From Exclusion to Inclusion: Increasing Student Achievement without Decreasing Teacher Creativity

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From Exclusion to InclusionIncreasing Student
Achievement without Decreasing Teacher Creativity
OH MY!!!!
and
NCLB
Subgroup
and
Were not in Williamsburg James City County
anymore, Toto!
AYP

• Prepared for the
• Williamsburg James City County
• Instructional Leadership Team
• by Daniel Mulligan
• August 2006
• Focus Group Grade 4 Grade 5

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When I dieI hope it occurs during a
lecturebecause the transition from life to
death will be so slight that I will hardly
notice it.
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Give One Get One

• On the back of your handout, write one way that
  being a teacher in Virginia is like an astronaut
  on a walk in space. Think and be creative.
• When signaled, circulate the room to meet a
  colleague. Give him/her your answer and get their
  answer.
• You need a total of 2 answers. When you have
  completed your task, return to your seat.
• Enjoy!

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Getting the Biggest Bang for Your Buck!

• Researchers conducted studies to identify those
  instructional strategies that have a high
  probability of enhancing student achievement
• for ALL students in ALL
  subject areas at ALL grade levels.
• Results of the studies conducted by Robert
  Marzano, Debra Pickering, and Jane Pollock
  identified the TOP NINE strategies that have a
  STRONG EFFECT on STUDENT ACHIEVEMENT.

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Research-based Strategy Cooperative
learningPercentile Gain 27

• The GARDEN Plot

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During the UnitIntroducing New Knowledge

• 1. Guide students to recall what they already
  know about the topics.
• (9 Cues, Questions, Advance Organizers)
• 2. Provide students with ways of thinking about
  the topic in advance.
• (9 Cues, Questions, Advance Organizers)
• 3. Compare new knowledge with what is known.
• (1 Identifying Similarities and Differences)

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Research on Imagery as Elaboration
Students who used imagery to learn vocabulary,
on average, performed
of studies
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Name That Category

• Partner A faces the board
• Partner B faces away from the board
• Clue giver lists terms that pertain to a category

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Grade 5 Math
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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Grade 1 English
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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Grade 6 Science
Kinetic Energy
200 POINTS
Hypothesis
Electron
100 POINTS 100 POINTS
Experiment
Dissolve
Atmosphere
50 POINTS 50 POINTS 50 POINTS
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History
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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What processes can students engage in to identify
similarities and differences?
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Teachers must recognize that Reading
comprehension and achievement tend to be
positively related. Almost without exception
instruction in vocabulary and/or reading skills
paid off in terms of greater achievement,
especially in the area of problem solving (Earp,
1970, p. 531).
Reading Comprehension in the Content AreaThe
Farm Fresh Theorem
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Word Sort Applications

• Classify words based on student identified
  attributes.
• Match linguistic and nonlinguistic pairs that
  represent the same concept.
• Use a Concentration Game approach to
  identifying similarities.
• Create sentences that contain an identified word
  from the sort.
• Provide students with the previous years cards to
  check for prior knowledge.

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NEW required pass rates for each subgroup
Spring 2005 tests reading (65)
math (63) Spring 2006 tests reading
(69) math (67) Spring 2007
tests reading (73) math (71)
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Use a research-based process for teaching new
terms and phrases.

• Effective vocabulary instruction does not rely on
  definitions.

• Students must represent their knowledge of words
  in linguistic and nonlinguistic ways

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Characteristics of First-Order Change and
Second-Order Change
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Identifying Similarities and Differences
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Knowing the Learner
Directions Rank the symbols (1-4) in order from
most (1) like you as a learner to least (4) like
you as a learner.
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Knowing the Learner
Learning Style of Beach Balls
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Knowing the Learner
Learning Style of Microscopes
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Knowing the Learner
Learning Style of Clipboards
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Knowing the Learner
Learning Style of Puppies
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Multiple Intelligences in the Reading Classroom
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Multiple Intelligences in the Reading Classroom
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Choice Board or Tic-Tac-Toe

• This assessment strategy allows students to
  select their own preferences but still achieve
  the targeted essential knowledge and skills.
• After Reading Choice Board

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www.authorama.comhttp//www.highlights.com/htt
p//rubistar.4teachers.org/index.phphttp//www.r
ockingham.k12.va.us/mves/mves.htmlhttp//nlvm.us
u.edu/en/nav/vlibrary.htmlwww.augusta.k12.va.us
www.ttaconline.org
Suggested Resources
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During the UnitIntroducing New Knowledge

• 4. Have students keep notes
• (2 Summarizing and Note-taking)
• 5. Non-linguistic representations, share with
  others
• (5 Non-linguistic Representations)
• 6. Have students work individually and in
  groups.
• (6 Cooperative Learning)

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www.augusta.k12.va.us
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Setting the Purpose .With Music.Teddy
PendergrassWake Up Everybody
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Wake up everybody no more sleeping in bed No more
backward thinking, time for thinking ahead The
world has changed so very much from what it used
to be Theres so much hatred, war and
poverty. Wake up all the teachers time to teach a
new way Maybe then theyll listen to what you
have to say. They're the ones who are coming up
and the world is in their hands. When you teach
the children, teach them the very
best you can. The world wont get no better,
if we just let it be. The world wont
get no better, we got to change it just
YOU and ME.
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During the UnitPracticing, Reviewing and
Applying Knowledge

• 1. Assign homework that requires practice, review
  and application of learning. Give explicit
  feedback as to the accuracy of all homework.
• (4 Homework and Practice, 7 Setting Objectives
  and Providing Feedback)
• 2. Engage students in long-term projects that
  involve testing and generating hypotheses.
• (8 Generating and Testing Hypotheses)
• 3. Have students revise the linguistic and
  nonlinguistic representations of knowledge as
  they refine their understanding. ( 2 Summarizing
  and Note taking, 5 Nonlinguistic
  Representations)

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Information Storage

• Brain research has identified the dual-coding
  theory of information storage. Knowledge is
  stored in two forms
• Linguistic statements to be learned
• Imagery mental pictures or sensations
  (nonlinguistic)
• Using both linguistic and nonlinguistic
  representations better enables students to think
  about and recall information.
• Too often students are left on their own to
  create images.
• If the teacher assists the student in creating
  images, there is a greater impact on learning.

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a. The number of cavities the sixth graders
have? b. The number of people in the sixth
graders families? c. The ages of the sixth
graders mothers? d. The heights of the sixth
graders in inches?
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Nonlinguistic Representations

• Approaches to this strategy in the classroom
• Graphic organizers,
• Pictographic representations,
• Mental images,
• Physical models, and
• Kinesthetic representations.

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Finding Similarities and Differences

• Directions
• Use the Venn Diagram rings to create a diagram
  similar to the graph below.
• Sort the Attribute Blocks using the criteria
  below.
• Think!

Yellow
Thin
Large
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Graphic Organizers

• Use Visuals
• Graphic organizers help students organize the
  information and retain 5 times more of the
  information.

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Blind Sequencing
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Knowledge
There is a great difference between knowing and
understanding you can know a lot about
something and not really understand it. Charles
Kettering
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Standards Verbs

• PROBLEM SOLVING
• Analyze Derive Discover Evaluate Explore
• Predict Solve Survey Verify Investigate
• REASONING
• Categorize Classify Compare Contrast Differentiat
  e
• Describe Estimate Explain Generalize Interpret
• Justify Order Hypothesize Predict Infer
• Prioritize Rank Validate Summarize
• COMMUNICATION
• Clarify Correspond Describe Discuss Demonstrate
• Exhibit Explain Express Persuade Portray
• Restate Show Speak State Write

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CUBING

• 1. Describe it. (Describe its colors, shapes, and
  sizes. What does it look like?)
• 2. Compare it. (What is it similar or different
  from?)
• 3. Associate it. (What does it make you think
  of?)
• 4. Analyze it. (How is it made or what is it
  composed of?)
• 5. Apply it. (What can you do with it? How is it
  used?)
• 6. Argue for or against it. (Take a stand and
  list reasons for supporting it.)

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Shoot for the moon. Even if you miss it, you
will land among the stars.

• -Lester Brown

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Information Storage

• Brain research has identified the dual-coding
  theory of information storage. Knowledge is
  stored in two forms
• Linguistic statements to be learned
• Imagery mental pictures or sensations
  (nonlinguistic)
• Using both linguistic and nonlinguistic
  representations better enables students to think
  about and recall information.
• Too often students are left on their own to
  create images.
• If the teacher assists the student in creating
  images, there is a greater impact on learning.

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During the UnitMonitoring Learning Goals

• 1. Feedback and Self-Assessment
• (7 Setting Objectives and Providing
  Feedback)
• 2. Students keep track of achievement and effort
  expending toward goals
• (3 Reinforcing Effort and Providing Recognition
• 7 Setting Objectives and Providing Feedback)
• 3. Celebrate legitimate progress toward learning
  goals
• (3 Reinforcing Effort and Providing
  Recognition)

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Research Generalizations Vocabula
ry
Students need to be exposed to a word at least
six times in context.
Direct vocabulary instruction works and should
focus on words that are critical to new content.
Even superficial instruction in new words
increases the probability that students will
understand the words when they encounter them.
One of the best ways to learn a new word is to
associate a mental image or symbolic
representation with it.
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Motor Mouth

• Talker is provided with a list of words under a
  category
• The talker tries to get the team to say each of
  the words by quickly describing them. The talker
  is allowed to say anything about the terms,
  talking a mile a minute, but may not use any
  words in the category title or any rhyming words .

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End of the unitHelping students determine how
well they have achieved their goals(3
Reinforcing Effort and Providing Recognition, 7
Setting Objectives and Providing Feedback)

• Provide students with clear assessments of their
  progress on each goal.
• Have student assess themselves and compare with
  the teachers assessment
• Ask them to articulate what they have learned.

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Levels of Thinking
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CUBING

• 1. Describe it. (Describe its colors, shapes, and
  sizes. What does it look like?)
• 2. Compare it. (What is it similar or different
  from?)
• 3. Associate it. (What does it make you think
  of?)
• 4. Analyze it. (How is it made or what is it
  composed of?)
• 5. Apply it. (What can you do with it? How is it
  used?)
• 6. Argue for or against it. (Take a stand and
  list reasons for supporting it.)

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Remember one thing
If you ever think you are too small to make an
impact, try going to bed with a mosquito!
Thank you for your time and energy!
Dan
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Cinderella
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Cinderella But scarcely was the marriage
ceremony over, before his wife began to show her
real temper she could not bear the pretty little
girl, because her sweet obliging manners made
those of her own daughters appear a thousand
times more odious and disagreeable. She therefore
ordered her to live in the kitchen and, if ever
she brought any thing into the parlor, always
scolded her till she was out of site. She made
her work with the servants in washing the dishes,
and rubbing the tables and chairs it was her
place to clean madams chamber, and that of the
misses her daughters, which was all inlaid, had
beds of the newest fashion, and looking-glasses
so long and broad, that they saw themselves from
head to foot in them while the little creature
herself was forced to sleep in a sorry garret,
upon a wretched straw bed, without curtains or
any thing to make her comfortable. The poor child
bore all this with the greatest patience, not
daring to complain to her father, who, she
feared, would only reprove her, for she saw that
his wife governed him entirely. When she had done
all her work she used to sit in the chimney
corner among the cinders so that in the house
she went by the name Cinderbreech the youngest
of the two sisters, however, being rather more
civil than the eldest, called her Cinderella. And
Cinderella, dirty and ragged as she was, as often
happens in such cases, was a thousand times
prettier than her sisters, drest out in all their
splendor. an excerpt from the popular fairy
tale, Cinderella
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Identify essential terms and phrases.
Use a research-based process for teaching new
terms and phrases.
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Identify essential terms and phrases.

• Instruction should focus on terms that have a
  high probability of enhancing academic success.

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Part of Guaranteed and Viable Curriculum is
identifying essential terms Fractions
Terms and Details
fraction numerator denominator mixed number
Principles, Generalizations, Rules
Skills and processes
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Part of Guaranteed and Viable Curriculum is
identifying essential terms Astronomy
Terms and Details
planet meteor solar system orbit
Principles, Generalizations, Rules
Skills and processes
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Part of Guaranteed and Viable Curriculum is
identifying essential terms Cells
Terms and Details
nucleus mitosis meiosis cell wall
Principles, Generalizations, Rules
Skills and processes
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Part of Guaranteed and Viable Curriculum is
identifying essential terms Revolutionary War
Terms and Details
revolution Paul Revere shot heard round the
world Boston Tea Party..
Principles, Generalizations, Rules
Skills and processes
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Students read new information
comprehension assessed

• If there is some regular vocabulary instruction,
• 12ile gain

• If the direct instruction is for words in the
  passage that is being read,
• 33ile gain

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Use a research-based process for teaching new
terms and phrases.

• Effective vocabulary instruction involves the
  gradual shaping of word meanings through multiple
  exposures.

• Students should discuss the terms they are
  learning.

• Students should play with words.

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SUBTRACTION
AS DEFINED BY
Mae West
Subtraction is when you meet a man with
one-hundred dollars
and you leave him with ten dollars.
Now thats what I call subtraction.
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BLIND Sequencingnonfiction

• Directions
• Deal out the problem cards face down.
• Each person takes a turn describing their card to
  their team.
• The team determines what the cards represent and
  how to sequence the cards.

Purpose Students learn the skill of visualizing
while reading.
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ockingham.k12.va.us/mves/mves.htmlhttp//nlvm.us
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Problem

• You have 24 quarters, one of which is defective
  and weighs more than the others. You also have a
  balance scale that will tell you which of the two
  stacks of coins is heavier. It will not provide
  you information about the actual weight. How can
  you identify the heavy coin using the balance
  scale only three times?

As you solve the problem, reflect on what you do
before, during, and after. What kinds of core
reasoning skills do you use?
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Instructional Strategies that Facilitate
Successful Inclusion Must

• Supply students with STRUCTURE and ORGANIZATION
• Encourage student COMMUNICATION and
  COLLABORATION
• Provide students with VISUAL and HANDS-ON
  learning experiences

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Things associated with the 1960s
Civil rights movement Lyndon Johnson Hippies Vietn
am John F. Kennedy Civil disobedience Forest Gump
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Things associated with triangles
Acute Right Hypotenuse Obtuse Sides Pythagorean
theorem Equilateral
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• The 90/90/90 Schools A Case Study
• Data collected from
• 130,000 students in 228 buildings
• elementary through high school
• inner-city urban, suburban, and rural
• Poor and/or minority and Anglo and/or
  economically disadvantaged
• 90/90/90 Schools have the following
  characteristics
• More than 90 of the students are eligible for
  free and reduced lunch
• More than 90 of the students are from ethnic
  minorities
• More than 90 of the students met or achieved
  high academic standards

Conducted by Douglas B. Reeves,Ph.D. at the
Center for Performance Assessment
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Common Characteristics of High Achieving Schools
(90/90/90)

• Focus on academic achievement
• Clear curriculum choices
• Frequent assessment of student progress and
  multiple opportunities for improvement
• An emphasis on writing
• External scoring

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http//nlvm.usu.edu/en/nav/vlibrary.html
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Teachers must recognize that Reading
comprehension and achievement tend to be
positively related. Almost without exception
instruction in vocabulary and/or reading skills
paid off in terms of greater achievement,
especially in the area of problem solving (Earp,
1970, p. 531).
Reading Comprehension in the Content AreaThe
Kroger Theorem
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Differentiated Approach to Curriculum Planning

• Pacing Issues
• Not all students can learn the same content, in
  the same way, and in the same amount of time.
  However, each student can learn content in an
  individual way and in a sufficient amount of
  time.
• What factors should be taken into consideration
  to develop a coherent pacing document?
• Understanding the Standard
• Each standard contains essential knowledge and
  essential skills that are important for ALL
  students to understand and be able to apply.
• What is the organizational main idea
  represented by the standard?
• What specific essential knowledge and essential
  skills are necessary for all students to
  understand?
• Which resources in my division will assist
  teachers in their mission to provide a
  differentiated learning experience for students?
• Lesson Planning
• Teaching to the text is not teaching the VA SOL.
  Teachers should be provided with differentiated
  lessons that compensate for the inadequacies of
  the textbook.
• What experiences for EACH child will provide an
  engaging differentiated learning experience?
• Assessment
• Assessment done properly informs instruction and
  improves understanding.
• What evidence will provide students with an
  opportunity to express their understanding and
  ensure teachers that the essential knowledge and
  essential skills have been acquired by ALL
  students?

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Differentiated Approach to Curriculum Planning

• Pacing Issues
• Not all students can learn the same content, in
  the same way, and in the same amount of time.
  However, each student can learn content in an
  individual way and in a sufficient amount of
  time.
• What factors should be taken into consideration
  to develop a coherent pacing document?

Differentiation of learning will flourish only in
an environment the is supported at the school and
division levels.
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Key Questions

• What drives the Pacing?
• Math (Grade 5)

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NNS
CE
PS
PFA
MG
CE
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MG
PS
MG
PS
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Key Questions

• What drives the Pacing?
• Math (Grade 5)

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Differentiated Approach to Curriculum Planning

• Understanding the Standard
• Each standard contains essential knowledge and
  essential skills that are important for ALL
  students to understand and be able to apply.
• What is the organizational main idea
  represented by the standard?
• What specific essential knowledge and essential
  skills are necessary for all students to
  understand?
• Which resources in my division will assist
  teachers in their mission to provide a
  differentiated learning experience for students?

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Virginia Standards of Learning, Blooms Taxonomy,
and Research-Based Strategies For Increasing
Student Achievement
EOC Math
2005-2006
Dan Mulligan, 2004
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Spotlight Moment
As a team of professional educators Discuss
with your peers the implication of the modeled
strategies and shared information to your role in
improving the achievement of all students.
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Good Instruction(Keep it SimpleKeep it Real)

• Good instruction is good instruction, regardless
  of students racial, ethnic, or socioeconomic
  backgrounds. To a large extent, good teaching
  teaching that is engaging, relevant,
  multicultural, and that appeals to a variety of
  modalities and learning styles works well with
  ALL children.
• Educating Everybodys Children, ASCD, 1995.

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Sharing a Resource

• Mastering ALGEBRA I and ALGEBRA II SOL with
  Graphing Calculators

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Select Function Families
Linear y mx b y x
Quadratic y ax2 bx c y x2
Absolute Value y lx l y lx l
Square Root

• Summary of activity
• Generate and Test Hypotheses What will happen to
  the graph of each function if
• Multiply right side by 2
• Add 2 to the right side
• Divide right side by 2
• Subtract 2 from the right side

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Choice Board or Tic-Tac-Toe

• This assessment strategy allows students to
  select their own preferences but still achieve
  the targeted essential knowledge and skills.
• Algebra Choice Board

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Cartoon Frame

• Instructional Strategies
• Nonlinguistic Representation
• Similarities and Differences
• Generating and Testing Hypotheses
• Setting Objectives and Providing Feedback
• Purpose
• Provide students with an opportunity to reflect
  on the enduring attributes of an algebraic
  principle.
• Directions
• Task students with identifying the essential
  characteristics of an algebraic principle or
  process.
• Facilitate a student-directed conversation of
  ways to effectively represent the essential
  characteristics nonlinguistically.
• Note Emphasize the importance of reflecting any
  specific sequence.
• Provide students with an opportunity to share the
  symbolic representations contained in their
  cartoon of the algebraic principle or process.

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A.8 - The Life of Linear Equations
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The Helicopter Activity

• Dependent Variables and Independent Variables
• What are the dependent and independent variables?
• How does a change in one variable affect the
  other variable

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Spotlight Moment
As a team of professional educators Discuss
with your peers the implication of the modeled
strategies and shared information to your role in
improving the achievement of all students.
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• If an educator keeps using the same strategies
  over and over and the student keeps failing,

who really is the slow learner?
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Mathematics Strategies for Higher Student
Achievement on NAEP

• Although basic skills have their place in
  pedagogy, critical thinking skills are essential.
  In math at both the4th grade and 8th grade
  levels, practices that emphasize critical
  thinking skills are associated with higher
  student achievement.
• Learning math is an interactive process, rather
  than a linear process in which students progress
  from simple fact to more complicated facts
  (McLaughlin Talbert, 1993).
• Effective strategies in math included
  applications of higher order thinking skills,
  project-based learning, opportunities to solve
  problems that have multiple solutions, and such
  hands-on techniques as using manipulatives.

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Opportunity to Learn
Has the strongest relationship with student
achievement of all school-level factors.

• Three types of math curricula were identified by
  SIMS
• The Intended Curriculum content specified by the
  state, division, or school at a particular grade
  level.
• The Implemented Curriculum content actually
  delivered by the teacher.
• The Attained Curriculum content actually learned
  by the students.

Implemented Curriculum
Attained Curriculum
Intended Curriculum
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Setting My Personal Learning Goals
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Discovering PI

• Task As a team, measure the diameter and
  circumference of each object listed below to the
  nearest centimeter. Then complete the table
  below.

Write a paragraph that shares your observations
_________________ ________________________________
_______________________
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Finding Similarities and Differences

• Directions
• Use the Venn Diagram rings to create a diagram
  similar to the graph below.
• Sort the Attribute Blocks using the criteria
  below.
• Think!

Yellow
Thin
Large
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Place each Geometric Shape in the Venn Diagram
Trapezoid
Rectangle
Parallelogram
Circle
Triangle
All pairs of opposite sides parallel
All interior angles measure 90 degrees
Is a type of Quadrilateral
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Create an Algebra I Venn Diagram
Measures of Central Tendency
MEAN
MEDIAN
MODE
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MINDMultiple Intelligences Notetaking Design

• Mathematics
• Sample
• Notes

The Sample Notes are provided by the talented
teachers of mathematics from Prince Edward County
Public Schools
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SOL 5.8 The student will describe and determine
the perimeter of a polygon and the area of a
square, rectangle, and right triangle, given
the appropriate measures.

• Right MIND Notebook Page
• The teacher provides the specific formulas that
  the students must know to meet the objective of
  the standard.
• Left MIND Notebook Page
• Students process what he/she knows about the
  formulas using the activities provided by the
  teacher.

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SOL 6.13 The student will a) estimate angle
measures, using 450, 900, and 1800 as
referents, and use the appropriate tools to
measure the given angle.

• Right MIND Notebook Page
• Teacher-provided notes (from the VA Curriculum
  Framework)
• Student marking and note-taking.
• Left MIND Notebook Page
• Students visual representations of notes.

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SOL 7.10 The student will identify and draw the
following polygons pentagon, hexagon,
heptagon, octagon, nonagon, and decagon.

• Right MIND Notebook Page
• Teacher-provided narrative of essential knowledge
  (from the VA Curriculum Framework)
• Student underlining and highlighting key concepts
• Teacher-generated activities with hands-on
  materials (manipulating information)
• Left MIND Notebook Page
• Students drawings of presented essential
  knowledge
• Student application of presented skills

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Creating a Climate for Learning

• For students to succeed, they need to believe
  that they
• can learn
• are learning information and skills that is
  useful, relevant, and meaningful for them
• are valued in the classroom
• responsible for their learning and
• responsible for their own behavior.

Teachers beliefs in and about human potential
and in the ability of all children to learn and
achieve are critical. Caine Caine, 1997
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A definition

• To differentiate instruction is to recognize
  students varying background knowledge, readiness,
  language, preferences in learning, interests and
  to react responsively.

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Reading Comprehension in MathematicsThe Kroger
Theorem
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Three Levels of Learning

• Concrete Experience
• Without the concrete experience, the
  representation or symbol may have little or no
  meaning no matter how much someone explains it to
  you.
• This level of learning is often the most
  memorable for students
• Representational or Symbolic Learning
• Picture of concrete experiences are helpful BUT
  can not substitute for the impact of concrete
  experience.
• Abstract Learning
• This level of learning represents the use of
  words and numbers (democracy or culture). This
  learning depends on the ability of the teacher to
  provide sufficient examples that relate to the
  students experiences.

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Using the Visual and Auditory Senses to Enhance
Learning

• The eyes contain nearly 70 percent of the bodys
  sensory receptors and send millions of signals
  every second along the optic nerves to the brain.

Create a mental picture of 1 1 3 2
X
1
1
2
3
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6
140
Using the Visual and Auditory Senses to Enhance
Learning

• YOUR TURN!!!!

Create a model the following 1 1 3 4
X
Extra for Experts 2 1 3 8
X
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Thank you for your commitment to children!
"It's your attitude, not just your aptitude that
determines your ultimate altitude." --Zig
Ziglar ?
Dan
Simplyachieve_at_juno.com 757-754-5920
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Interesting Trivia

• Among the Lepcha people of Tibet, alcohol is the
  only proper payment for teachers.

Cheers!