District-Wide IPI Changed Conversations Around Student Engagement

1. District-Wide IPIChanged Conversations Around Student Engagement Grandview C-4 One District’s Approach to Change

2. Presentation Team Ralph Teran, Ed.D. Superintendent Grandview C-4 Schools Grandview, Missouri Jerry W. Valentine, Ph.D. Professor, Department of Educational Leadership and Policy Analysis Director, Middle Level Leadership Center University of Missouri Cynthia Johnson, Principal Grandview Middle School Grandview, Missouri

3. Presentation Overview • Theory of Action • Training Process • Grandview C-4 Initiative • What does the data tell us? • From theory to action, Belvidere Elementary School • Grandview Middle School • A school moving forward

4. The IPI process: • focuses on student engagement and learning rather than teacher behavior • engages teachers in whole-faculty and small-group collaborative analysis, reflection, and decision-making of the profile data • provides extensive formative data so teachers can frequently monitor and adjust practices. • These components of the IPI process support continuous change and collectively foster organizational learning. Instructional Practices Inventory Source: The Instructional Practices Inventory: Using a Student Learning Assessment to Foster Organizational Learning – Dr. Jerry Valentine

5. Theory of Action The most effective way to achieve and sustain alignment within an educational system is the frequent monitoring of teaching and learning. Eleanor Dougherty

6. Common Characteristics of 90/90/90 Schools (Douglas Reeves) • Laser-like focus on student achievement • Clear curriculum choices: Agreement on what should be taught • Frequent assessment of student progress and multiple opportunities for improvement • An emphasis on information writing (nonfiction) • Collaborative scoring of student work

7. The Leadership and Learning Matrix(Douglas Reeves) Effects / Results Data Antecedents / Cause Data

8. AYP Targets 2002-2014

10. Re-focus • Fall of 2006 - Invitation to meet and observe IPI work at Belvedere Elementary School • My walk through theory of action was to monitor both teaching and learning, but…… • My walk through bias was to focus on what the teacher was doing. • Within a few minutes of walking around with Jerry he said: quit focusing on what the teachers are doing – focus on the kids • focuses on student engagement and learning rather than teacher behavior

11. District IPI Initiative • Each month every school conducts IPI observations and submit data to the District Curriculum and Instruction Department • Reports are generated and sent back to schools • Reports are discussed in general terms at Principal Meetings • Reports are discussed in detail at schools during grade level meetings and PLC Meetings

13. 2008-2009 District Reports

15. Belvidere Elementary School • Meets AYP regularly • Achievement scores continue to rise steadily • Have used the IPI method the longest

16. Belvidere Elementary School Belvidere clip 1 Belvidere clip 2 Belvidere clip 3

18. Instructional Practice InventoryEvidence-Based Results The outcome of powerful conversations regarding instructional practice results in change and adjustment in teacher practice resulting in increased student achievement.

19. The IPI process… provides the opportunity to create an OPTIMUM profile of student engagement in learning… that teachers will view as fair and accurate, and thus… use as a basis for periodic reflective, collaborative conversations.

20. Three Broad Groups of Engagement? Cognitive Physical Emotional Focus today on Cognitive

21. Instructional Practices Inventory (Student Engagement) Origin Project ASSIST: Comprehensive School Reform Initiative (1996) Needed Data to Monitor Instructional Change Realized Study of Data Supported Instructional Change Fits Organizational Learning, Professional Community, and Collaborative Change “Teachers engaged in the data collection” “Teachers engage in regular, reflective collaborative conversations about the data profiles.” “On-going collection and collaborative problem-solving conversations over time.”

22. Mental Image:Collect Large Volume of “Snap Shots” of Student Engagement and Thought…

23. Mental Image:Faculty Collaborative Conversations to Analyze the Data

24. Higher-Level Engaged ThoughtEvident 6– Student Active Engaged Learning Higher-Order/Deeper Learning Typically students doing authentic, hands-on, problem-based, research, etc. forms of learning 5—Student Learning Conversations Higher-Order/Deeper Student-Student Verbal Learning Typically conversations among students who are constructing knowledge together

25. Higher Order/Deeper vs Not Higher Order/Surface Analysis, Critical Thinking, Problem Solving, Creativity, Decision Making from Analysis, Application from Analysis, Synthesis --------------------------------------------- Recall, Memory, Simple Understanding, Fact Finding, Skill Development, Practice Skill, Practice Computation Processes

26. Higher-Level Engaged ThoughtNot Evident (Surface and Passive) 4—Teacher-Led Instruction Students attentive to teacher leading the learning experience Typically students listening to teacher share, explain, give directions, etc. 3—Student Work with Teacher Engaged Students working individually or in groups with teacher support evident Typically students doing worksheets, answering questions, taking tests

27. Higher-Level Engaged ThoughtNot Evident 2—Student Work with Teacher Not Engaged Students working individually or in groups with teacher support not evident (independent work) Typically students doing worksheets, answering questions, taking tests; teacher doing other things 1—Students Not Engaged in Learning Students are not engaged with the curriculum Typically students talking, inattentive, misbehaving, etc.

28. The IPI does not profile the instructional activities in which students are engaged. The IPI profiles how students are engaging in learning during the instructional activities.

29. Grandview Training IPI Workshop Session (7 hours) 1. Develop Data Coding Capacity A. Validity B. Reliability 2. Develop Capacity to Facilitate Collaborative Conversations in 45-50 minute work sessions following data collections A. Typical school day B. Typical classroom engagement C. Study of the data D. Build new knowledge E. Reflect upon value of the collaborative conversations

30. Grandview TrainingSchool Visits Workshop participants move from the workshop classroom to real school classrooms to build the capacity to collect data with validity and reliability.

31. Training Clips at Grandview 1st Room Computer Lab Science Room Conference Room Discussion

32. The true value of the IPI resides in the faculty collaborative conversations following each data profiling in which teachers openly study the data, problem solve, strategize, and learn together as they collectively work to raise the bar of instruction across the whole school.

33. Why We Collaboratively Study Student Engagement Data: Knowledge-Implementation Gap Society and Students We Serve Change Continuously Expert Knowledge of Best Practices Our Knowledge of Best Practices Our Implementation if We Maintain Knowledge Our Implementation w/ Moderate Knowledge Our Implementation with No New Knowledge No New Knowledge, Low Effort

34. Grandview Middle School • Student Achievement Scores Increasing • Uses IPI and other data as a regular practice to make instructional changes

35. GMS IPI Data Conversations

36. Grandview Middle School IPI Lessons Moving from Level 3 to Level 6 All Comic Strip Summary: Students will demonstrate understanding of text through summarization using comic strip/story board. Give students limited number cells/boxes in order to focus on main events, etc. Reading CA Idiom Illustrations: Students will demonstrate understanding of idioms through illustration and explanation. Social Studies Gateway to Technology Industrial revolution. Collaborate on a product that would be developed during the time period—market the product and figure out what resources would be needed. All Study group session where the group goes through various topics to assist each other on what they are stuck on and see what it is that is confusing them. Math For every math unit students create an activity using 3 GLE’s from that unit. This could be presented using the multiple intelligences theory.

37. Grandview Middle School IPI Lessons Moving from Level 3 to Level 6 All Student can teach the concept. All One group presents the concept to another group. Communication Arts Persuasive writing on something to benefit the school. For example putting a salad bar in the cafeteria. Science Create a travel brochure of traveling through the human body. Physical Education Teams coming up with plays for team sports.

38. Grandview Middle School IPI Lessons Moving from Level 3 to Level 6 Music Analyzing a recording of a performance discussing what elements are missing that would enhance the ensemble. Art Reproduce art works in the style of famous artists. Reading Communication Arts While reading a novel or a story, have students create/add to the story written from a different perspective. Science Gateway to Technology Creating an original organism. All All student written reports, with presentations with class evaluating them.

40. Grandview Middle School GMS Group Talk GMS Group Talk 2 GMS Walk Through Results

41. Questions, contact the IPI developers at: Website: www.MLLC.org Email: valentinej@missouri.edu ralph.teran@csd4.k12.mo.us cynthia.johnson@csd4.k12.mo.us Phone: (573) 882-0944