Closing the Achievement Gap: Its Attitude not Aptitude

1. 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

2. “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

3. 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

4. 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

5. How to do it? • Change the paradigm associated with: • Instructional Planning • Classroom Assessment • Instruction

6. It’s Attitude not Aptitude Objective Preserve: • Self Esteem • Self Image Transmit: • Ability to succeed • Positive relationship based on mutual goals and success

7. Paradigm Shift Objective Planning Assessment Instruction

8. 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

9. 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

10. 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

11. Indicator 1. 2. 3. 4. 5. 6. 7. Indicator

12. MSA Scale Scores

14. 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

15. 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

16. 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

17. 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

18. “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

19. 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

20. Impact of Teacher Effectiveness on Student Achievement Source: Marzano, Classroom Management that Works, ASCD, 2003.

21. Impact of Schools Source: Marzano, Classroom Management that Works, ASCD, 2003.

22. 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

23. 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

24. 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