Whole School Reform: Knowing the Needs of Students Through Progress Monitoring at the Elementary Level

1. International Center for Leadership in Education Whole School Reform: Knowing the Needs of Students Through Progress Monitoring at the Elementary Level William R. Latson, Ed.S San Diego Symposium February 8, 2008

2. Presentation Outline • Do we need to reform? • The action plan • Implementation Timeline • Implementation Support • Wrap Up

3. Do We Need to Reform? • 2005 National Assessment of Educational Progress show that student achievement in reading and math is increasing especially in some of the at-risk demographic groups.

4. Source: NCES 1999-081R, Highlights From TIMSS

5. Elementary Fifth-graders spent 91.2% of class time in their seats listening to a teacher or working alone, and only 7% working in small groups, which foster social skills and critical thinking. About one in seven (14%) kids had a consistently high-quality "instructional climate" all three years studied. Most classrooms had a fairly healthy "emotional climate," but only 7% of students consistently had classrooms high in both. Children are more engaged in an assigned activity and more positive when classrooms are rated as “more supportive” instructionally and emotionally. TEACHING: Opportunities to Learn in America's Elementary Classrooms Pianta et al. Science Magazine March 2007

6. Things are never this simple…

7. The Action Plan • A clearly defined plan must have the following: • An understanding of why the school needs to make changes • A clear identification of what should be changed • A determination of how to make the changes

8. The Puzzle Pieces • The missing pieces to the puzzle: • A set of rigorous and relevant assessment tools that assess what students need to become active and engaged citizens • A method of obtaining and converting formative assessment data that is quick • Strategies to use the assessment information to design and implement personalized instruction • A systemic process of monitoring and managing learning, testing, and improving the classroom instruction in response to the learning needs of each student

9. The Plan Components

10. Learning Criteria to Support 21st Century Learners- ICLE • Four data categories used to determine success • 1. Core Academic Learning- data to prove success in the area. • 2. Stretch Learning- Rigor and Relevance • 3. Student Engagement- Relationship • 4. Personal Skill Development- Intangibles

11. Three perspectives that define curriculum and instruction are: What does society expect of students in 21st century? What have we learned from brain research? How do students view learning? Standards- tagged to each of the state standards Content- easily attainable Strategy- searchable by instructional strategy and usefulness to activity Population- specifying grade level, or special population Curriculum Alignment- what do I teach and how do I teach it?

12. Teachers struggling to teach an overloaded curriculum!

13. Use Idea to Brainstorm Concepts, Knowledge, Skills and Behaviors Learning Experiences Rigor/Relevance Framework State Standards Assessment Brainstorm Concepts or Essential Questions Brainstorm Work in Multiple Disciplines Unit in Course Syllabus Student Work Student Performance Defining Student Performance

14. From How People Learn, (Bransford et al) • Attention must be given to what is taught…why it is taught…and what competence or mastery looks like. • Formative assessments…are essential…[They] help both teachers and students monitor progress.

15. International Center for Leadership in Education Rigor/Relevance Framework

16. Rigor/Relevance Framework D C RIGOR High B A Low Low High RELEVANCE

17. Rigor/Relevance Framework Teacher/Student Roles D C Student Think Student Think & Work RIGOR High B A Teacher Work Student Work Low Low High RELEVANCE

18. Rigor/Relevance Framework Mathematics - Elementary D C Find values in number sentences when represented by unknowns. Develop formula for determining large quantity without counting, e.g. beans in a jar. RIGOR High B A Collect outside temperatures for several days and make a graph of results. Memorize multiplication tables. Low Low High RELEVANCE

19. Rigor/RelevanceFramework andAssessment Connection

20. Formative/Informative Delivers information during instructional process Helps make decisions related to actions for further learning Ongoing, dynamic process Summative Assessment of learning Determine AYP Document how much learning has occurred Results usually analyzed weeks to months later AssessmentsFormative vs. Summative

21. Summative Usually designated by district and/or state Usually administered pre and post test Results are annual or bi-annual Teacher has little to no control over test Formative Controlled by teacher Administered when appropriate Results are immediate and frequent Teacher created Can double speed of student learning Assessment Usage

22. Not just about tests Isn’t about the grades Isn’t always formal Isn’t separate from the curriculum Isn’t an end in itself Isn’t just about student readiness Isn’t just about finding weaknesses Isn’t just for the teacher Isn’t about after Carol Anne Tomlinson, ASCD. Educational Leadership. Vol. 65 Jan. 08 Understandings about classroom assessment

23. The timeliness of results enables teachers to adjust instruction quickly, while learning is in process The students who are assessed are the ones who benefit from the adjustment The students can use the results to adjust and improve their own learning Teachers and students make use of the results to improve real time teaching Educational Leadership. Vol.65 (Jan. 2008) Advantages of Formative Assessments

24. Rigor/Relevance Framework High Traditional Tests Performance Low Low High

25. Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions RIGOR High B A Right Answer Right Procedure Low Low High RELEVANCE

26. Primary Assessments Rigor/Relevance Framework KNOWLEDGE • Portfolio • Product Performance • Interview • Self Reflection • Extended Response • Product Performance • Process • Performance • Product Performance • Multiple Choice • Constructed Response A P P L I C A T I O N

27. Rigor and RelevanceHandbook

28. The Key: Feedback • Focuses on the intended learning • Identifies specific strengths • Highlights areas in need of improvement • Suggests route of least resistance to learning • Monitors the amount the student can handle • Models effective self assessment thinking • Immediate, immediate, immediate

29. Professional Learning CommunitiesRichard DuFour • “The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift from focus on teaching to focus on learning has profound implications for schools.” • ASCD, May 2004

30. PLC Big Ideas

31. Step 1 Step 2 Step 3 Step 4 Focus of Learning Learning Experiences Student Performance Alignment with Performance Alignment with Assessment Assessment Student Learning Standards Best Practices Student Differences Reading Planning Rigorous and Relevant InstructionSTEPS R/R

33. Pre-Assessment Where are we as a school/district/county? Are the teachers ready? Do we have the resources to support the implementation? Curriculum alignment- 2 year, continuous modifications Instructional Practices- 4 years Assessment- 4 years PLC- 3 years Implementation Timeline

34. Support • ICLE at leadered.com • Successful Practices Network, Successfulpractices.org • CORR, rigor-relevance.com online collaboration as a part of the successful practices network

35. Contact Information • William R. Latson, Ed.S., Consultant, International Center for Leadership in Education. • E-mail- WilliamLatson@Bellsouth.Net