meat in the freezer

Students have difficulty reading when:  They lack the comprehension strategies necessary to unlock meaning of text  They lack sufficient background knowledge  They do not understand organizational patterns  They do not have a purpose for reading I Read It, But I Don’t Get It, Cris Tovani Copyright © 2008 by aha! Process, Inc. 97

Reading Strategies:  Conventions of text  BK – connection to something in your background knowledge (self, text, world)  ‘I wonder’ – what causes you to wonder, list question you have  Draw a picture  ‘I’m confused’ – direct quote & page number : ‘I’m confused because…’

Plan and Label for Constructed Response Using Student Grids for Collaborative Groups Group Jobs Team Rules Team Recognition and Feedback Family Structure Relational Learning

1.Relationships of mutual respect with teachers and administrators. 2.A peer group to belong to that is positive and not destructive. 3.A coach or advocate who helps the student. 4.If not a member of the dominant culture, the student has access to individuals (or histories of individuals) who have attained success and retained connections to their roots. 5.Bridging social capital* ( buddies, mentors, et al.) to the larger society. 6.At the secondary level, a very specific and clear plan for addressing his/her own learning performance. 7.A safe environment (emotionally, verbally, and physically). *Social capital is terminology used by Robert Putnam in his book Bowling Alone. It basically means who you know. He identifies two kinds—bonding and bridging. Bonding social capital involves people who are like you; bridging social capital involves people different from you. Relational learning has seven characteristics:  100 Copyright © 2008 by aha! Process, Inc.

101 Copyright © 2008 by aha! Process, Inc.

1.Achievement is based on test scores. 2.Accountability (NCLB and AYP) is a numbers construct representing equity and excellence. 3.Because many students come from a situated-learning environment and because survival in school is achieved through decontextualized learning, transfer requires extra supports in instruction, i.e., mental models. ISSUES IN STUDENT ACHIEVEMENT AND SCHOOL ACCOUNTABILITY 102 Copyright © 2008 by aha! Process, Inc.

Mental Model for a School or Classroom and Assessment Great Things that Schools Do Assessment 14 Things Great Teachers Do, Todd Whitaker

Mental Model for a School or Classroom and Assessment Great Things that Schools Do Assessment 14 Things Great Teachers Do, Todd Whitaker

Four factors that make a difference in learning and student achievement: 1.Amount of time spent. 2.Clarity of focus of instruction. 3.What the student came in knowing. 4.Intervention of teacher. –Benjamin Bloom Improving Test Scores and Student Achievement 105 Copyright © 2008 by aha! Process, Inc.

GRADE LEVEL: 8 CIRCLE ONE: READING MATH 106 TEST BAND African American HispanicCaucasian Low Socio- economic status Limited English Proficiency Disabled Total in Group Number Needed 75–100% 50–74% 25–49% 0–24% Students who were exempt 90% of these kids should be able to move up to Q1 80% of each group must pass to make AYP 50% of these kids should be able to move up to Q2 Often it takes 2 years for these kids to move up Mock test new students with a released test if there is no data

GRADE LEVEL: 8 CIRCLE ONE: READING MATH TEST BAND African American HispanicCaucasian Low Socio- economic status Limited English Proficiency Disabled Total in Group Number Needed (80%) 75–100% Delicia 84 Lloyd 79 Juanita 93 Maria 89 Joe M. 87 Scott 91 Laurie 96 Juanita 93 Delicia 84 50–74% Dacoda 70 Jill 64 Cecilia 71 Lu 50 Joe S. 65 Jeff 68 Meghan 70 Candace 72 Joe S. 65 Jill 64 Joe S. 65 Meghan 70 25–49% Sandy 45 Cameron 39 Sandy 45 0–24%Jonas 15Andrea 20 Jonas 15 Andrea 20 Jonas 15 Andrea 20 Students who were exempt Benjamin

Identifying Students by Quartile or Quintile 1.What patterns are evident from the data collection and grid process? 2.What are the areas of strength by content area/grade level? 3.What are the areas of concern by content area/grade level? 4.Which students have been identified as targets for specific remediation? 108 Copyright © 2008 by aha! Process, Inc.

Why Charting Individual Student Performance on a Grid?  Why do I use individual student scores? You must use individual scores so you can see specifically who needs what.  Do I still look at scores by objective? Yes, but to get growth you must look at individuals.  What do I use if my school doesn’t test every grade level? Find the most recent data Develop a mock assessment if you don’t test all grade levels You’re looking for patterns. 109 Copyright © 2008 by aha! Process, Inc.

Why Charting Individual Student Performance on a Grid?  Why is the focus on subgroups? Federal law requires it.  Why is the quartile or quintile used? Quartile and quintile test bands are statistically more significant.  What if a student stays in the same quartile for more than two years? Look at programs and curriculum you provide. Something’s not working for that child. Also, you must see who is serving those kids instructionally. 110 Copyright © 2008 by aha! Process, Inc.

Why Charting Individual Student Performance on a Grid? It’s critical to understand which students are closest to the top of the bands. Which kids will give us the quickest growth in one year vs. those on a longer track. The grid with the subgroups helps us to help them. 111 Copyright © 2008 by aha! Process, Inc. 

Family Structure 112  To understand how to build a relationship with or discipline a student, it is important to know the family structures and patterns the student has experienced—not all the details, just the structure.  As governments have different structures— democracy, dictatorship, communism, etc.—so do families.  Every individual faces a basic issue—How do I keep my freedom and still live with a group of people? We learn how to answer that question in the families we first experience.

113 The first place you learn to live with a group of people while keeping your individual freedom is family.

114 extended family nuclear family single-parent home Family Structure

115  Cooperation  Competition  Authority  Identity  Deception Family structure affects attitudes about:

Key Questions for Family Structure Who is available and has the time to teach the child? To help the child with schoolwork? To provide emotional support? To develop resources in the child? 2.To whom is the child attached emotionally? Who protects the child? 3.What has the child learned about role identity and gender identity? 4.What has the child learned about cooperation and competition? 5.What has the child learned about trust and authority? 6.Would this situation make you angry if you were the child?

117 Family Structure Mom

118 Family Structure Mom Husband #1

119 Family Structure Mom Husband #1 Husband #2 John

120 Family Structure Mom Husband #1 Husband #2 John Wife #2 Boy

121 Family Structure Wife #2 Mom Husband #1 Husband #2 John Wife #2 Boy Wife #1 Husband #3

122 Boy Wife #2 Mom Husband #1 Husband #2 John Wife #2 Boy Wife #1 Husband #3 Susan 2 Girls Family Structure

Mom Husband #1 Boy #1 Boy #2 Husband #2 Girl #1 Girl #2 Mom dies. Girlfriend #1 Girlfriend #3 Girlfriend #2 Girlfriend #4 2 Children 3 Children

Copyright © 2008 by aha! Process, Inc

Enjoy your lunch We will meet back at 1: Copyright © 2008 by aha! Process, Inc.

These three criteria must be met if cooperative learning is to work effectively: 1. Team rewards. Teams may earn rewards if they achieve above a certain designated criterion. Teams do not compete against each other - all or none of the teams may gain the team reward. 2. Individual accountability. The team's success depends on the individual learning of all team members. 3. Equal opportunities for success. Students contribute to their teams by improving on their past performance - each individual in the team can contribute equally to their team's success or failure, regardless of their ability. It is not enough to simply tell students to work together; they must have a reason to take one another's achievement seriously. Copyright © 2008 by aha! Process, Inc

STAD - Student Teams-Achievement Divisions Students are assigned to four-member learning teams mixed in ability, sex and ethnicity. The teacher teaches the lesson and then the students work within their teams to make sure that all team members have mastered the lesson. All students take individual quizzes on the material, at which time they may not help one another. Students' quiz scores are compared to their own past averages, and points are awarded based on the degree to which students meet or exceed their earlier performance. These points are summed to form team scores, and prizes given if scores meet certain criteria. This whole process usually takes three to five periods. Copyright © 2008 by aha! Process, Inc

STUDENTSCOREGROUP Laurie96W Juanita93H/SES/LEP Scott91W Maria89H Joe M.87W Delicia84AA/SE Lloyd79AA Candace72W Cecilia71H Dacoda70AA Meghan70W/SE Jeff68W Joe S65W/SES/SE Jill64AA/SES Lu60H Sandy45W/SES/SE Cameron39W Andrea20H/SES/LEP/SE Jonas15AA/SES/SE BenjaminW/SE

STUDENTSCOREGROUP Laurie96WA Juanita93H/SES/LEPB Scott91W Maria89H Joe M.87W Delicia84AA/SE Lloyd79AA Candace72W Cecilia71HB Dacoda70AAA Meghan70W/SEA Jeff68WB Joe S65W/SES/SE Jill64AA/SES Lu60H Sandy45W/SES/SE Cameron39W Andrea20H/SES/LEP/SE Jonas15AA/SES/SEB BenjaminW/SEA

Materials Manager — gets materials, monitors the inventory, makes sure that all materials are returned in good order Time Keeper — monitors the time allotted for the activity, keeps the members of the group on track, makes sure that the group completes the activity on time Scribe — keeps a record of the group findings/work, Reporter — reports the group’s findings to the rest of the class Process Manager — only group member who can take questions to the teacher, in charge of making sure the group follows directions Group Jobs

Team Rules Zero Noise Signal Ask 3 before me We are not done until we are all done Use 6 inch voices Each team member is responsible for their teammates’ success

Zero Noise Signal 1. Hand Up 2. Stop Talking 3. Stop Doing 4. Signal Others ** 5. Look 6. Listen Copyright © 2008 by aha! Process, Inc

Quiz Score Improvement Points Base Score is the quiz/test avg. from last grading period  more than 10 points below base score = 0  10 points below to 1 point below base score = 10  base score to 10 points above base score = 20  more than 10 points above base score = 30  perfect paper (regardless of base score) = 30 Copyright © 2008 by aha! Process, Inc

Team Average Award ≤15 -- Acceptable Team 16 – Recognized Team 21 – Exemplary Team Copyright © 2008 by aha! Process, Inc

Group: GEOLOGIC FAULTS Student Name Baseline Score Quiz Score Growth Improvement Points Laurie Dacoda Meghan Benjamin Quiz Score Improvement PointsTeam AvgAwardTeam Award: more than 10 points below base score.0 ≤15 Acceptable Team 10 points below to 1 point below base score Recognized Team base score to 10 points above base score Exemplary Team more than 10 points above base score 30 perfect paper (regardless of base score)30 Six Weeks:

136 All learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to learning. Most learning is in essence emotional. Virtually all learning starts with a significant relationship. –Stanley Greenspan and Beryl Benderly

137 If a student and teacher do not have a relationship of mutual respect, the learning will be significantly reduced. For some students it won’t occur at all. If a student and a teacher don’t like each other—or even come to despise each other— forget about significant learning. If mutual respect is present, it can compensate for the dislike. Mutual respect is as much about nonverbals as it is about what you say.

138 Creating an Environment of Mutual Respect 1.Know something about each student. 2.Engage in behaviors that indicate affection for each student. 3.Bring student interests into content and personalize learning activities. 4.Engage in physical behaviors that communicate interest in students. 5.Use humor when appropriate. 6.Consistently enforce positive and negative consequences. –Robert Marzano, The Art and Science of Teaching

 Support: the direct teaching of process and mental models.  Insistence: the motivation and persistence that comes from the relationship.  High Expectations: the approach of, “I know you can do it, and you will.” Mutual Respect Relationships of mutual respect must have three things present:

 For mutual respect to exist, there must be structure, consequence, and choice.  Structure is the external parameters and internal boundaries.  Consequence is what happens when structure is not honored.  Choice is an individual decision regarding those parameters and boundaries.

141 –Dr. James Comer "No significant learning occurs without a significant relationship."

Copyright © 2008 by aha! Process, Inc

143 Creating Relationships DEPOSITSWITHDRAWALS Seeking first to understandSeeking first to be understood Keeping promisesBreaking promises Kindnesses, courtesiesUnkindnesses, discourtesies Clarifying expectationsViolating expectations Loyalty to the absentDisloyalty, duplicity ApologiesPride, conceit, arrogance Open to feedbackRejecting feedback Adapted from The Seven Habits of Highly Effective People. (1989). Stephen Covey.

144 Creating Relationships DEPOSITS MADE TO INDIVIDUAL IN POVERTY WITHDRAWALS MADE FROM INDIVIDUAL IN POVERTY Appreciation for humor and entertainment provided by the individual Put-downs or sarcasm about the humor or the individual Acceptance of what the individual cannot say about a person or situation Insistence and demands for full explanation about a person or situation Respect for the demands and priorities of relationships Insistence on the middle class view of relationships Using the adult voiceUsing the parent voice Assisting with goal settingTelling the individual his/her goals Identifying options related to available resources Making judgments based on the value and availability of resources Understanding the importance of personal freedom, speech, and individual personality Assigning pejorative character traits to the individual

What can a teacher do to build relationships? 145 Adapted from “TESA (Teacher Expectations and Student Achievement).” Los Angeles Department of Education.  “TESA (Teacher Expectations and Student Achievement)” identified 15 behaviors that teachers use with good students.  The research study found that when teachers used these interactions with low-achieving students, they made significant gains in achievement.

What can a teacher do to build relationships?  Calls on everyone in room equitably.  Provides individual help.  Gives “wait” time (allows student enough time to answer).  Asks questions to give student clues about answer.  Asks questions that require more thought.  Tells students whether their answers are right or wrong.  Gives specific praise. Copyright © 2008 by aha! Process, Inc

What can a teacher do to build relationships?  Gives reasons for praise.  Listens.  Accepts feelings of student.  Gets within arm’s reach of each student each day.  Is courteous to students.  Shows personal interest and gives compliments.  Touches students (appropriately).  Desists (does not call attention to every negative student behavior). Copyright © 2008 by aha! Process, Inc

What Students Look for to Determine Mutual Respect  Teacher calls students by name.  Teacher uses courtesies: “please,” “thank you,” etc.  Students use courtesies with each other and with teacher.  Teacher calls on all students.  Teacher gets into proximity (within an arm’s reach) of all students—daily if possible, but at least weekly.  Teacher greets students at door.  Teacher smiles at students.  Classroom has businesslike atmosphere.  Students are given tools to assess/evaluate their own work.  Student-generated questions are used as part of instruction.  Grading/scoring is clear and easily understood.  Students may ask for extra help from teacher. Copyright © 2008 by aha! Process, Inc 

62 In what ways could this be resolved? What factors will be used to determine the effectiveness, quality of ______? I would like to recommend ______. What are choices in this situation? I am comfortable (uncomfortable) with ______. For me to be comfortable, I need the following things to occur: ______. These are the consequences of that choice/action: ______. Quit picking on me. You don't love me. You want me to leave. It's your fault. Don't blame me. She, he … did it. You make me mad. You made me do it. VOICES CHILDCHILD ADULTADULT You (shouldn't) should do that. It's wrong (right) to do ______. That's stupid, immature, out of line, ridiculous. Life's not fair. Get busy. You are good, bad, worthless, beautiful You do as I say. If you weren't so ______, this wouldn't happen to you. Why can’t you be like ______? PARENTPARENT Copyright © 2008 by aha! Process, Inc.

“ Human relationship is a sledgehammer that obliterates every societal difference.” –Robert Sapolsky 150 Copyright © 2008 by aha! Process, Inc.

8 Resources Assess resources to create student interventions Resources 151 Copyright © 2008 by aha! Process, Inc.

152 Financial Having the money to purchase goods and services. Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices. Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. Resources

153 Spiritual Believing in divine purpose and guidance. Having hope or a future story. Physical Having physical health and mobility. Support Systems Having friends, family, and backup resources available to access in times of need. These are external resources. Resources

154 Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group. Formal Register Having the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings. Resources

155 Resource Analysis 

156

157 Financial Having the money to purchase goods and services. Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices. Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. Resources

158 Spiritual Believing in divine purpose and guidance. Having hope or a future story. Physical Having physical health and mobility. Support Systems Having friends, family, and backup resources available to access in times of need. These are external resources. Resources

159 Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group. Formal Register Having the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings. Resources

Missing Resource How It Affects School Performance Possible Intervention s Lack of support system at home Homework not completed Grade contract with homework as one portion of grade Study buddy Arrange for the student to stay after school—not as a punishment Mentor relationship with a staff member Creating Interventions

Enjoy your break See you in 15 minutes 161 Copyright © 2008 by aha! Process, Inc.

Step Sheet for Creating Interventions 1. List the resource in the first column. 2. List how the missing resource affects school performance.  connect the missing resource to academic and behavioral needs of students.  create a quick diagnostic tool and interventions to provide the missing resource. 3. In the third column list all interventions that the school currently has in place that fit the resource listed 4. Next, list 5–10 possible interventions to put in place for students without this resource. Use a red marker. 5. Create a checklist of interventions for each resource to be used in the district/school. 162

163 RESOURCEQUESTIONS TO DETERMINE BEST INTERVENTION Financial  Can the student afford the field trip, or is a scholarship needed for him/her?  Can the student afford supplies for the project or science fair?  Is the student hungry, or must a linkage to food be found? Creating Interventions Copyright © 2008 by aha! Process, Inc

164 RESOURCEQUESTIONS TO DETERMINE BEST INTERVENTION Emotional  Can the student verbalize choices?  Does the student have the language to mediate situations without resorting to fists?  Can the student identify consequences?  Is the student reactive rather than proactive?  Is there a drug-addiction issue?  Is there a biochemical issue?  Can the student plan? Creating Interventions Copyright © 2008 by aha! Process, Inc

165 RESOURCEQUESTIONS TO DETERMINE BEST INTERVENTION Mental  Can the student read at his/her grade level?  Can the student identify the final product or task?  Does the student know what will be evaluated and how?  Does the student know the time frame?  Does the student have the skills to do the task? Creating Interventions Copyright © 2008 by aha! Process, Inc

166 RESOURCEQUESTIONS TO DETERMINE BEST INTERVENTION Spiritual  Does the student believe he/she has some control over the situation, or does he/she say there is nothing he/she can do?  Does the student have a future story and a plan to go with it? Creating Interventions Copyright © 2008 by aha! Process, Inc

167 RESOURCEQUESTIONS TO DETERMINE BEST INTERVENTION Physical  Is the student clean?  Are the student’s clothes clean?  Can the student physically take care of himself/herself?  Does the student know how to take care of himself/herself? Creating Interventions Copyright © 2008 by aha! Process, Inc 

Materials Manager — gets materials, monitors the inventory, makes sure that all materials are returned in good order Time Keeper — monitors the time allotted for the activity, keeps the members of the group on track, makes sure that the group completes the activity on time Scribe — keeps a record of the group findings/work, Reporter — reports the group’s findings to the rest of the class Process Manager — only group member who can take questions to the teacher, in charge of making sure the group follows directions Group Jobs

On Ramp/Off Ramp 1.Divide chart paper into two columns and label them On Ramp and Off Ramp 2.Under the On Ramp, list all the ways your school helps students get back on track 3.Under the Off Ramp, list all the ways that students get off track 4.Circle all the interventions that are wait to fail interventions Copyright © 2008 by aha! Process, Inc

School Improvement If you change the structures & process, you change the patterns then the outcomes Copyright © 2008 by aha! Process, Inc

Resource to be Developed How it Affects School Performance Possible Interventions Creating Interventions 171 Copyright © 2008 by aha! Process, Inc.

Creating Interventions Resource to be Developed How it Affects School Performance Possible Interventions Financial Student does not have school supplies EmotionalStudent fights regularly Mental Student has issues with completing tasks on time Spiritual Student feels that science is not something that people in his/her group can do PhysicalStudent has hygiene issues Copyright © 2008 by aha! Process, Inc

Charting individual student performance in a grid Establishing a relationship between content and time High-quality instruction Measuring the learning-formative assessments Interventions Embedding processes into the schedule Six Step Process 173

Assigning Time and Aligning Instruction  We must know what we are teaching  How much time equals what payoff?  We must know what we will teach and why Copyright © 2008 by aha! Process, Inc

Time and Content Grids  Address the focus of instruction and the amount of time  Identify what is taught and the amount of time devoted to it  Facilitate dialogue about instruction, curriculum, and pedagogy 175 Copyright © 2008 by aha! Process, Inc.

Curriculum Alignment First Nine WeeksSecond Nine Weeks Third Nine WeeksFourth Nine Weeks 176 Copyright © 2008 by aha! Process, Inc.

First Six WeeksSecond Six WeeksThird Six Weeks Fourth Six WeeksFifth Six WeeksSixth Six Weeks Curriculum Alignment 177 Copyright © 2008 by aha! Process, Inc.

1.Each year, after creating the time and content grids, review the current curriculum. 2.Teachers meet by grade level or department. 3.Hold a building-level faculty meeting. 4.A subcommittee revises the documents. 5.The instructional units are keyed to the standards. Steps in the Process of Identifying ‘the What’ Do this at the beginning of each year—everyone knows what to teach, and it really helps new teachers. 178 Copyright © 2008 by aha! Process, Inc. 

What is the quality of the teaching in the classroom? High Quality Instruction and Teaching 179 Copyright © 2008 by aha! Process, Inc. GradeMathematics GLS* Percentage * generalized least squares Average Grade Level Language Arts GLS PercentageAverage Grade Level K12345K12345 K100K K 1 st nd rd th th From a research study by John Hollingsworth and Silvia Ybarra called “Analyzing Classroom Instruction: Curriculum Calibration.”

Hollingsworth and Ybarra state: According to the [preceding] table, kindergarten and first grade are being taught at grade level.  Curriculum slippage begins at second grade, where only 77% of the math material and 80% of the language arts material being presented to the students is on grade level.  By the fifth grade, only 2% of the work being given to the students is on grade level.  Keep in mind that we calibrated every assignment that the students were being asked to do.  By the fifth grade, the student assignments were mostly second- and third-grade material. Copyright © 2008 by aha! Process, Inc

Hollingsworth and Ybarra state:  An ironic note is that these below-grade- level assignments were full of happy faces, “good work,” “A+,” etc.  These students knew the material and needed to have the level of instruction ratcheted up.  Instruction at this school was miscalibrated. Copyright © 2008 by aha! Process, Inc

182 Copyright © 2008 by aha! Process, Inc. TEACHER ARTIFACT ANALYSIS EXAMPLES: Lesson plans, project guidelines, classroom guidelines/procedures, rubrics, tests, homework assignments. QUESTIONS TO ASK ABOUT THE ARTIFACTS 1. Is the process clearly identified (procedures, steps)? 8. Is it a “beginning learning” assignment? If so, what are the opportunities to do the assignment with a peer or a group? 2. Are student evaluation tools given (rubrics, grading guidelines, etc.)? 9. Does it involve media/technology? If so, is that accessible to the student? 3. Is the assignment relevant to the student in any way? (linked to a personal experience, a future story, a creative option) 10. Is the timeframe given to do the assignment reasonable for the majority of students? 4. Is the purpose of the assignment to develop automaticity? If so, how much automaticity is required? 11. What is the motivation for the student? (tied to a future story, a work environment, a personal interest, an understanding of the content, the relationships with the teacher, personal expertise/knowledge) 5. Is the assignment tied to grade level standards and expectations? 12. Does the assignment provide any choice(s) for demonstrating understanding? 6. How often is the same kind of assignment given? Is there variation in the week? 13. To what extent is the assignment dependent upon memory versus utilization of information sources? 7. Does the assignment require thought?

Copyright © 2008 by aha! Process, Inc STUDENT ARTIFACT ANALYSIS EXAMPLES: Completed projects, research papers, tests, homework, writing samples, rubrics used for self–assessment, student notes. QUESTIONS TO ASK ABOUT THE ARTIFACTS 1. Did the student complete the assignment? 2. What was the level of difficulty of the assignment for the student? 3. Was the quality of the student work sufficient to assess student understanding of the task/content? 4. Was the finished project/assignment on grade level? 5. Is the student able to demonstrate the use of the self-evaluation tool? 6. Did the student follow the directions? 

 Growth is measured against standards of performance (not grades).  Knowing who is in trouble enables us to select the best intervention and implement it in a targeted fashion for the greatest impact.  Examples of tools used to measure growth: Benchmarks Rubrics Ten-Question Tests  Use these tools to find students who are having trouble. Measuring Learning-Formative Assessments 184 Copyright © 2008 by aha! Process, Inc. 

How do you know the students are learning? What is the grade? Six-Step Process QuizTestsDaily Copyright © 2008 by aha! Process, Inc

What Is a Benchmark?  Three to four indicators by grading period to demonstrate learning/mastery  Critical attributes needed to ensure student progress 186 Copyright © 2008 by aha! Process, Inc.

1.Purpose is to identify desired level of achievement and to set standard. 2.It must be simple and easy to understand. It is appropriate when the individual using it understands it. If a student is to use it, he/she must be able to understand it. 3.Student growth toward desired level of achievement must be clear. The extent to which the student has met the standard must be clear. 4.It can be changed to meet the need. –Ruby Payne Rubric Guidelines 187

1.Identify 3–5 criteria. 2.Set up a grid with numerical values. 1–4 is usually enough. 3.Identify what would be an excellent piece of work. That becomes a 4. 4.Work backward. Identify what would be a 3, a 2, and so on. What would be unacceptable? That becomes a 1. Developing a Rubric –Ruby Payne 188 Copyright © 2008 by aha! Process, Inc.

Hypothesis Model 189 Copyright © 2008 by aha! Process, Inc.

1.Teachers write ten questions to assess the standards taught that grading period. 2. Write the questions in the format of the state assessment. 3. Teachers agree to include these on the six- or nine- week test, or on the unit test. Teachers can include other questions on the test. 4. After assessing the students, teachers meet together to review student performance on the common items. The question is, "Are students making progress toward the standards?" 10-Question Tests 190 Copyright © 2008 by aha! Process, Inc.

1.Bring together test questions already used. 2.Code test questions of the standards. 3.Use the time and content grids to identify the standards taught by grading period. 4.Sort/eliminate questions by standard; find questions that best assess that standard. 5.Embed these questions into each teacher’s test for the grading period. Steps for Creating 10-Question Tests 191 Copyright © 2008 by aha! Process, Inc.

Mock State Assessments/End of Course Test 1.Put all students in that course or on that grade level in an altered schedule for one day to take the mock assessment. 2.Have the students score their own tests (exception is writing). 3.The students grid their performance against standards. 4.A letter is sent to the parent(s) explaining the student’s current status against the state assessment. The letter explains that this outcome is a possibility given that the mock test is not exactly the same test as the state test. 5.Assign to tutoring those students who are at risk. 192 Copyright © 2008 by aha! Process, Inc.

To help students pass the state assessment, a teacher did the following and was very successful. All of her students took a mock test in math and scored their own papers. Then they made this grid: Questions I got right and could get right again. Questions I did or did not do correctly but am not sure how to do. Questions where I had no clue. Adapted by Shelly Rex 193 Copyright © 2008 by aha! Process, Inc.

The students went through their test papers and classified the questions as listed below: Questions I got right and could get right again. Questions I did or did not do correctly but am not sure how to do. Questions where I had no clue. 1, 3, 4, 5, 9, 11, 14, 15,19 2, 6, 7, 12, 13, 18, 20 8, 10, 16, Copyright © 2008 by aha! Process, Inc.

After a mini-conferencing with students and a review, the students retested and revised their grids: Questions I got right and could get right again. Questions I did or did not do correctly but am not sure how to do. Questions where I had no clue. 1, 3, 4, 5, 9, 11, 14, 15,19 2, 6, 7, 12, 13, 18, 20 8, 10, 16, 17 2, 6, 7, 8, 10, 13, 17, 18 8, 1016, Copyright © 2008 by aha! Process, Inc.

Review of the Session  What does the research show?  Define mental models  Discuss types of mental models in science  Elaborate on process skill mental models that shape activities and constructed response items  Discuss relational learning and resource analysis to build intervention  Review processes for formative assessment

1.Relationships of mutual respect with teachers and administrators. 2.A peer group to belong to that is positive and not destructive. 3.A coach or advocate who helps the student. 4.If not a member of the dominant culture, the student has access to individuals (or histories of individuals) who have attained success and retained connections to their roots. 5.Bridging social capital* ( buddies, mentors, et al.) to the larger society. 6.At the secondary level, a very specific and clear plan for addressing his/her own learning performance. 7.A safe environment (emotionally, verbally, and physically). *Social capital is terminology used by Robert Putnam in his book Bowling Alone. It basically means who you know. He identifies two kinds—bonding and bridging. Bonding social capital involves people who are like you; bridging social capital involves people different from you. Review of the Seven Characteristics of Relational Learning: 197 Copyright © 2008 by aha! Process, Inc.

Ticket Out  Please complete the information sheet and the evaluation form  Give both sheets to your group’s Material Manager to bring to the front.  If you have any questions or need additional information you can either me at or go the aha! Process website Copyright © 2008 by aha! Process, Inc.