Moreno Valley USD

Curriculum Development Academy

August 1-4, 2011

We will begin promptly at 8:30.

Please help yourself to coffee and snacks!

• At the end of the Academy, you will have

developed at least one standards-aligned

SMART Notebook lesson which includes direct

instruction, cognitively demanding interactive

activities, and meaningful responder-based

quizzes and polls, all specifically tailored to

the identified needs of your incoming

students.

Outcome

• Work collaboratively to create lessons and Notebooks in a supportive environment

• Plan and prioritize instruction based on student achievement data

Objectives

• Build and practice questioning strategies to engage students using the responders

• Expand and reinforce skills learned in the 101, 102 and advanced classes to better implement your Digital Math program

Objectives

Treasure hunt

Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop questions

1. Using Decision Making for Results process, identify student learning goal

2. Identify at least 2 resources or tools in SMART Notebook Gallery that support the goal

Today’s Outcome

•Respect

•Participation

•Results

Norms

•Discuss and clarify topics

• Individual reflection on personal responses

•Discuss and aggregate responses

•Write responses on cube

•Cut out and assemble cube

• Identify one person to share out group information

Group Resume: Bio Cube

Antecedents

CollaborationAccountability

Principles of Decision Making for Results

TM p. 3

Becoming Data-Driven

• How are you currently embracing a data-driven decision-making process that leads to results?

TM p. 5

•Where’s the Proof?

Marzano, Classroom Instruction that Works

Cotton, Classroom Questioning

Zemelman, Best Practices

NCTM Research Brief, Why is teaching with problem solving important to student learning?

Educause Quarterly, Clickers in the Classroom

http://ctap10.org/moval2011

Results-Driven Schools

“The value of the data emerges only when analysis provides insights that direct decisions for students.”

White, Beyond the numbers

Take notes on p. 8 as you read and/or as team shares out research

Reflection

• Cause data: professional practices that create specific effects or results

Definitions and Examples

• Effect data: outcomes or results

Leadership & Learning Matrix

LuckyHigh results, low understanding

of antecedents

Replication of success unlikely

LeadingHigh results, high understanding

of antecedents

Replication of success likely

Losing GroundLow results, low understanding

of antecedents

Replication of failure likely

LearningLow results, high understanding

of antecedents

Replication of mistakes unlikely

Leadership/Teaching Practices

Effects

/Results D

ata

1. Lucky (high results, low understanding)

2. Losing ground (low results, low understanding)

3. Learning (high results, high understanding)

4. Leading (high results, high understanding)

Where is your school?

A Look at Collaboration

•What elements did you observe that made the collaboration effective?

•How would you describe the attitudes of the participants?

Reflect on page 18 of DMR book

A Look at Collaboration

Treasure hunt

Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop questions

•What are the achievement levels of our incoming students?

•What are the achievement gaps?

•What targeted strategies can we apply to meet these gaps?

•What tools will we use to monitor whether we are effective?

Big Questions

•What do you want to know?

Effective strategies

Effective tools

Student learning needs

Student learning strengths

Reflect on page 20 of DMR book

Inquiry

Treasure hunt

Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop

questions

Inquiry: Develop questions

DMR p. 21

•Why? – To gather and organize data in order to gain insights about leadership, teaching, and learning practices

•Considerations:

Measures of data

Disaggregation

Triangulation

Reflection

Step 1: Conduct a Treasure Hunt

•Disaggregation is not a problem-solving strategy. It is a problem-finding strategy.

Victoria Bernhardt, Data Analysis, 1998

Disaggregation

• Using district reports, chart the data in a way that makes sense for your grade level

• Think about:

In which strands are our students having the most success?

What are some common needs students coming into my class are likely to have?

If desired, chart data on templates: pages 27-31

Treasure Hunt Activity

•Highlight standards in which students scored lowest

•Cross reference with how heavily weighted those standards are in CST

For Example:

A. I was able to capture the data I need in the templates provided

B. I filled in the templates, but I’m not sure the data tells me anything useful

C. I got some data, but was not able to organize it in the templates

D. I cannot figure out the data or how to organize it

Checking In

White, S. (2005). Beyond the numbers.

Englewood, CO: Advanced

Learning Press.

It is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data.

Treasure hunt Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop questions

DMR p. 34

• Identify causes for celebration and to identify areas of concern

•Make inferences

Cognitive disconnect

Specific gaps

Cause

DMR p. 35

Analyze Data to Prioritize Needs

Grade Level Instruction

Grade K 95.3% Grade 5 40.1%

Grade 1 87.2% Grade 6 38.0%

Grade 2 62.1% Grade 7 32.9%

Grade 3 71.8% Grade 8 27.6%

Grade 4 46.5% Grade 9 11.8%

Grade Level Instruction

•Students perform no higher than the assignments given

•State tests assess grade-level content

•Students cannot learn what they are not taught

•Students learn more when taught at a higher level than at a lower level

Why Grade Level Instruction?

Grade LevelInstructional

Level

Curriculum Complexity

•Why? - To take immediate action on most urgent needs

•Considerations

Student needs

Curriculum and Power Standards

Foundational knowledge

Prioritization

White, S. (2005). Beyond the numbers.

Englewood, CO: Advanced Learning Press.

•Which strands and concepts are most important to target in order to ensure students will be successful with grade level content?

Table Conversation

1. Review data from Step 1 (DMR p. 27-32, EADMS reports)

2. Consider pacing schedule, CST weights, and professional judgment

3. Prioritize urgent needs

4. Record your work on templates pages 38-43

Analyze to Prioritize

•Explain what area you prioritized and why

•1 minute per person

Speed Round

Treasure hunt

Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop questions

DMR p. 44

•Why? – To identify our most critical goals for student achievement based on the challenges that were identified through the inquiry process

Specific

Measurable

Achievable

Relevant

Timely

Step 3: Establish SMART Goals

• Review prioritized needs

• Review Treasure Hunt baseline data

• Apply SMART goal formula

• Use templates if desired

DMR p 49

Handout

Write your own

Establish SMART Goals

YouTube_-_Differentiated_Instruction.flv

• At the end of the Academy, you will have

developed at least one standards-aligned

SMART Notebook lesson which includes direct

instruction, cognitively demanding interactive

activities, and meaningful responder-based

quizzes and polls, all specifically tailored to

the needs of your incoming students.

Academy Outcome

1. SMART goal based on identified priorities

2. Identification of at least 2 Notebook tools or activities to support SMART goal

Final Products – Day 1

Treasure hunt

Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop questions

Treasure hunt

Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop

questions

Inquiry: Develop questions

Treasure hunt Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop questions

Treasure hunt

Analyze to

prioritize

SMART goals

Select strategies

Determine results

indicators

Monitor and

evaluate

The Process for Results

Inquiry: Develop questions

1. SMART goal based on identified priorities

2. Identification of at least 2 Notebook tools or activities to support SMART goal

Final Products – Day 1

1. Delicious. Like my favorite dessert.

2. Good. Like a wholesome entrée.

3. Nutritious. Like my least favorite vegetable.

4. Not so good. Like eating stale bread.

5. I’d rather eat sand.

How did today’s material go down?

•Standards and rigor

•Common Core: Standards of Mathematical Practice

•Cognitive demand and task analysis

•Work time

8:00 - Continental breakfast

8:30 - Academy begins

Day 2 Preview