blanche ely high school curriculum presentation august 26 th, 2014 jmc – behs 8/2014©
TRANSCRIPT
Blanche Ely High SchoolCurriculum Presentation
August 26th, 2014JMC – BEHS 8/2014©
Visible Learning: Learning goals and objectives: By the end of this presentation, you will: •understand the Visible Learning message•be able to make links between these messages and what happens in our school and classrooms•be able to identify key characteristics of assessment-capable learners•be able to understand that effect sizes are a useful way to measure progress•be able to describe the role of effective feedback and its potential impact on learning•be able to describe the mindframes which can have a major impact towards student achievement•a new “mindframe” about the implications of what your going to see and hear around our school
“Teachers have to teach students what it takes to be a GOOD learner”JMC – BEHS 8/2014©
Start with Student Data Setting your sight up for the learning: •What does your student data say…?
JMC – BEHS 8/2014©
Ranking Influence in Education
JMC – BEHS 8/2014©
Using the barometer to measure student achievement:
-0.2
0.0
Neg
ative
(s
tart
of y
ear)
© John HattieVisible Learning
0.15
Low (1
/2 ye
ar) 0.4
Medium (1-year)
1.2
High
Reverse Effects
DevelopmentalEffects
Teacher Effects
0.7
1.0
Zone of
DesiredEffects
Influence on Achievement Hattie’s “Barometer of Influence”
d=below 0.15Can be considered potentially harmful and
probably should not be implemented
d=0.15 and d=0.40Influences in this zone are similar to what teachers can accomplish
in a typical year of schooling.
d=0.4+ Influences that have greatest impact on student
achievement outcomesJMC – BEHS 8/2014©
Visible Learners Characteristics of assessment-capable learners•Where am I going?•How am I going?•Where to next?
JMC – BEHS 8/2014©
Visible Learners
S – SpecificM – Measurable A – AMBITIOUSR – RelevantT – TimelyE – EvaluateR – Re-Evaluate
Set SMARTER goals:
JMC – BEHS 8/2014©
Strategy
Strategy Example Effect Size
Organizing & Transforming Making an outline before writing a paper 0.85
Self-consequences Putting of pleasurable events until work is completed 0.70
Self-instruction Self-verbalizing the steps to complete a given task 0.62
Self-evaluation Checking work before handing in to teacher 0.62
Help seeking Using a study partner 0.60
Keeping records Recording of information related to study tasks 0.59
Rehearsing and memorizing Writing a mathematics formula down until it is remembered 0.57
Goal setting/planning Making lists to accomplish during studying 0.49
Reviewing records Reviewing class textbook before going to lecture 0.49
Self-monitoring Observing and tracking one’s own performance and outcomes 0.45
Tasks strategies Creating mnemonics to remember facts 0.45
Imagery Creating or recalling vivid mental images to assist learning 0.44
Time management Scheduling daily study and homework time 0.44
Environmental restructuring Efforts to select or arrange the physical setting to make learning easier
0.22
Metacognition & Effect Sizes
JMC – BEHS 8/2014©
Se =
0.40.15
0.0
-0.2
Typical teacher effects
Developmental effects
Reverse
1.2
Neg
ative
Low High
Medium
© John HattieVisible Learning
Feedback d = 0.73
0.7
1.0
Zone of Desired Effects
Feedback
Effective FeedbackDescribe the role of feedback and its potential impact on learning• Provide feedback to inform instruction• Collect feedback • Identify the type of feedback• What is effective feedback?
JMC – BEHS 8/2014©
Zone of Desired Effects
Effective FeedbackFocus levels of feedback • Self – Praise (Is not feedback)• Task – New Material (provide feedback to a novice at this level)• Process – Some degree of proficiency• Self-Regulation - High degree of proficiency
Helps students learn how to own their own learning. JMC – BEHS 8/2014©
Zone of Desired Effects
Effective FeedbackWhat does feedback look like at each level?
• Self - the purpose is to close the instructional gap• Examples: “Good girl” or “You’re really great because you have diligently completed
the task.”Instructional Feedback
• Task – on how well the task is being accomplished or performed• Examples of prompts:
• Is his/her answer correct / incorrect?• How can he/she elaborate on this answer?• What other information is need to meet the criteria?
• Process – specific to the processes underlying the task or relating and extending task• Example of prompts:
• What is wrong and why?• What are the relationships with other parts of the task?• What other information is provided?
• Self-Regulation – supports students to monitor, direct and regulate actions towards the learning goal• Examples of prompts:
• How can he/she monitor his/her own work?• What justification can be given for…?• How have his/her ideas changed?• Can he/she now teach another student how to…?
JMC – BEHS 8/2014©
13August 26, 2014
Blanche Ely’s BEST Curriculum & Assessment
Blueprint
Mr. Karlton Johnson, PrincipalPresented for Curriculum Team
The Big Picture
14- Ken Leithwood, Characteristics of High Performing School Districts in Ontario, (2011)
CORE PROCESS• Shared Goals• Expertise• Data & Evidence
CORE PROCESS• Shared Goals• Expertise• Data & Evidence
LEADERSHIP• District• School• Instructional
LEADERSHIP• District• School• Instructional
RELATIONSHIPS• Within School/Districts• Across Schools/Districts
RELATIONSHIPS• Within School/Districts• Across Schools/Districts
SUPPORTING CONDITIONS
•Plans•Professional Development•Alignment
SUPPORTING CONDITIONS
•Plans•Professional Development•Alignment
The Offices of Academics, School Performance and Accountability and Talent Development will accomplish this mission through a high level deliberate focus on creating the following:
A Focused & Authentic PLC Process An Embedded High Quality RtI Process Optimal Internal/External Relationships Scaling Up BEST Practices
… in all schools so that BCPS is the BEST performing school district in Florida, individual schools are the BEST performing schools within SES Bands, and there are ZERO schools graded D or F.
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Fact - Faith - FactDemographics
Expectations
Actions
Soft Prejudice
Outcomes
Expectations
Actions
Results
All Students
Beyond Expected Student Targets (BEST)
Broward has shining examples at every level (student, class, subject, grade, school) of BEST outcomes.
Collaborative efforts among principals are at an all time high.
There isn’t one BEST practice in existence at an expert level across all schools in Broward.
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BP #1 - A Focused & Authentic PLC
BP #2 - An Embedded High Quality RtI Process
BP #3 - Optimal Internal/External Relationships BP #4 - Scaling Up Additional BEST Practices
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BEST Practice #1
All assessed grades & K-2 All assessed subjects Focus on student data to
improve instructional practice
Analysis of student work
Curriculum What do we want all
students to know?
Assessmentsent How will we determine
student mastery?
Remediation How will we respond to
students who do not meet mastery?
Enrichment How will we respond
when students meet/exceed mastery?
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BEST PLC Defined
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BEST Practice #2
Establish & Ensure an Effective RtI process is in place (Identify Early, Respond with Interventions & Progress Monitor)
Guarantee all students in danger of failure/retention are receiving interventions (Biweekly, Interims, Quarterly, Semester, etc.)
Increased Student Support – Academic, Social, Emotional, & Community
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“RtI the System”ZoneCadre
Individual School
Academic Support & System Support Teams
Be Deliberate with Special Groups
• ESE• ELL• Gifted & Talented• Minority Males• Early Childhood• Every Agenda,
Every Opportunity, Every Time…
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BEST Practice #3
• Motivated Staff and Students• Engaged Municipalities, Business
Partners and Non-Profit Organizations
• Celebration of Student/Employee Success
• This is Personal
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BEST Practice #4
Continue sharing of BEST practices Establish a relationship with the highest
performing school(s) within SES Band Scale-up two BEST practices that are uncovered
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What’s New? Unified Effort; Shared Goals; and Aligned
Expectations Common Assessments (school/district &
formative/summative) Evidence & Monthly Data Collection Enhanced Sub-Cadre PLCs to Model Expected
Behaviors BASA & Bridges Differentiated Support
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Connecting the Dots High Quality Instruction &
Continuous Improvement School Improvement &
Accreditation Florida Standards – DOK Levels Visible Learning College & Career Readiness
(CCR) Customer Service & Market
Share
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Just CARE to Be the BEST!!!
What do you see?The Power of Words
“The Power of Words … Change your words, Change your world” https://www.youtube.com/watch?v=Hzgzim5m7oU
JMC – B 8/2014©
Questions?
Questions?
JMC – BEHS 8/2014©
