Building Capacity to Maintain AYP and Improve the Achievement of A L L Students

1. OH MY!!!! Building Capacity to Maintain AYP and Improve the Achievement of ALL Students and NCLB Subgroup and We’re not in Highland County anymore, Toto! AYP Prepared for the Highland County Instructional Leadership Team by Daniel Mulligan August 2006

2. Assessment Informing Instruction People without information cannot act. People with information cannot help but act. Ken Blanchard

5. 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.

6. GiveOne… GetOne… • On the back of your handout, write one way that being a teacher in Virginia is like an astronaut on a walk in space. 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. When you have completed your task, return to your seat. • Enjoy!

7. Getting the Biggest Bang for Your Buck! • Researchers conducted studies to identify those instructional strategies that have a high probability of enhancing student achievement • for ALL students in ALL subject areas at ALL grade levels. • Results of the studies conducted by Robert Marzano, Debra Pickering, and Jane Pollock identified the TOP NINE strategies that have a STRONG EFFECT on STUDENT ACHIEVEMENT.

8. Research-based Strategy: Cooperative learningPercentile Gain 27 TheGARDENPlot

9. Math English Science History Word Sort www.simplyachieve.com

11. Required pass rates foreach subgroup: Spring 2005 tests – reading (65%)math (63%) Spring 2006 tests – reading (69%) math (67%) Spring 2007 tests – reading (73%) math (71%)

12. 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

14. During the UnitIntroducing New Knowledge 1. Guide students to recall what they already know about the topics. (#9 Cues, Questions, Advance Organizers) 2. Provide students with ways of thinking about the topic in advance. (#9 Cues, Questions, Advance Organizers) 3. Compare new knowledge with what is known. (#1 Identifying Similarities and Differences)

15. Name That Category • Partner A faces the board • Partner B faces away from the board • Clue giver lists terms that pertain to a category

16. Things that are parallel area perimeter Types of graphs Types of angles Ways to make .25 Grade 5 math 200 POINTS 100 POINTS 100 POINTS 50 POINTS 50 POINTS 50 POINTS

17. Parts of a book 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

18. Grade 6 Science Kinetic Energy 200 POINTS Hypothesis Electron 100 POINTS 100 POINTS Atmosphere Experiment Dissolve 50 POINTS 50 POINTS 50 POINTS

19. US History: 1877 to Present Major Leaders of Civil Rights Movement 200 POINTS Ways electricity changed life Post-WWII Conflicts 100 POINTS 100 POINTS Southwest Region of US Reasons for westward expansion Inference 50 POINTS 50 POINTS 50 POINTS

20. During the UnitIntroducing New Knowledge 4. Have students keep notes (#2 Summarizing and Note-taking) 5. Non-linguistic representations, share with others (#5 Non-linguistic Representations) 6. Have students work individually and in groups. (#6 Cooperative Learning)

21. www.augusta.k12.va.us

31. Visuals and Language Activity 1: Drawing Pictures and Pictographs Imagine you are talking to a student in your class on the phone and want the student to draw some figures. The other student cannot see the figures. Write a set of directions so that the other student can draw the figures exactly as shown in the next slide.

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

34. Knowing the Learner Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

35. Learning Style of Beach Balls Knowing the Learner

36. Learning Style of Microscopes Knowing the Learner

37. Learning Style of Clipboards Knowing the Learner

38. Learning Style of Puppies Knowing the Learner

39. “If an educator keeps using the same strategies over and over and the student keeps failing, who really is the slow learner?”

41. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills. After Reading Choice Board

42. Opportunity to Learn • Three types of math curricula were identified by SIMS: The Intended Curriculum: content specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content actually delivered by the teacher. The Attained Curriculum: content actually learned by the students. Implemented Curriculum Attained Curriculum Intended Curriculum

43. Virginia SOL Reading Test Blueprint Summary Table Grade 3 through Grade 11 *Additionally, the Spring 2006 Reading SOL tests will emphasize nonfiction.

44. Nonlinguistic Representations • Approaches to this strategy in the classroom: • Graphic organizers, • Pictographic representations, • Mental images, • Physical models, and • Kinesthetic representations.

45. Finding Similarities and Differences • Directions: • Use the Venn Diagram rings to create a diagram similar to the graph below. • Sort the Attribute Blocks using the criteria below. • Think! Yellow Thin Large

46. Instructional Strategies that Facilitate Successful Inclusion Must … • Supply students with STRUCTURE and ORGANIZATION • Encourage student COMMUNICATION and COLLABORATION • Provide students with VISUAL and HANDS-ON learning experiences Structure Organization Communication Collaboration Visual Hands-on

47. Questioning • When asking questions, teachers typically wait only 2.5 seconds for a student to respond to a question. Encourage teachers to slowly work up to a “wait time” of 10 seconds or more. ~Dr. Madeline Hunter • Teachers answer nearly 90% of their own questions. Encourage teachers to slowly lower that percentage to 50% or less. ~Dr. Madeline Hunter • Students should be provided with regular opportunities to use ACTIVE QUESTIONING skills to develop their ability to apply, synthesize, and evaluate content contained in standards. “With no help from Socrates, children everywhere are schooled to become masters at answering questions and to remain novices at asking them. The normal practice is to induce in the young answers given by others to questions put by others. A complementary practice would induce STUDENT QUESTIONS, forming their answers in the public light of joint inquiry.” ~J.T. Dillon

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

49. CUBING 1. Describe it. (Describe its colors, shapes, and sizes. What does it look like?) 2. Compare it. (What is it similar or different from?) 3. Associate it. (What does it make you think of?) 4. Analyze it. (How is it made or what is it composed of?) 5. Apply it. (What can you do with it? How is it used? 6. Argue for or against it. (Take a stand and list reasons for supporting it.)

50. “If an educator keeps using the same strategies over and over and the student keeps failing, who really is the slow learner?”