Moving a School with the Hand Youre Dealt

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Moving a School with the Hand Youre Dealt

• Improving Student Learning Can Be More than a
  Bet
• Matt Perkins and Maurice Chappell
• Highly Skilled Educators
• KDE

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Improving Student Learning Can Be More Than a
Roll of the Dice

• Matt Perkins and Maurice Chappell
• Highly Skilled Educators
• KDE

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Session Objectives

• share strategies for positively monitoring
  student learning and teacher practice
• discuss practices for dealing with beliefs and
  attitudes about student achievement
• identify first steps in beginning professional
  learning communities

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System and Structures

• periodic achievement conferences
• useful curriculum documents
• focused walk-through observations
• formative achievement data
• regular teacher meetings

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Student-Centered Accountability

• A system, focused on individual student progress,
  that includes
• achievement scores
• curriculum information
• teaching practices
• leadership practices
• (Reeves,
  2004)

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Leadership that Works

• 3 of Marzanos (2005) 21 leadership
  responsibilities
• monitors the effectiveness of school practices
  and their impact on student learning
• involvement with curriculum, instruction, and
  assessment
• involves teachers in the design and
  implementation of important decisions/policies

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Achievement Conference

• set goals for student learning
• involve students in the process
• make data-based decisions
• target resources and interventions
• benefits
• Reduces miscommunication
• Clarifies roles and responsibilities
• Increases student motivation
• IMPROVES STUDENT LEARNING

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So, why set goals?

• Lockes (1968) theory conscious goals regulate
  behavior
• provide target at which to aim.
• concentrate time and effort.
• increase motivation, persistence, and desire.
• improve performance

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Low-Performing Schools

• Low-performing students, classrooms, (and
  schools) lack clear, measurable goals.
• The most effective programs for low-performing
  students employ a process of goal setting.
• Frequent measurement of progress toward goal
  attainment enhances goal achievement.
• (Barr
  Parrett, 2003)

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Student Motivation and Engagement

• Individual goal setting, accompanied with
  appropriate feedback and teacher support,
  motivates students to learn (Madden, 1997).
• Students involved in the assessment process
• develop a sense of ownership and commitment to
  their learning
• make choices about what to focus on next in their
  learning
• engage in learning.
• (Harlen Deakin-Crick,
  2003)

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Cardinal Valley Elementary Fayette CountyMake
it 80!

• 2006-2007
• -approximately 600 students
• -95 Free/Reduced
• -10 Special Education
• -65 Hispanic

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• Teacher Conferencing Form
• Teacher________________
• Reading Math
• Breakdowns
• Concerns
• Needs
• Intervention Groups

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CVE School Achievement Data

• 2nd Grade PAS

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CVE School Achievement Data

• 3rd Grade PAS

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CVE School Achievement Data

• 4th Grade PAS

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CVE School Achievement Data

• 5th Grade PAS

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More fromGoal Setting Research

• Performance is typically higher with difficult
  goals than with easy goals, as long as the goals
  are accepted by the individual.
• Latham and Yukl (1975)

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Curriculum Instruction

• Monitoring effective instruction is at the heart
  of effective instruction.
• We wont have a guaranteed and viable curriculum
  until leaders begin to meet with teacher teams
  regularly to review and discuss evidence of what
  is actually being taught.
• (Schmoker,
  2006)

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Curriculum Accountability
Combined Curriculum Document
Aligned Curriculum Document
Lesson Plans
Unit Plans
X
X
Combined Curriculum Document
Aligned Curriculum Document
Lesson Plans
Unit Plans
Learning Targets or Objectives specific
statements of what students will know and be able
to do
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The Dreaded Walkthrough

• Weve done 500 walkthroughs in our building!
• focused and targeted to needs, goals, and
  identified practices
• principals, other administrators, teacher
  leaders, teachers
• tied to other practicespart of the system.
• feedback to teachersmandatory

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Focus for the year
Data gath- ering
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Focus for the year
Focus for the year
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Student Achievement Data

• formative assessments of student progress
• intermittent progress or learning checks
• compilation of available data
• diagnostic assessments
• KCCT, EPAS
• classroom assessments
• PAS (Think Link), MAP (NWEA), others

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Why so much data?

• monitor students skills and proficiencies
• motivational for teacher and student
• multiple accountability measures

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Student Progress

• DuFour et al. (2006) recommend using assessments
  to inform and motivate students and to monitor
  each students proficiency in essential skills.
• When the task is relatively complex for an
  individual, proximal goals, in addition to a
  distal goal, should be set because they increase
  ones self-efficacy, as the task is being
  performed, that it can indeed be accomplished.
• (Kanfer and Ackerman, 1989)

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Professional Learning Communities

• structure for accomplishing the processes and
  practices of student-centered accountability
• distributes leadership and responsibility among
  the staff
• makes the work load manageable

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Defining Characteristics
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The Guiding Questions

• What do we want each student to learn?
• How will we know when each student has learned
  it?
• How will we respond when students experience
  difficulty in learning?
• How will we respond when students do learn?

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More Support for PLC

• Professional learning communities will improve
  district, school, and classroom capacity to
  continuously improve the performance of all
  students, especially those at risk.
• (Barr,
  2003)

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Our Moral Purpose

• High levels of learning for all students is the
  reason schools exist and the fundamental
  responsibility of those who work in them.
• (DuFour et al., 2006)

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References

• Barr, R. D. Parrett, W. H. (2003). Saving our
  students saving our schools 50 proven strategies
  for revitalizing at-risk students and
  low-performing schools. Thousand Oaks, CA Corwin
  Press, Inc.
• DuFour, R., DuFour, R., Eaker, R., Many, T.
  (2006). Learning by doing A handbook for
  professional learning communities at work.
  Bloomington, IN Solution Tree.
• Harlen, W. Deakin-Crick, R. (2003). Testing and
  motivation for learning. Assessment in Education,
  10(2), 169-208.
• Kanfer, R. Ackerman, P. L. (1989). Motivation
  and cognitive abilities An inegrative/aptitude-tr
  eatment interaction approach to skill
  acquisition. Journal of Applied
  Psychology-Monograph, 74, 657-690.
• Locke, E. A. (1968). Toward a theory of task
  motivation and incentives. Organizational
  Behavior Human Performance, 3, 157-189.

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References

• Latham, G. P., Yukl, G. A. (1975). A review of
  research on the applications of goal setting in
  organizations. Academy of Management Journal,
  18(4), 824-45.
• Marzano, R. J. Waters, T., McNulty, B. A.
  (2005). School leadership that works From
  research to results. Alexandria, VA Association
  for Supervision and Curriculum Development.
• Madden, L. E. (1997). Motivating students to
  learn better through own goal-setting. Education,
  117(3), 411.
• Reeves, D. B. (2004). Accountability for
  Learning How teachers and school leaders can
  take charge. Alexandria, VA Association for
  Supervision and Curriculum Development.
• Schmoker, M. (2006). Results now. Alexandria,
  VA Association for Supervision and Curriculum
  Development.