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Impacting One Teacher and One Classroom at a Time

Impacting One Teacher and One Classroom at a Time. Akron Public Schools Summit on Urban Education in Ohio May 5, 2005. Presenters:. Sharon Hall, Gifted and Talented Education Dorothy Lewis, Instructional Specialist Barb Mezenski, Instructional Specialist

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Impacting One Teacher and One Classroom at a Time

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  1. ImpactingOne TeacherandOne Classroom at a Time Akron Public Schools Summit on Urban Education in Ohio May 5, 2005

  2. Presenters: • Sharon Hall, Gifted and Talented Education • Dorothy Lewis, Instructional Specialist • Barb Mezenski, Instructional Specialist • Mary Dean, Principal, King Elementary School • Jennifer Larkey, Teacher, Hatton Elementary School • Barb Baltrinic, Teacher, Ellet High School • Carol Peter, Instructional Specialist

  3. Change Begins

  4. Standards Based Instructional Design Standard Benchmark(s) Indicator(s) • Pre-Assessment(Prior Knowledge) • Progress • Monitoring • Summative • Assessment Intervention Next Steps What are the students learning? Reflection Assessments FOR and OF Learning How do we know when they have learned it? Revision Instructional Strategies How will we respond when they have not learned it? Re-Assessing The Lesson’s Strategies Extent of Student Learning And Student Progress Differentiated Instruction Student Groupings Needs Modifications Higher Order Thinking Skills Learning Styles Real World Connections Instructional Process Activities Materials/Resources Vocabulary

  5. SHOW ME $ THE MONEY

  6. Akron: Leaders and Visionaries  Eisenhower Funds become Professional Development funds for all content areas • Teachers by grade and content levels develop benchmarks based on National Standards  Akron, Cuyahoga Falls and Woodridge for Tri-City Consortium • Teachers from three districts work on common content standards

  7. Akron Public Schools • Lead Teachers • Site-Based Improvement Teams are formed in all buildings • Elementary Instructional Specialists • Middle School Instructional Specialists for Math and Science (who later become Generalists) • NSF Mae Jemison Grant for Math & Science

  8. Start training the Curriculum and Instruction staff in: • SIP process • Malcolm Baldrige • Victoria Bernhart (data) • Thomas Gusky • Quality Tools • Richard Stiggins • Understanding by Design

  9. PRINCIPAL INSTITUTES • JUNE & AUGUST (2002) • Training Principals to be Curriculum Leaders • Trainings and Activities included: • Where are you (principal) with regard to Standards? • Compare Math and Language Arts Standard Book formatting through Scavenger Hunts and Venn Diagrams • Maps and Timelines of Standards Step Outs • Aligned a Standard, Benchmark and Indicators through growth stages from Kindergarten through Twelfth Grade • Comparison of Standards to the old state Pupil Performance Objectives

  10. Summer Principal Institutes Trainings Standards,and Benchmarks,and Indicators…OH MY!!!!!! HELP ME !

  11. Waiver Days become part of the school calendar • to explain NCLB, Standards and their effects on teachers, parents, and students, and • to offer professional development on standards and other topics. • The first Waiver Day (2002) summarized previous principal training to all building staffs and was led by the Teachingand Learning staff.

  12. So now we are off and running with our plan: MODULES

  13. Where are we going? Module Development Sample Activities

  14. Learning Process for Curriculum and Instruction Staff • Information coming in from many sources: ODE, Battelle for Kids, Stiggins, etc. • Questions coming in from all stakeholders: What are standards? How will I implement standards? How does this change what I do? Will this go away?

  15. Developed by Curriculum and Instruction Staff • Writing teams created • Information and activities collected • Unit 1 delivered to staffs

  16. SAMPLE ACTIVITY

  17. Review of Modules • Module I Unit 1—Getting Ready Unit 2—Unwrapping the Standards Unit 3—Making the Transition

  18. Review of Modules (cont.) • Module II Unit 4—Differentiating Instruction for Learners Unit 5—Assessing Learners Unit 6—Designing Standards Based Lessons Each unit was written following SBE lesson design.

  19. MODULE IUnit 3 Making the Transition UNIT GOALS: • Educators will have a better understanding of the characteristics of a learning system. • Educators will have a self-awareness of their position on the continuum as they transition toward a learning system. • Educators will recognize the sequence of the 5 Essential Questions for Lesson Planning.

  20. Unit 3 (cont.) EVALUATION OF THE UNIT: • Educators write and implement learning system goal statements. • Tally, by written ballot, those attempting/meeting their learning system goal at the next staff meeting. • Educators will apply the 5 Essential Questions when lesson planning.

  21. Unit 3 (cont.) UNIT ACTIVITIES: • Participants survey and score individual Teaching Style Indicator. • Participants sort Teaching and Learning System Characteristics and discuss. • Participants order steps for lesson planning through 5 Essential Questions.

  22. TOTAL UNIT SUGGESTED TIMEFRAME: 1.5 hours Present according to staff needs Unit 3 (cont.)

  23. SAMPLE ACTIVITY Step 1— Describe, to a partner, how you plan a lesson. Step 2— Discuss how your planning compares to the 5 Essential Questions. Do you currently design lessons using the order of the 5 Essential Questions?

  24. 5 Essential Questions • What content needs to be taught? • What is the best way(s) to assess student’s knowledge of content? • How should the data be analyzed? • How should teaching and learning be designed? • How should materials and resources be evaluated/selected?

  25. How Will We Get There?

  26. Trainer of Trainers:The Year in Review • June 2003 • Held TOT meetings to introduce Units for staff development • August 2003 • Waiver Day in the buildings • October 2003 • First TOT network meeting at Roswell Kent • Assessment “of” and “for” • Differentiation and Assessment notebook additions

  27. Year in Review (cont.) • December 2003 • Second TOT network meeting at Litchfield • DuFour video • Learning Styles and Differentiation Strategies • Lesson Design with Steve Miller • Stiggins video • January 2004 • Citywide Inservice

  28. Year in Review (cont.) • February 2004 • Third TOT network meeting at North • Classroom reading strategies • Learning Stem • Differentiation video by Jennifer Larkey • March 2004 • Waiver Day in the buildings • April 2004 • Fourth TOT network meeting at Hyre

  29. Standards Network Meeting • Sharing with Colleagues • What have you implemented since we met? • Questions You Asked • Making Connections in the Classroom • Reading Strategies Chart • Learning Stem • Differentiation in Action—J. Larkey • Final Comments • Planning for Waiver Day • Exit Ticket

  30. 1. Many of your questions dealt with the comfort level, curriculum and time management of using differentiated instruction. 1. For answers to these types of questions, refer to the book (plaid cover) you received at the June training, Differentiating Instruction in the Regular Classroom, by Diane Heacox, pages 13-17. The author provides a Q & A format that you could place on an overhead at a staff meeting or during waiver day. Standards NetworkQuestions You Asked

  31. TOT Standards Network Program Evaluation • Staff attitude regarding the implementation of standards: Initially 1 2 3 4 5 Currently 1 2 3 4 5 • What has your building accomplished this year in regards to the implementation of standards? How well do you think this has gone?

  32. Evaluation (cont.) • I attended _________ of the TOT network meetings. On waiver day I… On inservice day I… On waiver day I… Other…

  33. Evaluation (cont.) • Prioritize for your building the items from the Next Steps overhead. • I think that my building needs…… • Where are you in your own professional development as a result of serving as the TOT from your building?

  34. Where are we now? Pacing Guides, Lesson Design, Assessments, and Curriculum Mapping

  35. How do Pacing Guides Help? • Lesson design aligned to pacing guide • Align content, skills and assessments so all kids are getting the same material • Pace instruction over time • Help discover gaps and repetitions • Decide how lessons can be integrated to make teachers more efficient

  36. Lesson Design Using the Indicators • What are the students expected to know and be able to do by the end of the lesson? • What key questions will trigger the students’ interest? • How will the students’ knowledge of the concept be evaluated? • Complexity of Questioning

  37. District Assessments • Link skills and content to standards and time • Provide a framework to evaluate student work • Expand the understanding of what the students know and are able to do • Provide data to address strengths and weaknesses and promote student achievement

  38. Curriculum Mapping Mapping is a tool for: • Communicating - teachers, students, administration, parents, community • Planning – curriculum, assessments, reforms, resource allocation (space, time, materials) and staff development

  39. It’s All About the Process • Teachers have started talking. • The on-going process is a working document. • Teachers have a common language to discuss what they do. • Teachers have an occasion to learn. • Higher level thinking is modeled.

  40. Teacher Comments • “We needed a common process to follow, it makes us so much more effective.” • “We should all be teaching it, for the sake of the kids.” • “With the transient kids in our district, it has made a big difference to have them come almost always, ‘on the same page’.”

  41. Principal’s Perspective

  42. Staff Development notStaff Meetings • Monthly meetings are now professional development, not “housekeeping time” • Agendas are driven by School One Plan • Led by staff members – trainer of trainers, examples of best practices, instructional specialists

  43. Finding Staff Development Time • Monthly staff meetings with required attendance • Used Title I professional development funds for speakers and stipends for attendance after school • Collegial planning and grade level meetings focused on School One Plan and review of data

  44. Strategies Implemented for Building Staff Development • Trainer of Trainers -- staff on site • Professional Literature Discussions – read and discussed during meeting time • Staff Book Clubs • Professional Learning Communities • Attend conferences and then facilitate staff meetings

  45. Signs of Progress “We never have time at meetings anymore to just sit and talk. We always have something to cover or review.” -conversation overheard by principal between two teachers

  46. Trainers at Work

  47. A Building Trainer in Action • Concept emerged from staff need • Based on a “real” classroom in a public school setting • Teams were able to see what differentiated instruction looked like in a real and practical way

  48. Class Data • Third grade classroom • Ten boys and five girls • Two students who have Limited English Proficiency • One student with an I.E.P. • Class reading levels ranging from mid-first grade to mid-fifth grade, as determined by school and district assessments

  49. What You Will See • Flexible grouping based on learning styles, needs assessments, and overall strengths • Real, unscripted life • Disruptions • Students working independently and in guided groups to meet the standard for Phonemic Awareness, Word Recognition and Fluency

  50. High School Plans

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