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LEARNING FOR ALL: WHAT DOES IT TAKE ?

LEARNING FOR ALL: WHAT DOES IT TAKE ? . Prepared for MASA September 2006 Dr. Vickie L. Markavitch Oakland Schools ISD vickie.markavitch@oakland.k12.mi.us. Research. Effective Schools, Edmonds, 1979 Effective Schools Expanded, Lezotte, 1990 School Level Factors, Sammons, 1999

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LEARNING FOR ALL: WHAT DOES IT TAKE ?

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  1. LEARNING FOR ALL: WHAT DOES IT TAKE? Prepared for MASA September 2006 Dr. Vickie L. Markavitch Oakland Schools ISD vickie.markavitch@oakland.k12.mi.us

  2. Research • Effective Schools, Edmonds, 1979 • Effective Schools Expanded, Lezotte, 1990 • School Level Factors, Sammons, 1999 • Ranking of School Level Factors, Scheerens and Bosker, 1997 • Ranking of School Level Factors, Marzano, 2000 • Ranking of School Level Factors, Marzano, 2003

  3. Marzano’s Ranking of School Level Factors: What Works in Schools • Guaranteed and Viable Curriculum • Opportunity to Learn • Time • Challenging Goals and Effective Feedback • Monitoring • Pressure to Achieve • Parental and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism • Leadership • Cooperation

  4. 1980’s (Effective Schools) Instructional Leadership High Expectations Frequent Monitoring Safe/Orderly Environment Home-School Relations Clear Focused Mission Opportunity to Learn Student Time on Task 2003 ( Marzano’s Recap) Collegiality/professionalism Challenging Goals Effective Feedback Safe/Orderly Environment Parental/Community involvement Guaranteed and Viable Curriculum What Research Has Told Us

  5. FOCUS, FOCUS, FOCUS

  6. Focus for Today • Guaranteed and Viable Curriculum • Clear Focused Mission • Intended Curriculum • Opportunity to Learn • Implemented Curriculum • Time on Task • Essential Curriculum • Challenging Goals and Feedback • High Expectations • Frequent Monitoring

  7. Guaranteed and Viable Curriculum • Intended curriculum • State and district standards • Adopted curriculum • Implemented curriculum • What teachers choose to teach • Attained curriculum • What students learn • “The idea that there exists a coherent plan for teaching content within the local district, or even within the individual school, is a gravely misleading myth.” E.D. Hirsch, 1996

  8. Viable Curriculum and Opportunity to Learn • Identify what it is you want students to know, understand and be able to do. • Make sure that those things are taught. • Check to see that those things are learned. • Intervene immediately and effectively when they are not. • Recheck to see if that learning has been retained.

  9. Opportunity to Learn • Opportunity to learn had the strongest relationship with student achievement of all school-level factors. (Marzano, 2000) • 65% of the achievement gap is a gap of opportunity (Lezotte) – A big gap is the 20 nations that offer universal preschool while the U.S. does not. • If it is not taught it is not likely to be learned. • A curriculum is not viable if there is not adequate time for teaching and learning.

  10. Time • McREL’s 200 standards and 3,093 benchmarks = 15,465 hours of instruction. • Typical 180 day school year with 5.6 hours of instruction for 13 years (K-12) provides for 13,104 hours of instruction. • Studies show use of classroom time for instruction vary from 21% to 69% - at 69% 13,104 hours become 9,042 hours.

  11. International Gaps • Number of math topics taught in fourth grade • US – 78 in 180 days • Japan – 47 in 253 days • Germany – 23 in 230 days Question: Given Michigan’s flexibility on school calendar how many still have 180 days in the school year? If not, how quickly was that given away??

  12. Prisoners of Time • No matter how the assumptions underlying the figure are modified, the result is always the same – students abroad are required to work on demanding subject matter at least twice as long as U.S. students. (National Education Commission on Time and Learning, 1994)

  13. Time and Viabilityof Curriculum • Time to teach it • Time to learn it • School days • School hours • Protected time • Real time intervention • Non-negotiable time during the structured day • As soon as …. Not in summer school

  14. Deciding What to Teach • “Given the limited time you have with your students, teaching has become more and more an issue of deciding what you won’t teach than what you will teach. You cannot do it all. You must choose the essential.” • Heidi Hayes Jacobs, 1997

  15. A Kindergarten - 2nd Grade Schedule • 9:00 –12:00 Literacy/Language Arts • 12:00 – 1:00 Lunch • 1:00 – 2:00 Specials • 2:00 – 3:30 Math * Social Studies and Science are addressed through non-fiction reading and writing.

  16. Power Standards • Learning that leverages other learning in multiple academic areas. • Learning that prepares a student for the next level of learning. • Learning that endures – gives students skills or knowledge that remains with them long after the test. • Doug Reeves, The Leader’s Guide to Standards, 2002

  17. Marzano’s Recommendations • Identify and communicate the content considered essential for all students. • Ensure that the essential content can be addressed in the amount of time available for instruction. • Sequence and organize the essential content in such a way that students have ample opportunity to learn it. • Ensure that teachers teach the essential content. • Protect the instructional time that is available.

  18. Put it on the Calendar • The essential curriculum of power standards must be intentionally taught. • They must be calendared across the year. • That calendar must be published • In every classroom in the school building • To students • To parents • On school website

  19. Attained Curriculum – Assuring Student Learning • Start with High Expectations • “High expectations of students has been one of the most consistent findings in the literature…Virtually every review of the topic mentions the importance of this factor whether British…Dutch…or American.” (Reynold and Teddlie, 2000) • High Expectations (Pressure to Learn) ranks second for school level factors impacting student achievement. (Marzano, 2003)

  20. Skilled and Unskilled Laborers Extra People Leaders Bell Curve Past Industrial Society Lawrence W. Lezotte, Ph.D., Effective Schools Products, Ltd.

  21. Future Information Society J-Curve Lawrence W. Lezotte, Ph.D., Effective Schools Products, Ltd.

  22. How does the J-Curve work? 100% % Demon-strating Skill Time Units Lawrence W. Lezotte, Ph.D., Effective Schools Products, Ltd.

  23. Learning as the Constant • Today in most schools learning is the variable and time is the constant. • Today in many schools learning is the variable and method is the constant. • Must move to learning as the constant with time and method as the variables. > Dr.Larry Lezotte, 1990

  24. How is it working, with learning the variable…

  25. Lawrence W. Lezotte, Ph.D., Effective Schools Products, Ltd.

  26. Lawrence W. Lezotte, Ph.D., Effective Schools Products, Ltd.

  27. And what might some of those time/method constants be…

  28. Learning 24/7 Classroom Observation Project, 2004 • Clear Learning Objectives – 4% • Evidence of teaching to mastery – 0 • Evidence of higher order thinking – 3% • Academic Dialogue or Discussion - .5% • Students required to speak in complete sentences – 0

  29. Learning 24/7 Classroom Observation Project, 2004 • Lecture – 32% • Worksheets – 52% • Fewer than ½ of students engaged – 82% • Evidence of student writing – 0 Source: Learning 24/7 Classroom Observation Project, 2004, Direct Observation of 1,500 K-12 Classrooms

  30. Some people change when they see the light, others when they feel the heat. ~ Caroline Schoeder

  31. Seeing the Light Learning as the constant with time and method as the variables…

  32. G O A L S S t u d e n t A c h i e v e m e n t S y s t e m P e r f o r m a n c e Random Acts Of Improvement = Programs

  33. Aligned Acts Of Improvement In an aligned system... … improvement efforts are integrated and results-oriented

  34. TQM EFFECTIVE SCHOOLS Integrated System for Improving Student Performance F O C U S FOCUS on Student Achievement PATRICIA DAVENPORT

  35. 100% 90% 80% 70% 60% 50% 40% Reading Test Scores - Brazosport ISD 98% 97% 94% White 94% 94% 82% Hispanic All Students African American 70% 64% 60% Economically Disadvantaged 50% 00–01 91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00

  36. 98% 100% 98% 98% 98% 96% 90% 80% 70% 60% 50% 40% 91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00 Math Test Scores- Brazosport ISD White 79% All Students 65% Hispanics 58% Afr. Amer. 54% Eco. Dsdv’d 50% 00–01

  37. Martin County, FL Warfield ElementaryFCAT Scores 2002-2003

  38. Alice Boucher Elementary Lafayette Parish, LA99.7% Free/Reduced lunch

  39. Woodlawn Middle School, Fulton County, GA CRCT Test Score Results, 8th Grade Percent of students meeting or exceeding expectations

  40. 2002-2003 API GrowthMerced County, CA

  41. Mount Clemens Community Schools MEAP Results 2005 264% Increase over 3 years 131% Increase over 3 years Grade 5 Social Studies

  42. Mount Clemens Community Schools MEAP Results 2005 19% Increase over 3 years 33% Increase over 3 years Grade 5 Science

  43. Mount Clemens Community Schools MEAP Results 2005 90% Increase 117% Increase 120% Increase Mount Clemens Middle School, Grade 7

  44. Mount Clemens Community Schools MEAP Results 2005 These subjects all show at least 11% increase in one year Mount Clemens High School, Grade 11

  45. 90/90/90 Schools • 90% or more free/reduced lunch • 90% or more minority enrollment • 90% or more of the students meet or exceed proficiency on independent state tests • Dispelling the Myth – Revisited • www.edtrust.org

  46. How Many Examples Does One Need • To hold high expectations in our hearts? • To know that if it can happen ‘there’ it can happen ‘here’? • To be confident we can assure student learning of the essential curriculum?

  47. Frequent Monitoring and Feedback on Student Learning • Identify what it is you want students to know, understand and be able to do. • Make sure those things are taught. • Check to see if they have been learned. • Intervene immediately if they haven’t. • Recheck to see if learning is retained.

  48. Data Helps Us Work toward Our Goals • Measuring student progress • Making sure students do not fall through the cracks • Measuring program effectiveness • Guiding curriculum development

  49. Maintaining educational focus • Allocating resources wisely • Promoting accountability • Reporting to stakeholders • Showing trends

  50. Data Does Not Help If • The data is not valid and reliable • Appropriate questions are not asked after reviewing the data • Data analysis is not used for making wise decisions

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