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Closing the Achievement Gap: Its Attitude not Aptitude. Using MSDE Web tools and the principles of Assessment for Learning to reduce the achievement gap. Dr. Bruce Katz Regional Assistant Superintendent PGCPS.

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closing the achievement gap its attitude not aptitude

Closing the Achievement Gap: Its Attitude not Aptitude

Using MSDE Web tools and the principles of Assessment for Learning to reduce the achievement gap

Dr. Bruce Katz

Regional Assistant Superintendent

PGCPS

slide2

“The typical child in the typical school- especially the poor child of color in the urban school- lives in an educational environment of deep and pathological incoherence and ineffectiveness.”

Richard F. Elmore

why the gap
Why the gap?
  • Inability to diagnose and prescribe
  • Mistaken beliefs
  • Unable to engage students in the curriculum
  • Do not fully recognize the significance of the statement - Teachers make a difference
what to do
What to do?
  • Create a classroom environment that shows ALL students have the capability to achieve
  • FULLY align curriculum standards with assessment and instruction
  • Implement a balanced assessment system
  • Change the philosophy toward assessment, which will change the philosophy and techniques of instruction
  • Provide teachers with a new set of tools
how to do it
How to do it?
  • Change the paradigm associated with:
    • Instructional Planning
    • Classroom Assessment
    • Instruction
it s attitude not aptitude
It’s Attitude not Aptitude

Objective

Preserve:

  • Self Esteem
  • Self Image

Transmit:

  • Ability to succeed
  • Positive relationship based on mutual goals and success
paradigm shift
Paradigm Shift

Objective

Planning

Assessment

Instruction

instructional planning collaborative
Management

Regularly scheduled

Chaired by faculty

Attended (participation required) by administration

Required agenda and outcomes

Rules of participation

Process

Defined to deal with instructional issues in a prescribed way:

Planning based on standards

Assessment design

Review of student work

Data analysis for modifying instruction

Instructional planning

Learning walks/Surgical Theatre

Instructional Planning: Collaborative
planning
Planning
  • Begin with a review of standards, objectives, indicators, and assessment limits
  • Identify the indicators to be taught and assessed
  • Design two assessments
  • Review instructional strategies and data points
assessments
Assessments
  • Design two assessments with questions aligned in rigor and content to the indicators
  • Make the questions in the format of the HSA
  • Share indicators and questions with students
  • Prepare a chart/table to record student performance
indicator
Indicator

1.

2.

3.

4.

5.

6.

7.

Indicator

instruction
Instruction
  • Share outcomes, objectives, with students
  • Give pretest and have students score and record performance (not for grade)
  • Describe how students can master the material and achieve proficiency
  • Lesson format should include: warm-up, objective check, whole class instruction (pacing), grouping (differentiated instruction based on student needs), heterogeneous grouping, lesson assessment, closure
extended learning
Extended Learning
  • Tied directly to student needs
  • Small group and focused
  • Changed nature of teacher work to a professional model
  • Changed nature of teacher/parent interaction
continued planning
Continued Planning
  • Review of student data
  • Regrouping of students
  • Planning of extended learning
  • Review and comment- leading to descriptive feedback on student work
  • Review of instructional strategies
  • Scheduling learning walks and surgical theatre
educational professionalism
Educational Professionalism

Expectation

  • Teacher knows his/her content standards
  • Teacher works collaboratively
  • Teacher can communicate standards to students; parents
  • Teacher knows how to use assessment to promote student learning
slide18

“If you want to make minor, incremental changes and improvement, work on practices, behavior or attitude. But if you want to make significant, quantum improvement, work on paradigms.”

Stephen R. Covey

The 8th Habit: From Effectiveness to Greatness

learning team management options
Learning Team Management Options

Learning Team Management Options

High Involvement

Plan and manage every meeting

Assist team leaders; they manage meetings

Present workshops (preplanned) in support of teams

Help teams past roadblocks as needed by request

Help teams form; teams run independently

Low Involvement

Source ATI

impact of teacher effectiveness on student achievement
Impact of Teacher Effectiveness on Student Achievement

Source: Marzano, Classroom Management that Works, ASCD, 2003.

impact of schools
Impact of Schools

Source: Marzano, Classroom Management that Works, ASCD, 2003.

control of learning
Control of Learning

It is a mistaken belief to think that adults are in control of student learning.

Students control student learning.

Students control student learning.

Students control student learning and, if necessary, will prove it to adults in most unexpected and sometimes disappointing ways

session summative assessment
Session Summative Assessment
  • Its Attitude not Aptitude
  • The teacher is the most important factor
  • Support effective Collaborative Instructional Planning
  • Use valid formative assessments to increase learning
sources
Sources

Chappuis, Stiggins, et. al., Assessment FOR Learning: An Action Guide for School Leaders, 2004

Covey, The 8th Habit: From Effectiveness to Greatness, Free Press, 2004

Maryland State Department of Education, www.mdreportcard.org/index.aspx , www.mdk12.org

Marzano, Classroom Management that Works, ASCD, 2003

Marzano, Waters, and McNulty, School Leadership that Works: From Research to Results, ASCD, 2005

Stiggins, Arter, et. al., Classroom Assessment for Student Learning: Doing it Right- Using It Well, 2004

Classroom Assessment for Student Learning, Measured Progress, Assessment Training Institute, 2005