Classroom Instruction that Works Part 1

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Classroom Instruction that WorksPart 1

• New Hanover County Schools
• 2006-2007

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Introduction

• Activity
• Using your circle map, brainstorm all the ways
  you have used Classroom Instruction that Works.

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Self-Assessment

• Using the Levels of Understanding of CITW
  self-evaluation tool, check all of the statements
  which apply to you.

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Staff-Assessment

• Using the CITW School Assessment Tool, evaluate
  where you think your staff and school are in
  relation to CITW.

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What is CITW?

• Classroom Instruction that Works is.....
• based on thousands of research studies
• focused on instructional techniques that can be
  used with any content
• a way to focus our attention on making
  intentional instructional decisions
• a set of the most useful instructional techniques
  that make the most difference in student learning
• a language of instruction, not a program

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Why CITW?

• We must value.
• quality instruction in every classroom
• similar instructional techniques used in every
  classroom
• research-based instruction in every classroom

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Does Our Data Indicate Need?

• Activity
• In your groups, analyze the data given to you.
  What conclusions can you draw from it?
• What data from your school would indicate need
  for CITW?

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Why do we need CITW?

• The achievement game
• Students need to be proficient on EOGs and EOCs,
  but they also MUST GROW.
• While proficiency has remained high in New
  Hanover County, growth has eluded many of our
  schools--even those with high proficiency!
• With new exit standards for high school in
  2006-2007, freshmen will NOT be allowed to
  graduate unless they are proficient in 5 EOCs
  (Algebra I, English I, Biology, Civics and
  Economics, and US History).

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Why do we need CITW?
Source ABCs of Public Education.
http//abcs.ncpublicschools.org/abcs/

• NHCS and AYP, 2001-2006

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Why do we need CITW?

• What does the data show?
• Average NHCS Elementary Proficiency Rates

Source ABCs of Public Education.
http//abcs.ncpublicschools.org/abcs/
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Why do we need CITW?

• What does the data show?

Source ABCs of Public Education.
http//abcs.ncpublicschools.org/abcs/
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Why do we need CITW?

• Elementary Writing Proficiency, 2004-2006

Source NHCS Testing
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Why do we need CITW?

• Elementary Reading Proficiency, 2004-2006

Source NHCS Testing
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Why do we need CITW?
Source ABCs of Public Education.
http//abcs.ncpublicschools.org/abcs/

• Middle School Proficiency and Expected Growth
• These schools met expected growth after the
  North Carolina Department of Public Instruction
  removed 6th Grade Reading Scores from growth
  calculations.

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Why do we need CITW?
Source NHCS Testing

• Middle School Reading and Writing Scores

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Why do we need CITW?

• Proficiency Gap Between White Students and
  African-American Students

data includes EOG performance (grades 3-8)
Source NHCS Testing
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Why do we need CITW?

• What does the data show?

Source NHCS Testing
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Why do we need CITW?
Source NHCS Testing

• What if the new exit standards applied to all
  those who took EOCs in 2005-2006?

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Why do we need CITW?

• Inferences drawn from the data
• Growth is becoming ever more elusive, even with
  modest increases in proficiency.
• Proficiency has no relation to growth.
• We are consistently failing some populations of
  children.
• With the new exit standards, graduation will
  become more difficult to achieve for as many as
  30 of our students.

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Discussion

• Imagine that you are a student in New Hanover
  County. Would it be beneficial for you to see
  teachers using the same instructional strategies
  in all of your classes? Why or why not?

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What is CITW and what is it not?

• It is a language of instruction a way to
  deliver your content.
• It is not a lock-step program.
• It is a set of tools that must be consistently
  used in a way that is faithful to the research.
• It is not a random bag of tricks to be
  applied haphazardly anyway that you want.
• It works with any content area.
• It is not limited to the core academic areasit
  applies to all.

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What is CITW and what is it not?

• It is for both students and teachers.
• It is not just for changing teacher behavior.
• It is compatible with staff development focused
  on content and differentiation.
• Although layering should be avoided, CITW does
  not compete with other well-chosen,
  research-based staff development in content or
  differentiation.

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What is CITW?
CITW is like the walls and chambers of the heart
as well as the blood vessels. It delivers the
vital content.
Your content is like the blood. It is the rich
material that keeps the body alive.
The vessels go to all parts of the body just as
instruction is delivered to all students. The
vessels deliver exactly whats needed to each
body part just like a teacher should deliver
whats needed to each student (differentiation).
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What are the strategies in CITW?

• There are 9 strategies
• Identifying similarities and differences
• Summarizing and note-taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representation
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Questions, cues, and advance organizers

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Which strategies do we focus on in 2006-2007?

• There are 9 strategies
• Identifying similarities and differences
• Summarizing and note-taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representation
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Questions, cues, and advance organizers

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Why these 3 strategies?

• Identifying similarities and differences
• core of all learning (Marzano, p. 14)
• Appears throughout the SCOS
• Nonlinguistic representation
• Connects to our district-wide training in
  Thinking Maps
• Setting objectives and providing feedback
• Helps NHCS continue discussions about assessment
  (rather than grading)

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Can We All Move Toward CITW?
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Can we do CITW this year?

• Activity
• On a sheet of paper, write down your
  instructional initiatives for the coming year.
• Does CITW address your instructional concerns?
• How does CITW connect to what you want to work
  on?
• How can you support staff in meeting your
  objectives?

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Objectives for CITW

• Principals, central office personnel, and
  teachers will
• Explain why and how to strategically use the
  principles of CITW
• Analyze the need for coherent instructional
  strategies that are purposefully chosen
• Apply CITW to the classroom and district
• Evaluate the application of CITW
• Faithfully pursue professional development in
  CITW
• Interact, discuss, and aid colleagues in learning
  and using CITW

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Essential Understanding for CITW

• Effective use of research-based teaching
  strategies ensures intentional student growth and
  proficiency while eliminating random improvement
  or failure.

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Self-Evaluation

• What are your current Instructional Practices?
• Use the self-evaluation tool to check those
  things that you are currently doing. Ask
  yourself are these practices effective?

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Essential Questions for CITW

• What is the best way for me to learn CITW?
• How will I know when I have a deep understanding
  of the instructional strategies of CITW?
• How I will incorporate the strategies of CITW
  into my classroom practice?
• How can I be sure that my use of the strategies
  will result in positive student achievement?

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Essential Understanding for CITW

• Application of the principles of CITW will
  require commitment, persistence, reflection, and
  monitoring.

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Reflection

• Using the self-assessment tool provided, evaluate
  your usage of the instructional strategies as
  directed.

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Issues Raised in District-Wide Reform

• Activity
• Look at the handout On the Frontier of
  Educational Reform.
• Where is your staff?
• How can you support them?

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Issues Raised in District-Wide Reform

• Activity
• Brainstorm the most common comments from staff
  when a district-wide initiative is started.
• How do you respond to these comments?

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Rollout - Timeline
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Rollout - Timeline
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Rollout

• Professional Development Methods
• Online courses
• School-wide staff development
• District workshops centered on use of the
  strategies in the content areas

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Rollout - Responsibilities
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Rollout - Responsibilities
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Issues/Wrapup

• What issues can you see that need to be raised or
  investigated?
• We will answer and provide guidance on these via
  email.