IPI

1. Final Project Dawn Johnson IPI What is it? What does this mean for me? Why did I choose it for my project?

2. So, what in the world is IPI? IPI=Instructional Practices Inventory Created by Jerry Valentine http://education.missouri.edu/orgs/mllc/4A_ipi_overview.php “Teachers collecting Data for Teachers about Teaching……”

3. What IPI IS! • Peer teachers doing quick “snap shot” looks at the level of student engagement in any room throughout a “typical” school day. • An incredible tool for educators to use as a school to see how are students are engaged that allows us the chance to work together as a school to improve student learning and not leave any children behind! • An engaged student is a learning student. • A chance for us to develop higher order thinking skills for our students as a staff.

4. What are HOTS? Thank our buddy Bloom for developing these.

5. What does it look like? Process happens 4 times a year. • Decide areas that we need to improve • Observation • Look at the data as a faculty • Decide the areas we’d like to improve for the next round.

6. What IPI is NOT! • Not an evaluation tool!!!!! • Administrators do not do the observations or collect data • Extra work for the classroom teacher. Teach as you normally would. No extra paperwork for the teachers! IPI

7. Levels of Student Engagement 6. Student Active Engaged Learning 5. Student Verbal Learning Conversations 4. Teacher-Led Instruction 3. Student Work with Teacher Engaged 2. Student Work with Teacher not Engaged 1. Student Disengagement

8. Student Disengagement • Students not engaged in learning directly related to the curriculum. • Student higher-order/deeper learning notevident.

9. 2. Student Work with Teacher Not Engaged • Students working, but teacher may be out of the room, working at the computer, grading papers, but is not engaged with the students. • Student higher-order/deeper learning notevident.

10. 3. Student Work with Teacher Engaged • Students are working in groups or independently and the teacher is attentive to, engaged with, or supportive of students. Examples: seat work, basic fact finding, worksheets, chapter review ?’s, multi-media with teacher viewing media with the students. • Higher Order-notevident

11. 4. Teacher-Led Instruction • Teacher provides basic content, explanations, verbally directs learning • Examples: Lecture, teacher led answer/question, direction giving, teacher demonstrations. • High Order learning notevident.

12. 5. Student Verbal Learning Conversations • Students engaged in higher-order thinking through analysis, problem solving, creativity. • Driven by peer verbal interaction. • Examples: peer tutoring, cooperative learning, debate, reflective journaling with peer. Conversation teacher stimulated not teacher dominated. • Higher-order learning ISevident!!!!!!

13. 6. Student Active Engaged Learning • Same as #5, but is NOT driven by verbal interaction with peers. • Examples: project-based/problem-based learning; research, authentic demonstrations, reflective journaling, self assessment, higher order questions. • Higher-order learning IS evident!!!!

14. What Will IPI Show Us? We need all types of engagement with the exception of #______? IPI is the microscope for us to look at the levels of Student Engagement in our classes and allows us to work together as a team/building to continue to improve and incorporate more 5’s and 6’s.

15. Now What? • We will be doing our first run of observations in mid Oct. Observations will be done on a “typical” day, not during the first and last five minutes of the class period.

16. What Will It Be Like for the Classroom Teacher? • Don’t change anything in your teaching/ lessons. Relax and be your wonderful self. • A peer teacher will walk in for 2-3 minutes, we might quietly ask a student what they are working on. • Let your students know that there will be some visitors throughout the day, and to ignore us.

17. When? • We are planning our trial run on Tuesday, October 11th throughout the day. • We will gather the data and come back together on Wednesday, Nov. 2nd to have our first “Family Data Discussion”.

18. Instructional Practices Inventory Protocols • Observe a typical school day: no unusual circumstances occurring on that day that would disrupt normalcy of the day. **Fridays are avoided when possible • Observers use a map to systematically move throughout the school and observe every class in proportion to all classes. • Each classroom is observed for a short period of time, typically one to three minutes. • Observers focus on the students’ learning experiences during the first few moments of the observation. Transitions may occur while the observer is in the classroom, but the first learning experience observed is coded. • Each observation is coded anonymously; IPI observations are should never be used for purposes of teacher evaluation.

19. • When a learning experience is borderline between two categories, the observer records the category that represents the more favorable learning experience—the profile being created is an “optimum” profile of student learning. • Classes are not observed (coded) during the first five minutes or the last five minutes of a class at the middle or secondary level or during content transitions at the elementary level. • One hundred observations per day should be considered a minimum (125-150 is preferred and more typical). • Special education classes are coded as core or non-core based on the content that is occurring at the time of the observation. • Classes of substitute teachers are observed and coded but not entered into the profile unless higher-order thinking is evident. • Classes of student teachers are coded like a regular teacher.

20. So What Happened on that First Day of IPI Rounds? 4 teachers (1st grade, 3rd grade, 4th grade and media specialists) observed elementary classrooms in the a.m. 3 teachers (6th grade language arts, 6-8 vocal music and K-8 counselor) observed intermediate classrooms in the p.m.

23. PD following Observations Grouped staff by subject area at the intermediate level and K-2 and 3-5 at the elementary level. This allowed for conversation for each subject area about results and then investigation of different strategies to make a level 2, 3 or 4 activity into a level 4 or 5 in the subject areas. We already meet by grade level for data teams. We wanted to allow teachers to meet by subject area. Each group then set a goal for our next round of observations in January.

24. Dawn Johnson’s Action Plan! If: • We use the IPI system to evaluate our instruction, both by grade level and by content area quarterly • Provide PD to help teachers to craft instruction using level 5 and 6 rubrics • Allow teachers time to work together by subject area and grade level to develop more engaging questions and tasks

25. If: 4. Develop and implement formative assessment in relation to higher order thinking skills 5. Set quarterly content area and grade level goals of increased percentage of level 5 and 6 instruction. 6. Use peer coaching/observation to continually evaluate our instruction weekly or bi-weekly

26. Then: Our students will be able to use higher order thinking skills and solve problems thereby raising the level of student achievement and learning.

27. Smart Goal Instruction in each classroom will increase by 30% in level 5 and level 6 on the IPI scale of student engagement by the end of the 2011-2012 school year. District Standard: Apply critical thinking skills when making decisions and solving problems

28. http://www.youtube.com/watch?v=0KkIUQTTQgg&feature=youtu.be Why are higher order thinking skills so important to develop in our day and for our future?

29. Questions?