1. Prepared for the Mathematics, Science and ELL PLC of Deer Valley Middle School by Dan Mulligan, Ed. D. January 2010 Educating EACH Child: Strategies that Work!

2. Sustaining Growth in Student Achievement According to research conducted by NWREL (Northwest Regional Education Laboratory), sustaining growth in student achievement is contingent on one key factor: –The professional staff responsible for learning identifies the strategies (actions) that contributed to the gains in student achievement. –The staff then refines the implementation of these factors by meeting periodically throughout the year to evaluate the success of the strategies.

3. Problem Solving Process Define the Problem Defining Problem/Directly Measuring Behavior Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Implement Plan Implement As Intended Progress Monitor Modify as Necessary Implement Plan Implement As Intended Progress Monitor Modify as Necessary Evaluate Response to Intervention (RtI) Evaluate Response to Intervention (RtI)

4. There are three parts to any research-based lesson: Beginning – ‘check for’ and ‘build’ background knowledge of each student; During – teach and actively engage each student in new content – making connections to prior knowledge; End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson

5. Give One … Get One …   On your handout, write one strategy or practice that you have implemented since the December session. Think and be creative.   When signaled, circulate the room to meet a colleague. Give him/her your answer and get their answer.   You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat.   Enjoy!

6. Opportunity to Learn Three types of math curricula were identified by SIMS: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum Has the strongest relationship with student achievement of all school-level factors.

7. Content-Related Evidence of Validity Content-Related Evidence of Validity (Intended Curriculum) Essential Skills Essential Knowledge Essential Vocabulary ASSESSMENT TARGET (content validity)

10. The Helicopter Dilemma

11. Category Ave. Effect Size (ES) Percentile Gain Identify similarities & differences 1.6145 Summarizing & note taking 1.0034 Reinforcing effort & providing recognition.8029 Homework & practice.7728 Nonlinguistic representations.7527 Cooperative learning.7327 *Setting objectives & providing feedback*.6123 Generating & testing hypotheses.6123 Questions, cues, & advance organizers.5922

12. Generating and Testing Hypotheses Problem Solving Approaches to this strategy in the classroom: – –Giving students a model for the process, – –Using familiar content to teach students the steps for problem solving What does it look like? Steps for problem solving: – –What am I trying to do? – –What things are in my way? – –What are some of the things I can do to get around these things? – –Which solution seems to be the best? – –Did this solution work? Should I try another solution?

14. Collecting QUALITATIVE Data

15. Checking for background knowledge: What is a hieroglyphic? American Heritage DictionaryAmerican Heritage Dictionary - hi·er·o·glyph·ic, adj. Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound. Written with such symbols.

16. Steps: 1.Find a person currently not seated next to you. Make friends 2.This person is now your FOUR-SECOND PARTNER!

17. Eyes Year’s of experience at your school 0 – 1 years2 – 10 yearsMore than 10 years Nose Department attention to including cognitive skills in questioning LimitedModerateExceptional Mouth Evidence of differentiation in lessons LimitedModerateExceptional Hair Use of formative assessments in your content area. Little or nonePockets of change Large scale action Getting to Know YOU!!!

18. Momentous Discovery When teachers regularly and collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens. Michael Fullan

19. “If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

21. 1. The percent of ALL students graduating on-time in the Class of ‘07. 2.The percent of HISPANIC students graduating on-time in the Class of ‘07. 3.According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school. 4. The percent of WHITE students graduating on-time in the Class of ‘07. 5. The percent of ELL students graduating on-time in the Class of ‘07. 6. The percent of POVERTY students graduating on-time in the Class of ‘07. 7.The percent of ALL students PASSING the GRADE 8 SCIENCE AIMS test in ’09. 8.The percent of ALL students PASSING the GRADE8 MATH AIMS test in ‘09. 86 73 51 90 49 74 52 In Deer Valley Unified Schools: 60 SOLUTIONS (S): 49, 51, 52, 60, 73, 74, 86, 90

22. Thinking Goes to School Hunt for Solutions 1. 1. Designed to check for background knowledge and already acquired knowledge (differentiation tool). 2. 2. Fosters team-talk at higher levels of thinking (by providing solutions before questions). 3. 3. Provides ENGAGEMENT (MIND before Movement). 4. 4. Becomes a formative assessment if after the teaching/learning, students can evaluate and adjust - as needed – answers. 5. 5. Primary Goal: Students (including at-risk) experience success (Yes…they can!!!) 1. 1. Designed to check for background knowledge and already acquired knowledge (differentiation tool). 2. 2. Fosters team-talk at higher levels of thinking (by providing solutions before questions). 3. 3. Provides ENGAGEMENT (MIND before Movement). 4. 4. Becomes a formative assessment if after the teaching/learning, students can evaluate and adjust - as needed – answers. 5. 5. Primary Goal: Students (including at-risk) experience success (Yes…they can!!!) Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with 1 team member to (1) select a content area, (create 2 or 3 questions to check for background knowledge and 3 or 4 questions that check for already acquired knowledge.

24. The average student talks 35 seconds a day. The student who is talking is growing dendrites.

29. Good Instruction (Keep it Simple…Keep it Real) “Good instruction is good instruction, regardless of students’ racial, ethnic, or socioeconomic backgrounds. To a large extent, good teaching – teaching that is engaging, relevant, multicultural, and that appeals to a variety of modalities and learning styles – works well with ALL children.” Educating Everybody’s Children, ASCD, 1995.

30. Category Ave. Effect Size (ES) Percentile Gain Identify similarities & differences 1.6145 Summarizing & note taking 1.0034 Reinforcing effort & providing recognition.8029 Homework & practice.7728 Nonlinguistic representations.7527 Cooperative learning.7327 *Setting objectives & providing feedback*.6123 Generating & testing hypotheses.6123 Questions, cues, & advance organizers.5922

31. Summarizing and Note Taking Approaches to this strategy in the classroom: –Teaching students the rule-based summarizing strategies, –Using summary frames, and –Teaching students reciprocal teaching and group- enhanced summary. What doe it look like? –Take out material that is NOT important for understanding, –Take out words that repeat information, –Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). –Find a topic sentence. If you cannot find a topic sentence, make one up.

32. Summarizing and Note Taking Generalizations form the research: –Verbatim note-taking is, perhaps, the least effective technique. –Notes should be considered a work in progress. –Notes should be used as a study guide for tests. –The more notes that are taken, the better.

33. C O V E R C O V E R Allow students to personalize their notebook with a cover collage. Preserve with packing tape.

34. Table of Content Samples

37. MIND Notebook Rubric

38. Experiencing a MIND Notebook

39. What is a MIND Notebook? A personalized, clear textbook A working portfolio -- all of your notes, classwork, etc. -- in one convenient spot NOTE: a MIND notebook does not take the place of an engaging lesson. It is a powerful summarizing activity.

41. Left Side – Right Side Orientation Right SIDE Right side items are items from the teacher and text to be... REMEMBERED Left SIDE Left side items are what the student has... LEARNED

42. Right Side Right is for content that is to be remembered! The right side “belongs” to the teacher and the text. The right side has “testable” information.

45. “Insanity: the belief that one can get different results by doing the same thing.” -Albert Einstein

46. RECALL CREATE CONNECT RELATE

47. Arizona Standards Verbs PROBLEM SOLVING PROBLEM SOLVING AnalyzeDeriveDiscoverEvaluateExplore PredictSolveSurveyVerifyInvestigate REASONING REASONING CategorizeClassifyCompareContrastDifferentiate DescribeEstimateExplainGeneralizeInterpret JustifyOrderHypothesizePredictInfer PrioritizeRankValidateSummarize COMMUNICATION COMMUNICATION ClarifyCorrespondDescribeDiscussDemonstrate ExhibitExplainExpressPersuadePortray RestateShowSpeakStateWrite

48. Why use them? Higher-level thinking –Expand student thinking skills AnalyzingSynthesizingEvaluating Relating and developing concepts CategorizingSequencing Comparing and contrasting –Get to higher levels of Bloom’s

50. Questioning Strategies Think Time Question Exchange Journaling Numbered Heads Jigsaw Learning Centers Timed Pair Share Writing and Discussing

51. Beating the Odds 366 high-poverty schools in 21 states beat the odds and reached exceptional levels of achievement by using “monitoring systems … for providing ongoing analysis of student achievement data” Equally important, teachers at these schools met regularly – monthly or more often – to discuss student performance against state standards in order to reach measurable goals. ~ EdTrust study, 1999

52. Common Characteristics of High Achieving Schools (90/90/90) Focus on academic achievement Clear curriculum choices Frequent assessment of student progress and multiple opportunities for improvement An emphasis on writing External scoring

53. Words Heard in an Hour  Poverty: 615 words  Middle class: 1251 words  Professional: 2,153 words Hart and Risley, 1995