Creating A High-Performance Learning Culture

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Creating A High-Performance Learning Culture Powered By Docstoc
					                   Organizing Your Team for the
                   Day
  Select a:
     Facilitator
     Recorder/reporter
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     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
  April 28, 2009
            Raising Expectations Part 3:
             Implementing Re-Do Policies



                   Heather Boggs Sass
                  High Schools That Work
Southern
Regional
Education
Board
                   Our Agenda
                             Reflection on Actions
                              Taken and Review from
                              October and March
Company                      Effort-Based Culture
LOGO                         Re-Do Policies
                             Tuning Protocol
                             Team Planning Time




  April 28, 2009
                  Carousel Sharing

   Actions Taken
   Lessons Learned
   Questions
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   Implications
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                              Handouts, page 3
 April 28, 2009
                  Common Understandings
                  About Culture
   Culture is intangible
   Culture is complex
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   Culture evolves over
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    time
   Culture is powerful




 April 28, 2009
                   Building a Culture That Motivates
                   All Students Begins with
                   Examining Beliefs

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



  April 28, 2009
                   Link Between
                   Beliefs & Behaviors

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




  April 28, 2009
                  Problems Inherent in Beliefs

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




                                                                      8

 April 28, 2009
                   Messages Reflected in Effort-
                   Based Cultures

        “This is                          “I will not
        important.”                       give up on
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                                          you!”
LOGO


                         “I believe you
                         can do it.”



                                                Handouts, page 4

  April 28, 2009
                   Building a Culture That
                   Motivates All Students
              Effort-based        Ability-based
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  April 28, 2009
                   All students can learn.

                         How do beliefs about ability
                         and achievement affect the
                         behaviors of teachers and
                         other school staff?
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LOGO




                                             Handouts, page 5

  April 28, 2009
                   Effort makes a difference in
                   achievement.

                              How do beliefs about efficacy and
                            effort affect the behaviors of teachers
                                    and other school staff ?
Company
LOGO




                                                     Handouts, page 6

  April 28, 2009
                  Core Beliefs of Effort-
                  Based Cultures
   All children can learn, and it’s my job to
     see that they do.
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   We
LOGO 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.
 April 28, 2009
                  Assessing What I Believe
   Do I believe this is
    essential?
   Do I believe this is
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    practiced at our
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    school?
   Where are the gaps
    between belief and
    practice?


                                    Handouts, page 7

 April 28, 2009
                  Reflection on Beliefs

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




                                          Handouts, page 8

 April 28, 2009
                  Masters of Motivation

   Find your section of the article.
   List the examples from the article.
   List “observable behaviors.” What would
Company
LOGO see if this were in place?
    you
   List “what’s working” at your school in this
    area of practice.




 April 28, 2009
                  Interactive Teaching Behaviors

   Patterns of Calling on
    Students
   Responses to
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    Student Answers
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   Giving Help
   Dealing with Errors
   Offering Feedback on
    Student Performance
   Displaying Tenacity
                                       Handouts, page 9

 April 28, 2009
                  Classroom Structures and
                  Procedures

   Grading
   Re-Teaching Loops
Company

   Re-dos and Re-
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    Takes
   Grouping
   Rewards


                                             18

 April 28, 2009
                  Classroom Climate and Personal
                  Relationship Building

   Community
   Ownership
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LOGO
   Risk-Taking




 April 28, 2009
                  Explicit Teaching of Effective
                  Effort
   Time
   Focus
   Resourcefulness
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   Strategies
   Use of Feedback
   Commitment
   Self Assessment, page 11


 April 28, 2009
                  School-Wide Structures
   Assignment of
     Teachers
   Course Schedules
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   Grouping
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   Identification of At-Risk
     Students and the
     Provision of Extra Help



 April 28, 2009
        Change in Beliefs: Effort Based Beliefs
        are Needed to Implement Re-Do

  A focus on:
   learning rather than teaching.
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   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 don’t learn.
   results.
  April 28, 2009
         Factors to Bring About Change in
         People’s Thinking
   Reason
   Research
   Resonance
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LOGO
   Representational Re-descriptions
   Resources and Reward
   Real-World Events
   Confrontation


 April 28, 2009
                  Collaborative Study

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




 April 28, 2009
                  How Will You Organize Into
                  Implementation Teams?
 Who will work together?
       Course Teams
Company Content Area Teams
     
LOGOGrade Level Teams
     

      Electronic Teams

 Who will facilitate that work?
        Summer Training Representatives
        Team Facilitation Training
        Regular Meetings with Team Facilitators

 April 28, 2009
                  Finding Time for Teams
 Regular Meeting Times
       Planning Periods
      Staff Meetings
Company
LOGOEarly Release/Late Arrival
     

      After- or Before-School


 Intensive Work Times
        Day with Substitutes
        Subsidized Time After School
        Subsidized Time During the Summer

 April 28, 2009
                  Process of Pilot, Reflect, Review,
                  and Refine

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




 April 28, 2009
   When people see tangible results,
   however incremental at first, and see
   how the results flow from the overall
   concept, they will line up with
Company
LOGO
   enthusiasm. People want to be part of
   a winning team. When they feel the
   magic of momentum, when they begin
   to see tangible results—that’s when
   they get on board.
                  Jim Collins, Good to Great. (2001).

 April 28, 2009
   Specific goals should be designed to
   allow teams to achieve small wins as
   they pursue their common purpose.
   Small wins are invaluable to building
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   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).

 April 28, 2009
                   Set Team Goals and Complete
                   Action Plans
  Establish annual SMART goals
       Strategic
      Specific
Company
LOGOMeasurable
     

      Attainable

      Result-Oriented

      Timebound


  Establish a series of short-term
   goals
  Create specific action plans

  April 28, 2009
                  Examples
 School Goals:
       Reduce failure rate.
       Increase percentage of students scoring at

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        or above the established proficiency
LOGO
        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%.
 April 28, 2009
                  Action Plans

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

                                 Handouts, page 35

 April 28, 2009
                  Strategies to Measure
                  Implementation and Provide
                  Feedback
   District-Level Sharing
   Grade Distribution Data
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   Classroom Walk-Throughs
   Tuning Protocols
   Implementation Rubrics—Rigor Rubric
   Annual Progress Checks
   Revisions of Action Plans
 April 28, 2009
      Actions for Creating an Effort-Based
Company
LOGO  Culture That Motivates All Students




 April 28, 2009
   Policies and Conditions for
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   Effectively Re-Doing Work
LOGO




 April 28, 2009
                   What is the research
                   base for asking
                   students to revise
Company
                   work?
LOGO
      “Good teaching is going on whenever
      students are involved in redoing, polishing,
      and perfecting their work.”

      The Pedagogy of Poverty Vs. Good Teaching
      Martin Haberman



  April 28, 2009
                  Re-Doing Work—The 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.
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   The National Writing Project: Students
    learn more from re-writing a few essays
    that from writing a number of essays once.




 April 28, 2009
                   The Power of Feedback

                     “Providing students with specific
                      information about their standing in
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                      terms of particular objectives
LOGO                  increased their achievement by 37
                      percent.”
                         John Hattie’s review of 7,827
                          classroom studies.
                     “The most powerful single
                      innovation that enhances
                      achievement is feedback.”
                         Robert Marzano, 2001.

  April 28, 2009
           “In standards-based classrooms,
           students have the opportunity to
      continuously revise and improve their
Company
LOGO         work over the course of several
                                      days.”

           Doug Reeves, Center for Performance Assessment




 April 28, 2009
             “One of the easiest ways for
             human beings to avoid the
Company      responsibility of failure is to
LOGO
             quit trying.”

             Lynn Canady




  April 28, 2009
                   “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)
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                   work” rather than risk proving
LOGO
                   themselves incompetent by trying and
                   failing.”

                    If They Only Did Their Work, Linda Darling-
                   Hammond and Olivia Ifill-Lynch, Educational
                   Leadership, February 2006.




  April 28, 2009
                      Assessment—Winning and Losing
                      Streaks Through the Student’s Eyes
    Continual Evidence of Success                Continual Evidence of Failure

 Students feel hopeful and                   Students feel hopeless.
 optimistic.

  “Feedback
Company            helps me.”                “Feedback is criticism. It hurts.”
LOGO trend? I can succeed.”
 “See the                                    “I just can’t do this . . . again.”

 The student persists in the face of         The student gives up when things
 setbacks.                                   become challenging.
 Students accept responsibility.             Students deny responsibility.

 Self-enhancement and motivation.            Self-defeat. No feelings of
                                             success.
                            Assessment Through the Student’s Eyes, Rick Stiggins,
                            Educational Leadership, May 2007.
  April 28, 2009
                  Why Redoing Work is
                  Essential

   Important to success of
     struggling students
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   Promotes more efficient
LOGO
     learning
   Provides feedback essential to
     learning
   Instills a sense of persistence
     and motivation
                                      Handouts, page 12


 April 28, 2009
            Have you heard . . .?

   “Students have to be
     held accountable.”
   “We have to prepare
     students for the real
Company
LOGO world.”
   “It isn’t fair to give some
     students more time.”
   “Students should work
     harder to get it right the
     first time.”
   “If I let students redo
     work I’ll be                 Handouts, page 12
     overwhelmed with the
     grading.”
  April 28, 2009
                   Approaches to Re-Doing Work

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

                                      Handouts, page 13

  April 28, 2009
                  Compare Two Policies

   Read the sample policies for Algebra I and
    the English department
   Consider:
Company
LOGOWhat are the similarities? The differences?
   

        Which policy will best support more students
         in reaching standards? Why?




                                        Handouts, page 16

 April 28, 2009
                  Examples of Re-Doing Work
                  Policies from Course Syllabi

   “Opportunity” vs.
    “Expectation
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   “Some” vs. “Any” Work
LOGO
   Grade Penalty vs. Quality
    of Work Grade




                                      Handouts, page 17

 April 28, 2009
                   The Power of “I”
  Current Practice:          To Fix the Problem
   Zeros for missing         High expectations mean
     work                      students meeting
   Creates a culture that
Company                        standards
LOGO doing the work is
     not                      All work must be
     an option                 completed
   Ineffective practice      Extra help opportunities to
     that is not changing      complete work
     behavior of low-         Consequences for “I”
     performing students      Asterisk failing grades due
                               to incomplete work

                                            Handouts, page 18

  April 28, 2009
 A Checklist of Actions for
Company
LOGO
 Setting Up Redoing Work




  April 28, 2009
                  Develop Your Rationale

   Provide feedback and re-teaching to help
    ALL students meet standards
   Set high expectations
Company

   Not
LOGO giving up on students

   Develop internal motivation and
    persistence


                                    Handouts, page 14

 April 28, 2009
                   Develop Expectations
                                        What will be redone
                                        Consider redo format
                                        Determine how redo
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                                         will effect grading
LOGO
                                        Set up re-teaching
                                         loops
                                        Develop redoing work
                                         forms (page 24)
                                        Place constraints

                   Handouts, page 14
  April 28, 2009
                  Inform Students and Parents

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

                                     Handouts, page 15

 April 28, 2009
                  Set Up Extra Help
    “Required” help
      sessions
    Inform parents
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    Limit participation in
LOGO
      extra curricular
    Incomplete work—no
      term grade
    Asterisk term grades to
      indicate due to missing
      work
                                      Handouts, page 15

 April 28, 2009
                  Collect and Analyze Data
   Number of
     students
     completing re-dos
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LOGO
   Number of
     students who
     improve grades as
     a result of re-do


                                    Handouts, page 15

 April 28, 2009
                  Principles for Building a System
                  of Intervention

   Comprehensive
   Well-Organized
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   Clearly Communicated
LOGO
   Data Driven
   Mandatory
   Well-Balanced
   Tiers of Intervention
                                       Handouts, page 19

 April 28, 2009
                  Supporting Students in Reaching
                  Proficiency
  Process that is followed when
   students fall below a C
  Re-taking assignments and
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   assessments to reach proficiency
LOGO
  Requiring all students to
   complete work
  Comprehensive system of extra
   help
  Rewards, recognition, and
   motivation                         Handouts, page 20

 April 28, 2009
                   Keeping Track of and
                   Communicating Student Progress
   Weekly grade updates
   Three-week progress reports
   Student alert forms, Page 21
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   Success contracts, Page 22
LOGO
   Conference records
   Report cards
   Daily attendance records
   Discipline records
   Other



  April 28, 2009
                  Sample Policies

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



 April 28, 2009
                   Tuning Protocol

  How effective is our
   policy?

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  April 28, 2009
 Reflections of a
High School Senior
                  Reflection: What Will You
                  “Take Away?”

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



 April 28, 2009

				
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