Reaching for the Stars Using Data Analysis and Effective Teaching Strategies to improve the achievem

1
Reaching for the StarsUsing Data Analysis and
Effective Teaching Strategiesto improve the
achievement of ALL students
OH MY!!!!
and
NCLB
Subgroup
and
Were not in Loudoun County anymore, Toto!
AYP

• Prepared for the
• Loudoun County Public Schools
• Mathematics Instructional Team Meeting
• by Daniel Mulligan
• Simply Achieve, Inc.
• October 2004

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Good Instruction(Keep it SimpleKeep it Real)

• Good instruction is good instruction, regardless
  of students racial, ethnic, or socioeconomic
  backgrounds. To a large extent, good teaching
  teaching that is engaging, relevant,
  multicultural, and that appeals to a variety of
  modalities and learning styles works well with
  ALL children.
• Educating Everybodys Children, ASCD, 1995.

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Part I

• The Justification

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No Child Left BehindMandates accountability for
student achievement by subgroup. In Virginia,
the major subgroups are

• ALL students
• Black students
• Hispanic students
• White students

• LEP students
• Students with Disabilities
• Low-socioeconomic students

This year (2004-2005), the required pass rate for
each subgroup in reading and math increases to
70.
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• A positive attitude may not solve all of your
  problems, but it will annoy enough people to make
  it worth it.?
• -Maya Angelou

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Part II

• The Research-Based Strategy

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Opportunity to Learn
Has the strongest relationship with student
achievement of all school-level factors.

• Three types of math curricula were identified by
  SIMS
• The Intended Curriculum content specified by the
  state, division, or school at a particular grade
  level.
• The Implemented Curriculum content actually
  delivered by the teacher.
• The Attained Curriculum content actually learned
  by the students.

Implemented Curriculum
Attained Curriculum
Intended Curriculum
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The WHAT

• Virginia Curriculum Framework
• Math

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7.6 The student will use proportions to solve
practical problems, which may include scale
drawings, that contain rational numbers
(whole numbers, fractions, and decimals) and
percents.
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The HOW
Classroom Instruction That Works Research-based
Strategies
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Give One Get One

• On the Think Pad, write one way that being a math
  teacher in Loudoun County using student
  achievement data is like an astronaut on a walk
  in space. Think and be creative.
• When signaled, circulate the room to meet a
  colleague. Give him/her your answer and get their
  answer.
• You need a total of 2 answers. You may not get
  more than one idea from an individual. When you
  have completed your task, return
  to your seat.
• You have 90 seconds!
• Enjoy!

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What processes can students engage in to identify
similarities and differences?
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When I dieI hope it occurs during a lecture
because the transition from life to death
will be so slight that I will hardly
notice it.
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• Step 1
• Estimate the median number of years in
  education of the participants.
• Write the number on a Post-it-Note. Caution
  Make sure the glue is on top.
• Bring your estimates to the Estimate Median
  Tenure Line Plot
• Place your estimates on the line-plot

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Teachers must recognize that Reading
comprehension and achievement tend to be
positively related. Almost without exception
instruction in vocabulary and/or reading skills
paid off in terms of greater achievement,
especially in the area of problem solving (Earp,
1970, p. 531).
Reading Comprehension in the Content AreaThe
Food Lion Theorem
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Word Sort Applications

• Classify words based on student identified
  attributes.
• Match linguistic and nonlinguistic pairs that
  represent the same concept.
• Use a Concentration Game approach to
  identifying similarities.
• Create sentences that contain an identified word
  from the sort.
• Provide students with the previous years cards to
  check for prior knowledge.

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Part II

• The Focus

People without information cannot act. People
with information cannot help but act. Ken
Blanchard
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SPBQ Key Questions

• Use the highlighters and your schools SPBQ
• Highlight in red any objective with a pass rate lt
  60
• Highlight in yellow any objective with a pass
  rate
• Which Reporting Category(ies) reflect a lower
  level of student achievement?
• When is this content taught (if at all) during
  the year? (Grade 6 7 8) or (Algebra Part 1
  Part II).
• Does the curriculum pacing provide for time to
  spiral back to refresh students on these
  essential skills and content?
• How much time is provided for learning?
• What level of thinking is reflected in the item
  description?
• Prepare to share on the large Post-It Sheet the
  Reporting Categories and objectives that will be
  your focus of improvement.

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Loudoun County - Spring 2004 Grade 8 MATHCore 1
2879 students

• Number/Number Sense 8Q/60Q 13 of test (25
  of questions lt 70 correct)
• Identify prime numbers. 20
• Identify an irrational number 39
• Computation/Estimation 7Q/60Q 12 of
  test (14 of questions lt 70 correct)
• Est. to solve multiplication prob. Involving
  whole s. 64
• Measurement/Geometry 15Q/60Q 25 of test (13
  of questions lt 70 correct)
• Identify equivalent measure of volume closest to
  volume in standard form. 59
• Given lengths of 2 sides of a right triangle,
  find the length of the 3rd. 60
• Probability/Statistics 12Q/60Q 20 of
  test (33 of questions lt 70 correct)
• Determine the number of combinations
  possible. 61
• Given a set of data, determine the probability of
  a simple event occurring. 62
• Identify the scatterplot that best represents a
  specific correlation. 62
• Determine the probability for a given sample
  space. 66
• Patterns/Functions/Algebra 18Q/60Q 30 of
  test (39 of questions lt 70 correct)
• Identify the graph of an equation. 47

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Targeted Resourceto Improve Student Achievement

• Virginia Department of Education
• Enhanced Scope and Sequence Documents
• Organizing Topics
• SOL
• Essential Knowledge and Skills
• Suggested Lesson Bank
• Released SOL test Items
• Sample page 94

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Loudoun County - Spring 2004 Algebra ICore 1
2704 students

• Expressions/Operations 12Q/50Q 24 of
  test (42 of questions lt 70 correct)
• Divide a polynomial by a monomial. 44
• Calculate a side of a square given its
  area. 53
• Factor a quadratic trinomial. 58
• Determine difference between two numbers in
  scientific notation. 58
• Evaluate a formula for given values of its
  variables. 62
• Relations/Functions 12Q/50Q 24 of test (42
  of questions lt 70 correct)
• Given the graph of a linear function, determine
  its range. 40
• Identify a mapping diagram that represents a
  function. 59
• Given its graph, identify the value of a function
  for a given domain element. 66
• Determine range of a function given its
  domain. 67
• Identify an equation that represents a direct
  variation for a given constant. 68
• Equations/Inequalities 18Q/50Q 36 of
  test (17 of questions lt 70 correct)
• Determine an equation for a line, given its slope
  and a point on a line. 47
• Recognize operation for which associative
  property is not valid. 63
• Identify an equation written in slope-intercept
  form. 67

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Creating a Climate for Learning

• For students to succeed, they need to believe
  that they
• can learn
• are learning information and skills that is
  useful, relevant, and meaningful for them
• are valued in the classroom
• responsible for their learning and
• responsible for their own behavior.

Teachers beliefs in and about human potential
and in the ability of all children to learn and
achieve are critical. Caine Caine, 1997
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Loudoun County - Spring 2004 GeometryCore 1
2574 students

• Lines/Angles 11Q/45Q 25 of test (9 of
  questions lt 70 correct)
• Identify a construction from given arcs. 58
• Triangles/Logic 12Q/45Q 27 of test (25 of
  questions lt 70 correct)
• Write a proportion describing the relationship of
  similar triangles. 47
• Use relationships of a 60-30 triangle to solve a
  problem. 62
• Determine which theorem will prove two triangles
  congruent. 64
• Polygons/Circles 10Q/45Q 22 of test (50 of
  questions lt 70 correct)
• Determine measure of an arc in a circle. 60
• Use properties of regular polygon to solve a
  problem. 60
• Determine measure of segments of a
  secant. 62
• Use properties of a parallelogram to solve a
  problem. 64
• Determine measure of an angle in a regular
  polygon. 69
• Three-Dimensional Figures 6Q/45Q 13 of
  test (50 of questions lt 70 correct)
• Solve a problem involving volume of a
  pyramid. 57
• Use similar triangles to solve a problem. 61
• Solve a problem involving surface area of a
  cone. 64

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Loudoun County - Spring 2004 Algebra IICore 1
1610 students

• Expressions/Operations 10Q/50Q 20 of
  test (0 of questions lt 70 correct)
• n/a
• Relations/Functions 16Q/50Q 32 of test (19
  of questions lt 70 correct)
• Evaluate a series given in Sigma
  notation. 39
• Use a line of best fit for a set of data to solve
  a problem. 62
• Determine equation that matches given
  data. 68
• Equations/Inequalities 10Q/50Q 20 of
  test (0 of questions lt 70 correct)
• n/a
• Analytical Geometry 6Q/50Q 12 of test (33
  of questions lt 70 correct)
• Given the equation for a conic section, describe
  its graph. 50
• Given the x-intercepts of a polynomial function,
  identify its factors. 69

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• If an educator keeps using the same strategies
  over and over and the student keeps failing,

who really is the slow learner?
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SPBQ Key Questions

• Use the highlighters and your schools SPBQ
• Highlight in red any objective with a pass rate lt
  60
• Highlight in yellow any objective with a pass
  rate
• Which Reporting Category(ies) reflect a lower
  level of student achievement?
• When is this content taught (if at all) during
  the year? (Grade 6 7 8) or (Algebra Part 1
  Part II).
• Does the curriculum pacing provide for time to
  spiral back to refresh students on these
  essential skills and content?
• How much time is provided for learning?
• What level of thinking is reflected in the item
  description?
• Prepare to share on the large Post-It Sheet the
  Reporting Categories and objectives that will be
  your focus of improvement.

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Effective Instruction for Students with Special
Needs

• Essential Characteristics of effective
  instruction -
• Improves through regular assessments and
  evaluations
• focuses on essential knowledge and essential
  skills
• builds on students prior knowledge
• integrates higher level and basic skills
• provides instruction on specific strategies
• includes the frequent review of key concepts
• consistently uses collaborative learning
• focuses on student-directed instruction
• strives to be culturally and linguistically
  relevant and
• relies on shared responsibility and
  collaboration.
• Office of Educational Research and Improvement
  (OERI), US DOE, 2000

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7.6 The student will use proportions to solve
practical problems, which may include scale
drawings, that contain rational numbers
(whole numbers, fractions, and decimals) and
percents.
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The Essential Virginia Toy Investigation
The Essential Questions If Barbie came to life,
would Ken want to date her? If Ken came to life,
would Barbie want to date him?
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Task To create a Life-Size Scaled Barbie and Ken

• Identify the tallest person on your team.
• Select a Barbie or Ken for your team.
• Goal To build a scaled replica of Barbie or Ken
  the same height as your tallest team member.

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Part III

• The Focus
• Drilling Down

The real voyage of discovery exists not in
seeking new lands but in seeing with new
eyes. R. Proust
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My Personal Learning Goals

• I will understand the latest data on student
  achievement by subgroup as measured by SOL tests.
  (achievement gaps?)
• I will explore the latest research on improving
  the performance of underachieving students.
• I will practice effective learning strategies to
  boost the achievement of ALL students.
• I will understand a differentiated lesson plan
  that incorporates the research-based strategies.
• I will enjoy learning in a non-threatening
  environment.

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Essential Follow-up Activity

• In which areas/groups are we achieving our goal
  of improving the achievement of ALL students?
• In which areas/groups have we failed to achieve
  our goal of improving the achievement of ALL
  students?
• What will we do about this?
• By when?
• Note Goals MUST BE MEASURABLE!

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Nonlinguistic Representations

• Approaches to this strategy in the classroom
• Graphic organizers,
• Pictographic representations,
• Mental images,
• Physical models, and
• Kinesthetic representations.

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COMPARING GRAPHIC ORGANIZERS
VENN DIAGRAM
COMPARISON MATRIX
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Place each Geometric Shape in the Venn Diagram
Trapezoid
Rectangle
Parallelogram
Circle
Triangle
All pairs of opposite sides parallel
All interior angles measure 90 degrees
Is a type of Quadrilateral
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Graphic Organizers

• Use Visuals
• Graphic organizers help students organize the
  information and retain 5 times more of the
  information.

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Three Levels of Learning

• Concrete Experience
• Without the concrete experience, the
  representation or symbol may have little or no
  meaning no matter how much someone explains it to
  you.
• This level of learning is often the most
  memorable for students
• Representational or Symbolic Learning
• Picture of concrete experiences are helpful BUT
  can not substitute for the impact of concrete
  experience.
• Abstract Learning
• This level of learning represents the use of
  words and numbers (democracy or culture). This
  learning depends on the ability of the teacher to
  provide sufficient examples that relate to the
  students experiences.

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Using the Visual and Auditory Senses to Enhance
Learning

• The eyes contain nearly 70 percent of the bodys
  sensory receptors and send millions of signals
  every second along the optic nerves to the brain.

Create a mental picture of 1 1 3 2
X
1
1
2
3
4
5
6
6
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Using the Visual and Auditory Senses to Enhance
Learning

• YOUR TURN!!!!

Create a model the following 1 1 3 4
X
Extra for Experts 2 1 3 8
X
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CUBING
1. Describe it. (Describe its colors, shapes,
and sizes. What does it look like?) 2. Compare
it. (What is it similar or different
from?) 3. Associate it. (What does it make you
think of?) 4. Analyze it. (How is it made or
what is it composed of?) 5. Apply it. (What can
you do with it? How is it used? 6. Argue for or
against it. (Take a stand and list reasons for
supporting it.)
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Thank you for your commitment to children!
"It's your attitude, not just your aptitude that
determines your ultimate altitude." --Zig
Ziglar ?
Dan
Simplyachieve_at_juno.com 757-754-5920