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MVUSD Aug 2011 Day 1

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August 2011 SmartBoard Training

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MVUSD Aug 2011 Day 1

  1. 1. Moreno Valley USDCurriculum Development Academy<br />August 1-4, 2011<br />We will begin promptly at 8:30.<br />Please help yourself to coffee and snacks!<br />
  2. 2. At the end of the Academy, you will have developed at least one standards-aligned SMART Notebook lesson which includes direct instruction, cognitively demanding interactive activities, and meaningful responder-based quizzes and polls, all specifically tailored to the identified needs of your incoming students. <br />Outcome<br />
  3. 3. Work collaboratively to create lessons and Notebooks in a supportive environment <br />Plan and prioritize instruction based on student achievement data <br />Objectives<br />
  4. 4. Build and practice questioning strategies to engage students using the responders <br />Expand and reinforce skills learned in the 101, 102 and advanced classes to better implement your Digital Math program<br />Objectives<br />
  5. 5. The Process for Results<br />Inquiry: Develop questions<br />
  6. 6. Using Decision Making for Results process, identify student learning goal<br />Identify at least 2 resources or tools in SMART Notebook Gallery that support the goal<br />Today’s Outcome<br />
  7. 7. Respect<br />Participation<br />Results<br />Norms<br />
  8. 8. Discuss and clarify topics <br />Individual reflection on personal responses<br />Discuss and aggregate responses<br />Write responses on cube<br />Cut out and assemble cube<br />Identify one person to share out group information<br />Group Resume: Bio Cube<br />
  9. 9. Principles of Decision Making for Results<br />TM p. 3<br />
  10. 10. Becoming Data-Driven <br />How are you currently embracing a data-driven decision-making process that leads to results?<br />TM p. 5<br />
  11. 11. Where’s the Proof?<br />Marzano, Classroom Instruction that Works<br />Cotton, Classroom Questioning<br />Zemelman, Best Practices<br />NCTM Research Brief, Why is teaching with problem solving important to student learning? <br />Educause Quarterly, Clickers in the Classroom<br />http://ctap10.org/moval2011<br />Results-Driven Schools<br />
  12. 12. “The value of the data emerges only when analysis provides insights that direct decisions for students.” <br />White, Beyond the numbers<br />Take notes on p. 8 as you read and/or as team shares out research <br />Reflection<br />
  13. 13. Cause data: professional practices that create specific effects or results<br />Definitions and Examples<br />Effect data: outcomes or results<br />
  14. 14. Leadership & Learning Matrix <br />Effects/Results Data<br />Leadership/Teaching Practices<br />
  15. 15. Lucky (high results, low understanding)<br />Losing ground (low results, low understanding)<br />Learning (high results, high understanding)<br />Leading (high results, high understanding)<br />Where is your school?<br />
  16. 16. A Look at Collaboration<br />
  17. 17. What elements did you observe that made the collaboration effective?<br />How would you describe the attitudes of the participants?<br />Reflect on page 18 of DMR book<br />A Look at Collaboration<br />
  18. 18. The Process for Results<br />Inquiry: Develop questions<br />
  19. 19. What are the achievement levels of our incoming students?<br />What are the achievement gaps?<br />What targeted strategies can we apply to meet these gaps?<br />What tools will we use to monitor whether we are effective?<br />Big Questions<br />
  20. 20. What do you want to know?<br />Effective strategies<br />Effective tools<br />Student learning needs<br />Student learning strengths<br />Reflect on page 20 of DMR book<br />Inquiry<br />
  21. 21. The Process for Results<br />Inquiry: Develop questions<br />Inquiry: Develop questions<br />DMR p. 21<br />
  22. 22. Why? – To gather and organize data in order to gain insights about leadership, teaching, and learning practices <br />Considerations:<br />Measures of data<br />Disaggregation <br />Triangulation <br />Reflection<br />Step 1: Conduct a Treasure Hunt <br />
  23. 23. Disaggregation is not a problem-solving strategy. It is a problem-finding strategy.<br />Victoria Bernhardt, Data Analysis, 1998<br />Disaggregation <br />
  24. 24. Using district reports, chart the data in a way that makes sense for your grade level<br />Think about:<br />In which strands are our students having the most success?<br />What are some common needs students coming into my class are likely to have?<br />If desired, chart data on templates: pages 27-31<br />Treasure Hunt Activity<br />
  25. 25. Highlight standards in which students scored lowest<br />Cross reference with how heavily weighted those standards are in CST<br />For Example:<br />
  26. 26. I was able to capture the data I need in the templates provided<br />I filled in the templates, but I’m not sure the data tells me anything useful<br />I got some data, but was not able to organize it in the templates<br />I cannot figure out the data or how to organize it <br />Checking In<br />
  27. 27. It is not so much a lack of data, but an absence of analysis, and an even greater absence of actions driven by the data.<br />White, S. (2005). Beyond the numbers. Englewood, CO: Advanced Learning Press.<br />
  28. 28. The Process for Results<br />Inquiry: Develop questions<br />DMR p. 34<br />
  29. 29. Identify causes for celebration and to identify areas of concern<br />Make inferences<br />Cognitive disconnect<br />Specific gaps<br />Cause <br />DMR p. 35<br />Analyze Data to Prioritize Needs<br />
  30. 30. Grade Level Instruction<br />
  31. 31. Grade Level Instruction<br />
  32. 32. Students perform no higher than the assignments given<br />State tests assess grade-level content<br />Students cannot learn what they are not taught<br />Students learn more when taught at a higher level than at a lower level<br />Why Grade Level Instruction?<br />
  33. 33. Curriculum Complexity<br />BOTH<br />
  34. 34. Why? - To take immediate action on most urgent needs<br />Considerations<br /> Student needs<br /> Curriculum and Power Standards<br /> Foundational knowledge<br />Prioritization <br />White, S. (2005). Beyond the numbers. Englewood, CO: Advanced Learning Press.<br />
  35. 35. Which strands and concepts are most important to target in order to ensure students will be successful with grade level content?<br />Table Conversation<br />
  36. 36. Review data from Step 1 (DMR p. 27-32, EADMS reports)<br />Consider pacing schedule, CST weights, and professional judgment<br />Prioritize urgent needs<br />Record your work on templates pages 38-43<br />Analyze to Prioritize<br />
  37. 37. Explain what area you prioritized and why<br />1 minute per person<br />Speed Round<br />
  38. 38. The Process for Results<br />Inquiry: Develop questions<br />DMR p. 44<br />
  39. 39. Why? – To identify our most critical goals for student achievement based on the challenges that were identified through the inquiry process<br />Specific <br />Measurable<br />Achievable<br />Relevant<br />Timely<br /> Step 3: Establish SMART Goals<br />
  40. 40. Review prioritized needs <br />Review Treasure Hunt baseline data<br />Apply SMART goal formula<br />Use templates if desired <br />DMR p 49<br />Handout<br />Write your own<br />Establish SMART Goals<br />
  41. 41. Return by 12:45<br />
  42. 42.
  43. 43. At the end of the Academy, you will have developed at least one standards-aligned SMART Notebook lesson which includes direct instruction, cognitively demanding interactive activities, and meaningful responder-based quizzes and polls, all specifically tailored to the needs of your incoming students. <br />Academy Outcome<br />
  44. 44. SMART goal based on identified priorities<br />Identification of at least 2 Notebook tools or activities to support SMART goal<br />Final Products – Day 1<br />
  45. 45. The Process for Results<br />Inquiry: Develop questions<br />
  46. 46. The Process for Results<br />Inquiry: Develop questions<br />Inquiry: Develop questions<br />
  47. 47. The Process for Results<br />Inquiry: Develop questions<br />
  48. 48. The Process for Results<br />Inquiry: Develop questions<br />
  49. 49. SMART goal based on identified priorities<br />Identification of at least 2 Notebook tools or activities to support SMART goal<br />Final Products – Day 1<br />
  50. 50. Delicious. Like my favorite dessert. <br />Good. Like a wholesome entrée. <br />Nutritious. Like my least favorite vegetable. <br />Not so good. Like eating stale bread. <br />I’d rather eat sand. <br />How did today’s material go down?<br />
  51. 51. Standards and rigor<br />Common Core: Standards of Mathematical Practice<br />Cognitive demand and task analysis<br />Work time<br />8:00 - Continental breakfast <br />8:30 - Academy begins<br />Day 2 Preview<br />

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