What is the decision? To develop higher order thinking skills to improve open-ended responses in English.
Why is it the best decision? <ul><li>According to 4Sight, PSSA scores, and PVAAS there is a need for improvement in the open-ended area. This may be due to a lack of HOTS. </li></ul><ul><li>As educators we have an obligation to model problem solving and embed problem solving in our instructional design (Jonassen, 2005). </li></ul><ul><li>“ When we learn something in the context of solving a problem, we understand and remember it better” (Jonassen 2005, p.18). </li></ul><ul><li>“ HOTS provides the dinner conversation that students do not have in their homes” (Pogrow 2005, p. 65). </li></ul><ul><li>“ HOTS students’ scores generally increased twice as much as those of comparison groups in overall reading and about three times as much in reading comprehension (Pogrow 2005, p. 67). This data holds true for multiple assessments including state tests, national tests, and report card grades. </li></ul><ul><li>“ When we examine various analyses, some published and some unpublished (Wenglinsky, 2000, 2002, 2003), a clear pattern emerges from the data: Across subjects, teaching for meaning is associated with higher NAEP test scores. Although students must learn basic skills and facts at some point, these results suggest that instruction emphasizing advanced reasoning skills promotes high student performance.” </li></ul>
What is the timeframe for implementation? <ul><li>Professional development with teachers on the development of higher order thinking skills to improve the results of open-ended questions will take place over the course of a school year. </li></ul>
What is the implementation plan? Review data and research with teachers allowing them to identify the need for improvement. Stages for Success Assessment Timeline Resources Teachers will complete charts to analyze their student data. Teachers refer to research in their discussion of progress. Beginning of year using the previous year’s data. Debriefing session at the end of the year with new data. See data and teaching tools for data analysis.
What is the implementation plan? Ongoing throughout the year. Timeline Assessment Resources Stages for Success Teachers will identify at least one technology based resource to use. Teachers will meet in both on and off settings to discuss the content of the book. Technology Based Resources Book: Jonassen, D. H. (Ed.). (2004). Learning to Solve Problems: An Instructional Design Guide. San Francisco: Pfeiffer. Retrieved July 11, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=108677968 Introduce technology and non-technology based resources that assist in the modeling and use of HOTS.
What is the implementation plan? Provide ongoing time for the development, reflection, and communication of lesson design. Stages for Success Assessment Timeline Resources Communication with teachers, administrators, and students in both on and off-line forms. Analysis of completed lesson plans. Tracking of student progress through data. Ongoing throughout the year, with a debriefing session at the end of the year. Sample lesson plans and teaching tool
What are the anticipated results? Based on sound research, concrete data, and a detailed plan we feel the intervention will be successful. Was the intervention implemented with fidelity? They will be shared through an online communication form. We are anticipating that there will be an increase in scores in the open-ended area. How will the findings be shared within the district? Did the intervention result in improvements?
How did our new findings lay the groundwork for our next plan? Based on the end of the year data, new questions will be raised and discussions about progress will ensue.
Bibliography <ul><li>Please refer to: http://englishhots.wikispaces.com </li></ul><ul><li>This Getting Results plan was created by: </li></ul><ul><li>Stacie Isenberg, Blairsville </li></ul><ul><li>Devon McCarter, Altoona </li></ul><ul><li>Dave Solon, Conestoga Valley </li></ul><ul><li>Mara Linaberger, Pittsburgh </li></ul><ul><li>Barbara Rule, Lancaster </li></ul><ul><li>Chris Wilbur, North Pocono </li></ul>