title i school improvement where have we been? where are we going? presented by jan stanley, state...
TRANSCRIPT
Title I School Improvement
Where have we been?Where are we going?
Presented by Jan Stanley,
State Title I Director
April 2009
Why are we doing this?
20th century education to
21st century
education
Focus on teaching to
Focus on learning
Teacher isolation to
Teacher collaborati
on
What are our goals?
21st century learning for all students
Increase the rigor and relevance in learning
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
Implement standards based instructionTeacher’s roles
• Design instruction that is based on the WV content, learning skills and technology tool standards, as opposed to the adopted textbook.
• Model appropriate behaviors to build relationships that support Quadrant D learning and assessment as in the rigor and relevance framework.
• Ask more questions than providing answers.• Make student tasks relevant
Implement standards based instruction
Students’ Roles
• Work effectively in groups. • Voice understanding of classroom, school,
community and professional expectations and goals.
• Connect learning with real-world applications.
• Extend learning beyond requirements of task.
Where have we been?
SC
HO
OL
EF
FE
CT
IVE
NE
SS
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
HIGH PERFORMING SCHOOLS
SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS
CU
RR
ICU
LL
UM
MA
NA
GE
ME
NT
INS
TR
UC
TIO
NA
L P
RA
CT
ICE
S
ST
UD
EN
T/P
AR
EN
T S
UP
PO
RT
Revised the CSOshttp://wveis.k12.wv.us/Teach21/public/cso/cso.cfm
Prior CSO
RLA.4.1.10 Determine a purpose for reading across the curriculum.
Revised CSO
RLA.O.4.1.09 determine author’s purposes in literacy and informational texts and use supporting material to justify author’s intent:
• To persuade• To entertain• To inform• To determine a
specific viewpoint
Three Circle Audithttp://wveis.k12.wv.us/Teach21/public/PS/mainmenuPS.cfm
Traditional quizzesand tests (selected response)
Quizzes and tests(constructed response)Performance tasks and projects…
Performance tasks and projects(complex, open-ended, authentic)
Instructional Guideshttp://wvde.state.wv.us/instructionalguides
Balanced Assessment Systemhttp://wvde.state.wv.us/teach21/documents/21CenturyAssessment.pdf
• Summative Assessments• Benchmark Assessments• Formative Assessments OF Learning• Formative Assessments/Classroom Assessments
FOR Learning
Where are we going?
Work collaboratively• Establish professional learning
communities to create cultural shifts• Fundamental purpose• Use of assessments• Response when students do not learn• Work of teachers• Focus –from external assistance to internal acceptance and
ownership to improve the school• School culture• Professional development
• Provide time to collaborate
Backward
Design
Begin with the end in mind.
1. Identify desired results.
(learning targets)
2. Determine acceptable evidence. (assessments)
3. Plan learning experiences and instruction. (standards based instruction)
Questions students should ask teachers
If I have not mastered an objective (summative/benchmark), how will I improve if I don’t know which specific learning targets are keeping me from mastery?
• What knowledge do I need to demonstrate the intended learning?
• What patterns of reasoning do I need to master?• What performance skills are required, if any?• What product development capabilities must I
acquire?
Three Circle Audit
Traditional quizzesand tests (selected response)
Quizzes and tests(constructed response)Performance tasks and projects…
Performance tasks and projects (complex, open-ended, authentic)
Timeline for 08-09September
• Structures within a school to support learning• Establishing PLCs• Building consensus• Creating a culture to support school improvement
December• Shared mission (purpose), vision (clear direction), values
(collective commitments), and goals for PLCs• PLC structures• Identifying the DOK• Deconstructing the CSOs and identifying learning targets• WESTEST 2 –increase in rigor and relevance
Timeline for 08-09April
• Expressing learning targets in student friendly terms• Formative assessments OF and FOR learning• Benchmark assessments-Acuity• Writing Roadmap
June• Instructional design and strategies• Scheduling for interventions• PLC Continuum
Final thoughts….. Restructuring for Improvement
Improving schools involves three phases:
• Phase One -actively developing an awareness and knowledge base for restructuring;
• Phase Two -creating a climate and commitment for change; and
• Phase Three -restructuring the learning environment.