Leadership Summit: Build School 2.0, Creating Systems and Structures Around what You Believe Chris Lehman, Science Leadership Academy

Goal should be to create 21^st Century citizenry, not work force units. Public education is the foundation of democracy. Who do we want our kids to be? How will we help them become who they will be? Our goals are much higher than test-taking skills.  Test scores alone do not tell us who is proficient.

A big problem in education: a lack of humility. Education leaders think they know how to improve teaching, so it’s the teachers who won’t do wheat needs to be done. “I’ve done all I can, there’s nothing else to do” should be “I don’t know what to do.”  What are we willing to learn and unlearn? What do we do simply use we have always done it?

Education and the Cult of Efficiency, Raymond Callahan – how schools became business. Also recommended, the Coalition of Essential Schools.

We teach kids, not subjects. Schools need teachers to connect to students, to embrace and build on passion. Teachers are not content masters. Technology needs to be like oxygen – ubiquitous, necessary and invisible.

Hand’sOn STEM Education Dr. David Thornburg and Jim Brazell

Engineering requires all disciplines, while math and science can be isolated. Science, Technology, Engineering and Math (STEM) education endeavors to integrate all these disciplines in an authentic manner using today’s tools.  STEM Education, from Sputnik to the 21^st Century, David Thornburg.

The three-hour session focus on education topics while demonstrating STEM technologies at a dizzying pace. The resources listed below have great potential in our classrooms. Almost all of them are free and mulit-platform.

Scratch Object Oriented Programming software with the grace of logo but updated and powerful
PhET Interactive science simulations
GeoGebra Algebra and Geometry exploration software. Mathematics can be interactive!
MathTRAX It not only graphs equations, but it explains them in words and it is accessible to the sight impaired. Must be seen to be believed
Tabula Digita The only free resource listed, this program teaches math through a rich interactive game
Celestia Real time simulation that allows students to explore the universe
The Futures Channel Never underestimate the power of video to engage learners
All Electronics Recycled, out of stock and surplus hardware at bargain basement prices

Keynote Address: Creating Artists of Learning, Mary Cullinane

We are reaching a turning point: less is not more, it is less. We exist in a world of constant crisis that schools are asked to fix. Schools should be built on hope, not a norm of crisis and deficit. We need to define a new norm built on hope that works for our students.

What should we monitor and measure? How do we adapt our schools to meet our students’ needs? What do they need and what do they want? How do we know? Learning is always first, technology second. Language is paramount.

What questions and the answers will come. Not asking the right questions is dangerous. We need a creative canvas where learning is continuous, relevant and adaptive.

Lack of process impedes success. Be comfortable not knowing. Ask the right questions and you will find the answers you need. Ask the wrong questions and you will find solutions only by accident.

Web 2.0 in Moodle: One Stop Shop Colin Matheson

The session was a general review of the tools available in Moodle. While Moodle is not the best way to do all of the components available, it makes all of the Internet tools available in one place and they work well together.

Igniting the Mathematical Mind Pablo Diaz, Jamie Sweet

Elementary and middle school activities using the Promethean board and Activexpression student response devices to engage math students.

The 21^st Century Classroom Discovery Learning Team

Animation-ish  and other products by Discovery Learning make publishing and animation accessible to elementary students. This is very similar to Flash, but without the steep learning curve.

Free & Simple Web 2.0: Hot Applications and Cool Projects Jim Holland, Susan Anderson

Their web site, Digital Goonies, is a gold mine of Web 2.0 resources. Noteworthy ones include:

Slide.com Easy way to make slides shows and movies
Wikispaces Managed Wiki access with premium option
Voki Develop a talking avatar

They also mentioned a powerful Gmail trick – teacher username + student username @gmail.com will return email to that teacher from the student without enabling broader email access.

School 2.0: Progressive Pedagogy and 21^st Century Tools Chris Lehman

His school, the Science Learning Academy in Phillapdelphia, started with a core question: What do we want for our students? They decided they wanted to support students to be:

• • Thoughtful
    Wise
    Passionate
    Kind

Children should never be the implied object of their education. We teach kids, not subjects.

That leads to many practical questions. How do we get there? Technology Overload – how do we prevent it?  Tools don’t teach, but they change the way we teach. Common language of teaching and learning so that students are not trying to figure out adults. Understanding by Design, Gant Wiggins and Jay McTighe, was the foundation for much of their school design.

See the SLA website for resources, especially the common evaluation tools they have developed and project based learning. They also sponsor an annual conference:  EduCon 2.3 http://educon22.org

Web 2.0 in the 21^st Century Classroom Susan Brooks, Dan Morris

Web 2.0 is a beta world

The workshop’s agenda and links online. Web 2.0 can support instructional strategies that have been identified by research as productive and effective. We simply need to learn to use these tools. Marzano’s effective strategies, listed in order of effectiveness, can be supported by Web 2.0 tools:

1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers

Some of the well established tools are listed below. See the online agenda for a complete list.

Wallwisher Groups can post, compare and organize concepts in real time
Skrbl Real time sharing and organization that can be monitored
Wikispaces Wiki application that is free and practical
PBWorks Wiki application that is manageable
Glogster Nonlinguistic representations can be used online for storytelling
Visual ranking tool Requires Flash player, combines multiple strategies in one app. Decision making tool for adults as well as students. Would work best in groups so that there is interaction between people and well as Web 2.0.

TIPS: Technology Integration Practical Solutions Gayle Cole, Jayme Johnson
You have to give the oxygen to the teachers first.

There needs to be more for networking between teachers and building community. Technology integration requires time and experience. TIPS model used one-week seminar in the summer to brainstorm and play. This has developed is a collaboration community that continues to work together long after the seminar.

Don’t focus on the technology. Focus on a task that uses technology and allow inquiry to drive tech training. Build community while building lessons and technology competency.

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Tentative research findings:
Interactive student input systems (interactive white board technology) on average a 17% increase (roughly 3 times the results from Comprehensive School Reform). Best used by experienced teachers with 2 or more years experience with technology who uses it about 75% of the time in the classroom and has high confidence in the value of interactive technology. This is true even though 23% of the effect sizes were below 0. Weaker teachers and inexperienced technology require instructional PD and IWB training to use it effectively. Formative assessment can be ongoing and during lesson. State tests are not reliable for individual students’ specific needs.

Technology In The Classroom, Using Technology to Enhance Instruction and Learning
Debra Pickering
What is the real impact of technology in the classroom? Used ActiveExpression (clickers) from Promethean system, Student Response Devices (SRD). This technology makes formative assessment collection during instruction feasible. Research indicates that this process has significant impact and student participation and the effectiveness of instruction.

We want research to assess the value, place and effectiveness of technology in the classroom. We need not to do old things new ways.

Technology can support a functioning program; it cannot fix it. It can strongly support feedback, effective teaching in the classroom and building background knowledge for all students.

Collegiality and professionalism are highly correlated with student success.

High-probability strategies are not necessarily high-yield. They all have downsides that are situational and have unintended consequences that must be considered when implementing technology. Essential conditions must be understood and incorporated into policies with depth. Some very effective strategies work, but increase achievement gaps in particular groups like gender and SES.

Phases of supporting technology in the classroom:
• The school/district develops a common language/model of instruction. When new ideas emerge they can be evaluated in terms of now the work with the existing model rather than just jumping onto the next ‘fad’. (Like defining engagement not as student engagement but as cognitive engagement.)
• Clarity communicating learning goals and providing feedback. Focus on learning goals rather than on the activity.

Technology must support the learning goals, not just small lesson objectives. Assess, use peer tutoring, … Now that we know what they need, what do we do?

Bring the Rich Internet Resources to Your Classroom
Marnie Schwartz, Denise Stewart and Cheryl Sawyer
ELL population needs background knowledge before engaging in typical lessons. Context is essential. We must make this context meaningful for ELL students. Their website has many resources.

Think.com in Collaborative Student Projects
Steven Caringella
Think.com is a resource supported by Oracle.

Using Technology to Help Student with Algebra Readiness
Bill Kurnik, Try Thompson
Commercial product, Pearson learning

California Legislative & Funding Update
Chris York
Current budget, 18 month, education finance bill, is posted now on the CDE, are in three teirs. The first is protected, the second protects some funds, and tier 3 allows funds to be spent however the district wants. (see Budget Update)

CTAP may be moved into tier 2. This also applies to CSETS and related tech resources. EETT grants may be positively impacted by recent Federal stimulus funds, about $70 million.

Mathematics and Science Resources for Your Classroom
Jim Shaver, Cathy Dickerson
CLRN reviewed mathematics and science resources and free Internet sites. All sites from this source meet state standards and requirements. Some are commercial products while the Web Info Links are free.
National Library of Virtual Manipulatives

Resources
Visible Learning, John Hattie – stop being scorekeepers and find out what students know and don’t know (formative based instruction cycle)

Multimedia Learning, Richard Meyer

The Art and Science of Teaching, Robert Marzano

Marzano Research – keynote speaker with tentative research results on the effectiveness of SRBs.

SMART technologies – there is a wealth of resources built into our SMART tablets. Coupled with user groups, there is a wealth of free and supported lesson plans, templates and components online.

SMART lesson resources

SMART exchange

SMART downloads

• Dilute isopropyl alcohol (not rubbing alcohol, as it may contain oil) into a solution of no greater than 50% alcohol and 50% with distilled water/deionized water. Purified/bottled water works well too. A 50/50 mix of white vinegar and distilled water is also effective.
• Put the solution in a small atomizer bottle, the type that you push from the top to get a fine mist. Don’t use this, however, to spray on the screen itself.
• Apply the solution to a cotton cloth, such as an old T-shirt, lint-free microfiber cloth, or some other very soft cloth. A large cloth is best, since it will help to reduce the risk of leaving streaks across the screen from finger pressure.
• Wipe the cloth against the screen in a circular, or other consistent motion. Rapid circular movements generally eliminate streaks. Apply an even pressure to the cloth but take care not to press your fingers into the cloth or screen.

Note: The information above is from the following web site:

http://www.wikihow.com/Clean-a-Laptop-Screen-with-Household-Products

Data Director Support pdfs:

Create a Customized Report, basic

Create a Customized Report, intermediate

Create a Program

Create DIBELS Report

Create an Assessment

Create an Online Test (pending activation)

Sessions

Developing Formative Assessments

Jason Willoughby, Action Learning Systems

The thinking behind formulating formative assessments
Standards Deconstruction – look at standards as they are built, concurrently considering:
•    Content – What needs to be learned
•    Context – Context (higher level skills are difficult to assess in multiple choice tests)
•    Level of Cognition – Thinking skills required (contained in the language of the standard)

Blooms Taxonomy (Steps that must be taken in order)
•    Knowledge – Know it
•    Comprehension – Use it
•    Application  – Do something with it
•    Analysis – Take it apart
•    Synthesis – Put it back together
•    Evaluation – Judge how well the new form works

Formative assessment (for learning) and summative assessment (of learning)

An assessment that doesn’t shape instruction is an autopsy. We often use assessments in the deficit model rather than focusing on what works well and will support learning.

Test Item Terminology
Item – measures and specific standard
Stimulus – material used to stimulate a response
Stem – Statement or question from which examinee selects a choice
Options – Choices
Key – Correct response
Distracter – incorrect, but attractive options. CST tests use 3 distracters

Writing the item
Be sure the item is:
•    Stated clearly
•    Grade level appropriately
•    In the positive whenever possible
•    Void of bias
•    Assesses the intended standard

Avoid being too wordy
Spell out acronyms the first time they are used in an item
Avoid using slang
Be sure the options are
•    Approximately  the same length
•    Parallel in structure and style
•    Void of trivial information
•    Not too lengthy
•    Not obvious answers

Be sure only one answer is absolutely correct

Error types
•    Motor errors
•    Memory errors
•    Discrimination errors – confusing skill or setting
•    Procedural errors – math computation

Using Data Director to Support Program Improvement Schools and Districts

Terry Dutton

If we build an entire assessment system well, CST success should be predictable. If teachers and leaders want to use data to improve student success, Data Director is a critical tool. Teachers are not used to getting their own data; they are used to being given data. Data can allow teachers to know students.

Staff should understand the components of State and Federal Accountability, especially between AYP and API. All subgroups that reside in the state accountability system resided in Data Director.

Create report templates for significant subgroups. Use these to create new reports using duplicate. When a new report develops, use the templates to then compare to special subgroup template. Keep specific SPED needs (number) in Demographics. Include descriptive text.

Data must be structured so that teachers develop the power and curiosity to look more deeply at their own kids. Teachers should be using this information more than administrators. Start with CST Scaled Scores Report, then specialized reports that filter ELL from general results to help teachers see ELL instantly. Identify two or three subgroups that teachers need frequently.

Use 3 to 5 week assessments that focus on the standards taught. The Items Bank would be a great resource, but this may not be available to SDUSD yet.

Professional Development strategy: Pre-built, Custom and Exam reports. Admin presents overall school results by standard and addresses teachers who have printed their own results. Pick a standard, announce school average and ask teachers if they have done better than the average. Ask them to share out strategies that have been successful. This can start discussions without putting teachers on the spot or defensive.

Acting on data – How Garden Grove uses Data Director for professional development. See the New Schools web site for detailed information. This can serve as a powerful template for using data to close the achievement gap.

Having teachers use Release CST questions can go a long way to alignment with classroom instruction.

DataScanner Implementation

Tressa Renee

Started by scanning in 51 schools. Will expand to all 180 schools by June. High Schools are implemented last because they will not be using Benchmarks, unless they develop their own.

District size dictates how this program implemented. Only a handful of personnel support this entire program so site level power-users are critical.

Data Scanners personnel should be classified staff because global permissions must be granted. This is less of a conflict than giving these permissions to certificated staff.

Building Capacity Through Site Data Director Coaches

Darrell Brown

Classroom teachers taking on the task supporting site implementation.  Training administrator and a key teacher is a workable model, but the results depended on the key teacher. Teacher recommendations then became the foundation to build future programs. Coaches need to be accessible to a wide range of teachers and staff. Focus on:
•    Navigate the system
•    Access reports
•    Use exams
•    Troubleshoot scanning
•    Access Data Director support

Teacher based training is effective because it occurs when needed in context.

Using ELA CST Cluster Scores to Create Small Groups

Brandon Martinez

Using pre-built reports to create targeted learning groups.  Two perspectives on groups: Information processing theory and social cognitive theory.

Information Processing Theory
•    Sensory Registry – competing sensory input that requires selective focus. Duration less than half a second, large capacity.
•    Working Memory – duration is 5 to 20 seconds. Requires rehearsal to hold on to it. Capacity is limited to 7 plus or minus 2. Use specific processes: phonological loop, visuospatial sketchpad, episodic buffer, control processes. Maintenance rehearsal reinforces memory.
•    Long-term Memory – learning. Information available when needed. Elaborative rehearsal moves working memory to long-term.

Social Cognitive Theory
•    Behavior – what we want students to do
•    Personal factors – ability, desires
•    Environmental factors – is classroom friendly or hostile, safe or threatening? Grouping can reduce unfriendly environment for a student who is struggling.

If two of these factors are strong, weakness in the third factor will probably be overcome.

Model students to lead groups need to be perceived as:
•    Competent
•    Credible
•    Similar
•    Positive
•    Enthusiastic

Zone of Proximal Development
•    Range of tasks that student cannot do independently but can do with some support
•    Challenging enough, but not too much
•     Goal is to get the student to perform the challenging task independently, thus shifting the ZPD

Analyzing My Benchmark Exam: Students Taking Ownership of the Data

Jason Willoughby

Benchmark in this context means a formative assessment meant to shape instruction. (Formative is ‘of learning’; summative is ‘for learning’).

Get all stakeholders involved in the process:
•    Teacher
•    Principal
•    Student
•    Parents

If students are going to analyze their benchmark exams, they need to understand the standards the tests are based on.

Focusing on the Right Kids: Using Programs

Spencer Kerrigan

When and where do you need to track student progress? How do you monitor or strive to monitor interventions and verify their progress?

When is it best to build a program or build a report? Programs are static classification for students and give teachers access to students not assigned to them. Reports are dynamic. Demographics can be an effective way to filter large groups of students to support program creation and refining reports. Use programs to track Centers (houses).

Four strategies to create a program
1.    Manual – Programs > Create a new program. Name it, set access level. Add students – select grade level, select students. Add teachers – select teachers manually. Share – set permissions/sharing attributes

2.    Filter using demographics – ELL, SPED, ethnicity, or any attribute tracked in Zangle can be used to filter to create a program. If there is no supporting demographic, create one. Data > add demographic. Import a list with needed demographic data. This requires the district data upload and contact Data Director to make it a filter.

3.    Use Pre-Built reports to find students – pivot table (differential), CST percent proficient, CST percent proficient trend analysis.

4.    Demographics for Zangle.

You will logon to the group, lincolnhs, with the password helpme. Then you log onto your personal account.

Job Aids

See the links below for the directions on setting up your account and creating tech tickets once your account is setup. You may want to print out the directions.

Directions on how to setup your Tech Ticket account
Directions if you’ve setup your account and want to make a ticket

Current Events

Newseum
How do current events play around the world?

HubDub
Info, predictions and performance tracking

Mastering Language

Quizlet
Custom flashcards

Lesson writer
Identifies likely lesson words based on imported text. Great resource for ELL.

Organizing and Sharing Knowledge

SimplyBox
Organize and share web resources

Idea labs
Well thought out searchable graphics

Capsules
Timlelines that are very visual

Timetoast
Timeline with simple graphics. Can be shared.

Flowgram
Rich online content and presentation. Similar to PowerPoint, this is a far superior presentation resource.