Towards High Performance Schools - Region One ESC iln... · Towards High Performance Schools ... Response to Intervention Specialist Patricia Rendón, Gifted and Talented Coordinator

Towards High Performance Schools

Learning for Mastery Through Prevention-Based Improvement Frameworks

Part II

Dr. Jannette Reyes, Response to Intervention SpecialistPatricia Rendón, Gifted and Talented Coordinator

Karina Chapa, Language Proficiency, Biliteracyand Cultural Diversity Director

REACHING NEW HORIZONS

© 2017 Region One Education Service Center

Learning for MasteryThrough Prevention-Based District-Improvement Framework

• Academic Supports

• Behavioral Supports

• Content and Pedagogy

• Assessment for Learning

• Learning Community

• Culture of Success

• Turn-Around Competencies

• Monitoring for Learning

• Strategy

• Shared Vision

• Learning Designs

• Environment

System

Focus

Leader

Focus

Student

Focus

Teacher

Focus



BEFO

RE

Student

Focus



Learning for Mastery: Focus on Instructional Core

EffectiveInstructional

Design

EffectiveInstructional

Delivery

EffectiveInstructional Monitoring

High Levels of

Proficiency

Dr. John Hattie

What works in schools?

Image URL: https://oaklandschoolsmi.files.wordpress.com/2014/08/john-hattie.png

20 + years of research

195 Influences- 1200 meta analyses- 65,000 studies- 250 million students

(Hattie, Masters, & Birch, 2015)



*Hattie Ranking

*using Cohen’s d formula for reporting effect sizes

https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html




Image URL: https://2.bp.blogspot.com/-kws582g1VIk/V4ehNeg8azI/AAAAAAAACPs/J-ygPfTka-QOSMyNJG1BsVtVMcYROln0gCLcB/s1600/Hattie%2Bbarometer.PNG



Rating Implications- 0.02 + Cause harmful effects on student achievement

.1 Students experience one-fourth of a years’ growth in one year

0.2 Students experience half a years’ growth in one year

0.4 Students experience one years’ growth in one year

0.8 Students experience two years’ growth in one year

1.2 Students experience three years’ growth in one year

1.6 Students experience four years’ growth in one year

1.6 + More than four years’ growth in one year



Identifying What Matters

Image URL: http://gritineducation.com/wp-content/uploads/2015/03/pie-chart.png



“The biggest message of hope and optimism in our field of practice is that nearly every practice that is above a 0.4 effect size is directly within the teacher’s control or the teacher’s influence.”

(Anderson, 2017)



Task – Purpose for Listening






Create a diagram that shows the sequence and/or the relationship between these two concepts

• Positive student outcomes

• Changes in teacher practices



Remediation



*Instructional Core Support

Shoreline Public Schools, 2017

* With high-quality implementation practices that focus on building and maintaining Tier 1.

16

“We can’t refer the student until he has been RtI-ed.”(RtI has become a verb.)

“We need to RtI the student before they go to special ed.” (RtI is used as a pre-referral process)

“They said I have to fill out the RtI forms to give to the RTI Committee.”(RtI is forms-driven)

• How long does the student need to be in RtI before we can move him to Tier____? (The purpose of RtI is misunderstood.)



Acceleration Remediation: High-Impact Instructional Approaches for Academically Challenged Students

• Acceleration Remediation

• Key Prerequisite Skills/Concepts

• Key Prerequisite/New Vocabulary

Instructional Episode 1

• Acceleration Remediation



Instructional Episode 2 • Acceleration

Remediation



Instructional Episode 3



(Rollins, 2014)


© 2017 Region One Education Service Centerhttp://kaylacelliott.com/wp-content/uploads/2015/10/6a00e55187f8f6883401a3fcf12dbe970b.png



Teacher Efficacy

Teacher efficacy – teachers’ confidence in their ability to promote students’ learning.

(Hoy, 2000)

“I can”

Collective teacher efficacy is defined as “the perceptions of teachers in a school that the efforts of the faculty as a whole will have a positive effect on student achievement.”

(Goddard, Hoy, and Hoy, 2000)

“We can”



Reflection






Acceleration



The Power of Acceleration: Scenario 1

50 mph 25

mph




50 mph 25

mph




50 mph 50

mph




50 mph 50

mph




50 mph 75

mph




50 mph 75

mph



ELL Progress

Typical Native Speaker

• 50th percentile in L1

• One year progress = 10 months

1

2

3

4

5

6

7

English Learners

• 25th percentile in L2

• 1+ year progress = 10 months

(Thomas & Collier, 2001)

http://www.crede.ucsc.edu/research/llaa/1.1_final.html

http://www.crede.ucsc.edu/research/llaa/1.1_final.html



Image URL: https://2.bp.blogspot.com/-kws582g1VIk/V4ehNeg8azI/AAAAAAAACPs/J-ygPfTka-QOSMyNJG1BsVtVMcYROln0gCLcB/s1600/Hattie%2Bbarometer.PNG

1 year



Which influences will help our students accelerate more than 1 year every school year?

*Using Cohen’s formula for reporting effect sizes





The Acceleration Framework

1. Generate thinking, purpose, relevance and curiosity

2. Clearly articulate the learning goal and expectations

3. Scaffold and practice essential prerequisite skills

4. Introduce new vocabulary and review prior vocabulary

5. Dip into new concept

6. Conduct formative assessments frequently

Introduce new vocabulary and review prior vocabulary



Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to face-plant.

What does this mean?



Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to face-plant.

What does this mean?



Would this help?

These men are carving

http://i.ehow.com/images/GlobalPhoto/Articles/4551564/carve-main_Full.jpg



How about this?

Green Slope Blue Slope Black Slope



Moguls Packed Powder

http://upload.wikimedia.org/wikipedia/commons/4/4c/Encore_at_mt_ellen.jpg



Corn Snow



Face Plant

Carving is appropriate for most green and blue slopes

and even some black slopes. However, if you try to carve

through moguls, especially in packed powder or corn snow

you’re going to face-plant.

apropiado

especialmente

http://i.ehow.com/images/GlobalPhoto/Articles/4551564/carve-main_Full.jpg

http://upload.wikimedia.org/wikipedia/commons/4/4c/Encore_at_mt_ellen.jpg



Reflection




Dip into new concepts



Frayer Model with a Creative Twist

Color Weather Condition

Season Song

Evolution



Frayer Model with a Creative Twist

Color Weather Condition

Season Song

EvolutionReason: Reason:

Reason: Reason:

Let It Go!



Reflection




Conduct formative assessments frequently



Checking for Understanding: Immediate Feedback and Corrective Action



Strategies to Check for Understanding:

Total Response Signals

Wri

tte

n R

esp

on

ses Hold up paper

White boards

Personal Chalkboards

Answers on cards

Re

ady

Re

spo

nse

s Hands up when ready

Thinker’s chin

Stand up when ready

Put your pen on your paper when ready

All eyes on teacher

Mak

ing

Ch

oic

es Open hand/closed

hand

Thumbs up/down

Number wheels

Green card/red card

Move to the corner/spot

Ran

kin

g Rank with your fingers

Rank with your arm

Line up according to response

Knocking/clapping/ cheering



Reflection






A rising tide lifts all boats.John F. Kennedy



Situationally Defined Achievement Discrepancy

Peterson and Shinn, 2002

High Quality Enrichment/Extension Activities: Instructional Approaches for Mastery Students

Instructional Episode

• Diagnostic

• Opportunities to Pursue Interests

• Extend Understanding

• Peer Projects

• Academic Games

DiagnosticPre-Assessment

Progress Monitor

ProgressMonitor

Progress Monitor

Progress Monitor



Tic Tac Toe Differentiated Interventions


© 2017 Region One Education Service Centerhttps://exoplanets.nasa.gov/trappist1



How to Write Tic Tac Toe Student Activities

1. Determine unit objective/ goal (focus on TEKS).

2. Write many TEKS-supporting activities (formative/summative).

3. Write each activity on post-it notes.

4. Place notes on the Tic Tac Toe grid.

5. Check configuration, move as needed, and type onto the grid.

6. Provide easy to understand criteria for each activity.

1. 2. 3.

4. 5. 6.

7. 8. 9.

Create a new characterthat can be added to the story. How will this character change the outcome of the story.

Produce a 3-min video news report about an incident in the story involving 1 or more characters.

Design a report card for at least 3 characters. Include grades for each criteria and comments to support

Create a new continent. What kind of climate, crops, government, currency, and inhabitants will it have?

Create a geometric character analysis of several characters using different shapes to represent the character.

Dress like your favorite character and role play an important part of the story.

Create a new part of a plant. What purpose will this new part serve? How will it improve the life of a plant?

Write an epilogue to the story that tells what happens next.Read it to the class

Write a letter to a character in the story telling the story from a different point of view.

1. 2. 3.

4. 5. 6.

7. 8. 9.

Create a character map for your favorite character in the story. Show both Character traits and events.

Produce a 3-min video news report about an incident in the story involving 1 or more characters.

Design a report card for at least 3 characters. Include grades for each criteria and comments to support

Create a Book Jacket with character description on the inside flap of at least 2 characters

Create a geometric character analysis of several characters using different shapes to represent the character. Explain

Dress like your favorite character and role play an important part of the story.

Draw a Venn Diagram to compare the 2 main characters

Write an epilogue to the story that tells what happens next.Read to the class

Write a letter to a character in the story telling how his life is like yours or how it is different from yours.

V V

V V

V V

K

A

A



Reflection




A Cheetah Metaphor

The cheetah is the fastest animal on earth.

• When we think of cheetahs we are likely to think first of their speed. It's flashy. It is impressive. It's unique. And it makes identification incredibly easy. Since cheetahs are the only animals that can run 70 mph, if you clock an animal running 70 mph, IT'S A CHEETAH!

Is it still a cheetah?

• If a cheetah has only 20 mph rabbits to chase for food, it won't run 70 mph while hunting. If it did, it would flash past its prey and go hungry! …when given only rabbits to eat the hunting cheetah will run only fast enough to catch a rabbit.

Stephanie S. Tolan, 1996



Reflection

What implications does this information have for you as

you plan for continuous improvement?



References

Hattie's new #1 effect size: Collective teacher efficacy [Video file]. (2017, March 09). Retrieved March 7, 2019, from https://www.youtube.com/watch?v=KY6erhLDOdE&feature=youtu.be

Hattie, J., Masters, D., & Birch, K. (2015). Visible learning into action. New York, NY: Routledge.

Hoy, A. W. (2000) Changes in teacher efficacy during the early years of teaching. Paper presented at the Annual Meeting of the American Educational Research

Thomas, W. & Collier, V. (2001) A National Study of School Effectiveness for Language Minority Students’ Long Term Academic Achievement. Center for Research on Education, Diversity and Excellence.

https://www.youtube.com/watch?v=KY6erhLDOdE&feature=youtu.be



Division of Instructional, School Improvement, and College Readiness Support

Dr. Eduardo Cancino, Deputy Director956-984-6022

[email protected]

Belinda S. Gorena, AdministratorSchool Improvement, Accountability and Compliance

[email protected]

Kelly K. VanHee, AdministratorCurriculum, Instruction and Assessment

[email protected]

Carmen Garcia, Director Brownsville Extension Office

[email protected]

Darlene M. Rogers, DirectorLaredo Extension Office

[email protected]



mailto:[email protected]





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Towards High Performance Schools - Region One ESC iln... · Towards High Performance Schools ... Response to Intervention Specialist Patricia Rendón, Gifted and Talented Coordinator