Enhancing Student Achievement through Technology Integration and Professional Learning Communities

1. Enhancing Student Achievement through Technology Integration and Professional Learning Communities Presented by: Bob Attee and Glenn Maleyko at the 2011 MACUL Conference DuVall Elementary Salina Intermediate

2. Presentation Goals: • To explain how a Professional Learning Community model enhances our technology program. • To describe how benchmark-aligned multimedia projects will increase student achievement levels.

3. Presentation Overview • Part 1: What Does Student Achievement Data Tell Us About PLC’s and Technology Integration? • Part 2: Establishing a Technology Integrated PLC • Part 3: Using Technology to Improve Student Achievement Levels • Part 4: Lessons Learned

4. The Current Economics of Education: Doing More with Less! • With the ongoing reductions in funding from the federal and state government, • Class size has increased • General funds for supplies/ resources has decreased • Team planning time has been eliminated in some districts • How can teachers improve student achievement in the current economy?

5. The Need for Change: • “There is much uncertainty in our education system today. The continuation of public education as we know it is not guaranteed and maintaining status quo is not an option. Our education system has to change if the next generation is going to be successful in their world. All educators must play key roles in changing our schools.” • – Bill Daggett, Model Schools Conference 2009

6. There is hope! Schools do make a difference! • An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. • Robert Marzano, What Works in Schools, 2003.

7. 0 “All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us.” - Stephen Covey Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co. Pg. 29

8. Salina Intermediate: 520 students in grades 4 – 8 We are located near the Ford Rouge Plant 23% Student Mobility Rate 71% of students are English Language Learners 99.8% of students qualify for free or reduced lunch AYP has been met for several consecutive years. DuVall Elementary: 276 students in grades K-5 We are located near Greenfield Village and the Henry Ford Museum 9% students with disabilities 12% ELL students 24% Free and reduced lunch AYP has been met for several consecutive years. A Tale of Two Schools

9. Salina Intermediate School MEAP Proficiency of All Students in Reading and Math from 2007 - 2009

15. Percent of Non ELL Students meeting State Proficiency Standards in 2009 - 2010

16. Percent of Non ELL Students meeting State Proficiency Standards in 2009 - 2010

17. Percent of ELL Students meeting State Proficiency Standards in 2009 - 2010

18. Percent of ELL Students meeting State Proficiency Standards in 2009 - 2010

19. How can we improve student achievement in traditional classes?

20. In order to continue to improve student achievement levels, schools must have a cultural shift.

21. 0 Cultural Shifts: Becoming a Professional Learning Community • “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

22. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.

23. Cultural Shift

24. School Leadership is essential to change because it influences: • A clear mission and goals • The climate of school and climate of classrooms • The attitudes of teachers • The classroom practices of teachers • The organization of curriculum and instruction • Student opportunities to learn Marzano, Waters, McNulty: School Leadership that Works:From Research to Results p.5

25. Visionary leaders • Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization. • Reeves, Douglas (2006). The learning Leader.

26. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for , trust.”— Howard Schultz

27. DuVall Vision • We see a DuVall Community that supports and builds on the strengths of each student, uses instructional best practices, inspires students to think critically and creatively in school and community. • We see an educational partnership in which DuVall staff, families, and members of the community faithfully share the responsibility of educating each student in an atmosphere of trust and mutual respect. • We see a continually changing teaching and learning environment that uses technology and research based best practices as the focal point for developing and implementing sound educational programs and instructional practices. • We see a school community that encourages and insists its students achieve beyond GLCE’S. • We see a school community that respects, appreciates, and celebrates our similarities and differences. • We see a school community that embraces the Core Values.

28. Salina Intermediate Mission • The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem-solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

29. After developing a common vision and mission, it is critical to find time for collaboration and professional development (capacity building).

30. Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

31. Finding Time for Professional Development • Administrative support with scheduling • Before and after school opportunities • District Release time (late start) • Substitutes to release teachers. • Staff meetings • Team meetings / collaboration (PLC) • Assembly Release Time • Administrative Visitations • Conferences or workshops • On-line professional development

32. Team Collaboration Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

33. Team Collaboration and the 3 Essential Questions • 1. What is it that we want children to Learn? • 2. How will we know when they have learned it? • 3. How will we respond when they don’t learn and/or how will we respond when they have learned?

34. The most effective collaborative teams • Focus on learning rather than teaching. • If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams. • Dufour & Eaker 2002

35. Advantages of collaborative teams: • provide support for new teachers • promote confidence among staff members • allow teachers to work together to find quality solutions • provide opportunities for sharing ideas, materials, and methods for better teaching • enhance student achievement

36. Important Team Components • Three important components keep the team focus and help to subdue the resistors • 1. The development of Team Norms • 2. The development of Team Goals • 3. Sustaining Good team leadership.

38. In order to focus on school improvement, we must use SMART GOALS: • Strategic and Specific • Measurable • Attainable • Results oriented • Time-bound.

41. Salina Intermediate co-teaching model • Through the PLC Model all of the core teachers collaborate • In the Middle School 6th through 8th grade the Language Arts and Mathematics teachers co-teach • Elementary 4th & 5th Grade teachers co-teach in Mathematics & Language Arts and other core areas

42. Using SuccessMaker in the Language Arts Lab Students are enrolled in a Language Arts Lab for one hour in lieu of one of their elective classes.

43. Tracking Progress in the Language Arts Lab

45. Using Technology in the Newcomer Center

46. The Salina Model for Customizing Technology Based On Building Needs • The process of customizing technology according to needs of the curriculum and buildings is as follows: • A. Create a technology committee (building level). • B. Identify benchmarks that require technology support. • C. Attend conferences to learn about software and advances in technology • D. Identify Software and Hardware needed. • E. Make sure that the technology of interest makes the maximum use of the current technology. • F. Training must accompany the acquisition of a new technology item.

47. Technology Tools that can assist with Professional Learning Communities: • Curriculum Crafter • Identify Grade Level Content Expectations • Align curriculum between grade levels • Develop vocabulary lists and unit resources (links) • Google Docs • Conduct staff surveys • Collaborate on presentations using the Internet • Share and edit data

48. Developing Multimedia Projects

49. 0 Research & Data • There is an enormous amount of data supporting technology integration in the classroom. • International Society of Technology Education (ISTE) Standards • National Education Association NEA • Michigan Association for Computer Users in Learning (MACUL)

50. USA Today: Teens use of cell phones in class • Store information to look at during a test - 26% • Text friends answers - 25% • Search web for answers – 20% • Take photo of test and send to friends -17% (USA Today: June 18, 2009)