galileo/wested local accountability system

Galileo/WestEd Local Accountability System

On-Site Staff Development

August 30, 2007

Objectives of the Presentation

Participating teacher will understand…1. What the Galileo/WestEd local

accountability system is.2. How the system is being implemented

this school year.3. How to plan their classroom instruction

effectively in accordance with the Galileo/WestEd system. (Grade-Level Breakout Session)

Problem Solving: “The Case of Marketing Apples”

Statistics to Remember(the Mid-continent Research for Education and Learning)

200 standards and 3,093 benchmarks for 14 different subject areas in national and state level documents

The average time to teach these standards and benchmarks is 15,465 hours

The average school year is 180 days, with 5.6 hours a day of instructional time

Statistics to Remember(the Mid-continent Research for Education and Learning)

Not all class time is used. The range of actual time of instruction in a classroom is 21%-69%.

If the high of 69% is used to determine the amount of instruction, the total number is 9,042 hours.

15,465 hours are needed to teach all of the standards, yet, in the best case scenario, a teacher would have 9,042 instructional hours.

The Statistics to Remember(the Mid-continent Research for Education and Learning)

In order to address all of the standards, students would have to go to from kindergarten through grade 21!

Other countries have focused their efforts: U.S. science books on the average address 50-65 topics while the Japanese textbooks cover 5-15 topics.

U.S. math books cover 350% more math topics than do Japanese texts and 175 % more topics than German texts.

“The Case of Marketing Apples”

What is the Galileo/WestEd Local Accountability System? District-Wide School-Improvement Program

Content Standard

Instruction based

Assessment

Data

driven

Technology empowered

Professional

Learning

Community

Centered

The Galileo/WestEd System is…

“Essential Standards”…What are they?

1. Standards that have Endurance

2. Standards that have Leverage

3. Standards that ensure Readiness for the Next Level of Learning

4. Standards that are represented on State Testing

Content Standard Instruction

based

Standards that have Endurance

They provide students with knowledge and skills that will be of value beyond a single test.

Examples: Addition and subtraction Interpreting charts and graphs

Standards that have Leverage

They provide students with knowledge and skills that will be of value in multiple disciplines.

Examples: Fluent reading and comprehension skills Writing coherent report of information

Standards that have Readiness for the Next Level of Learning

They provide students with essential knowledge and skills necessary for success in the next grade level of instruction.

Examples: Math Facts Writing good sentence(s)/paragraph(s)

Standards that are represented on State Testing

They appear often (2 questions or more per test) on the STAR Test.

Example:

Order of operation: 5 questions on 4th CST math every year

Word Knowledge (synonyms, antonyms, etc): 8 questions on 4th CST Lang Arts every year

Rationale for Selecting Essential Standards…

content instruction in depth focus on “mastery” instead of “coverage” equity on educational emphasis increased teacher collaboration on

instructional strategies/materials

Things Teachers Need to Know about Essential Standards About 20-30 essential standards for ELA or

Math Goal: proficient mastery over all essential

standards. Students will be assessed and remediated for

all these standards (no more “just moving on”) Teachers are still responsible to teach the rest of

the content standards (especially in view of STAR Testing), but not with the same intensity for mastery.

Essential Standards: How are they taught?

September March

Benchmark #1

•Place Value

•Estimation

•Addition

•Subtraction

•Algebra: Properties

November January

=instruction =assessment

Benchmark #2

•Multiplication

•Prime Numbers

•Geometry

•Linear Equation

Benchmark #3

•Long division

•Fraction

•Decimals

May

Benchmark #4

•STAR Testing Prep

=intervention

Benchmark 1 Benchmark 2 Benchmark 3

What do we do with the rest of the content standards?

1. “Bundle” the conceptually connected standards (ex. Synonyms + How to use thesaurus, Prime Numbers + Factoring)

2. “Expose and Revisit” the standards (Start reviewing math facts in September and reinforce throughout the year)

3. Teach the standards during STAR Test prep weeks (After Benchmark 3 testing)

Problem Solving: The Tale of Two Travelers

Assessment

Data

Driven

“Benchmark Tests” …What are they?

1. Assessments designed to measure students’ understanding on the essential standards

2. Multiple-choice format with bubbling-in answer sheet

3. Given 3 or 4 times a year at the end of each Benchmark period


Assessment Data Analysis

“NOT” the teacher’s report card! “Tool” to improve future instruction Encourages teacher collaboration

“What Makes A Good Test?”(Teacher as a researcher and data analyst)

Validity

the degree to which the test measures the target standards

“Does the test measure what it supposed to measure?”


Reliability

The error of measurement in terms of random fluctuation in student’s score; or consistency for one teacher across all students or over time on performance task, or across raters on a particular performance assessment


Accuracy

the bias of measurement in terms of a tendency to over- or under- represent a student’s true achievement level


Meaningfulnessthe degree to which teachers and students perceive the test as important; teachers do their best to prepare students for the test and administer it, and students do their best to complete the test.

“Assessments We Still Have” (reportable to the district) ELAReading Fluency/Accuracy

MathFormative Assessment (Beginning of Year)Summative Assessment (End of Year)

*Ask your resource teachers about more grade level specific assessment(s)

“Other Assessments We Can Use”(Not reportable to the district)

ELA Open Court Unit Tests, Comprehension

Checkpoints, Reading Comprehension Tests, Writing Assessments in the ELA Binder

Math Chapter Tests (must be revised), Math Facts

*Ask your resource teachers about more grade level specific assessment(s)


“Galileo Technology” …What is it?

1. All Benchmark Tests are scanned electronically at the school site

2. Teachers can easily create their own formative tests online.

3. Test results (both Benchmark and formative) and their analyses will be electronically delivered in a short period of time

4. It makes “immediate” teacher intervention possible

TechnologyEmpowered

Discussion Question

“Have you ever hesitated to share your teaching ideas and/or materials with other teachers? Why? Why not?”


“Professional Learning

Community (PLC)”…What is it?

Activity: Create A Skit1. Each grade level will create a situational skit

that demonstrates the kind of relationship we have in our school.

Parallel Play Adversarial Relationship Congenial Relationship Collegial Relationship

Professional

Learning

Community

Centered


“Professional Learning


Professional Learning Community (PLC)

is a team of educators systematically

working together to improve teaching

practice and student learning.

Professional

Learning

Community

Centered

“In 1991, Michael Jordan won his first NBA championship with the Bulls, and followed that with titles in 1992 and 1993…he rejoined the Bulls in 1995 and led them to three additional championships (1996, 1997, and 1998). His 1995–96 Bulls team won an NBA-record 72 regular-season games.”

(source: Wikipedia)

Essential Questions for Consideration by PLCs (Appendix D)

1. Standards for our Instruction

“What do we want our students to know and be able to do?”

“What skills or knowledge do we want our students to have?”


2. Instruction/ Modeling

(what we show them)

“What will it look like when we get there?”

“What does mastery look like?”

“How can we show students an example?”


3. Assessment

(what students show us)

“How will we know that students got there?”


4. Lesson Planning

“What will we do to get them there?”

The Galileo/WestEd System is…“Professional Learning


1. It establishes a common, concise set of essential curricular standards.

2. It meets regularly to help one another teach to the selected standards.

3. It makes frequent use of common assessments.

4. It makes collaborative analysis of the results of instructional practices (Schmoker, 2006)

Professional

Learning

Community

Centered

Implementation of PLC This Year

Grade level meetings (at lease 2 times per month) for collaboration regarding WestEd Model.

Optional After-school Meetings Professional Development Opportunities

BEFORE NOW

1. Students should show proficient mastery of all content standards without distinction.

1. The first priority for students is to show mastery of essential standards.

CURRICULUM

BEFORE NOW



2. Our instruction is textbook driven.

2. Our instruction is content- standards driven. Textbooks are just “tools” to hit the standards.

CURRICULUM

BEFORE NOW



2. Our instruction is textbook driven.

2. Our instruction is content- standards driven. Textbooks are just “tools” to hit the standards.

3. Fast pacing. Little room for intervention.

3. Slower pacing. More flexibility and time for deeper learning.

CURRICULUM

BEFORE NOW

1. No feedback on district assessments

1. Immediate feedback through Galileo Technology

ASSESSMENT

BEFORE NOW



2. Assessment data analysis and intervention done by individual or a group of teachers

2. Assessment data analysis and intervention done by grade-level

ASSESSMENT

BEFORE NOW



2. Assessment data analysis and intervention done by individual or a group of teachers

2. Assessment data analysis and intervention done by grade-level

3. District/site specified path(s) for intervention/ remediation (ex. after school class, math facts, etc.)

ASSESSMENT

3. Flexibility among grade levels to choose how to remediate (whole class, flex groups, pull out, etc.)

BEFORE NOW

1. (Math) Baseline, Mid-Year, End-of-Year Tests

1. (Math) Baseline, Benchmark Tests 1, 2, 3, and/or 4

ASSESSMENT

BEFORE NOW



2. (Math) Chapter Tests 2. (Math) Revised Chapter Tests?

ASSESSMENT

BEFORE NOW



2. (Math) Chapter Tests 2. (Math) Revised Chapter Test (Not Reportable)

3. (ELA) Reading Fluency/Accuracy


ASSESSMENT

BEFORE NOW



2. (Math) Chapter Tests 2. (Math) Revised Chapter Tests?



ASSESSMENT

4. (ELA) Benchmark Tests 1,2,3, and/or 4

BEFORE NOW

1. Benchmark Tests delivered online by Galileo

TECHNOLOGY

BEFORE NOW


2. Benchmark Tests scanned by our librarian

TECHNOLOGY

BEFORE NOW


2. Benchmark Tests scanned by our librarian

3. Benchmark Test results/ data analysis received in a short time

TECHNOLOGY

BEFORE NOW

1. District Staff Development on Wednesdays, 1-2 times/month

1. Grade-level Meetings for teacher collaboration 2 times/month

OTHER

2. Two Teachers On Special Assignment for Galileo/ WestEd implementation in elementary schools

Content Standard Instruction based

Essential StandardsTeacher Collaboration


Immediate Online Feedback

Online Test Question Banks

Assessment Data driven

Benchmark Test Analysis

Fast/flexible intervention

Professional Learning

Community

Collegial Relationships

Collaboration on instructional

practices

Galileo/WestEd Model is…

Activity: “Find Someone Who…”

Find someone in this room who…1. Can recall something about Essential

Standards2. Can explain how we can benefit from

“assessment data driven” instruction3. Can compare or contrast our previous

way of instruction with the new WestEd system.

Content Standard Instruction based

Essential StandardsTeacher Collaboration


Immediate Online Feedback

Online Test Question Banks

Assessment Data driven

Benchmark Test Analysis

Fast/flexible intervention

Professional Learning

Community

Collegial Relationships

Collaboration on instructional

practices

Galileo/WestEd Model is…

“What does all this mean to El Marino?” (Site Specific Issues) Target Language Issues

grade-level collaboration, intervention, etc, (cross language programs?)

Assessment Data: “Proficient/Advanced” Pacing Issues (Shorter ELA Periods)

Discussion Question(Share your answer in your group)

“Have you ever felt pressured to teach a textbook from cover to cover? Why? Why not?”

Planning Lessons with Essential Standards

Textbook drivenlesson…

enslaves the teacherto its own pacing

guideand resources

Content Standard approach…

frees the teacherto use textbook

asone of many resources


Task: Each grade-level will1. Go through each essential standard for

Benchmark 1 ONLY (9/04-11/02). Both ELA and Math.

2. Check to see how many of these standards you are already teaching.

3. If you are teaching the standard already, then locate the teaching resource(s): ex. textbook, literature, teacher-made material, etc.


4. If you have never taught the standard, then plan how you are going to teach it this year and locate the teaching resource(s).

5. Agree on how many instructional days you need to teach the standard.

6. Discuss how other standard(s), either essential standard(s) or not, may be bundled together during the lesson. If so, write these standards down.


Resource Teachers at your grade level willlead this process. (Please refer to the

appendix C “Resource Teachers” in your packet.)


4th Grade Math

Number Sense 1.1 Read and write whole numbers in the millions.

Essential Content Standard for this Benchmark period

Already teaching

Never been taught

Days of Instruction

Resources (textbook, literature, worksheet, etc.)


3-4 days

vol 1 pp. 2-3, 4-7Worksheet (Samantha)

Literature (Martinez)


4th Grade Math



Conceptually related standard(s) to bundle

Comment

vol 1 pp. 2-3, 4-7Worksheet (Samantha)


compare/order(NS 1.2)Vol 1 8-11

expanded formsvol 1 pp. 4-7

We have manipulative in the Book Room!

Planning Lessons with Essential Standards4th Grade ELA

Vocabulary and Concept Development1.2 Apply knowledge of word origins and derivations.

Essential Content Standard for this Benchmark period

Already teaching

Never been taught

Days of Instruction


Vocabulary 1.2 Apply knowledge of word origins and derivations.

4 days

Unit 1: 1-1 homonyms

Worksheet (Samantha)


Planning Lessons with Essential Standards4th Grade ELA

Vocabulary and Concept Development1.2 Apply knowledge of word origins and derivations.


Conceptually related standard(s) to bundle

Comment

Unit 1: 1-1 homonyms

Worksheet (Samantha)


homophonesSpell. Book

multiple meaning words OC Unit 1: 1-2

We need to look for summative assessment


When you finish… Please make sure you worked with all

ELA and MATH essential standards for Benchmark 1.

Now sequence these standards in the order that your grade level would like to teach and create ELA and MATH pacing guides for Benchmark 1 (Make sure to count instructional days to fit all the standards in the Benchmark.)

galileo/wested local accountability system

Documents

grade level of instruction

classroom instruction

math topics

essential knowledge

instructional hours

cst math

math books

level of learningthey