improving taks scores: math with shelley rex science with terry ross reading & writing with kim...

IMPROVING TAKS SCORES:MATH WITH SHELLEY REXSCIENCE WITH TERRY ROSSREADING & WRITING WITH KIM ELLIS

AHA! PROCESS, INC., HIGHLANDS, TEXASWWW.AHAPROCESS.COM

Zero Noise Signal

1. Hand Up2. Stop Talking3. Stop Doing4. Signal Others **5. Look6. Listen

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One minute to get students’ full attention…

…Thirty times a day…Half hour a day

…Two and a half hours a week

…FIFTEEN DAYS A SCHOOL YEAR

3


Norms For The Day

This is a collaborative workshop

We are all in this togetherPlease take care of your

personal needsPlease place your cell phone on

vibrate

4


Resourced student

More resourced

CURRENT MODEL

School

5


Under-resourced student

CURRENT MODEL

School

Dropout

6


Under-resourced student More resourced

GOAL

School

TO DO THAT REQUIRES:

1.Relationship of mutual respect (support, insistence, high expectations)

2.Relational learning3.Mental models4.Extra learning time5.Resource analysis6.Technology support in all areas

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Objectives for the Session

What does the research show? Define mental models Discuss types of mental models in science Elaborate on process skill mental models

that shape activities and constructed response items

Discuss relational learning and resource analysis to build intervention

Review processes for formative assessment

TAKS Data Marzano Texas A&M - Center for Mathematics and

Science Education Situated Cognition and the Culture of

Learning Reuven Feuerstein

Research9


TAKS Blueprint

OBJECTIVES NUMBER OF ITEMS

% OF TEST

Objective 1 – Nature of Science

14 28%

Objective 2 – Living Systems & the Environment

12 24%

Objective 3 – Structures & Properties of Matter

6 12%

Objective4 – Motion, Forces, & Energy

6 12%

Objective 5 – Earth & Space Systems

12 24%

Total Number of Items 50 100%

10


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For 2007-08,

•the board adopted a scale score of 2100

•which will be equivalent to achieving a raw score of 33 out of 50 questions.

Additional research by Marzano identifies these strategies as having a high correlation to student achievement:

Marzano, Pickering, Pollock. (2001). Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development

Category Avg. Effect Size (ES)

Percentile Gain

Identifying similarities and differences 1.61 45

Summarizing and note taking 1.00 34

Reinforcing effort and providing recognition

.80 29

Homework and practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives and providing feedback .61 23

Generating and testing hypotheses .61 23

Questions, cues, and advance organizers .59 22

What teaching strategies have been

shown to improve student achievement

in science???

Strategies Effect Size Rank

Enhanced Context Strategies 1.4783 1

Collaborative Learning Strategies .9580 2

Questioning Strategies .7395 3

Inquiry Strategies .6546 4

Manipulation Strategies .5729 5

Testing Strategies .5052 6

Instructional Technology Strategies .4840 7

Enhanced Material Strategies .2908 8

Texas Science Initiative Meta-Analysis of National Research Regarding Science Teaching by the Center for Mathematics and Science Education, Texas A&M University


Enhanced Context Strategies requires teachers to make learning relevant to students by presenting material in the context of real-world examples and problems.

The real world can be brought to students through technology and students may be taken out of the classroom into the real world through field experiences.

This type of augmented instruction is aligned with the implications for teaching outlined in How People Learn: Brain Mind, Experience and School (Bransford et al. 2000):


1. Teachers must draw out and work with the preexisting understandings that their students bring with them;

2. Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge; and

3. The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas. Students should be encouraged to reflect on their learning through journaling and self-assessment activities and to take charge of their learning through inquiry.

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“Situated Learning”

Just plain folks Student Practicing individual or apprentice

Reason with Casual stories Laws Casual models

Act on Situations Symbols Conceptualsituations

Resolve Emergent problems and dilemmas

Well-defined problems

Ill-defined problems

Produce Negotiable meaning and socially constructed understanding

Fixed meaning and immutable concepts

Negotiable meaning and socially constructed understanding

Source: “Situated Cognition and the Culture of Learning” by John Seely Brown, Allan Collins, and Paul Duguid. Educational Researcher. Vol. 18, No. 1. January-February 1989. pp. 32–42.

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Situated LearningNot much formal learning

Formal SchoolLearning environment

1. Language is oral, uses many non-verbals.

2. Math related to trading, bartering, specific tasks, money.

3. Teaching/learning is very relational; respect may or may not be given to learning and/or teaching.

4. Learning environment is often unpredictable; reactive skills important.

5. Laughter is used to lessen conflict.

6. Paper (decontextualized) information is not valued

1. Language is written; specific word choice and sentence structure.

2. Math skills are written and involve generic and unrelated story problems, formulas, and patterns.

3. Relationship between teacher and learner is more formalized; respect is expected from learner by the teacher.

4. Information conveyed through story or media.

5. Laughter during conflict is viewed as disrespectful.

6. Paper (decontextualized) information is what is tested and valued.

Cognitive Strategies

INPUT: Quantity and quality of data gathered

OUTPUT: Communication of elaboration and input

ELABORATION: Efficient use of data

1. Use planning behaviors.2. Focus perception on specific

stimulus.3. Control impulsivity.4. Explore data systematically.5. Use appropriate and accurate

labels.6. Organize space using stable

systems of reference.7. Orient data in time.8. Identify constancies across

variations.9. Gather precise and accurate

data.10.Consider two sources of

information at once.11.Organize data (parts of a

whole).12.Visually transport data.

1. Identify and define the problem.2. Select relevant cues.3. Compare data.4. Select appropriate categories of time.5. Summarize data.6. Project relationship of data.7. Use logical data.8. Test hypothesis.9. Build inferences.10.Make a plan using the data.11.Use appropriate labels.12.Use data systematically.

1. Communicate clearly the labels and processes.

2. Visually transport data correctly.3. Use precise and accurate language.4. Control impulsive behavior.

Adapted from the work of Reuven Feuerstein

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INPUT: Quantity and quality of data gathered

1. Use planning behaviors.2. Focus perception on specific stimulus.3. Control impulsivity.4. Explore data systematically.5. Use appropriate and accurate labels.6. Organize space using stable systems of reference.7. Orient data in time.8. Identify constancies across variations.9. Gather precise and accurate data.10. Consider two sources of information at once.11. Organize data (parts of a whole).12. Visually transport data.



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ELABORATION: Efficient use of data

1. Identify and define the problem.2. Select relevant cues.3. Compare data.4. Select appropriate categories of time.5. Summarize data.6. Project relationship of data.7. Use logical data.8. Test hypothesis.9. Build inferences.10. Make a plan using the data.11. Use appropriate labels.12. Use data systematically.Adapted from the work of Reuven Feuerstein


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OUTPUT: Communication of elaboration and input

1. Communicate clearly the labels and processes.

2. Visually transport data correctly.3. Use precise and accurate language.4. Control impulsive behavior.



TEACHINGOutside the

head

LEARNINGInside the

head

Mediation

STIMULUS MEANING STRATEGY

Mental Prowess

What Why How

The four structures mediation builds inside the head are:

Sorting mechanisms A structure to hold data (mental

model) Cognitive strategies or processes Conceptual frameworks (schema)

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Don’t cross

the street

without looking.

You might

get run over

by a car.

Look both ways

before crossing

the street.

What Why How

MEDIATION

Identification of the stimulus

Assignment of meaning

Identification of a strategy

Systems or theory approach

Abstractconstruct

Mental models

Abstract representational systems

Associativity, intuitionEmotions

Sensory—taste, touch, etc.

Represent the feeling

Feel the feeling

Act on feelings

Epistemic cognition

Metacognition(ability to think about thinking)

Mind

Body

Processing

29Copyright © 2008 by aha! Process, Inc.

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• Define mental models• Discuss types of mental models in science• Elaborate on process skill mental models that

shape activities and constructed response items

Mental Models30


Mental Models

concrete abstract

A mental model can be •a two-dimensional visual representation, •a story, •a metaphor, •or an analogy.


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What Are Mental Models?

Beginning Learner

Skilled LearnerMental Model

When a great discrepancy exists between the way the learner creates understanding

and the way the expert communicates understanding, failure results.

• Sensory-based, situated learning

• 5–7 things• Tied to what is already known

• Abstract representational world—formal schooling

• Expertise

What: Vocabulary/contentWhy: The purpose of the

informationHow: Process/steps


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How for the Student - What students have to be able to do when they achieve a standard

Defining & describing Representing data & interpreting

representations Identifying & classifying Measuring

• Ordering/comparing along a dimension• Quantifying

Predicting/inferring Posing questions Designing & conducting investigations Constructing evidence-based explanations Analyzing & interpreting data Evaluating/reflecting/making an argument

Systems for State Science Assessment , National Research Council of the National Academies - 2006

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Defining & Describing

Involves recalling from memory a definition of a concept or principle or describing how one concept relates to other ideas

42


KWELK W E L

What do I already KNOW?

What do I WANT to know?

What EVIDENCE have I found?

What have I LEARNED?

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Front Loading Vocabulary

Vocabulary ‘Front Loading’ Guidelines – Front loading science vocabulary helps to build ‘content equity’ with students and helps to provide schema to terms that are held important and adds focus during the lesson/unit. Below are notes about front loading –

Tips on teaching vocabulary (a low-prep differentiation

strategy) Front load vocabulary instruction Encourage descriptions versus definitions Use both linguistic and non-linguistic tools Teach key word parts Use games Have students interact about words they are learning Use words that are important in academic subjects Pre-access and use formative assessment to match

words and instruction to learner needs

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Cycles49



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Defining & Describing

Examples of activities or constructed response items:

Description of the flow of energy in an ecosystem

Telling how to use a light probe to measure light reaching a plant

Identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day

Explain and illustrate the interactions between matter and energy in the decay of biomass such as in a compost bin

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Representing Data & Interpreting RepresentationsUsing tables & graphs to organize &

display information both qualitatively & quantitatively

Involves being able to use legends & other information to infer what something stands for or what a particular pattern means

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Variables in Experimental Design

55


Controlled or Constant

Manipulated or Independent

Responding or Dependent

All the variables that are kept the same throughout the experiment

The one variable that is changed in the experiment

The measure of the result of changing the one variable

CONSTRUCTING A DATA TABLE

Manipulated or Independent

Variable

Responding or Dependent

Variable (# of Trials)

Average or Percentage

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Graphing

DRY

57


Measuring

Quantifying – being able to measure physical magnitudes such as

volume, weight, density, & temperature using standard or nonstandard units

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How Does Your Body Temperature Work?

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Decimals in Measurement67


Designing & Conducting InvestigationsDesigning an investigation includes identifying & specifying what variables

need to be manipulated, measured (independent & dependent variables) & controlled

constructing hypotheses that specify the relationship between variables

constructing/developing procedures that allow exploration of the hypothesis

determining how often data will be collected and what type of observations will be made

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Hypothesis Model72


Scaffolding Plan for Implementing Scientific Inquiry

Teacher Directed (T)/Student Directed (S)

State the Problem or Question (T) Identify all variables (T) Identify manipulated or independent variable

(T) Identify responding or dependent variable (T) Identify what will be measured (T) Describe how measurement or data will be

organized (T) Develop hypothesis (T) Conduct experiment as a demonstration (T)


Teacher Directed (T)/Student Directed (S) State the Problem or Question (T) Identify all variables (T) Identify manipulated or independent variable (T) Identify responding or dependent variable (T) Identify what will be measured (T) Describe how measurement or data will be

organized (T) Develop hypothesis (T) Conduct experiment as a demonstration (S)



organized (T) Develop hypothesis (S) Conduct experiment as a demonstration (S)



organized (S) Develop hypothesis (S) Conduct experiment as a demonstration

(S)


Teacher Directed (T)/Student Directed (S) State the Problem or Question (T) Identify all variables (T) Identify manipulated or independent variable (T) Identify responding or dependent variable (T) Identify what will be measured (S) Describe how measurement or data will be


(S)


Teacher Directed (T)/Student Directed (S) State the Problem or Question (T) Identify all variables (T) Identify manipulated or independent variable (T) Identify responding or dependent variable

(S) Identify what will be measured (S) Describe how measurement or data will be


(S)


Teacher Directed (T)/Student Directed (S) State the Problem or Question (T) Identify all variables (T) Identify manipulated or independent

variable (S) Identify responding or dependent variable


organized (S) Develop hypothesis (S) Conduct experiment as a demonstration (S)


Teacher Directed (T)/Student Directed (S) State the Problem or Question (T) Identify all variables (S) Identify manipulated or independent





Teacher Directed (T)/Student Directed (S) State the Problem or Question (S) Identify all variables (S) Identify manipulated or independent




Enjoy your break

See you in 15 minutes

82


Predicting/Inferring

Using knowledge of a principle or relationship to make an inference about something that has not been directly observed

83


Graphing84


Making Inferences

What do I know?

What clues do I have?

What do I infer happened?

85


Analyzing & Interpreting DataMaking sense of data by answering

the questions What does the data we collected

mean? How does this data help me answer

my question?

88


Evaluating/Reflecting/ Making an Argument

Involves evaluating data, evaluating measurement, evaluating a model, revising a model, and/or comparing & evaluating models

90


Compare/Contrast, Advantages/Disadvantages,

Cause/Effect91


___________________________________________________________________________________________________________________________________________________________Observation or Question

Models

Theories

Principles

Evidence

Conclusion92


Evaluating/Reflecting/ Making an Argument

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Connection to the discipline (structure, purpose, pattern, process, standards)

How for the teacherInstructional plan/activities1.2.3.4.5.6.

____Rubrics

____Assessments

____Task completed

How for the student (processes, step sheets, question making, sorting)

Men

tal

Mo

del

(sto

ry,

anal

og

y, d

raw

ing

, m

ove

men

t)

Payne Lesson DesignVocabularyContent

* This should be shared with students.

*


Students have difficulty reading when:

They lack the comprehension strategies necessary to unlock meaning of text

They lack sufficient background knowledge

They do not understand organizational patterns

They do not have a purpose for reading

I Read It, But I Don’t Get It, Cris TovaniCopyright © 2008 by aha! Process, Inc.

www.ahaprocess.com

97

Reading Strategies:

Conventions of text BK – connection to something in

your background knowledge (self, text, world)

‘I wonder’ – what causes you to wonder, list question you have

Draw a picture ‘I’m confused’ – direct quote & page

number : ‘I’m confused because…’

• Plan and Label for Constructed Response• Using Student Grids for Collaborative Groups• Group Jobs• Team Rules• Team Recognition and Feedback• Family Structure

Relational Learning

1. Relationships of mutual respect with teachers and administrators.

2. A peer group to belong to that is positive and not destructive.3. A coach or advocate who helps the student.4. If not a member of the dominant culture, the student has access

to individuals (or histories of individuals) who have attained success and retained connections to their roots.

5. Bridging social capital* (e-mail buddies, mentors, et al.) to the larger society.

6. At the secondary level, a very specific and clear plan for addressing his/her own learning performance.

7. A safe environment (emotionally, verbally, and physically).*Social capital is terminology used by Robert Putnam in his book Bowling Alone. It basically means who you know. He identifies two kinds—bonding and bridging. Bonding social capital involves people who are like you; bridging social capital involves people different from you.

Relational learning has seven characteristics:

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101


1. Achievement is based on test scores.

2. Accountability (NCLB and AYP) is a numbers construct representing equity and excellence.

3. Because many students come from a situated-learning environment and because survival in school is achieved through decontextualized learning, transfer requires extra supports in instruction, i.e., mental models.

ISSUES IN STUDENT ACHIEVEMENT AND SCHOOL ACCOUNTABILITY

102


Mental Model for a School or Classroom and Assessment

Great Things that Schools Do

Assessment

14 Things Great Teachers Do, Todd Whitaker

Four factors that make a difference in learning and student achievement:

1. Amount of time spent.2. Clarity of focus of instruction.3. What the student came in knowing.4. Intervention of teacher.

–Benjamin Bloom

Improving Test Scores and Student Achievement

105


GRADE LEVEL: 8 CIRCLE ONE: READING MATH

106

TEST BAND African American

Hispanic Caucasian Low Socio-economic status

Limited English Proficiency

Disabled

Total in Group

Number Needed

75–100%

50–74%

25–49%

0–24%

Students who were exempt

90% of these kids should be able to move up to Q1

80% of each group must pass to make AYP

50% of these kids should be able to move up to Q2

Often it takes 2 years for these kids to move up

Mock test new students with a released test if there is no data

GRADE LEVEL: 8 CIRCLE ONE: READING MATH

TEST BAND African American

Hispanic Caucasian Low Socio-economic status

Limited English Proficiency

Disabled

Total in Group

Number Needed (80%)

75–100% Delicia 84Lloyd 79

Juanita 93Maria 89

Joe M. 87Scott 91Laurie 96

Juanita 93 Juanita 93 Delicia 84

50–74% Dacoda 70Jill 64

Cecilia 71Lu 50

Joe S. 65Jeff 68Meghan 70Candace 72

Joe S. 65Jill 64

Joe S. 65Meghan 70

25–49% Sandy 45Cameron 39

Sandy 45 Sandy 45

0–24% Jonas 15 Andrea 20

Jonas 15Andrea 20

Andrea 20 Jonas 15Andrea 20

Students who were exempt

Benjamin Benjamin

5

4

5

4

10

8

6

5

2

2

7

6

Identifying Students by Quartile or Quintile

1. What patterns are evident from the data collection and grid process?

2. What are the areas of strength by content area/grade level?

3. What are the areas of concern by content area/grade level?

4. Which students have been identified as targets for specific remediation?

108


Why Charting Individual Student Performance on a Grid?

Why do I use individual student scores? You must use individual scores so you can see specifically who needs what.

Do I still look at scores by objective? Yes, but to get growth you must look at individuals.

What do I use if my school doesn’t test every grade level? Find the most recent data Develop a mock assessment if you don’t test

all grade levelsYou’re looking for patterns.

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Why Charting Individual Student Performance on a Grid?

Why is the focus on subgroups? Federal law requires it.

Why is the quartile or quintile used? Quartile and quintile test bands are statistically more significant.

What if a student stays in the same quartile for more than two years? Look at programs and curriculum you provide. Something’s not working for that child. Also, you must see who is serving those kids instructionally.

110


Why Charting Individual Student Performance on a Grid?It’s critical to understand which

students are closest to the top of the bands. Which kids will give us the quickest growth in one year vs. those on a longer track.

The grid with the subgroups helps

us to help them.

111


Family Structure112

To understand how to build a relationship with or discipline a student, it is important to know the family structures and patterns the student has experienced—not all the details, just the structure.

As governments have different structures—democracy, dictatorship, communism, etc.—so do families.

Every individual faces a basic issue—How do I keep my freedom and still live with a group of people? We learn how to answer that question in the families we first experience.

113

The first place you learn to live with a group of people while keeping your individual freedom is family.

114

extended family

nuclear family

single-parent home

Family Structure

115

Cooperation Competition Authority Identity Deception

Family structure affects attitudes about:

Key Questions for Family Structure

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1. Who is available and has the time to teach the child? To help the child with schoolwork? To provide emotional support? To develop resources in the child?

2. To whom is the child attached emotionally? Who protects the child?

3. What has the child learned about role identity and gender identity?

4. What has the child learned about cooperation and competition?

5. What has the child learned about trust and authority?

6. Would this situation make you angry if you were the child?

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Family Structure

Mom

118

Family Structure

Mom

Husband #1

119

Family Structure

Mom

Husband #1

Husband #2

John

120

Family Structure

Mom

Husband #1

Husband #2

John Wife

#2Boy

121

Family Structure

Wife

#2

Mom

Husband #1

Husband #2

John Wife

#2Boy

Boy

Wife

#1

Husband #3

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Boy

Wife

#2

Mom

Husband #1

Husband #2

John Wife

#2Boy

Wife

#1

Husband #3

Susan

2 Girls

Family Structure

Family Structure

Mom Husband #1

Boy #1

Boy #2

Husband #2

Girl #1

Girl #2

Mom dies. Girlfriend #1

Girlfriend #3

Girlfriend #2

Girlfriend #4

2 Children

3 Children


4

Enjoy your lunch

We will meet back at 1:00

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These three criteria must be met if cooperative learning is to work effectively:

1. Team rewards. Teams may earn rewards if they achieve above a certain designated criterion. Teams do not compete against each other - all or none of the teams may gain the team reward.

2. Individual accountability. The team's success depends on the individual learning of all team members.

3. Equal opportunities for success. Students contribute to their teams by improving on their past performance - each individual in the team can contribute equally to their team's success or failure, regardless of their ability.

It is not enough to simply tell students to work together; they must have a reason to take one another's achievement seriously.


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STAD - Student Teams-Achievement Divisions Students are assigned to four-member learning teams

mixed in ability, sex and ethnicity. The teacher teaches the lesson and then the students

work within their teams to make sure that all team members have mastered the lesson.

All students take individual quizzes on the material, at which time they may not help one another.

Students' quiz scores are compared to their own past averages, and points are awarded based on the degree to which students meet or exceed their earlier performance.

These points are summed to form team scores, and prizes given if scores meet certain criteria.

This whole process usually takes three to five periods.Copyright © 2008 by aha! Process, Inc.

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127

STUDENT SCORE GROUP GROUPLaurie 96 WJuanita 93 H/SES/LEPScott 91 WMaria 89 HJoe M. 87 WDelicia 84 AA/SELloyd 79 AACandace 72 WCecilia 71 HDacoda 70 AAMeghan 70 W/SEJeff 68 WJoe S 65 W/SES/SEJill 64 AA/SESLu 60 HSandy 45 W/SES/SECameron 39 WAndrea 20 H/SES/LEP/SEJonas 15 AA/SES/SEBenjamin W/SE

STUDENT SCORE GROUP GROUPLaurie 96 W AJuanita 93 H/SES/LEP BScott 91 WMaria 89 HJoe M. 87 WDelicia 84 AA/SELloyd 79 AACandace 72 WCecilia 71 H BDacoda 70 AA AMeghan 70 W/SE AJeff 68 W BJoe S 65 W/SES/SEJill 64 AA/SESLu 60 HSandy 45 W/SES/SECameron 39 WAndrea 20 H/SES/LEP/SEJonas 15 AA/SES/SE BBenjamin W/SE A

Materials Manager — gets materials, monitors the inventory, makes sure that all materials are returned in good order

Time Keeper — monitors the time allotted for the activity, keeps the members of the group on track, makes sure that the group completes the activity on time

Scribe — keeps a record of the group findings/work,

Reporter — reports the group’s findings to the rest of the class

Process Manager — only group member who can take questions to the teacher, in charge of making sure the group follows directions

Group Jobs

Team RulesZero Noise Signal

Ask 3 before me

We are not done until we are all done

Use 6 inch voices

Each team member is responsible for their teammates’ success

Zero Noise Signal

1. Hand Up2. Stop Talking3. Stop Doing4. Signal Others **5. Look6. Listen


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Quiz Score Improvement Points

Base Score is the quiz/test avg. from last grading period

more than 10 points below base score = 0 10 points below to 1 point below base score

= 10 base score to 10 points above base score =

20 more than 10 points above base score = 30 perfect paper (regardless of base score) =


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Team Average Award

≤15 -- Acceptable Team

16 – 20 -- Recognized Team

21 – 25 -- Exemplary Team


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All learning is double-coded, both mentally and emotionally.

How you feel about something is part of the learning and your openness to learning.

Most learning is in essence emotional.

Virtually all learning starts with a significant relationship.

–Stanley Greenspan and Beryl Benderly

137

If a student and teacher do not have a relationship of mutual respect, the learning will be significantly reduced. For some students it won’t occur at all.

If a student and a teacher don’t like each other—or even come to despise each other—forget about significant learning.

If mutual respect is present, it can compensate for the dislike.

Mutual respect is as much about nonverbals as it is about what you say.

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Creating an Environment of Mutual Respect

1. Know something about each student.

2. Engage in behaviors that indicate affection for each student.

3. Bring student interests into content and personalize learning activities.

4. Engage in physical behaviors that communicate interest in students.

5. Use humor when appropriate.

6. Consistently enforce positive and negative consequences.

–Robert Marzano, The Art and Science of Teaching

Support: the direct teaching of process and mental models.

Insistence: the motivation and persistence that comes from the relationship.

High Expectations: the approach of,

“I know you can do it, and you will.”

Mutual RespectRelationships of mutual respect must have three things present:

For mutual respect to exist, there must bestructure, consequence, and choice.

Structure is the external parameters andinternal boundaries.

Consequence is what happens whenstructure is not honored.

Choice is an individual decision regarding those parameters and boundaries.

141

–Dr. James Comer

"No significantlearning occurs

without asignificant

relationship."


2

143

Creating Relationships

DEPOSITS WITHDRAWALS

Seeking first to understand Seeking first to be understood

Keeping promises Breaking promises

Kindnesses, courtesies Unkindnesses, discourtesies

Clarifying expectations Violating expectations

Loyalty to the absent Disloyalty, duplicity

Apologies Pride, conceit, arrogance

Open to feedback Rejecting feedback

Adapted from The Seven Habits of Highly Effective People. (1989). Stephen Covey.

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Creating RelationshipsDEPOSITS MADE TO

INDIVIDUAL IN POVERTYWITHDRAWALS MADE FROM

INDIVIDUAL IN POVERTY

Appreciation for humor and entertainment provided by the individual

Put-downs or sarcasm about the humor or the individual

Acceptance of what the individual cannot say about a person or situation

Insistence and demands for full explanation about a person or situation

Respect for the demands and priorities of relationships

Insistence on the middle class view of relationships

Using the adult voice Using the parent voice

Assisting with goal setting Telling the individual his/her goals

Identifying options related to available resources

Making judgments based on the value and availability of resources

Understanding the importance of personal freedom, speech, and individual personality

Assigning pejorative character traits to the individual

What can a teacher do to build relationships?

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Adapted from “TESA (Teacher Expectations and Student Achievement).” Los Angeles Department of Education.

“TESA (Teacher Expectations and Student Achievement)” identified 15 behaviors that teachers use with good students.

The research study found that when teachers used these interactions with low-achieving students, they made significant gains in achievement.


Calls on everyone in room equitably. Provides individual help. Gives “wait” time (allows student enough

time to answer). Asks questions to give student clues

about answer. Asks questions that require more thought. Tells students whether their answers are

right or wrong. Gives specific praise.


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Gives reasons for praise. Listens. Accepts feelings of student. Gets within arm’s reach of each student

each day. Is courteous to students. Shows personal interest and gives

compliments. Touches students (appropriately). Desists (does not call attention to every

negative student behavior).Copyright © 2008 by aha! Process, Inc.

www.ahaprocess.com

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What Students Look for to Determine Mutual Respect

Teacher calls students by name. Teacher uses courtesies: “please,” “thank you,” etc. Students use courtesies with each other and with teacher. Teacher calls on all students. Teacher gets into proximity (within an arm’s reach) of all

students—daily if possible, but at least weekly. Teacher greets students at door. Teacher smiles at students. Classroom has businesslike atmosphere. Students are given tools to assess/evaluate their own work. Student-generated questions are used as part of

instruction. Grading/scoring is clear and easily understood. Students may ask for extra help from teacher.


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62

•In what ways could this be resolved?•What factors will be used to determine the effectiveness, quality of ______?•I would like to recommend ______.•What are choices in this situation?•I am comfortable (uncomfortable) with ______.•For me to be comfortable, I need the following things to occur: ______.•These are the consequences of that choice/action: ______.

• Quit picking on me.• You don't love me.• You want me to leave.• It's your fault.• Don't blame me.• She, he … did it.• You make me mad.• You made me do it.

VOICESCHILD

ADULT

• You (shouldn't) should do that.• It's wrong (right) to do ______.• That's stupid, immature, out of line, ridiculous.• Life's not fair. Get busy.• You are good, bad, worthless, beautiful • You do as I say.• If you weren't so ______, this wouldn't happen to you.• Why can’t you be like ______?

PARENT


“Human relationship is a sledgehammer that obliterates every societal difference.”

–Robert Sapolsky

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•8 Resources•Assess resources to create student interventions

Resources151


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FinancialHaving the money to purchase goods and services.

EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.

MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

Resources

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SpiritualBelieving in divine purpose and guidance. Having hope or a future story.

PhysicalHaving physical health and mobility.

Support SystemsHaving friends, family, and backup resources available to access in times of need. These are external resources.

Resources

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Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.

Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group.

Formal RegisterHaving the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings.

Resources

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Resource Analysis

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FinancialHaving the money to purchase goods and services.

EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.

MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

Resources

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SpiritualBelieving in divine purpose and guidance. Having hope or a future story.

PhysicalHaving physical health and mobility.

Support SystemsHaving friends, family, and backup resources available to access in times of need. These are external resources.

Resources

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Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.

Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group.

Formal RegisterHaving the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings.

Resources

MissingResource

How It Affects School

Performance

Possible Intervention

sLack of support system at home

Homework not completed

Grade contract with homework as one portion of grade

Study buddy

Arrange for the student to stay after school—not as a punishment

Mentor relationship with a staff member

Creating Interventions

Enjoy your breakSee you in 15 minutes

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Step Sheet for Creating Interventions

1.List the resource in the first column.

2.List how the missing resource affects school performance. connect the missing resource to academic and behavioral

needs of students. create a quick diagnostic tool and interventions to provide

the missing resource.

3. In the third column list all interventions that the school currently has in place that fit the resource listed

4.Next, list 5–10 possible interventions to put in place for students without this resource. Use a red marker.

5.Create a checklist of interventions for each resource to be used in the district/school.

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RESOURCE QUESTIONS TO DETERMINE BEST INTERVENTION

Financial Can the student afford the field trip, or is a scholarship needed for him/her?

Can the student afford supplies for the project or science fair?

Is the student hungry, or must a linkage to food be found?



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Emotional Can the student verbalize choices?Does the student have the language to mediate situations without resorting to fists?

Can the student identify consequences?

Is the student reactive rather than proactive?

Is there a drug-addiction issue?Is there a biochemical issue?Can the student plan?



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Mental Can the student read at his/her grade level?

Can the student identify the final product or task?

Does the student know what will be evaluated and how?

Does the student know the time frame?Does the student have the skills to do the task?



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Spiritual Does the student believe he/she has some control over the situation, or does he/she say there is nothing he/she can do?

Does the student have a future story and a plan to go with it?



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Physical Is the student clean?Are the student’s clothes clean?Can the student physically take care of himself/herself?

Does the student know how to take care of himself/herself?



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Materials Manager — gets materials, monitors the inventory, makes sure that all materials are returned in good order

Time Keeper — monitors the time allotted for the activity, keeps the members of the group on track, makes sure that the group completes the activity on time

Scribe — keeps a record of the group findings/work,

Reporter — reports the group’s findings to the rest of the class

Process Manager — only group member who can take questions to the teacher, in charge of making sure the group follows directions

Group Jobs

On Ramp/Off Ramp

1. Divide chart paper into two columns and label them On Ramp and Off Ramp

2. Under the On Ramp, list all the ways your school helps students get back on track

3. Under the Off Ramp, list all the ways that students get off track

4. Circle all the interventions that are wait to fail interventions


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School Improvement

If you change the structures & process, you change the patterns then the outcomes


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• Charting individual student performance in a grid• Establishing a relationship between content and time• High-quality instruction• Measuring the learning-formative assessments• Interventions• Embedding processes into the schedule

Six Step Process173

Assigning Time and Aligning Instruction

We must know what we are teaching

How much time equals what payoff?

We must know what we will teach and why


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Time and Content Grids

Address the focus of instruction and the amount of time

Identify what is taught and the amount of time devoted to it

Facilitate dialogue about instruction, curriculum, and pedagogy

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Curriculum AlignmentFirst Nine Weeks Second Nine Weeks

Third Nine Weeks Fourth Nine Weeks

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First Six Weeks Second Six Weeks Third Six Weeks

Fourth Six Weeks Fifth Six Weeks Sixth Six Weeks

Curriculum Alignment

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1. Each year, after creating the time and content grids, review the current curriculum.

2. Teachers meet by grade level or department.

3. Hold a building-level faculty meeting.

4. A subcommittee revises the documents.

5. The instructional units are keyed to the standards.

Steps in the Process of Identifying ‘the What’

Do this at the beginning of each year—everyone knows what to teach, and it really helps new teachers.

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What is the quality of the teaching in the classroom?

High Quality Instruction and Teaching179


Grade Mathematics GLS* Percentage* generalized least squares

Average Grade Level

Language Arts GLS Percentage Average Grade Level

K 1 2 3 4 5 K 1 2 3 4 5

K 100 K 100 K

1st 100 1.0 100 1.0

2nd 23 77 1.8 20 80 1.8

3rd 45 55 2.6 2 14 84 2.8

4th 40 40 20 2.8 2 30 35 33 3.0

5th 2 35 59 2 2 2.7 28 60 10 2 2.9

From a research study by John Hollingsworth and Silvia Ybarra called “Analyzing Classroom Instruction: Curriculum Calibration.” www.dataworks2.com

Hollingsworth and Ybarra state:

According to the [preceding] table, kindergarten and first grade are being taught at grade level. Curriculum slippage begins at second grade, where only 77% of the math material and 80% of the language arts material being presented to the students is on grade level. By the fifth grade, only 2% of the work being given to the students is on grade level. Keep in mind that we calibrated every assignment that the students were being asked to do. By the fifth grade, the student assignments were mostly second- and third-grade material.


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Hollingsworth and Ybarra state: An ironic note is that these

below-grade-level assignments were full of happy faces, “good work,” “A+,” etc.

These students knew the material and needed to have the level of instruction ratcheted up.

Instruction at this school was miscalibrated.


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TEACHER ARTIFACT ANALYSIS

EXAMPLES: Lesson plans, project guidelines, classroom guidelines/procedures, rubrics, tests, homework assignments.

QUESTIONS TO ASK ABOUT THE ARTIFACTS QUESTIONS TO ASK ABOUT THE ARTIFACTS

1. Is the process clearly identified (procedures, steps)?

8. Is it a “beginning learning” assignment? If so, what are the opportunities to do the assignment with a peer or a group?

2. Are student evaluation tools given (rubrics, grading guidelines, etc.)?

9. Does it involve media/technology? If so, is that accessible to the student?

3. Is the assignment relevant to the student in any way? (linked to a personal experience, a future story, a creative option)

10. Is the timeframe given to do the assignment reasonable for the majority of students?

4. Is the purpose of the assignment to develop automaticity? If so, how much automaticity is required?

11. What is the motivation for the student? (tied to a future story, a work environment, a personal interest, an understanding of the content, the relationships with the teacher, personal expertise/knowledge)

5. Is the assignment tied to grade level standards and expectations?

12. Does the assignment provide any choice(s) for demonstrating understanding?

6. How often is the same kind of assignment given? Is there variation in the week?

13. To what extent is the assignment dependent upon memory versus utilization of information sources?

7. Does the assignment require thought?


3

STUDENT ARTIFACT ANALYSIS

EXAMPLES:Completed projects, research papers, tests, homework, writing samples, rubrics used for self–assessment, student notes.

QUESTIONS TO ASK ABOUT THE ARTIFACTS

1. Did the student complete the assignment?

2. What was the level of difficulty of the assignment for the student?

3. Was the quality of the student work sufficient to assess student understanding of the task/content?

4. Was the finished project/assignment on grade level?

5. Is the student able to demonstrate the use of the self-evaluation tool?

6. Did the student follow the directions?

Growth is measured against standards of performance (not grades).

Knowing who is in trouble enables us to select the best intervention and implement it in a targeted fashion for the greatest impact.

Examples of tools used to measure growth: Benchmarks Rubrics Ten-Question Tests

Use these tools to find students who are having trouble.

Measuring Learning-Formative Assessments 184


How do you know the students are learning? What is the grade?

Six-Step Process

Quiz Tests Daily100 90 10060 70 10040 60 80 0 0 0


5

What Is a Benchmark?

Three to four indicators by grading period to demonstrate learning/mastery

Critical attributes needed to ensure student progress

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1. Purpose is to identify desired level of achievement and to set standard.

2. It must be simple and easy to understand. It is appropriate when the individual using it understands it. If a student is to use it, he/she must be able to understand it.

3. Student growth toward desired level of achievement must be clear. The extent to which the student has met the standard must be clear.

4. It can be changed to meet the need.

–Ruby Payne

Rubric Guidelines187

1. Identify 3–5 criteria.

2. Set up a grid with numerical values. 1–4 is usually enough.

3. Identify what would be an excellent piece of work. That becomes a 4.

4. Work backward. Identify what would be a 3, a 2, and so on. What would be unacceptable? That becomes a 1.

Developing a Rubric

–Ruby Payne

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Hypothesis Model189


1. Teachers write ten questions to assess the standards taught that grading period.

2. Write the questions in the format of the state assessment.

3. Teachers agree to include these on the six- or nine-week test, or on the unit test. Teachers can include other questions on the test.

4. After assessing the students, teachers meet together to review student performance on the common items. The question is, "Are students making progress toward the standards?"

10-Question Tests190


1. Bring together test questions already used.

2. Code test questions of the standards.

3. Use the time and content grids to identify the standards taught by grading period.

4. Sort/eliminate questions by standard; find questions that best assess that standard.

5. Embed these questions into each teacher’s test for the grading period.

Steps for Creating 10-Question Tests191


Mock State Assessments/End of Course Test

1. Put all students in that course or on that grade level in an altered schedule for one day to take the mock assessment.

2. Have the students score their own tests (exception is writing).

3. The students grid their performance against standards.

4. A letter is sent to the parent(s) explaining the student’s current status against the state assessment. The letter explains that this outcome is a possibility given that the mock test is not exactly the same test as the state test.

5. Assign to tutoring those students who are at risk.

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To help students pass the state assessment, a teacher did the following and was very successful. All of her students took a mock test in math and scored their own papers. Then they made this grid:

Questions I got right and could get right again.

Questions I did or did not do correctly but am not sure how to do.

Questions where I had no clue.

Adapted by Shelly Rex

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The students went through their test papers and classified the questions as listed below:




1, 3, 4, 5, 9, 11, 14, 15,19

2, 6, 7, 12, 13, 18, 20

8, 10, 16, 17

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After a mini-conferencing with students and a review, the students retested and revised their grids:




1, 3, 4, 5, 9, 11, 14, 15,19

2, 6, 7, 12, 13, 18, 20

8, 10, 16, 17

2, 6, 7, 8, 10, 13, 17, 18

8, 10 16, 17

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Review of the Session

What does the research show? Define mental models Discuss types of mental models in science Elaborate on process skill mental models

that shape activities and constructed response items

Discuss relational learning and resource analysis to build intervention

Review processes for formative assessment

1. Relationships of mutual respect with teachers and administrators.

2. A peer group to belong to that is positive and not destructive.3. A coach or advocate who helps the student.4. If not a member of the dominant culture, the student has access

to individuals (or histories of individuals) who have attained success and retained connections to their roots.

5. Bridging social capital* (e-mail buddies, mentors, et al.) to the larger society.

6. At the secondary level, a very specific and clear plan for addressing his/her own learning performance.

7. A safe environment (emotionally, verbally, and physically).*Social capital is terminology used by Robert Putnam in his book Bowling Alone. It basically means who you know. He identifies two kinds—bonding and bridging. Bonding social capital involves people who are like you; bridging social capital involves people different from you.

Review of the Seven Characteristics of Relational Learning:197


Ticket Out

Please complete the information sheet and the evaluation form

Give both sheets to your group’s Material Manager to bring to the front.

If you have any questions or need additional information you can either email me [email protected] go the aha! Process websitewww.ahaprocess.com

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