
Educating EACH Child: Strategies that Work!. Prepared for the Grade 4 through Grade 6 PLC of Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D. January 2010. Sustaining Growth in Student Achievement.
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Prepared for the
Grade 4 through Grade 6 PLC of
Constitution Elementary and Sunrise Elementary
by Dan Mulligan, Ed. D.
January 2010
Define the Problem
Defining Problem/Directly Measuring Behavior
Problem Analysis
Validating Problem
Identify Variables that Contribute to Problem
Develop Plan
Evaluate
Response to Intervention (RtI)
Implement Plan
Implement As Intended
Progress Monitor
Modify as Necessary
There are three parts to any research-based lesson:
Has the strongest relationship with student achievement of all school-level factors.
Implemented Curriculum
Attained Curriculum
Intended Curriculum
Essential
Skills
Essential
Knowledge
ASSESSMENT
TARGET
(content validity)
Essential
Vocabulary
Checking for background knowledge:
What is a hieroglyphic?
PARTNER
Steps:
Find a person currently not seated next to you. Make friends
This person is now your FOUR-SECOND PARTNER!
When teachers regularly and collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens.
Michael Fullan
“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”
In Deer Valley Unified Schools:
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 4 SCIENCE AIMS test in ’09.
The percent of ALL students PASSING the GRADE 5 MATH AIMS test in ‘09.
86
73
51
90
49
74
C31 S55
C56 S70
SOLUTIONS (C): 31, 49, 51, 56, 73, 74, 86, 90
SOLUTIONS (S): 49, 51, 55, 70, 73, 74, 86, 90
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.
Victoria Bernhardt
The average student talks 35 seconds a day.
The student who is talking is growing dendrites.
“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.
Skills
Incentives
Resources
Action Plan
Assessment
Meaningful
Change
Managing Complex Change
Skills
Incentives
Resources
Action Plan
Assessment
Confusion
Vision
Incentives
Resources
Action Plan
Assessment
Anxiety
Vision
Skills
Resources
Action Plan
Assessment
Gradual
Change
Vision
Skills
Incentives
Action Plan
Assessment
Frustration
Vision
Skills
Incentives
Resources
Assessment
False
Starts
Vision
Skills
Incentives
Resources
Action Plan
Unknown
Results
Adapted from Delores Ambrose, 1987
Allow students to
personalize their notebook
with a cover collage.
Preserve with packing tape.
NOTE: a MIND notebook does not take the place of an engaging lesson. It is a powerful summarizing activity.
Right SIDE
Left SIDE
Left side items are what the student has . . .
LEARNED
Right side items are items from the teacher and text to be . . .
REMEMBERED
For mastery a student needs nine times to practice.
3 – teacher models
3 – students work in collaboration
3 – students work on his/her own, two of these in a timed situation, since pacing is critical
Silver, H. and Strong, R.
START: 1. What is the Question?
4. Who will add to the answer?
Turn 4 Thought
Turn 4 Thought
2. Who will Answer?
3. Who will Paraphrase and Praise?
“Insanity: the belief that one can get different results by doing the same thing.”
-Albert Einstein
Analyze Derive Discover Evaluate Explore
Predict Solve Survey Verify Investigate
Categorize Classify Compare Contrast Differentiate
Describe Estimate Explain Generalize Interpret
Justify Order Hypothesize Predict Infer
Prioritize Rank Validate Summarize
Clarify Correspond Describe Discuss Demonstrate
Exhibit Explain Express Persuade Portray
Restate Show Speak State Write
~ EdTrust study, 1999
Hart and Risley, 1995
Assessments
Transforming Classroom Grading, ASCD, 2002
Note: L – Low, M – Medium, H - High
She is believed to have sewn the first flags for our country
Pocahontas
She was an Indian girl who was a friend and helper to the Jamestown settlers
Betsy Ross
He was the first African American who studied science and plants
He became a teacher
He developed hundreds of uses for peanuts, sweet potatoes and soybeans
Benjamin Franklin
START: 1. What is the Question?
4. Who will add to the answer?
Turn 4 Thought
Turn 4 Thought
2. Who will Answer?
3. Who will Paraphrase and Praise?
Wake up everybody no more sleeping in bed
No more backward thinking, time for thinking ahead
The world has changed so very much from what it used to be
There’s so much hatred, war and poverty.
Wake up all the teachers time to teach a new way
Maybe then they’ll listen to what you have to say.
They're the ones who are coming up and the world is in their hands.
When you teach the children, teach them the very best you can.
The world won’t get no better, if we just let it be.
The world won’t get no better, we got to change it … ya…just YOU and ME.
As a team of professional educators:
Discuss with your peers:
What strategies shared during this session can you add to your toolkit?
Why are these strategies important?
This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
After Reading Choice Board
TEACHER
To what extent do we engage in these behaviors or address these issues?
1. Instructional Strategies
2. Classroom Management
3. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Keeping Track of My LearningName: Stu Dent Learning Goal: Understand and use decimals, percents, and fractionsMy score at the beginning 1.4 My goal is to be at _3__ by Nov. 30Specific things I am going to do to improve: Work 15 minutes three times a week.________________________Learning Goal: Comparing decimals, percents, and fractions.
Quiz 1: Oct. 5; Quiz 2: Oct. 12; Quiz 3: Oct. 20; Quiz 4: Oct. 30 Quiz 5: Nov. 26
Webster's Revised Unabridged Dictionary (1913)
Marzano, Pickering and Pollock, 2001
Classroom management is defined as teachers’ actions related to:
ii. Carrying out disciplinary actions.
Effect Sizes for Disciplinary Interventions
Reinforcement .86
Punishment .78
No immediate consequences .64
Punishment and reinforcement .97
ii.Maintaining effective teacher-student relationships.
<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
High DominanceHigh Submission
Clarity of Purpose, Lack of clarity, strong guidance purpose, or direction
<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
High Cooperation High Opposition
Concern for needs Active antagonism, of others, team member thwart others’ goals
Teachers in my school,
1. Have comprehensive and well articulated rules and procedures for: general classroom behavior, beginning and ending the period or day, transitions and interruptions, use of materials and equipment, group work, and seat work.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Teachers in my school,
2. Utilize specific disciplinary strategies that reinforced appropriate behavior and provide consequences for inappropriate behavior.
3. Utilize specific strategies that instill a sense of confidence in students that they are receiving proper guidance and direction.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Teachers in my school,
4. Utilize specific strategies that instill a sense of confidence in students that their concerns and wishes are being considered.
5. Use different strategies with different types of students to provide them with a sense of acceptance by the teacher.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Teachers in my school,
6. Use specific techniques to keep aware of problems or potential problems in their schools.
7. Respond to in appropriate behaviors quickly and assertively.
8. Use specific techniques to maintain a healthy emotional objectivity when dealing with student behavior.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Teachers in my school, when planning units of instruction …
…identify specific types of knowledge that are important for students to learn (e.g., important categories of knowledge, examples, sequences, comparisons, cause/effect relationships, facts, incidents, episodes, terms, skills, processes.)
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Teachers in my school, when planning units of instruction …
2. …ensure that students will have multiple exposures to new content presented in a variety of forms (e.g., stories, descriptions) using a variety of media (e.g., read about the content, watch a demonstration, listen to a presentation.)
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Teachers in my school, when planning units of instruction …
3. …make a clear distinction between skills and processes that are to be mastered versus skills and processes that are to be experienced but not mastered.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Teachers in my school, when planning units of instruction …
…organize examples into categories or groups that demonstrate the essential features of the content.
…ensure that students will be involved in complex projects that require them to address content in unique ways.
STUDENT
To what extent do we engage in these behaviors or address these issues?
Home Environment
Learned Intelligence/ Background Knowledge
Motivation
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Training and support is provided to parents to enhance
Their communication with their children,
Their supervision of their children, and
Their parenting roles.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
Students are involved in a school-wide program of wide reading that emphasizes vocabulary development.
Students are involved in school-wide programs that directly increase the number and quality of life experiences that have.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
3. Students are involved in a school-wide program of direct instruction in vocabulary terms and phrases that are important to specific subject matter content.
Not at all To a great extent
Students are provided with feedback on their knowledge gain.
Students are involved in simulation games and activities that are inherently engaging.
Students are provided with opportunities to construct and work on long-term projects of their own design.
Students are provided with training regarding the dynamics of motivation and how those dynamics affect them.
Set Objectives
Provide feedback
Questions, cues, advanced organizers
Cooperative Learning
Identifying similarities and differences
Suggested Use of Instructional Strategies“The future is not a result of choices among alternative paths offered by the present, but a place that is created--created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them, changes both the maker and the destination.”~ John Schaar
"It's your attitude, not just your aptitude that determines your ultimate altitude." --Zig Ziglar
Dan
Preserve and Enhance
There are three parts to any research-based lesson:
People without information cannot act. People with information cannot help but act.
Ken Blanchard
TEACHER
To what extent do we engage in these behaviors or address these issues?
1. Instructional Strategies
2. Classroom Management
3. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all To a great extent
What is the: essential knowledge, essential vocabulary, & essential skills of this kindergarten standard?
First-grade children from higher SES groups know about twice as many words as lower SES children
High school seniors near the top of their class knew about four times as many words as their lower performing classmates
High-knowledge third graders have vocabularies about equal to lowest-performing 12th graders
Individual differences in vocabulary have a powerful impact on reading comprehension beginning about third grade
Vocabulary
Research on Imagery as Elaboration
Students who used imagery to learn vocabulary, on average, performed
# of studies
Research on Imagery as Elaboration
Students who used imagery to learn vocabulary, on average, performed
# of studies
When I dieI hope it occurs during a lecturebecause the transition from life to death will be so slight that I will hardly notice it.
Ruler
200 POINTS
Line of Symmetry
Pattern
100 POINTS 100 POINTS
Solid Shapes
Third from Right
Rotation
50 POINTS 50 POINTS 50 POINTS
Words that start with Tt
Words that start with Mm
Words with the long i vowel sound
Words with the long a vowel sound
Words with the long e vowel sound
Grade 1:
English
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
There are three parts to any research-based lesson:
“What is said in this room … stays in this room!”
Spotlight Moment
Providing opportunities for teachers:
Checking for and building background knowledge
Discuss with your peers the current status of your school/grade-level in implementing this strategy to improve the achievement of EACH student.
“Involvement of all stakeholders (students, parents, teachers and administrators) is essential in improvement efforts. The process of sustaining student achievement is to know what students must be able to do, where you (they) are, determine where you want them to be, then figure out what actions will get you (them) there and who is going to do this. Regular monitoring of progress and resulting course corrections completes theprocess.
Required pass rates foreach subgroup:
2005 tests – reading (65%)math (63%)
2006 tests – reading (69%)
math (67%)
2007 tests – reading (73%)
math (71%)
2008 tests – reading (77%)
math (75%)
Virginia SOL Reading Test Blueprint Summary Table
Grade 3 through Grade 11
*Additionally, the Spring 2006 Reading SOL tests will emphasize nonfiction.
Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.
who really is the slow learner?”
Lesson Learned: Diversity in our class is our strength!
Activity: Establish and share the Multiple Intelligences of the staff at our school.
This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
After Reading Choice Board
Virginia SOL Reading Test Blueprint Summary Table
Grade 3 through Grade 11
Identify words that have the same vowel sound. 61
START: 1. What is the Question?
4. Who will add to the answer?
Turn 4 Thought
Turn 4 Thought
2. Who will Answer?
3. Who will Paraphrase and Praise?
2006 – 2007
Virginia Standards of Learning, Bloom’s Taxonomy, and Research-Based Strategies For Increasing Student AchievementDan Mulligan, 2006
2006 – 2007
Virginia Standards of Learning, Bloom’s Taxonomy, and Research-Based Strategies For Increasing Student AchievementDan Mulligan, 2006
2006 – 2007
Virginia Standards of Learning, Bloom’s Taxonomy, and Research-Based Strategies For Increasing Student AchievementDan Mulligan, 2006
Teachers should use feedback to support the learning of essential knowledge and essential skills and furnish useful information to both the teacher, parent and the student. Assembling evidence from a variety of sources is more likely to yield an accurate picture.
Classroom
Performance
Assessments
“The math program in pre-kindergarten through Grade 2 should take advantage of technology. Guided work with calculators can enable students to explore number and pattern, focus on problem-solving processes, and investigate realistic applications.”
~Principles and Standards 2000
www.authorama.comhttp://www.highlights.com/http://rubistar.4teachers.org/index.phphttp://www.rockingham.k12.va.us/mves/mves.htmlhttp://nlvm.usu.edu/en/nav/vlibrary.htmlwww.augusta.k12.va.uswww.ttaconline.org