District-Wide IPI Changed Conversations Around Student Engagement

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District-Wide IPIChanged Conversations
Around Student Engagement

• Grandview C-4
• One Districts Approach to Change

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Presentation Team

• Ralph Teran, Ed.D.
• Superintendent Grandview C-4 Schools
• Grandview, Missouri
• Jerry W. Valentine, Ph.D.
• Professor, Department of Educational
  Leadership and Policy Analysis
• Director, Middle Level Leadership Center
• University of Missouri
• Cynthia Johnson, Principal
• Grandview Middle School
• Grandview, Missouri

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Presentation Overview

• Theory of Action
• Training Process
• Grandview C-4 Initiative
• What does the data tell us?
• From theory to action, Belvidere Elementary
  School
• Grandview Middle School
• A school moving forward

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• Instructional Practices Inventory

• The IPI process
• focuses on student engagement and learning rather
  than teacher behavior
• engages teachers in whole-faculty and small-group
  collaborative analysis, reflection, and
  decision-making of the profile data
• provides extensive formative data so teachers can
  frequently monitor and adjust practices.
• These components of the IPI process support
  continuous change and collectively foster
  organizational learning.

Source The Instructional Practices Inventory
Using a Student Learning Assessment to Foster
Organizational Learning Dr. Jerry Valentine
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Theory of Action

• The most effective way to achieve and sustain
  alignment within an educational system is the
  frequent monitoring of teaching and learning.
• Eleanor Dougherty

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Common Characteristics of 90/90/90 Schools
(Douglas Reeves)

• Laser-like focus on student achievement
• Clear curriculum choices Agreement on what
  should be taught
• Frequent assessment of student progress and
  multiple opportunities for improvement
• An emphasis on information writing (nonfiction)
• Collaborative scoring of student work

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The Leadership and Learning Matrix(Douglas
Reeves)
Lucky High results, low under-standing of antecedents. Replication of success unlikely. Leading High results, high under-standing of antecedents. Replication of success likely.
Losing Low results, low under-standing of antecedents. Doh! Learning Low results, high under-standing of antecedents. Replication of mistakes unlikely.
Effects / Results Data
Antecedents / Cause Data
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AYP Targets 2002-2014
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Re-focus

• Fall of 2006 - Invitation to meet and observe IPI
  work at Belvedere Elementary School
• My walk through theory of action was to monitor
  both teaching and learning, but
• My walk through bias was to focus on what the
  teacher was doing.
• Within a few minutes of walking around with Jerry
  he said quit focusing on what the teachers are
  doing focus on the kids
• focuses on student engagement and learning rather
  than teacher behavior

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District IPI Initiative

• Each month every school conducts IPI observations
  and submit data to the District Curriculum and
  Instruction Department
• Reports are generated and sent back to schools
• Reports are discussed in general terms at
  Principal Meetings
• Reports are discussed in detail at schools during
  grade level meetings and PLC Meetings

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2008-2009 District Reports
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(No Transcript)
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Belvidere Elementary School

• Meets AYP regularly
• Achievement scores continue to rise steadily
• Have used the IPI method the longest

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Belvidere Elementary School

• Belvidere clip 1
• Belvidere clip 2
• Belvidere clip 3

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BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY


    2004 2005 2006 2007 2008
Communication Arts Communication Arts Communication Arts Communication Arts Communication Arts Communication Arts Communication Arts
  School Total (All Students) Met Met Met Not Met Met
  Black -- -- Met Not Met Met
  White -- -- Met Met Met
  Hispanic -- -- -- -- --
  F/R Lunch Met -- Met Not Met Met
  IEP -- -- -- -- --
  LEP -- -- -- -- --
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
  School Total (All Students) Met Met Met Met Met
  Black -- -- Met Met Met
  White -- -- Met Met Met
  Hispanic -- -- -- -- --
  F/R Lunch -- -- Met Not Met Met
  IEP -- -- -- -- --
Subtotal Subtotal 3/3 2/2 8/8 4/8 8/8
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Instructional Practice InventoryEvidence-Based
Results

• The outcome of powerful conversations regarding
  instructional practice results in change and
  adjustment in teacher practice resulting in
  increased student achievement.

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The IPI process

• provides the opportunity to create an OPTIMUM
  profile of student engagement in learning
• that teachers will view as fair and accurate, and
  thus
• use as a basis for periodic reflective,
  collaborative conversations.

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Three Broad Groups of Engagement?
Cognitive
Physical
Emotional
Focus today on Cognitive
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Instructional Practices Inventory (Student
Engagement) Origin

• Project ASSIST Comprehensive School Reform
  Initiative (1996)
• Needed Data to Monitor Instructional Change
• Realized Study of Data Supported Instructional
  Change
• Fits Organizational Learning, Professional
  Community, and Collaborative Change
• Teachers engaged in the data collection
• Teachers engage in regular, reflective
  collaborative conversations about the data
  profiles.
• On-going collection and collaborative
  problem-solving conversations over time.

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Mental ImageCollect Large Volume of Snap
Shots of Student Engagement and Thought
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Mental ImageFaculty Collaborative Conversations
to Analyze the Data
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Higher-Level Engaged ThoughtEvident

• 6 Student Active Engaged Learning
• Higher-Order/Deeper Learning
• Typically students doing authentic, hands-on,
  problem-based, research, etc. forms of learning
• 5Student Learning Conversations
• Higher-Order/Deeper Student-Student Verbal
  Learning
• Typically conversations among students who are
  constructing knowledge together

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Higher Order/Deeper vs Not Higher
Order/Surface

• Analysis, Critical Thinking, Problem Solving,
  Creativity, Decision Making from Analysis,
  Application from Analysis, Synthesis
• ---------------------------------------------
• Recall, Memory, Simple Understanding, Fact
  Finding, Skill Development, Practice Skill,
  Practice Computation Processes

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Higher-Level Engaged ThoughtNot Evident (Surface
and Passive)

• 4Teacher-Led Instruction
• Students attentive to teacher leading the
  learning experience
• Typically students listening to teacher share,
  explain, give directions, etc.
• 3Student Work with Teacher Engaged
• Students working individually or in groups with
  teacher support evident
• Typically students doing worksheets, answering
  questions, taking tests

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Higher-Level Engaged ThoughtNot Evident

• 2Student Work with Teacher Not Engaged
• Students working individually or in groups with
  teacher support not evident (independent work)
• Typically students doing worksheets, answering
  questions, taking tests teacher doing other
  things
• 1Students Not Engaged in Learning
• Students are not engaged with the curriculum
• Typically students talking, inattentive,
  misbehaving, etc.

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The IPI does not profile the instructional
activities in which students are engaged. The
IPI profiles how students are engaging in
learning during the instructional activities.
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Grandview Training
IPI Workshop Session (7 hours) 1.
Develop Data Coding Capacity A. Validity B.
Reliability 2. Develop Capacity to Facilitate
Collaborative Conversations in 45-50
minute work sessions following data
collections A. Typical school day B. Typical
classroom engagement C. Study of the data D.
Build new knowledge E. Reflect upon value of
the collaborative
conversations
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Grandview TrainingSchool Visits
Workshop participants move from the workshop
classroom to real school classrooms to build the
capacity to collect data with validity and
reliability.
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Training Clips at Grandview

• 1st Room
• Computer Lab
• Science Room
• Conference Room Discussion

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The true value of the IPI resides in the faculty
collaborative conversations following each data
profiling in which teachers openly study the
data, problem solve, strategize, and learn
together as they collectively work to raise the
bar of instruction across the whole school.
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Why We Collaboratively Study Student Engagement
Data Knowledge-Implementation Gap
Society and Students We Serve Change Continuously
Expert Knowledge of Best Practices
Our Knowledge of Best Practices
Our Implementation if We Maintain Knowledge
Our Implementation w/ Moderate Knowledge
Our Implementation with No New Knowledge
No New Knowledge, Low Effort
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Grandview Middle School

• Student Achievement Scores Increasing
• Uses IPI and other data as a regular practice to
  make instructional changes

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GMS IPI Data Conversations
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Grandview Middle School IPI Lessons Moving from
Level 3 to Level 6
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Grandview Middle School IPI Lessons Moving from
Level 3 to Level 6
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Grandview Middle School IPI Lessons Moving from
Level 3 to Level 6
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GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY


    2004 2005 2006 2007 2008
Communication Arts Communication Arts Communication Arts Communication Arts Communication Arts Communication Arts Communication Arts
  School Total (All Students) Met Not Met Met Not Met Met
  Black Met Not Met Met Not Met Met
  White Met Met Met Met Met
  Hispanic -- -- Met Met Met
  F/R Lunch Met Not Met Met Not Met Not Met
  IEP -- -- Not Met Not Met Met
  LEP -- -- -- -- --
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
  School Total (All Students) Not Met Not Met Met Not Met Met
  Black Not Met Not Met Met Not Met Not Met
  White Met Met Met Met Met
  Hispanic -- -- Met Met Met
  F/R Lunch Not Met Not Met Not Met Not Met Not Met
  IEP -- -- Not Met Not Met Met
Subtotal Subtotal 5/8 2/8 9/12 4/12 9/12
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Grandview Middle School

• GMS Group Talk
• GMS Group Talk 2
• GMS Walk Through Results

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Questions, contact the IPI developers at
Website www.MLLC.org Email valentinej_at_missouri.e
du ralph.teran_at_csd4.k12.mo.us
cynthia.johnson_at_csd4.k12.mo.us Phone (573)
882-0944