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Enhancing Student Achievement through Technology Integration and Professional Learning Communities

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Enhancing Student Achievement through Technology Integration and Professional Learning Communities Presented by: Bob Attee and Glenn Maleyko at the 2011 MACUL Conference – PowerPoint PPT presentation

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Title: Enhancing Student Achievement through Technology Integration and Professional Learning Communities


1
Enhancing Student Achievement through Technology
Integration and Professional Learning Communities
  • Presented by
  • Bob Attee and
  • Glenn Maleyko
  • at the 2011 MACUL Conference

DuVall Elementary
Salina Intermediate
2
Presentation Goals
  • To explain how a Professional Learning Community
    model enhances our technology program.
  • To describe how benchmark-aligned multimedia
    projects will increase student achievement levels.

3
Presentation Overview
  • Part 1 What Does Student Achievement Data Tell
    Us About PLCs and Technology Integration?
  • Part 2 Establishing a Technology Integrated PLC
  • Part 3 Using Technology to Improve Student
    Achievement Levels
  • Part 4 Lessons Learned

4
The Current Economics of Education Doing More
with Less!
  • With the ongoing reductions in funding from the
    federal and state government,
  • Class size has increased
  • General funds for supplies/ resources has
    decreased
  • Team planning time has been eliminated in some
    districts
  • How can teachers improve student achievement in
    the current economy?

5
The Need for Change
  • There is much uncertainty in our education
    system today. The continuation of public
    education as we know it is not guaranteed and
    maintaining status quo is not an option. Our
    education system has to change if the next
    generation is going to be successful in their
    world. All educators must play key roles in
    changing our schools.
  • Bill Daggett, Model Schools Conference 2009

6
There is hope! Schools do make a difference!
  • An analysis of research conducted over a
    thirty-five year period demonstrates that schools
    that are highly effective produce results that
    almost entirely overcome the effects of student
    backgrounds.
  • Robert Marzano, What Works in Schools, 2003.

7
All of us can consciously decide to leave behind
a life of mediocrity and to live a life of
greatness---at home, at work and in the
community. No matter what our circumstances may
be, such a decision can be made by everyone of
us. - Stephen Covey
0
Covey, S. (2004). The 8th habit From
effectiveness to greatness. New York, NY
Franklin Covey Co.
Pg. 29
8
A Tale of Two Schools
  • Salina Intermediate
  • 520 students in grades 4 8
  • We are located near the Ford Rouge Plant
  • 23 Student Mobility Rate
  • 71 of students are English Language Learners
  • 99.8 of students qualify for free or reduced
    lunch
  • AYP has been met for several consecutive years.
  • DuVall Elementary
  • 276 students in grades K-5
  • We are located near Greenfield Village and the
    Henry Ford Museum
  • 9 students with disabilities
  • 12 ELL students
  • 24 Free and reduced lunch
  • AYP has been met for several consecutive years.

9
Salina Intermediate School
  • MEAP Proficiency of All Students in Reading and
    Math from 2007 - 2009

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15
Percent of Non ELL Students meeting State
Proficiency Standards in 2009 - 2010
Subject Grade Salina Intermediate District State
Reading 4 75 87 85
Reading 5 93 90 86
Reading 6 90 92 88
Reading 7 94 88 83
Reading 8 95 91 84
16
Percent of Non ELL Students meeting State
Proficiency Standards in 2009 - 2010
Subject Grade Salina Intermediate District State
Math 4 96 96 93
Math 5 91 88 80
Math 6 93 91 83
Math 7 94 91 83
Math 8 93 83 71
17
Percent of ELL Students meeting State Proficiency
Standards in 2009 - 2010
Subject Grade Salina Intermediate District State
Reading 4 40 55 64
Reading 5 35 42 62
Reading 6 47 55 70
Reading 7 24 38 54
Reading 8 50 51 61
18
Percent of ELL Students meeting State Proficiency
Standards in 2009 - 2010
Subject Grade Salina Intermediate District State
Math 4 88 92 87
Math 5 55 59 68
Math 6 62 61 69
Math 7 67 64 66
Math 8 58 51 50
19
How can we improve student achievement in
traditional classes?
20
In order to continue to improve student
achievement levels, schools must have a cultural
shift.
21
Cultural Shifts Becoming a Professional
Learning Community
0
  • To put it as succinctly as possible, if you want
    to change and improve the climate and outcomes of
    schooling both for students and teachers, there
    are features of the school culture that have to
    be changed, and if they are not changed your
    well-intentioned efforts will be defeated

Seymour Sarason Taken From Robert Eaker PLC
presentation.
22
A Traditional School Focuses on Teaching and a
Professional Learning Community Focuses on
Student Learning.
23
Cultural Shift
Traditional School Professional Learning Community
Teacher Isolation Collaboration
Decisions about improvement are opinion based. Decisions are researched based with collaborative teams seeking out best practices.
When students dont learn not systematic response. Systematic response as to how the school responds when students dont learn.
Administrators are viewed a leaders and teachers as followers. Administrators are leaders of leaders teachers are transformational leaders.
Decisions about improvement are opinion based. Decisions are researched based with collaborative teams seeking out best practices.
24
School Leadership is essential to change because
it influences
  • A clear mission and goals
  • The climate of school and climate of classrooms
  • The attitudes of teachers
  • The classroom practices of teachers
  • The organization of curriculum and instruction
  • Student opportunities to learn

Marzano, Waters, McNulty School Leadership
that WorksFrom Research to Results p.5
25
Visionary leaders
  • Effective visions help individuals understand
    that they are part of a larger world and also
    reassure them of their individual importance to
    the organization.
  • Reeves, Douglas (2006). The learning Leader.

26
People want to be part of something larger than
themselves. They want to be part of something
theyre really proud of, that theyll fight for,
sacrifice for , trust. Howard Schultz
27
DuVall Vision
  • We see a DuVall Community that supports and
    builds on the strengths of each student, uses
    instructional best practices, inspires students
    to think critically and creatively in school and
    community.
  • We see an educational partnership in which DuVall
    staff, families, and members of the community
    faithfully share the responsibility of educating
    each student in an atmosphere of trust and mutual
    respect.
  • We see a continually changing teaching and
    learning environment that uses technology and
    research based best practices as the focal point
    for developing and implementing sound educational
    programs and instructional practices.
  • We see a school community that encourages and
    insists its students achieve beyond GLCES.
  • We see a school community that respects,
    appreciates, and celebrates our similarities and
    differences.
  • We see a school community that embraces the Core
    Values.

28
Salina Intermediate Mission
  • The mission of Salina Intermediate School is to
    increase academic achievement by implementing and
    evaluating a technology integrated comprehensive
    curriculum which enables students to become
    literate problem-solving critical thinkers. We
    have high expectations for all students, and
    provide a safe and nurturing environment
    collaboratively with parents and community to
    ensure that all students become responsible,
    productive citizens.

29
After developing a common vision and mission, it
is critical to find time for collaboration and
professional development (capacity building).
30
Team Collaboration
  • We can achieve our fundamental purpose of high
    levels of learning for all students only if we
    work together. We cultivate this collaborative
    culture through the development of high
    performing teams.

Dufour Eaker
31
Finding Time for Professional Development
  • Administrative support with scheduling
  • Before and after school opportunities
  • District Release time (late start)
  • Substitutes to release teachers.
  • Staff meetings
  • Team meetings / collaboration (PLC)
  • Assembly Release Time
  • Administrative Visitations
  • Conferences or workshops
  • On-line professional development

32
Team Collaboration
  • Effective collaborative teams share knowledge,
    define learning standards, agree on pacing, build
    knowledge of best practice, and focus on issues
    that MOST impact student achievement.

33
Team Collaboration and the 3 Essential Questions
  • 1. What is it that we want children to Learn?
  • 2. How will we know when they have learned it?
  • 3. How will we respond when they dont learn
    and/or how will we respond when they have learned?

34
The most effective collaborative teams
  • Focus on learning rather than teaching.
  • If teams do not focus on issues and questions
    that most impact student achievement, they become
    coblaboration teams.
  • Dufour Eaker 2002

35
Advantages of collaborative teams
  • provide support for new teachers
  • promote confidence among staff members
  • allow teachers to work together to find quality
    solutions
  • provide opportunities for sharing ideas,
    materials, and methods for better teaching
  • enhance student achievement

36
Important Team Components
  • Three important components keep the team focus
    and help to subdue the resistors
  • 1. The development of Team Norms
  • 2. The development of Team Goals
  • 3. Sustaining Good team leadership.

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38
In order to focus on school improvement, we must
use SMART GOALS
  • Strategic and Specific
  • Measurable
  • Attainable
  • Results oriented
  • Time-bound.

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41
Salina Intermediate co-teaching model
  • Through the PLC Model all of the core teachers
    collaborate
  • In the Middle School 6th through 8th grade the
    Language Arts and Mathematics teachers co-teach
  • Elementary 4th 5th Grade teachers co-teach in
    Mathematics Language Arts and other core areas

42
Using SuccessMaker in the Language Arts Lab
Students are enrolled in a Language Arts Lab for
one hour in lieu of one of their elective
classes.
43
Tracking Progress in the Language Arts Lab
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45
Using Technology in the Newcomer Center
46
The Salina Model for Customizing Technology Based
On Building Needs
  • The process of customizing technology according
    to needs of the curriculum and buildings is as
    follows
  • A. Create a technology committee (building
    level).
  • B. Identify benchmarks that require technology
    support.
  • C. Attend conferences to learn about software
    and advances in technology
  • D. Identify Software and Hardware needed.
  • E. Make sure that the technology of interest
    makes the maximum use of the current technology.
  • F. Training must accompany the acquisition of a
    new technology item.

47
Technology Tools that can assist with
Professional Learning Communities
  • Curriculum Crafter
  • Identify Grade Level Content Expectations
  • Align curriculum between grade levels
  • Develop vocabulary lists and unit resources
    (links)
  • Google Docs
  • Conduct staff surveys
  • Collaborate on presentations using the Internet
  • Share and edit data

48
Developing Multimedia Projects
49
Research Data
0
  • There is an enormous amount of data supporting
    technology integration in the classroom.
  • International Society of Technology Education
    (ISTE) Standards
  • National Education Association NEA
  • Michigan Association for Computer Users in
    Learning (MACUL)

50
USA Today Teens use of cell phones in class
  • Store information to look at during a test - 26
  • Text friends answers - 25
  • Search web for answers 20
  • Take photo of test and send to friends -17

(USA Today June 18, 2009)
51
Effective Teachers
  • Effective teachers have a classroom that is
    structured and organized and CONSISTENT in how
    the classroom is run.
  • Harry Wong, 2009 Model Schools Conference

52
Salina Technology
  • Data projector, Document camera and Promethean
    Board in most of the core classrooms.
  • Full wireless connectivity
  • 8 mobile wireless labs
  • Community Center with Technology access
  • A media broadcast studio with a green screen for
    video production
  • Multimedia software applications
  • Activote systems.

53
Multimedia Project Development
  • 1. Begin with the end in mind focus on related
    benchmarks/ GLCEs
  • 2. What is it that I REALLY want students to
    walk away with knowing ? A major understanding
    defines what is essential
  • 3. What am I looking for ? in order to assess
    student achievement, determine what mastery of
    the benchmark/ GLCE will look like.

54
Developed by Rick Stiggins
55
Multimedia Project Development
  • Discuss with your team how you can work together
    to enhance the curriculum between the content
    areas.
  • When would it be better to teach a unit - ex.
    Science and social studies are both covering
    environmental problems in April Science and math
    are covering charts and graphs in October.

56
Designing Projects that improve student
achievement
  • 4. Select the most appropriate technology based
    instructional materials.
  • 5. Plan for it! make lesson plans that include
    time for introducing the material, allowing
    students time to work on the project(s), making
    time available for presentations, and allowing
    for time to debrief!

57
W. M. Glasser
58
Making instruction meaningful
  • Students will be motivated by content that is
    rigorous and relevant.
  • For content to be relevant, students must believe
    that the topic/content is important in their
    lives.
  • For content to be rigorous, it must be
    challenging not too difficult or easy to learn.

59
Product Assessments
  • Help students to rethink, use, and extend what
    they have learned. (Carol Tomlinson, 2001)
  • Can be differentiated for students interest,
    learning styles, and readiness levels.
  • Give the students scenarios (case studies) that
    allow them to make connections between curriculum
    topics and apply the content to their daily lives
    or future careers.

60
Different ways to find out what students
understand
  • Present a news report
  • Write and perform a rap
  • Create (diagram) a model
  • Conduct a discussion
  • Make an editorial video
  • Design a game
  • Make a webquest
  • Make a cartoon/comic
  • Create a flowchart
  • Develop an exhibit
  • Keep a journal log
  • Develop a learning center
  • Use notecards with short questions

61
Lessons Learned
  • We are facing changing times in the world economy
    and with new advances in technology.
  • Collaboration with colleagues can help to better
    use available technology resources in the school
    and make connections to other curriculum areas.
  • The curriculum must be rigorous and relevant for
    students.

62
Sample Project Ideas
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Other Project Ideas
  • Case Studies
  • Wolves
  • Exotic Species
  • Genetic Engineering
  • Fossils
  • Videos
  • Hillary Potter (writing a sequel to a book)
  • Blogs
  • iblog
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