FOCUSING ON THE

ESSENTIALS Proven Strategies to Increase School Improvement

TIME & MONEY

The greatest demands are always in short supply for school leaders.

MORE THAN EVER...

We must work together to focus on

the essentials.

WHAT DOES THAT MEAN?

Proven core strategies to yield

greater educational equity

and student learning.

THE BIG SIX

Overwhelming evidence shows that these six core strategies have a disproportionally large impact on education.

EFFECTIVE STRATEGIES

Writing Time Assessment

Feedback Efficacy Expectations

FEEDBACK

Feedback is linked to student achievement according to solid research.

However, schools can only reap the benefits when students receive feedback that is accurate, specific, and timely.

However, schools can only reap the benefits when students receive feedback that is accurate, specific, and timely.

One researcher in particular, John Hattie...

PROVEN RESEARCH

In the book, Visual Learning for Teachers, this phenomenon is examined more closely.

OUT OF 83 MILLION STUDENTS

According to research, students have been more significantly impacted from feedback than students’ socio-economic

status.

Poverty and other socio-economic factors are important.

DON’T MISUNDERSTAND...

THERE’S HOPE

This information gives us hope. Although we cannot control important factors, they do not have the final say on student success.

FEEDBACK EFFECTS EVERYONE

In addition, feedback doesn’t just pertain to students.

Teachers and administrators equally benefit from feedback to improve student performance.

Are they working in your school site?

Are they accurate, specific, and timely?

If not, how can I change things?

EFFICACY

Does feeling accountable as an educator and teaching accordingly influence results?

THE ANSWER IS YES!

WHEN TEACHER BELIEVE...

When teachers believe they are the primary cause of

student achievement, student gains are 3 to 5 times higher

versus accepting these factors are beyond our control.

As an educator, do you see yourself as the

primary cause of student achievement?

How do I know my influence is affecting student results?

•More importantly, do I model this philosophy?

Through social media

Professional Development

Harness Twitter to share ideas

& discover resources

There’s more to

Twitter than angry

tweets.

SOLUTIONS - EFFICACY

TIME

Some students have fallen behind in essential skills.

What can change this outcome?

For example, did learning how to ride a bike or drive a car happen without practice?

Like driving—reading, writing,

some students require more

practice to gain

mastery.

There’s isn’t enough time.

They’re not motivated.

When practice is assigned as homework, it doesn’t get done.

REAL OBSTACLES

How can I maximize my time to include more time for practice?

Do I have the right tools in my arsenal to do this?

SOLUTIONS - TIME

Classroom Management

instead of being used for texting

other students.

to plan, for projects, record demonstrations

, and create reminders

Students using cellphones in

classroomtime for

NONFICTION WRITING

There are no “silver bullets” in education. Therefore, we cannot ignore the few activities that make a difference.

All of these help students at every level improve reasoning and analytical skills.

Descriptive

persuasive

Infrequent writing demands pose a problem for secondary education.

How do I bridge this gap?

Am I making cross-curricular connections between history and language arts or science and math?

Do I have the right tools in my arsenal?

SOLUTIONS - NONFICTION WRITING

Professional Development using Odell Education

2. Making Evidence-Based Claims 3. Researching to Deepen Understanding

1. Reading Closely for Textual Details

Odell provides writable .pdf templates for teachers & students.

http://odelleducation.com/literacy-curriculum

FORMATIVE ASSESSMENT

Formative assessments gauge understanding and proven to have a greater impact on improving student achievement.

Although, media is focused on year-end test scores and our “Title I” dollars are tied to student success, they do not drive improvement.

However, formative assessment does.

WHEN STUDENTS ARE INVOLVED

When students are involved in criteria and goal setting, self

evaluation becomes a logical step in the learning process.

  Students become more aware of their personal strengths and

weaknesses.

What am I doing differently as a result of the most recent formative assessment?

What steps are my administrators or department chairs taking to lead and support me in this area?

SOLUTIONS

Formative Assessment

Project Based Learning combine

peer/self and kinesthetic

assessment to cultivate learning through

discovery.

http://www.bie.org

/

Kinesthetic Assessment isn’t just for music or sports. Students can demonstrate comprehension through student led activities.

Peer/Self Assessment creates student goal settings and self evaluations that becomes a logical step in the learning process.

EXPECTATIONS

In the movie, “My Fair Lady,” when Audrey Hepburn’s character was treated differently, she transformed from an ill-spoken flower girl to a well-spoken lady.

EXPECTATIONS

Although, it’s a fictional story, we can definitely learn how expectations can alter a person’s reality.

Expect More,

Get More

Expect Less,

Get Less

WHAT’S YOUR EXPECTATION?

In fact, over 40 years of research confirms when teachers and administrators, expect more— they get more.

The same can be said with expecting less.

For example, when a student says, “I can’t learn this... or its impossible for me.”

What do I say to that student?

FOR EXAMPLE

This situation appears fairly straight forward.

Demonstrate this student is valued by giving praise when any effort is made.

However, is this truly helping the student?

AT FIRST GLANCE

Giving praise for the smallest effort relinquish students’ responsibility to do their best.

Therefore, always give affirmation rather than praise.

THERE ANSWER IS NO.

Affirmation is defined as “expressing agreement with or commitment to support”

Vs.

Praise is defined as “approval or admiration.”

Receiving praise for showing up or applying minimal effort—only lowers students’ aspirations and hinders them from realizing their true potential.

Are my students meeting or exceeding expectations as shown in work samples?

Am I praising or affirming students when trying to encourage them?

SOLUTIONS - EXPECTATIONS

Rather than use praise,

such as , “Good Job!”

Behavioral Support

Affirm students with words like,

“I knew you could do it” or “I believe in

you.”

Let’s prepare

students to expect

more from themselves.

WEREN’T ABLE TO GET IT ALL DOWN?

In the near future, visit http://www.slideshare.net/t

hereulesto preview the slideshow

again.

DON’T FORGET

Solutions start with conversations.

BIBLIOGRAPHY

Presentation: Entirely created in Apple’s Keynote and based on article written by Douglas B. Reeve, “Focusing on the Essentials,” American School Board Association, July 2010.