Prepared Especially for the Secondary Professional Learning Community of

MIDDLESEX COUNTY PUBLIC SCHOOLS by Dan Mulligan, Ed. D.

January 2010

MOVING from ETCH-a SKETCH Learning

To Each STUDENT UNDERSTANDING

Opportunity to Learn

• Three types of curricula were identified by SIMS & TIMS:• The Intended Curriculum: content/skill specified by the state,

division, or school at a particular grade level.• The Implemented Curriculum: content/skill actually delivered

by the teacher.• The Attained Curriculum: content/skill actually learned by the

students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

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

What Works in Schools, ASCD

Content-Related Evidence of ValidityContent-Related Evidence of Validity(Intended Curriculum)(Intended Curriculum)

Essential

Skills

Essential

Knowledge

Essential

Vocabulary

LearningTARGET(content validity)

Health SOL Essential Knowledge

What are some physical environmental influences on your personal health?

Essential Vocabulary

What does environment mean?

Essential Skills

Determine how noise pollution affects your personal health?

“Seven Survival Skills for the New Economy”~Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem-Solving 2. Collaboration across Networks and Leading by

Influence 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

“Rigor” is using academic knowledge to create new knowledge/content and to solve real problems.

“Engagement” begins with the MIND, not with the HANDS (that is a very loose paraphrase) — activities & action do not equal “rigor”

Mission Statement:

The Middlesex County Public School System is committed to providing challenging

opportunities to fulfill the developmental needs of our unique, culturally diverse

students. We will ensure that each child’s potential is maximized through various learning strategies in a safe and orderly

environment that will enable them to succeed in a global society.

Stacking Cups Supplies

Please send a team member to obtain the supplies for your team.

Stacking Cups Supplies

Team Task: Your team task is to create the pyramid of cups (illustrated above);• without touching the cups;• using each of the 6 pieces of string and the rubber band;• each team member must participate in the solution.

Team Procedure:• analyze and reach consensus on a method of solution;• value each person’s opinion and contribution;•After consensus, execute (modify as needed) your team’s plan.

Self-Assessment Tool

Moving BEYOND“the correct answer”

My only skill is taking tests.

The value of teacher teams analyzing student achievement data to improve TEACHING and LEARNING is dependent on the VALIDITY and

RELIABILITY of the assessment used to generate the achievement data.

Mulligan, 2006

http://epals.com

http://visualblooms.wikispaces.com

Main Myth about Learning

Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

Steps:1. Find a person currently not seated next to you. Make friends

2. This person is now your FOUR-SECOND PARTNER!

Record your responses on the last page…Record your responses on the last page…

1. The percent of FEMALE students scoring Advanced on the Grade 9-11 Writing SOL test in 2009.

2. The percent of MALE students scoring Advanced on the Grade 9-11 Writing SOL test in 2009.

3. According to the Silent Epidemic, the percent of U.S. dropouts who would have stayed in school if learning was more interesting and real-world.

4. According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.

5. The percent of BLACK students scoring Advanced on the Grade 6-8 Science SOL test in 2009.

6. The percent of WHITE students scoring Advanced on the Grade 6-8 Science SOL test in 2009.

7. The percent of FEMALE students Graduating On-Time in the Class of 2009.

8. The percent of MALE students Graduating On-Time in the Class of 2009.

3333

18 18

8080

5151

2525

4444

9191

At MIDDLESEX COUNTY Public Schools:At MIDDLESEX COUNTY Public Schools:

SOLUTIONS: 18, 25, 33, 44, 51, 78, 80, 91SOLUTIONS: 18, 25, 33, 44, 51, 78, 80, 91

7878

Middlesex County – On-time Graduation Rate - Class of 2009

Subgroup # in Cohort

Adv. Dip.

Stand. Dip.

Mod. St. Dip.

Spec. Dip.

On-Time Rate

GED Cohort Completion Rate

Dropout Rate

All133 40 64 < <

85.0 < 88.7 9.0

Female74 28 35 < <

90.5 < 93.2 5.4

Male59 12 29 < <

78.0 < 83.1 13.6

Black32 < 16 < <

87.5 0 87.5 12.5

White100 32 47 < <

84.0 < 89.0 8.0

Disabled24 < 10 < <

83.3 0 87.5 12.5

Poverty56 < 31 < <

80.4 < 83.9 12.5

SOL Reading Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL Math Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL Science Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL History Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL Writing Results – Middlesex County

White

BlackAll

SWD

Does the system perform?

Strategic Goals:

1. Improve academic achievement for ALL students while closing achievement gaps.

2. Establish and maintain school climates and facilities that are safe, orderly and supportive of effective teaching and learning.

3. Reduce the over-representation of minority and other at-risk students in Special Education.

4. Develop programs to promote the recruitment and retention of a quality staff.

5. Promote and encourage positive home, school, business and community relations that encourage student achievement.

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.

421 percentile pts. higher

than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

http://visual.merriam-webster.com/

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Principal

Organizing Theme:

Things someone would say…

Student

TeacherSuperintendent

Parent

Cafeteria Worker

EDUCATIONALSTAKEHOLDER

EDITION

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

FINE ARTS

ILLUSION ARCHITECTURE

VISUAL

COMPOSER

MELODY

RHYTHM

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Health/PE

Wellness

Equipment

Body Mass

Nutrition

EnduranceMovement

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

page 28

High-Yield Instructional Strategies

Self-Assessment Tool

Research-based Strategy: Cooperative learningPercentile Gain 27

The GARDEN PlotThe GARDEN Plot

High-Yield Instructional Strategies

BLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

EvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

AnalyzingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

AnalyzingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

UnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

RememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding

RememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding

page 8 & 9page 8 & 9

Instructional Strategies that Facilitate Successful InclusionSuccessful Inclusion Must …

• Supply students with STRUCTURE and ORGANIZATION

• Encourage student COMMUNICATION and COLLABORATION

• Provide students with VISUAL and HANDS-ON learning experiences

Summarizing and Note TakingSummarizing and Note Taking

• Generalizations form the research:

– Verbatim note-taking is, perhaps, the least effective technique.

– Notes should be considered a work in progress.

– Notes should be used as a study guide for tests.

– The more notes that are taken, the better.

Tab

le o

f C

on

ten

t S

amp

les

2008-09 RLR6 RLR7 RLR8 RLR11 MTH6 MTH7 MTH8 Alg1 GeoGeo Alg2 Writ.8 Writ.11

All Advanced 46 49 42 36 59 12 44 18 14 31 0 24

Proficient 46 41 53 59 37 60 42 73 72 67 88 66

Fail 7 11 5 5 4 28 13 9 13 2 13 9

Female Advanced 43 51 36 37 55 15 49 15 12 31 0 33

Proficient 53 44 57 57 43 52 45 81 68 66 88 60

Fail 4 5 6 6 2 33 6 4 21 3 13 7

Male Advanced 50 44 48 36 64 9 40 21 17 32 0 18

Proficient 39 38 48 60 30 67 40 65 77 68 88 71

Fail 11 18 4 3 7 24 21 14 6 0 13 11

Black Advanced 41 47 15 19 50 25 29 6 3 30 0 22

Proficient 45 47 77 67 43 25 50 78 71 70 83 48

Fail 14 7 8 15 7 50 21 16 26 0 17 30

White Advanced 51 48 45 42 63 9 47 22 19 33 0 25

Proficient 44 40 49 57 34 67 40 71 72 65 87 72

Fail 5 13 5 1 3 24 13 7 9 3 13 4

Disabled Advanced 10 - 6 16 - 0 0 0 0 - 0 12

Proficient 40 - 71 68 - 50 53 73 63 - 44 59

Fail 50 - 24 16 - 50 47 27 37 - 56 29

Poverty Advanced 40 44 35 21 51 22 48 10 8 - 0 7

Proficient 51 53 61 69 44 56 45 72 73 - 88 70

Fail 9 3 6 10 5 22 6 17 19 - 12 23

2008-09 Sci8 Bio. Chem. Ea. Sc. USI USII CE VA/US WH1WH1 WH2

All Advanced 43 14 8 38 26 75 57 30 54 57

Proficient 55 79 89 53 53 23 39 62 42 42

Fail 2 7 3 9 21 1 3 8 4 1

Female Advanced 35 11 4 31 16 74 55 21 58 51

Proficient 63 80 91 60 56 23 43 67 42 46

Fail 2 9 4 8 26 3 2 13 0 3

Male Advanced 50 17 13 43 36 76 60 39 51 62

Proficient 48 77 87 47 49 24 36 58 42 38

Fail 2 6 0 10 15 0 4 4 7 0

Black Advanced 25 3 - 9 24 73 33 23 29 27

Proficient 75 84 - 79 48 27 50 62 68 73

Fail 0 13 - 12 26 0 17 15 3 0

White Advanced 44 19 10 51 25 77 59 32 65 63

Proficient 53 76 87 40 56 22 40 63 30 35

Fail 3 5 3 9 19 2 1 5 5 2

Disabled Advanced 13 - - 0 - - 25 0 25 -

Proficient 75 - - 69 - - 69 80 58 -

Fail 13 - - 31 - - 6 20 17 -

Poverty Advanced 34 7 - 26 17 73 59 31 42 43

Proficient 63 83 - 61 51 27 38 62 55 57

Fail 3 10 - 13 32 0 3 8 3 0

BRAIN BREAK

Select Team Leaders

DO OR