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FIDELITY

Welcome. FIDELITY. Wednesday April 23, 2008 Breakout E Session 42 John Vail, Ed.S. Kalamazoo RESA. The classic definition. Fidelity. a :  the quality or state of being faithful b :  accuracy in details : exactness. The Story.

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FIDELITY

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  1. Welcome FIDELITY Wednesday April 23, 2008 Breakout E Session 42 John Vail, Ed.S. Kalamazoo RESA

  2. The classic definition Fidelity • a: the quality or state of being faithful b: accuracy in details :exactness

  3. The Story

  4. What School-wide or System Factors Impact Student Achievement?

  5. What Grade-Level Factors Impact Student Achievement?

  6. What Classroom/Teacher Factors Impact Student Achievement?

  7. The Rest of the Story

  8. Some Baseline Informationbased on 180,000 studies and over 50 million students • Getting a year older has an effect size of 0.10 • Just having a teacher in the classroom has an effect size of 0.24 • The average effect size of innovations in schools is 0.40 Hattie, J. (1999, August).

  9. Examples • High end • Reinforcement 1.13 • Instructional Quality 1.00 • Instructional Quantity 0.84 • Remediation/Feedback 0.65 • Low End • Team teaching 0.06 • Mass media -0.12 • Retention -0.15 Hattie, J. (1999, August).

  10. Effective Schools Effective Outcomes Marzano, R. (2000)

  11. TEACHER FACTORS • “The impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level.” • “More can be done to improve education by improving the effectiveness of teachers than by any other single factor.” Robert Marzano

  12. JigsawIn groups of four, read the excepts from Hattie’s paperPerson 1 Sections A & DPerson 2 First half of Section BPerson 3 Second Half of Section BPerson 4 Section C Hattie, J. (1999, August). Influences on student learning. Inaugural lecture presented at the University of Auckland, Auckland, New Zealand. Retrieved February 9, 2008 from http://www.geoffpetty.com/downloads/WORD/Influencesonstudent2C683.pdf

  13. The Three Critical FactorsJohn Hattie, 1999 • Goals • Feedback • Reconceptualization of Information Innovations, changes, initiatives, etc. merely alter the probability of the three factors occurring. It is the individual teacher that determines whether innovations actually impact teaching. Teachers who impact student learning the most constantly innovate and seek better ways.

  14. Another piece to the puzzle

  15. Total Instructional Alignment Making sure that what we are teaching, what we are assessing, and how we are teaching are congruent. Lisa Carter “Every Child Deserves the Opportunity to Learn” 2008 presentation – Effective Schools Conference

  16. The Three Domains of Total Instructional Alignment • Alignment of the system • Are we aligning the system to the students or are we requiring the students to align to the system? • Alignment of the standards, curriculum and assessment • Is there a direct match between these elements? • Alignment of instructional practice • Is what happens in the classroom behind closed doors matching the intended curriculum?

  17. All Learners = School Independent Learners and School Dependent Learners Anything the teacher teaches in the classroom What teachers are told they must teach C I Instruction Curriculum Evaluation E Anything that we test kids on and hold them accountable for learning

  18. Total Instructional Alignment I C E Instruction Curriculum Evaluation

  19. The Bottom Line • Any innovation you bring into the classroom or school to improve outcomes on student assessments presumes that there already is alignment of the intended (C), taught (I), and tested (E) objectives. • The innovation itself will not improve outcomes if alignment does not exist!

  20. Summarization • Three critical learning variables for students • Three critical learning variables for teachers • Instructional alignment

  21. Eureka!! Like their students, they (teachers) must set challenging goals, seek feedback on the effectiveness of their teaching on students, and constantly be attentive to improvement and innovating methods which optimize feedback and meeting challenging goals. Hattie, J. (1999)

  22. One Possible Way Peer Observations

  23. Sample Data: Fictional Academy

  24. Sample Feedback for Teacher A

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