Putting the Pieces Together

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Putting the Pieces Together
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Putting the Pieces Together

• Cypress-Fairbanks ISD
• Becky Cook
• Instructional Technology Coordinator

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Cypress-Fairbanks ISD

• Located northwest of Houston, TX
• Covers 185 square miles
• Urban-suburban school district

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Cypress-Fairbanks ISDGrowth

• 91,804 student enrollment on Sept, 15, 2006
• 96,789 student enrollment on Sept. 21, 2007
• 39,027 new students over last 10 years
• 23,898 projected student enrollment increase in
  the next five years

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Enrollment Projections
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Cypress-Fairbanks ISDGrowth

• 74 campuses
• 47 elementary schools,
• 15 middle schools,
• 8 high schools,
• 4 special program facilities
• 24 new schools built since 2000 (17 elementary
  schools, 5 middle schools, 2 high schools)
• 33 campuses at least 20 years old

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Cypress-Fairbanks ISDGrowth

• 35th largest district in nation (American School
  and University, Sept. 2007)
• 3rd largest district in Texas
• 2nd largest district in Houston area

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Cypress-Fairbanks ISDDemographics

• 1975 90 white, 10 minority
• 2007-08 39 White, 37 Hispanic, 15 African
  American, 8.6 Asian, 0.3 Native American
• 2007-08 13,658 ESL/bilingual students
• 70 languages and dialects spoken by students

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Cypress-Fairbanks ISDDemographics

• 12 New Arrival Centers for non-English speaking
  students
• 2007-08 28 elementary campuses with bilingual
  programs
• 2007-08 36.8 economically disadvantaged
• 2007-08 6,792 special education students

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Bond Referendums

• Passed in 1999, 2001, 2004 and 2007
• Included significant funds for technology
• Approved 68 million in 2007 for technology
• Current student to computer ratio 2.75 to 1

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A New Generation of Learners

• Non-English Speakers
• Digital Natives
• Immediate access to information 24/7

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Successful Schools ModelRigor, Relevance and
Relationships

• Core Academic Learning (Achievement in the core
  subjects of English language arts, math and
  science, social studies)
• Stretch Learning (Demonstration of rigorous and
  relevant learning )

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Successful Schools ModelRigor, Relevance and
Relationships

• Student Engagement (The extent to which students
  are motivated and committed to learning have a
  sense of belonging and accomplishment and have
  relationships with adults, peers)
• Data (Data is used to drive instruction and set
  learning goals.)

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Rigor/Relevance Framework
C
D
Student Think
Student Think Work
High
RIGOR
A
B
Teacher Work
Student Work
Low
High
Low
RELEVANCE
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Rigor and Relevanceand Marzanos Instructional
Strategies
Note-taking and Summarizing
Compare and Contrast
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Active Learning Strategies

• Brainstorming
• Community service
• Compare and contrast
• Cooperative learning
• Creative arts
• Games
• Group discussion
• Inquiry
• Instructional technology

Internship Presentations/exhibitions
Problem-based learning Project design Research
Simulation/role playing Socratic seminar Total
physical response Work-based learning
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Best Practices

• Marzanos Strategies
• Rigor, Relevance and Relationships
• Brain-Based Learning
• Ericksons Model
• How can we weave all these
• things together?

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Introducingthe LoTi Framework

• Rubric for assessing
• Higher Order Thinking
• Engagement of students in the learning process
• Authenticity of the lesson to the real world
• Technology as a tool to think and reason

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What is LoTi?
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Putting the Pieces Together

• Model Schools Conference
• RRR, Marzano, etc. What
• LoTi How

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LoTi Level 1
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• Correlations

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LoTi Advantages

• Common Language
• Tool for measuring teacher behaviors and student
  behaviors
• New LoTi Project School Principal Comment
• Student Comments during Tech Planning
• Process for implementing Rigor, Relevance and
  Relationships, Marzanos Strategies, etc.

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Timeline for Implementation

• June 2005 Instructional Technology Coordinators
  become LoTi Mentor Certified
• September 2005 Instructional Technology Team
  become LoTi Mentor Certified

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Timeline for Implementation

• Spring 2006 Training
• Superintendents Administrative Team ½ day
• Curriculum Councils - 1 ½ days
• Principals 1 day
• Principals elect to become LoTi Project Schools
• 17 elementary schools, 7 middle schools, 2 high
  schools

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Timeline for Implementation

• Summer 2006
• Instructional Specialists 3 days (LoTi Mentor
  Certified)
• Technology Liaisons (1 per campus) 3 days

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Timeline for Implementation

• Fall 2006
• Media Specialists 2 days
• Assistant Principals 2 days
• Campus LoTi Teachers 2 days
• Campus Technology Teams ½ day
• Campus Meetings with Dr. Moersch 1 hour
• Met with Campus Administrative Teams
• Action Plans developed for each project school
• Schools determine grade level/content area focus

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Timeline for Implementation

• Spring 2007
• Campus LoTi Teachers 2 half days
• Campus Technology Teams ½ day
• Curriculum Coordinators 2 hours
• Campus LoTi Meeting 1 hr
• Campus Technology Liaisons 2 days

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What We Learned

• More training was needed for curriculum leaders,
  principals and campus leadership.
• A school-wide approach would have created a
  common culture.
• Strong campus leadership is a MUST!

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2007-2008 Implementation

• Provided each curriculum content area 1 day of
  training with Dr. Moersch
• Reviewed the LoTi/HEAT model
• Created at least 1 lesson per six weeks at a LoTi
  3
• Contracted with Dr. Moersch to provide a ½ day of
  staff development for each LoTi Campus in the
  summer

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2007 -2008 Implementation

• Contracted with Dr. Moersch to visit each campus
  Fall and Spring
• Met with grade level teams
• Coached teachers on how to bump up their
  current lessons
• Trained principals and assistant principals
  monthly on LoTi and HEAT

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2007-2008 Implementation

• New Campus Instructional Specialists - 3 days
• All 1st 5th grade science teachers ½ day with
  emphasis on LoTi/HEAT
• Curriculum Staff 1 day per content area with
  Dr. Moersch

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Future Plans

• Continue to increase the number of LoTi Project
  Schools by 20 each year
• Encourage more principals to attend the Model
  Schools conference each summer
• Contract with Dr. Moersch to conduct summer staff
  development opportunities for new LoTi campuses
  and meet with teacher teams to bump up lessons
• Continue to train new administrators on the LoTi
  Framework
• Work with Curriculum Staff to continue developing
  LoTi Level 3 or 4 lessons

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Questions?