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ImpactingImpactingOne TeacherOne Teacher
andandOne Classroom One Classroom
at a Timeat a Time
Akron Public SchoolsAkron Public SchoolsSummit on Urban Education in OhioSummit on Urban Education in Ohio
May 5, 2005May 5, 2005
Presenters:Presenters:
Sharon Hall, Sharon Hall, Gifted and Talented EducationGifted and Talented Education
Dorothy Lewis, Dorothy Lewis, Instructional SpecialistInstructional Specialist
Barb Mezenski, Barb Mezenski, Instructional SpecialistInstructional Specialist
Mary Dean, Mary Dean, Principal, King Elementary SchoolPrincipal, King Elementary School
Jennifer LarkeyJennifer Larkey, Teacher, Hatton Elementary School, Teacher, Hatton Elementary School
Barb Baltrinic, Barb Baltrinic, Teacher, Ellet High SchoolTeacher, Ellet High School
Carol Peter, Carol Peter, Instructional SpecialistInstructional Specialist
Change
Begins
InterventionNext Steps
Differentiated InstructionStudent Groupings
Needs ModificationsHigher Order Thinking Skills
Learning StylesReal World Connections
ActivitiesMaterials/Resources
Vocabulary
Re-AssessingThe Lesson’s Strategies
Extent of Student LearningAnd Student Progress
• Pre-Assessment (Prior Knowledge)• Progress Monitoring• Summative Assessment
Standards Based Instructional Design
StandardBenchmark(s)Indicator(s)
What are the students learning?
AssessmentsFOR and OF
Learning
InstructionalStrategies
Reflection
How do we know when they have learned it?
RevisionHow will we respond when they
have not learned it?
InstructionalProcess
$SHOW
ME
THEMONE
Y
Teachers by grade and content levels develop benchmarks based on National Standards
Eisenhower Funds become Professional Development funds for all content areas
Akron, Cuyahoga Falls and Woodridge for Tri-City Consortium
Teachers from three districts work on common content standards
Akron: Leaders and Visionaries
Akron Public Schools
Lead Teachers
Site-Based Improvement Teams are formed in all buildings
Elementary Instructional Specialists
Middle School Instructional Specialists for Math and Science (who later become Generalists)
NSF Mae Jemison Grant for Math & Science
Start training the Curriculum and Instruction
staff in: SIP process
Malcolm Baldrige
Victoria Bernhart (data)
Thomas Gusky
Quality Tools
Richard Stiggins
Understanding by Design
PRINCIPAL INSTITUTES JUNE & AUGUST (2002)
Training Principals to be Curriculum Leaders
Trainings and Activities included:
Where are you (principal) with regard to Standards?
Compare Math and Language Arts Standard Book formatting through Scavenger Hunts and Venn Diagrams
Maps and Timelines of Standards Step Outs
Aligned a Standard, Benchmark and Indicators through growth stages from Kindergarten through Twelfth Grade
Comparison of Standards to the old state Pupil Performance Objectives
Trainings
Summer Principal
Institutes
Standards,and Benchmarks,and Indicators…OH MY!!!!!!
HELP ME !
• Waiver Days become part of the school calendar
• to explain NCLB, Standards and their effects on teachers, parents, and students, and • to offer professional development on standards and other topics.
• The first Waiver Day (2002) summarized previous principal training to all building staffs and was led by the Teaching and Learning staff.
So now we are off and running with our plan:
MODULES
Where are we going?Where are we going?
Module DevelopmentModule Development
Sample ActivitiesSample Activities
Learning Process for Curriculum Learning Process for Curriculum and Instruction Staffand Instruction Staff
Information coming in from many sources:Information coming in from many sources:ODE, Battelle for Kids, Stiggins, etc.ODE, Battelle for Kids, Stiggins, etc.
Questions coming in from all stakeholders:Questions coming in from all stakeholders:What are standards?What are standards?How will I implement standards?How will I implement standards?How does this change what I do?How does this change what I do?Will this go away?Will this go away?
Developed by Curriculum and Developed by Curriculum and Instruction StaffInstruction Staff
Writing teams createdWriting teams created
Information and activities collectedInformation and activities collected
Unit 1 delivered to staffsUnit 1 delivered to staffs
SAMPLE ACTIVITYSAMPLE ACTIVITY
Review of ModulesReview of Modules
Module IModule I
Unit 1—Getting ReadyUnit 1—Getting Ready
Unit 2—Unwrapping the StandardsUnit 2—Unwrapping the Standards
Unit 3—Making the TransitionUnit 3—Making the Transition
Review of ModulesReview of Modules (cont.) (cont.)
Module IIModule IIUnit 4—Differentiating Instruction for Unit 4—Differentiating Instruction for
Learners LearnersUnit 5—Assessing LearnersUnit 5—Assessing LearnersUnit 6—Designing Standards Based Unit 6—Designing Standards Based
LessonsLessons
Each unit was written following SBE lesson Each unit was written following SBE lesson design.design.
MODULE IMODULE IUnit 3Unit 3 Making the Transition Making the Transition
UNIT GOALS:UNIT GOALS:Educators will have a better understanding Educators will have a better understanding of the characteristics of a learning system.of the characteristics of a learning system.Educators will have a self-awareness of Educators will have a self-awareness of their position on the continuum as they their position on the continuum as they transition toward a learning system.transition toward a learning system.Educators will recognize the sequence of Educators will recognize the sequence of the the 5 Essential Questions5 Essential Questions for Lesson for Lesson Planning. Planning.
Unit 3Unit 3 (cont.) (cont.)
EVALUATION OF THE UNIT:EVALUATION OF THE UNIT:
Educators write and implement learning Educators write and implement learning system goal statements. system goal statements.
Tally, by written ballot, those Tally, by written ballot, those attempting/meeting their learning system attempting/meeting their learning system goal at the next staff meeting.goal at the next staff meeting.
Educators will apply the Educators will apply the 5 Essential 5 Essential QuestionsQuestions when lesson planning. when lesson planning.
Unit 3Unit 3 (cont.) (cont.)
UNIT ACTIVITIES:UNIT ACTIVITIES:
Participants survey and score individual Participants survey and score individual Teaching Style IndicatorTeaching Style Indicator..
Participants sort Participants sort Teaching and Learning Teaching and Learning System CharacteristicsSystem Characteristics and discuss. and discuss.
Participants order steps for lesson Participants order steps for lesson planning through planning through 5 Essential Questions5 Essential Questions..
Unit 3Unit 3 (cont.) (cont.)
TOTAL UNIT SUGGESTED TIMEFRAME: TOTAL UNIT SUGGESTED TIMEFRAME: 1.5 hours1.5 hours
Present according to staff needsPresent according to staff needs
SAMPLE ACTIVITYSAMPLE ACTIVITYStep 1—Step 1—
Describe, to a partner, how you plan a Describe, to a partner, how you plan a lesson.lesson.
Step 2—Step 2—
Discuss how your planning compares to Discuss how your planning compares to the the 5 Essential Questions5 Essential Questions. Do you . Do you currently design lessons using the order of currently design lessons using the order of the the 5 Essential Questions5 Essential Questions??
5 Essential Questions5 Essential Questions
What content needs to be taught?What content needs to be taught?
What is the best way(s) to assess What is the best way(s) to assess student’s knowledge of content?student’s knowledge of content?
How should the data be analyzed?How should the data be analyzed?
How should teaching and learning be How should teaching and learning be designed?designed?
How should materials and resources be How should materials and resources be evaluated/selected?evaluated/selected?
How Will We Get There?How Will We Get There?
Trainer of Trainers:Trainer of Trainers:The Year in ReviewThe Year in Review
June 2003June 2003– Held TOT meetings to introduce Units for Held TOT meetings to introduce Units for
staff developmentstaff development
August 2003August 2003– Waiver Day in the buildingsWaiver Day in the buildings
October 2003October 2003– First TOT network meeting at Roswell KentFirst TOT network meeting at Roswell Kent
Assessment “of” and “for”Assessment “of” and “for”Differentiation and Assessment notebook Differentiation and Assessment notebook additionsadditions
Year in ReviewYear in Review (cont.) (cont.)
December 2003December 2003– Second TOT network meeting at LitchfieldSecond TOT network meeting at Litchfield
DuFour video DuFour video
Learning Styles and Differentiation StrategiesLearning Styles and Differentiation Strategies
Lesson Design with Steve MillerLesson Design with Steve Miller
Stiggins videoStiggins video
January 2004January 2004– Citywide InserviceCitywide Inservice
Year in ReviewYear in Review (cont.) (cont.)
February 2004 February 2004 – Third TOT network meeting at NorthThird TOT network meeting at North
Classroom reading strategiesClassroom reading strategiesLearning StemLearning StemDifferentiation video by Jennifer LarkeyDifferentiation video by Jennifer Larkey
March 2004March 2004– Waiver Day in the buildingsWaiver Day in the buildings
April 2004April 2004– Fourth TOT network meeting at HyreFourth TOT network meeting at Hyre
Standards Network MeetingStandards Network MeetingSharing with ColleaguesSharing with ColleaguesWhat have you implemented since we met?What have you implemented since we met?Questions You AskedQuestions You Asked
Making Connections in the ClassroomMaking Connections in the ClassroomReading Strategies ChartReading Strategies ChartLearning StemLearning StemDifferentiation in Action—J. LarkeyDifferentiation in Action—J. Larkey
Final CommentsFinal CommentsPlanning for Waiver Day Planning for Waiver Day Exit TicketExit Ticket
Standards NetworkStandards Network Questions You Asked Questions You Asked
1. Many of your questions 1. Many of your questions dealt with the comfort dealt with the comfort level, curriculum and time level, curriculum and time management of using management of using differentiated instruction.differentiated instruction.
1. For answers to these 1. For answers to these types of questions, refer types of questions, refer to the book (plaid cover) to the book (plaid cover) you received at the June you received at the June training, training, Differentiating Differentiating Instruction in the Regular Instruction in the Regular ClassroomClassroom, by Diane , by Diane Heacox, pages 13-17. Heacox, pages 13-17. The author provides a Q The author provides a Q & A format that you could & A format that you could place on an overhead at place on an overhead at a staff meeting or during a staff meeting or during waiver day.waiver day.
TOT Standards Network TOT Standards Network Program EvaluationProgram Evaluation
Staff attitude regarding the implementation of Staff attitude regarding the implementation of
standards:standards:
Initially Initially 11 22 33 44 55
CurrentlyCurrently 11 22 33 44 55
What has your building accomplished this year What has your building accomplished this year in regards to the implementation of standards? in regards to the implementation of standards? How well do you think this has gone?How well do you think this has gone?
EvaluationEvaluation (cont.) (cont.)
I attended _________ of the TOT network I attended _________ of the TOT network meetings.meetings.
On waiver day I…On waiver day I…
On inservice day I…On inservice day I…
On waiver day I…On waiver day I…
Other…Other…
EvaluationEvaluation (cont.) (cont.)
Prioritize for your building the items from Prioritize for your building the items from the Next Steps overhead.the Next Steps overhead.
I think that my building needs……I think that my building needs……
Where are you in your own professional Where are you in your own professional development as a result of serving as the development as a result of serving as the
TOT from your building?TOT from your building?
Where are we now?Where are we now?
Pacing Guides, Lesson Design, Pacing Guides, Lesson Design, Assessments, and Assessments, and Curriculum MappingCurriculum Mapping
How do Pacing Guides Help?How do Pacing Guides Help?
Lesson design aligned to pacing guideLesson design aligned to pacing guide
Align content, skills and assessments so Align content, skills and assessments so all kids are getting the same materialall kids are getting the same material
Pace instruction over time Pace instruction over time
Help discover gaps and repetitions Help discover gaps and repetitions
Decide how lessons can be integrated to Decide how lessons can be integrated to make teachers more efficientmake teachers more efficient
Lesson Design Lesson Design Using the IndicatorsUsing the Indicators
What are the students expected to know and be What are the students expected to know and be able to do by the end of the lesson?able to do by the end of the lesson?
What key questions will trigger the students’ What key questions will trigger the students’ interest?interest?
How will the students’ knowledge of the concept How will the students’ knowledge of the concept be evaluated? be evaluated?
Complexity of QuestioningComplexity of Questioning
District AssessmentsDistrict Assessments
Link skills and content to standards and timeLink skills and content to standards and time
Provide a framework to evaluate student workProvide a framework to evaluate student work
Expand the understanding of what the Expand the understanding of what the students know and are able to dostudents know and are able to do
Provide data to address strengths and Provide data to address strengths and weaknesses and promote student weaknesses and promote student achievementachievement
Curriculum MappingCurriculum Mapping
Mapping is a tool for:Mapping is a tool for:
Communicating - teachers, students, Communicating - teachers, students, administration, parents, communityadministration, parents, community
Planning – curriculum, assessments, reforms, Planning – curriculum, assessments, reforms, resource allocation (space, time, materials) resource allocation (space, time, materials) and staff development and staff development
It’s All About the It’s All About the ProcessProcess
Teachers have started talking.Teachers have started talking.
The on-going process is a working The on-going process is a working document.document.
Teachers have a common language to Teachers have a common language to discuss what they do.discuss what they do.
Teachers have an occasion to learn.Teachers have an occasion to learn.
Higher level thinking is modeled.Higher level thinking is modeled.
Teacher CommentsTeacher Comments
““We needed a common process to follow, We needed a common process to follow, it makes us so much more effective.”it makes us so much more effective.”
““We should all be teaching it, for the sake We should all be teaching it, for the sake of the kids.”of the kids.”
““With the transient kids in our district, it With the transient kids in our district, it has made a big difference to have them has made a big difference to have them come almost always, ‘on the same page’.”come almost always, ‘on the same page’.”
Principal’s PerspectivePrincipal’s Perspective
Staff Development Staff Development notnot Staff MeetingsStaff Meetings
Monthly meetings are now professional Monthly meetings are now professional development, not “housekeeping time”development, not “housekeeping time”
Agendas are driven by School One Plan Agendas are driven by School One Plan
Led by staff members – trainer of trainers, Led by staff members – trainer of trainers, examples of best practices, instructional examples of best practices, instructional specialistsspecialists
Finding Staff Development TimeFinding Staff Development Time
Monthly staff meetings with required Monthly staff meetings with required attendanceattendance
Used Title I professional development Used Title I professional development funds for speakers and stipends for funds for speakers and stipends for attendance after schoolattendance after school
Collegial planning and grade level Collegial planning and grade level meetings focused on School One Plan and meetings focused on School One Plan and review of datareview of data
Strategies Implemented for Strategies Implemented for Building Staff DevelopmentBuilding Staff Development
Trainer of Trainers -- staff on siteTrainer of Trainers -- staff on siteProfessional Literature Discussions – Professional Literature Discussions – read and discussed during meeting timeread and discussed during meeting timeStaff Book ClubsStaff Book ClubsProfessional Learning CommunitiesProfessional Learning CommunitiesAttend conferences and then facilitate Attend conferences and then facilitate staff meetingsstaff meetings
Signs of ProgressSigns of Progress
““We never have time at meetings anymore We never have time at meetings anymore to just sit and talk. We always have to just sit and talk. We always have something to cover or review.”something to cover or review.”
-conversation overheard by principal -conversation overheard by principal
between two teachersbetween two teachers
Trainers at WorkTrainers at Work
A Building Trainer in ActionA Building Trainer in Action
Concept emerged from staff needConcept emerged from staff need
Based on a “real” classroom in a public Based on a “real” classroom in a public school settingschool setting
Teams were able to see what Teams were able to see what differentiated instruction looked like differentiated instruction looked like
in a real and practical wayin a real and practical way
Class DataClass Data
Third grade classroomThird grade classroom
Ten boys and five girlsTen boys and five girls
Two students who have Limited English Two students who have Limited English ProficiencyProficiency
One student with an I.E.P.One student with an I.E.P.
Class reading levels ranging from mid-first Class reading levels ranging from mid-first grade to mid-fifth grade, as determined by grade to mid-fifth grade, as determined by school and district assessmentsschool and district assessments
What You Will SeeWhat You Will See
Flexible grouping based on learning styles, Flexible grouping based on learning styles, needs assessments, and overall strengthsneeds assessments, and overall strengths
Real, unscripted lifeReal, unscripted life
Disruptions Disruptions
Students working independently and in Students working independently and in guided groups to meet the standard for guided groups to meet the standard for Phonemic Awareness, Word Recognition Phonemic Awareness, Word Recognition and Fluencyand Fluency
High School PlansHigh School Plans
High School Staff ResistanceHigh School Staff Resistance
Too many initiativesToo many initiatives– No Child Left BehindNo Child Left Behind– InclusionInclusion– High Schools That WorkHigh Schools That Work– Content LiteracyContent Literacy– Pacing GuidesPacing Guides– School Improvement PlansSchool Improvement Plans– Mandated Testing Mandated Testing
OGTOGTDistrict-wide Assessment TestingDistrict-wide Assessment Testing
So Much New VocabularySo Much New Vocabulary
Resistance is often due to new terms Resistance is often due to new terms which are really old practices! (Standards, which are really old practices! (Standards, Benchmarks, Indicators just replaced Benchmarks, Indicators just replaced Objectives and Pupil Performance Objectives and Pupil Performance Objectives.)Objectives.)
It is essential that everyone It is essential that everyone (administration, support staff, teachers and (administration, support staff, teachers and students) have the same vocabulary.students) have the same vocabulary.
High School Teachers High School Teachers Tend To:Tend To:
Fear change; are not known as “risk Fear change; are not known as “risk takers” in curriculum design. takers” in curriculum design.
Do the Same Thing, But Expect Different Do the Same Thing, But Expect Different Results!Results!
Change CAN happen…with one Change CAN happen…with one teacher, one classroom at a time!teacher, one classroom at a time!
Provide staff development through staff Provide staff development through staff meetings meetings Build a “community of learners” Build a “community of learners” Provide model classrooms for staff to visitProvide model classrooms for staff to visitEncourage professional dialogues looking at Encourage professional dialogues looking at promising practices in differentiated instruction, promising practices in differentiated instruction, alternative assessments, examination of learning alternative assessments, examination of learning styles, cross curriculum, and assessment for styles, cross curriculum, and assessment for learning practiceslearning practices
Where are we going Where are we going next?next?
Back to the FutureBack to the Future
Moving toward more collaborationMoving toward more collaboration
Developing a “community of learners” Developing a “community of learners” among educatorsamong educators
Providing staff development for Content Providing staff development for Content Literacy, Differentiation of InstructionLiteracy, Differentiation of Instruction
Adding programs (100 Book Challenge)Adding programs (100 Book Challenge)
InterventionNext Steps
Differentiated InstructionStudent Groupings
Needs ModificationsHigher Order Thinking Skills
Learning StylesReal World Connections
ActivitiesMaterials/Resources
Vocabulary
Re-AssessingThe Lesson’s Strategies
Extent of Student LearningAnd Student Progress
• Pre-Assessment (Prior Knowledge)• Progress Monitoring• Summative Assessment
Standards Based Instructional Design
StandardBenchmark(s)Indicator(s)
What are the students learning?
AssessmentsFOR and OF
Learning
InstructionalStrategies
Reflection
How do we know when they have learned it?
RevisionHow will we respond when they
have not learned it?
InstructionalProcess
Staffs analyze Assessment results Content Networking
Units 4 & 6
Lesson Design
Pacing Guides
Content Networking
InterventionNext Steps
Differentiated InstructionStudent Groupings
Needs ModificationsHigher Order Thinking Skills
Learning StylesReal World Connections Activities
Materials/ResourcesVocabulary
Re-AssessingThe Lesson’s Strategies
Extent of Student LearningAnd Student Progress
• Pre-Assessment (Prior Knowledge)• Progress Monitoring• Summative Assessment
Standards Based Instructional Design
What are the students learning?
Units 1, 2, 3StandardBenchmark(s)Indicator(s)
Unit 5
District Assessment
s
InstructionalStrategies
AssessmentsFOR and OF
Learning
InstructionalProcess
Staffs analyze Assessment results Content Networking
Reflection
Revision
How do we know when they have learned it?
How will we respond when they have not learned it?
Presenters’ E mails:Presenters’ E mails: [email protected]@akron.k12.oh.us [email protected]@akron.k12.oh.us [email protected]@akron.k12.oh.us [email protected]@akakron.k12.oh.us [email protected]@akron.k12.oh.us [email protected]@akron.k12.oh.us [email protected]@akron.k12.oh.us
