ensuring maximum student achievement

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Ensuring Maximum Student Achievement

A Comprehensive Approach

1. Dynamic, accelerated SKILLS TRAINING for all students

2. School-wide organizational systems and procedures for maximum Academic Learning Time

3. Rich, broad academic content4. Clear application of appropriate pedagogy5. Data collection, reporting and review6. Consistent and relentless brain training7. Parents as partners – home habits8. Scholar Development - Massive amounts of

independent reading (outside of school)9. Student character development – connect

knowledge, wisdom and virtue10.Administration “clears the way”

Essential Elements for Maximum Student Achievement:

Small group instruction based upon

achievement level TEACH MORE, FASTER!! DI Curriculum – scientifically proven to be

most effective, allows teachers to become expert teachers

Students MASTER basic skills at each level which are essential for the next step, allowing them to progress rapidly and without faltering – no “holes”.

Essential Element #1: Dynamic, accelerated SKILLS TRAINING for all students

Classroom procedures – timers,

countdowns, taught to MASTERY create efficiency and increased ALT

Bell to bell teaching! Transition teaching!

TEACH MORE, FASTER!!! Teacher Preparation = Maximum ALT! Teachers have schedules and routines –

prep time schedules, consistent curriculum and planning time, regular reporting and scheduled collaboration

Essential Element #2: School-wide ORGANIZATIONAL SYSTEMS AND PROCEDURES

for maximum ACADEMIC LEARNING TIME (ALT)

Annual ALT Totals:Effective Schools: 861 hours; Typical Schools: 567 hours

A difference of 294 hours, equal to 42 school days!!!

AllocatedTime

Managem-ent

Efficiency

Time Spend

Teaching

Engageme-nt Rate

Time on Task

Success Rate

Acedemic Learning

Time

TypicalClassroom

60Minutes

75%(50 - 90%)

45Minutes

75%(45 – 90%)

34Minutes

80%(40 – 90%)

27Minutes

EffectiveClassroom

60Minutes

85% 51Minutes

90% 46Minutes

90% 41Minutes

Learning Time

Analyzing Academic Learning

Elements of Effective ALT

Academic Focus Pre-Planned

Curriculum No Interruptions Efficient

Classroom Organization and Management

Slick Routines

Drill/Controlled Practice

Fast Pacing + Reinforcement

Ratio (3-1) Accurate

Placement Parsimonious

Strategies

Elements of Effective ALT

Quick Transitions Instructional

Clarity Teacher Directed

Presentation Interactive

Teaching with Frequent Student Responding

Efficient Sub-Skill Sequence

Adequate Practice Daily Monitoring Frequent

Assessment Supportive/

Corrective Feedback

Once students can decode, it is vital to

begin immersing them in academic content – high quality literature and informational readings.

Core Knowledge Reading University

LOGIC PHASE – lots of thinking about and talking about what they know!

Essential Element #3: Rich, broad academic content

Vocabulary Development An important international comparison test for

reading is the PIRLS, administered to ten-year-olds.

Hong Kong went from 14th to 2nd in international ranking on the PIRLS (an important international reading test).

a group of researchers at the University of Hong Kong worked to analyze the data from the 2006 PIRLS to determine which instructional factors were associated with student reading achievement.


http://nces.ed.gov/Surveys/PIRLS/

FINDINGS: This analysis showed that four

predictor variables were critical: the frequency with which the teacher used

materials from other subjects in reading instruction. (THINK Core Knowledge!)

using assessment to assign grades. (groupings)

the frequency with which students took a quiz or test after reading.

using assessment to provide data for national or local monitoring.


Once students can decode, background

knowledge is crucial to reading comprehension. Ensuring that students have wide-ranging knowledge of the world ideally begins at birth, through a rich home environment. Schools must do everything possible to support and expand that knowledge base, and integrating material from other subjects into the reading curriculum is an important step in the right direction.

Daniel Willingham - July 6th, 2009


http://www.britannica.com/blogs/author/dwillingham

LOTS AND LOTS AND LOTS of facts and information, learned to mastery by each student!


A reading of the research literature from cognitive

science shows that knowledge does much more than just help students hone their thinking skills: It actually makes learning easier. Knowledge is not only cumulative, it grows exponentially. Those with a rich base of factual knowledge find it easier to learn more—the rich get richer. In addition, factual knowledge enhances cognitive processes like problem solving and reasoning. The richer the knowledge base, the more smoothly and effectively these cognitive processes—the very ones that teachers target—operate. So, the more knowledge students accumulate, the smarter they become. Willingham, 2009


How much Difference Does a Good

Teacher Make? Among students with initially similar

achievement levels, Tenn. Researchers found that in Reading and Math students taught by effective teachers for three consecutive years outscored students taught by ineffective teachers by:

34 percentile points in Reading 49 percentile points in Math!!!

Essential Element #4: Clear application of appropriate pedagogy

Appropriate pedagogy: Grammar Phase: DI,

di Model Lead Test Delayed Test

WHAT DIRECT INSTRUCTION IS AND IS NOT:

Essential Element #4: Clear application of appropriate pedagogy

Direct Instruction has the same goals

as other approaches that call themselves “constructivist”, “holistic”, or “child centered.” These goals include teaching students to love and be skilled at reading, writing, and math; to love and be skilled at understanding what they read and how math works; and to use skills at reading, writing math and comprehending to achieve objectives in other subjects (e.g., history and science) and activities.

Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND

IS NOT

Direct Instruction Uses

Authentic Literature. The Reading Mastery curriculum uses writings in poetry, fiction, history, plays, women’s literature, multicultural literature, math, astronomy, geography, anatomy, physics, and zoology.

Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS

NOT

Direct Instruction Integrates Smaller

Learnings Into Meaningful Wholes. Direct Instruction does not teach basic or simpler skills (parts) in isolation from meaningful contexts (e.g., activities, problems). In the beginning (first 15 minutes) of early lessons in Reading Mastery, the students work on sounds. However, this is done in the context of an activity that is meaningful for students—namely, a quick-paced, small group activity in which all of the students know they are working together to learn a new task, and successfully meet a new challenge.


NOT

Direct Instruction Is Not Drill and

Kill – it IS Drill and Skill! At most, the teacher has students practice an action a few more times until they are “firm”. “Try that again. Once more time. Great!” Additional practice—to assure fluency, generalization, retention, and independence (mastery) ---is given later, when the skill is integrated with other skills in larger tasks.


NOT

Direct Instruction Is Not JUST

Rote Learning. 2 + __ = 4 and 4 - __ = 2.

When students learn how to solve these problems, they automatically know that 2 + 2 = 4.


NOT

Direct Instruction Is Not Basic

Skills Only. In fact, DI focuses much more on higher-order cognitive learning. Half of the Corrective Reading curriculum is on complex forms of comprehension. And in Reading Mastery, students learn to write and analyze stories as soon as they can read.


NOT

Direct Instruction Is Not Boring

and Alienating. In fact, students love it because there is so much individual attention (small groups); it moves quickly (which is great for students with attention problems); they are challenged continually; they are virtually always successful; and each child’s success contributes to the group.


NOT

Direct Instruction is Not All Teacher

Directed. There is much teacher direction in early lessons, especially the first part of lessons—when students are learning new material. But after 20 or so minutes, students work independently (e.g., reading and writing stories). Then they may return to the group to read and discuss each other’s stories.

What Direct Instruction Is and Is Not : http://www.uncwil.edu/people/kozloffm/whatdiis.html


NOT

Teachers teach to mastery, check for

mastery, reteach and recheck for mastery Teachers administer regular assessments Teachers report data weekly Teachers meet to review data and

collaborate on strategies to improve student achievement by improving teaching

Essential Element #5:

Data collection, reporting and review

Students are taught how to prepare for

learning by completing PROCEDURES that CUE their brains “this is a learning time – engage”

CHAMPs SLANT, Learning Position Brain Gym ALWAYS tell students what they are

going to be doing – this organizes their brain and “sets it up” for learning


Consistent and relentless brain training

Home habits & Parent

Communication and Involvement Daily Homework TV Turnoff (videos, computers) Learning Plans – Family

Involvement


Parents as partners

Study Time Bi-monthly reports, progress

reports, SIS, emails “Empty chair” policy Volunteer opportunities Positives, positives, positives!!!

Essential Element #7: Parents as partners

Massive amounts of

independent reading outside of school

High-quality literature and informational reading (Reading University)

Accountable for reading Write about their reading


Student-initiated knowledge acquisition


Student-initiated knowledge acquisition

% Rank 98 90 80 70 60 50 40 30 20 10 2

Min. per day/text

67.3

33.4

24.6 16.9 13.1 9.2 6.2 4.3 2.4 1.0 0

Min. perday/books

65.0

21.2

14.2 9.6 6.5 4.6 3.2 1.8 0.7 0.1 0

Words per year/text

4,733

2,357

1,697 1,168 722 601 421 251 134 51 8

Words per year/books

4,358

1,823

1,146 622 432 282 200 106 21 8 0

Variations in Independent ReadingR.C. Anderson, P.T. Wilson, L.G. Fielding 1998 Reading Research Quarterly V. 23 pg.

292

Connect knowledge, wisdom and virtue

Study heroes (starting in K) Study biographies (science,

history) Study virtues that are

demonstrated in literature (examples and non-examples )

Provide monthly themes to practice virtues - Builders


Student character development

NOTICE & NAME virtuous behaviors Give awards and accolades Provide opportunities to serve at school Provide opportunities to serve the

community Provide opportunities to serve the nation Provide opportunities to serve the world Provide Social Leadership Program –

Builders, Ambassadors

Essential Element #9:Student character development

Essential Element

#10: Administration clears the way

ensuring maximum student achievement

Education

knowledge students

essential elements

broad academic contentlots

broad academic contenta

broad academic content4

knowledge base

rich base of factual

morethe rich