Public Schools of Edison Township in Partnership with Rutgers University Institute for Improved Student Achievement

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Public Schools of Edison Township in Partnership
withRutgers University Institute for Improved
Student Achievement

• Classroom Instruction That Works

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The Teacher Is Key

• Systemic improvement in student achievement
  requires instructional practices that are
  research based, consistent and effective
• 39 percentage-point difference in student
  achievement between students with most
  effective and least effective instruction.
  (Sanders and Horn 1994, reviewed in Marzano,
  2003)
• In classrooms with instruction characterized as
  most effective, students posted achievement
  gains of 53 percentage points over the course of
  one academic year, whereas in classrooms with
  least effective instructional practice, student
  achievement gains averaged 14 percentage points
  (Marzano, 2003).

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Classroom Instruction That Works (CITW)

• 2001 study by Marzano, Pickering Pollack
• Meta-analysis of 100s research studies spanning
  30 years and including more than 1.2 million
  subjects.
• Found 9 broad categories of instructional
  strategies that have a high impact on achievement
  for ALL students in ALL grades and in ALL subjects

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Classroom Instruction that Works is.....

• focused on instructional techniques that can be
  used with any content
• a way to focus our attention on making
  intentional instructional decisions
• a set of the most useful instructional techniques
  that make the most difference in student learning
• a language of instruction, not a program

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Why CITW?

• We must value.
• quality instruction in every classroom
• similar instructional techniques used in every
  classroom
• research-based instruction in every classroom

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NJASK Language ArtsGrades 6, 7 and 8
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NJASK MathematicsGrades 6, 7 and 8
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HSPAMarch 2011
Language Arts
Mathematics
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What is CITW and what is it not?

• It is a language of instruction a way to
  deliver your content.
• It is not a lock-step program.
• It is a set of tools that must be consistently
  used in a way that is faithful to the research.
• It is not a random bag of tricks to be applied
  haphazardly anyway that you want.
• It works with any content area.
• It is not limited to the core academic areasit
  applies to all.

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What is CITW and what is it not?

• It is for both students and teachers.
• It is not just for changing teacher behavior.
• It is compatible with staff development focused
  on content and differentiation.
• Although layering should be avoided, CITW does
  not compete with other well-chosen,
  research-based staff development in content or
  differentiation.

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Nine Categories of Instructional Strategies
Category Percentile Gain
Identifying Similarities and Differences 45
Summarizing and Note Taking 34
Reinforcing Effort and Providing Recognition 29
Homework and Practice 28
Nonlinguistic Representations 27
Cooperative Learning 27
Setting Objectives and Providing Feedback 23
Generating and Testing Hypothesis 23
Cues, Questions and Advance Organizers 22
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Four Planning Questions That Drive Instruction

• What knowledge will students learn?
• Which strategies provide evidence that students
  have learned that knowledge?
• Which strategies help students acquire and
  integrate that knowledge?
• Which strategies help students practice, review,
  and apply that knowledge?

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Putting It Together

• Planning Question
• What knowledge will students learn?
• Which strategies provide evidence that students
  have learned that knowledge?
• Which strategies help students acquire and
  integrate that knowledge?
• Which strategies help students practice, review
  and apply that knowledge?

• Instructional Strategy
• Setting Objective
• Providing Feedback
• Reinforcing Effort
• Providing Recognition
• Cues and Questions
• Advanced Organizers
• Nonlinguistic Representation
• Summarizing and Note taking
• Cooperative Learning
• Identifying Similarities/Differences
• Homework/Practice
• Generating/Testing Hypothesis

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Focus for 2011- 2012

• Setting Objectives
• Providing Feedback and Recognition
• Cues Questions and Advanced Organizers
• Nonlinguistic Representation

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How and When?

• Meeting in content groups, utilizing PLC format
  with teacher-facilitators supported by
  supervisors
• October 11th the PLC overview and group norms
• October 18th CITW overview and Setting
  Objective PLC discussions
• October 26th in-service day
• Combination of large group presentations followed
  by PLC application meetings/discussion
• Tuesday PLC/Department meetings for discussion,
  application, reflection and support
• PD360 to support CITW and other identified PD
  needs