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APlanForRaisingStudentAchievement

VincentMcHaleAssistant

Superintendent

of

Curriculum

and

Instruction TeaneckPublicSchools

LeeAnneHousleyDirectorofSchoolPartnerships,CatapultLearning,LLC

Achieving Beyond Expectations

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Asaresultoftodayssession,participantswill

gainknowledge

of

best

practices

for

leading

complexinstructionalchangefocusedon

improvingstudentachievement.

Participantswill

understand

some

of

the

researchbehindthepracticesthathave

maximumimpactonstudentachievement.

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7/31/2019 A Plan for Raising Student Achievement

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profoundimpact

on

student

achievement.

Yet

historically,districtsandschoolshavebeensolooselycoupledthattheyhavehadlittle

influenceon

what

occurs

in

individual

c assroomsan consequent y ave a itt einfluenceonstudentachievement.

Marzano,Robert.

"Vision

Document:

Getting

Serious

About

School

Reform."

SchoolReform

Overview.Marzano Research,2009.Web.3Oct2012.

http://www.marzanoresearch.com/about/gsasr_intro.aspx

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SuccessforeveryTeaneckstudent

Introduceacommon

instructional

model

for

thedistrictwithafocusonengagingstudents

Goalsettingandstrategicplanning

forallinstructionaldecisions

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Highly

effective

schools

succeed

where

other

schoolsfailbecausetheyruthlesslyorganize

themselvesaroundonething: helping

studentslearn

agreat

deal.

This

seems

too

simpleanexplanation,really. But,byfocusing

onstudentlearningandthencreating

structuresthat

support

learning,

these

schools

havedrasticallydepartedfromthetraditional

organizationalpatternsofAmericanschools.

Chenoweth,Karin."ItCanBeDone,It'sBeingDone,andHere'sHow."PhiDeltaKappan.91.1(2009):3843.Print.

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Standard Instructional Chan e(School Improvement)

Standard Instructional Change:

1. requires limited additional instructional

knowledge and skills.

2. results in negligible improvement of

.

Achieving Beyond Expectations

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Com lex Instructional Chan eComplex Instructional Change requires:

1.administrators and teachers to make asignificant break from past instructional

knowledge, skills and practices.

2. a change in the building culture from one ofteaching to a culture for learning.

3. significant growth in student achievement to

eliminate the achievement gaps in all

subgroups.

Achieving Beyond Expectations

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Complex Instructional Change

People dont know what they dont know!

Complex instructional change requires aspecial skill set that is not common in

principals and district leadership. To

develop this skill set requires thecollaboration with an external partner with

a proven record of success.

Mass Insi ht Education & Research Institute 2007

Achieving Beyond Expectations

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about the effect of leadershipon stu ent ac evement

, . ,

Achieving Beyond Expectations

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The SUPERINTENDENCYmakes a difference

1. Non-negotiable achievement goals

2. Non-negotiable instructional model

3. on or ng o ac evemen aninstructional goals

4. Use of resources to supportachievement and instructional oals

Achieving Beyond Expectations

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Academic Learning Time(ALT).

the lesson objective

2. Student actively manipulates

content of objective

3. Student experiences at a 75 - 95%

success rate during the lesson

ACCELERATES

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Anatomy of a LessonAOLBegin Lesson End Lesson

45% 20%AP TIP

15%15%II

20%APK

STUDENTSSTUDENTSUNDERSTAND

the objective

Active manipulation ofActive manipulation ofMetacognitionMetacognition

success ratesuccess rate

MONITOR student learning and ADJUST instructionMONITOR student learning and ADJUST instruction