Day 1 Powerpoint for MVUSD SmartBoard Training August 2011

1. Moreno Valley USDCurriculum Development Academy August 1-4, 2011 We will begin promptly at 8:30. Please help yourself to coffee and snacks!

2. 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

3. Work collaboratively to create lessons and Notebooks in a supportive environment Plan and prioritize instruction based on student achievement data Objectives

4. 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

5. The Process for Results Inquiry: Develop questions

6. Using Decision Making for Results process, identify student learning goal Identify at least 2 resources or tools in SMART Notebook Gallery that support the goal Today’s Outcome

7. Respect Participation Results Norms

8. 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

9. Principles of Decision Making for Results TM p. 3

10. Becoming Data-Driven How are you currently embracing a data-driven decision-making process that leads to results? TM p. 5

11. 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

12. “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

13. Cause data: professional practices that create specific effects or results Definitions and Examples Effect data: outcomes or results

14. Leadership & Learning Matrix Effects/Results Data Leadership/Teaching Practices

15. Lucky (high results, low understanding) Losing ground (low results, low understanding) Learning (high results, high understanding) Leading (high results, high understanding) Where is your school?

16. A Look at Collaboration

17. 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

18. The Process for Results Inquiry: Develop questions

19. 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

20. What do you want to know? Effective strategies Effective tools Student learning needs Student learning strengths Reflect on page 20 of DMR book Inquiry

21. The Process for Results Inquiry: Develop questions Inquiry: Develop questions DMR p. 21

22. 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

23. Disaggregation is not a problem-solving strategy. It is a problem-finding strategy. Victoria Bernhardt, Data Analysis, 1998 Disaggregation

24. 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

25. Highlight standards in which students scored lowest Cross reference with how heavily weighted those standards are in CST For Example:

26. I was able to capture the data I need in the templates provided I filled in the templates, but I’m not sure the data tells me anything useful I got some data, but was not able to organize it in the templates I cannot figure out the data or how to organize it Checking In

27. 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. White, S. (2005). Beyond the numbers. Englewood, CO: Advanced Learning Press.

28. The Process for Results Inquiry: Develop questions DMR p. 34

29. 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

30. Grade Level Instruction

31. Grade Level Instruction

32. 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?

33. Curriculum Complexity BOTH

34. 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.

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

36. Review data from Step 1 (DMR p. 27-32, EADMS reports) Consider pacing schedule, CST weights, and professional judgment Prioritize urgent needs Record your work on templates pages 38-43 Analyze to Prioritize

37. Explain what area you prioritized and why 1 minute per person Speed Round

38. The Process for Results Inquiry: Develop questions DMR p. 44

39. 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

40. 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

41. Return by 12:45

43. 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

44. SMART goal based on identified priorities Identification of at least 2 Notebook tools or activities to support SMART goal Final Products – Day 1

45. The Process for Results Inquiry: Develop questions

46. The Process for Results Inquiry: Develop questions Inquiry: Develop questions

47. The Process for Results Inquiry: Develop questions

48. The Process for Results Inquiry: Develop questions

49. SMART goal based on identified priorities Identification of at least 2 Notebook tools or activities to support SMART goal Final Products – Day 1

50. Delicious. Like my favorite dessert. Good. Like a wholesome entrée. Nutritious. Like my least favorite vegetable. Not so good. Like eating stale bread. I’d rather eat sand. How did today’s material go down?

51. 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