Organizing Your Team for the Day

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Organizing Your Team for the Day

• Select a
• Facilitator
• Recorder/reporter
• Timekeeper
• Turn off cell phones.
• Check homework
• Masters of Motivation Article
• Assessment Through the Students Eyes
• 10 copies of re-do or Power of I policy

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Raising Expectations Part 3Implementing Re-Do
Policies
Welcome!

• Heather Boggs Sass
• High Schools That Work

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Our Agenda

• Reflection on Actions Taken and Review from
  October and March
• Effort-Based Culture
• Re-Do Policies
• Tuning Protocol
• Team Planning Time

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Carousel Sharing

• Actions Taken
• Lessons Learned
• Questions
• Implications

Handouts, page 3
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Common Understandings About Culture

• Culture is intangible
• Culture is complex
• Culture evolves over time
• Culture is powerful

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Building a Culture That Motivates All Students
Begins with Examining Beliefs

• A Belief is . . .
• A consciously held, cognitive view about truth
  and reality

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Link Between Beliefs Behaviors

• Beliefs are literally how we comprehend and deal
  with the world around us.

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Problems Inherent in Beliefs

• Our beliefs are the truth (for us).
• The truth is obvious (to us, so it should be to
  others!).
• Our beliefs are based on real , but we select the
  real data.
• --Senge, Schools That Learn, p. 68

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Messages Reflected in Effort-Based Cultures

• I will not give up on you!

• This is important.

I believe you can do it.
Handouts, page 4
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Building a Culture That Motivates All Students
Effort-based
Ability-based
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All students can learn.
How do beliefs about ability and achievement
affect the behaviors of teachers and other school
staff?
Handouts, page 5
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Effort makes a difference in achievement.
How do beliefs about efficacy and effort affect
the behaviors of teachers and other school staff ?
Handouts, page 6
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Core Beliefs of Effort-Based Cultures

• All children can learn, and its my job to see
  that they do.
• We have the skills and the will to make a
  difference in the learning of each child.
  Failure is not an option.
• Each faculty/staff member is responsible for the
  learning of each child in our school. We share
  collective responsibility for their learning.

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Assessing What I Believe

• Do I believe this is essential?
• Do I believe this is practiced at our school?
• Where are the gaps between belief and practice?

Handouts, page 7
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Reflection on Beliefs

• All students can learn?
• Effort makes a difference?
• Strengths and areas for improvement?

Handouts, page 8
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Masters of Motivation

• Find your section of the article.
• List the examples from the article.
• List observable behaviors. What would you see
  if this were in place?
• List whats working at your school in this area
  of practice.

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Interactive Teaching Behaviors

• Patterns of Calling on Students
• Responses to Student Answers
• Giving Help
• Dealing with Errors
• Offering Feedback on Student Performance
• Displaying Tenacity

Handouts, page 9
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Classroom Structures and Procedures

• Grading
• Re-Teaching Loops
• Re-dos and Re-Takes
• Grouping
• Rewards

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Classroom Climate and Personal Relationship
Building

• Community
• Ownership
• Risk-Taking

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Explicit Teaching of Effective Effort

• Time
• Focus
• Resourcefulness
• Strategies
• Use of Feedback
• Commitment
• Self Assessment, page 11

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School-Wide Structures

• Assignment of Teachers
• Course Schedules
• Grouping
• Identification of At-Risk Students and the
  Provision of Extra Help

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Change in Beliefs Effort Based Beliefs are
Needed to Implement Re-Do

• A focus on
• learning rather than teaching.
• collaborative teams working together.
• assessments to identify students who need more
  time and support NOT to identify who failed to
  learn.
• systemic responses and intervention when students
  dont learn.
• results.

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Factors to Bring About Change in Peoples Thinking

• Reason
• Research
• Resonance
• Representational Re-descriptions
• Resources and Reward
• Real-World Events
• Confrontation

Howard Gardner, Changing Minds The Art and
Science of Changing Our Own and Other Peoples
Minds, 2004.
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Collaborative Study

• Promotes clarity
• Promotes consistent priorities
• Is essential to the common pacing required for
  formative assessments
• Helps establish a viable curriculum
• Creates ownership of the curriculum

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How Will You Organize Into Implementation Teams?

• Who will work together?
• Course Teams
• Content Area Teams
• Grade Level Teams
• Electronic Teams
• Who will facilitate that work?
• Summer Training Representatives
• Team Facilitation Training
• Regular Meetings with Team Facilitators

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Finding Time for Teams

• Regular Meeting Times
• Planning Periods
• Staff Meetings
• Early Release/Late Arrival
• After- or Before-School
• Intensive Work Times
• Day with Substitutes
• Subsidized Time After School
• Subsidized Time During the Summer

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Process of Pilot, Reflect, Review, and Refine

• Process of piloting units of study
• Reflection questions
• Review of assessment data and evidence of
  students progress toward the standards
• Refinement of units

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When people see tangible results, however
incremental at first, and see how the results
flow from the overall concept, they will line up
with enthusiasm. People want to be part of a
winning team. When they feel the magic of
momentum, when they begin to see tangible
resultsthats when they get on board.

• Jim Collins, Good to Great. (2001).

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Specific goals should be designed to allow teams
to achieve small wins as they pursue their common
purpose. Small wins are invaluable to building
members commitment and overcoming the obstacles
that get in the way of achieving a meaningful,
long-term purpose.

• J. Katzenback D. Smith. The Wisdom of Teams
  Creating the High-Performance Organization.
  (1993).

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Set Team Goals and Complete Action Plans

• Establish annual SMART goals
• Strategic
• Specific
• Measurable
• Attainable
• Result-Oriented
• Timebound
• Establish a series of short-term goals
• Create specific action plans

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Examples

• School Goals
• Reduce failure rate.
• Increase percentage of students scoring at or
  above the established proficiency standard.
• Reality Last year 20 of our students failed
  math. 31 scored below the proficiency level on
  the state exam.
• Math Team SMART Goal
• We will reduce the percentage of failing students
  to 10 or less and the percentage of students
  unable to meet state standards to no more than
  15.

Adapted from Learning by Doing Professional
Learning Communities at Work. DuFour, DuFour,
Eaker, Many.
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Action Plans

• Written so that each teacher knows his/her role
  in meeting the goals
• Action Steps, Person(s) Responsible, Timeline and
  Evidence of Effectiveness
• Submitted to leadership team for approval
• Monitoring conferences
• Celebrations

Handouts, page 35
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Strategies to Measure Implementation and Provide
Feedback

• District-Level Sharing
• Grade Distribution Data
• Classroom Walk-Throughs
• Tuning Protocols
• Implementation RubricsRigor Rubric
• Annual Progress Checks
• Revisions of Action Plans

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Actions for Creating an Effort-Based Culture That
Motivates All Students
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Policies and Conditions for Effectively Re-Doing
Work
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Good teaching is going on whenever students are
involved in redoing, polishing, and perfecting
their work.The Pedagogy of Poverty Vs. Good
TeachingMartin Haberman

• What is the research base for asking students to
  revise work?

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Re-Doing WorkThe Research

• High Schools That Work Assessment Findings
  Students who are given opportunities to re-do
  work to a level of quality have better student
  achievement.
• The National Writing Project Students learn more
  from re-writing a few essays that from writing a
  number of essays once.

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The Power of Feedback

• Providing students with specific information
  about their standing in terms of particular
  objectives increased their achievement by 37
  percent.
• John Hatties review of 7,827 classroom studies.
• The most powerful single innovation that
  enhances achievement is feedback.
• Robert Marzano, 2001.

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In standards-based classrooms, students have the
opportunity to continuously revise and improve
their work over the course of several
days.Doug Reeves, Center for Performance
Assessment
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One of the easiest ways for human beings to
avoid the responsibility of failure is to quit
trying.Lynn Canady
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By the time many struggling students reach
adolescence, they have learned to protect their
self-esteem by saying they don't care about the
(stupid) work rather than risk proving
themselves incompetent by trying and failing.
If They Only Did Their Work, Linda
Darling-Hammond and Olivia Ifill-Lynch,
Educational Leadership, February 2006.
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AssessmentWinning and Losing Streaks Through the
Students Eyes
Continual Evidence of Success Continual Evidence of Failure
Students feel hopeful and optimistic. Students feel hopeless.
Feedback helps me. Feedback is criticism. It hurts.
See the trend? I can succeed. I just cant do this . . . again.
The student persists in the face of setbacks. The student gives up when things become challenging.
Students accept responsibility. Students deny responsibility.
Self-enhancement and motivation. Self-defeat. No feelings of success.
Assessment Through the Students Eyes, Rick
Stiggins, Educational Leadership, May 2007.
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Why Redoing Work is Essential

• Important to success of struggling students
• Promotes more efficient learning
• Provides feedback essential to learning
• Instills a sense of persistence and motivation

Handouts, page 12
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Have you heard . . .?

• Students have to be held accountable.
• We have to prepare students for the real world.
• It isnt fair to give some students more time.
• Students should work harder to get it right the
  first time.
• If I let students redo work Ill be overwhelmed
  with the grading.

Handouts, page 12
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Approaches to Re-Doing Work

• Re-Take Tests and Quizzes
• Finite Period for Re-Doing Work
• Drafts for Revisions
• Formative, Not Summative
• Scaffolding Opportunities

Handouts, page 13
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Compare Two Policies

• Read the sample policies for Algebra I and the
  English department
• Consider
• What are the similarities? The differences?
• Which policy will best support more students in
  reaching standards? Why?

Handouts, page 16
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Examples of Re-Doing Work Policies from Course
Syllabi

• Opportunity vs. Expectation
• Some vs. Any Work
• Grade Penalty vs. Quality of Work Grade

Handouts, page 17
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The Power of I

• Current Practice
• Zeros for missing work
• Creates a culture that not doing the work is an
  option
• Ineffective practice that is not changing
  behavior of low-performing students

• To Fix the Problem
• High expectations mean students meeting standards
• All work must be completed
• Extra help opportunities to complete work
• Consequences for I
• Asterisk failing grades due to incomplete work

Handouts, page 18
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A Checklist of Actions for Setting Up Redoing Work
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Develop Your Rationale

• Provide feedback and re-teaching to help ALL
  students meet standards
• Set high expectations
• Not giving up on students
• Develop internal motivation and persistence

Handouts, page 14
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Develop Expectations

• What will be redone
• Consider redo format
• Determine how redo will effect grading
• Set up re-teaching loops
• Develop redoing work forms (page 24)
• Place constraints

Handouts, page 14
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Inform Students and Parents

• Course syllabi
• Special communication
• Presentations at orientation, open house, and
  conferences
• Sample letters pages 31-32

Handouts, page 15
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Set Up Extra Help

• Required help sessions
• Inform parents
• Limit participation in extra curricular
• Incomplete workno term grade
• Asterisk term grades to indicate due to missing
  work

Handouts, page 15
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Collect and Analyze Data

• Number of students completing re-dos
• Number of students who improve grades as a result
  of re-do

Handouts, page 15
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Principles for Building a System of Intervention

• Comprehensive
• Well-Organized
• Clearly Communicated
• Data Driven
• Mandatory
• Well-Balanced
• Tiers of Intervention

Handouts, page 19
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Supporting Students in Reaching Proficiency

• Process that is followed when students fall below
  a C
• Re-taking assignments and assessments to reach
  proficiency
• Requiring all students to complete work
• Comprehensive system of extra help
• Rewards, recognition, and motivation

Handouts, page 20
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Keeping Track of and Communicating Student
Progress

• Weekly grade updates
• Three-week progress reports
• Student alert forms, Page 21
• Success contracts, Page 22
• Conference records
• Report cards
• Daily attendance records
• Discipline records
• Other

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Sample Policies

• Anacortes
• Oak Harbor
• Success Center
• Indianola Middle School
• Hoover
• Fairfield
• Rocky Mountain

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Tuning Protocol

• How effective is our policy?

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Reflections of a High School Senior
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Reflection What Will You Take Away?

• Strengths We Can Build On
• Actions We Can Take
• What should we implement?
• What should we share with others?