IPI-T: Instructional Practices Inventory-Technology

Iowa i1:1i ConferenceApril 11, 2012

Michelle ArnesonPrairie Lakes AEA

(Marneson@AEA8.k12.ia.us)Jerry Valentine, Professor Emeritus

University of Missouri(ValentineJ@Missouri.edu)

Follow us now on Twitter at:

• @ProfJValentine• @mcarneson

• Hastags we are using:• #IPI• #IPI-T

• Let’s get acquainted– Just a couple of minutes to understand our job roles and

backgrounds…• Job Roles• Location• School Type• School Size

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Overview and Origin of the IPI Process for Coding and Studying

Student Engagement

1995-96 Origin of the IPI Process• 1996-98 Initial Use

– Comprehensive, Systemic School Improvement Project

– 10 ES 10 MS 10 HS– 2+ years with School Improvement Teams – Build capacity in:

• C-I-A• Culture and Climate• Teacher Leadership and Principal Leadership

– Goal: Impact Student Academic Success

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1998-2003 Additional Projects

• 1998-2000 – Comprehensive, Systemic School Improvement

Process– 12 Middle Level Schools– 2+ Year with School Improvement Teams

• 2000-2003– NASSP’s National Study of Leadership in Middle

Level Schools– 98 Highly Successful Schools– 6 Highly Successful, Exemplary Schools

Status of the IPI Process Today• 16 years later• Several thousand schools use the process • 20,000+ educators certified to collect data

and lead the process in their schools• 130-150 IPI Level I Workshops per year• Cognitive engagement data from hundreds

of schools and thousands of observations to study

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IPI Process to Study Cognitive Engagement During Learning Time

• Data Collection by Teacher Leader across Six Categories of Engagement

• Faculty Collaboratively Study the Engagement Data

• IPI Team leads the Collaborative Data Study and Learning subsequent Faculty Study based upon the Engagement Data Patterns

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Data Collection:Collect Large Volume of “Snapshots” of

Student Engagement per Specific Protocols…

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Collaborative Study: Faculty Analyze the Data, Problem Solve, and Design for

Change

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Formal Definition of theIPI Process…

The Instructional Practices Inventory Process is – a set of faculty-led strategies – for collecting valid/reliable student

engagement data – and for collaboratively studying the data – with the goal of increasing and enriching

learning experiences throughout the school.

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Two Primary Benefits of the IPI Process to a School…

1. The IPI Process fosters increased engagement, increased HO/D engagement, and reductions in student and teacher disengagement.

2. The IPI Data are a barometer of the success of other school initiatives, programs, and interventions designed to impact student academic success.

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Collect and Collaboratively Study Student Engagement because…

• Engagement/disengagement are associated with higher levels of student achievement/learning.

– (Valentine & Collins, 2011; Collins and Valentine, 2011, 2010, 2008; Valentine, 2005; Collins, 2009; Hattie, 2009, 2012; Cornelius-White, 2010, Marzano & Pickering, 2011)

• Engagement/disengagement are associated with student affective feelings (attitude, enthusiasm, interest, enjoyment, satisfaction, pride, etc.), which are linked to student learning.

– (Skinner, et. al., 2009; Hattie, 2009; Cornelius-White, 2010)

• Faculty Collaborative Study of engagement data is associated with school-wide changes in the percentages of engagement and disengagement, and higher-order deeper thinking and surface learning, all of which are clearly related to student learning and achievement on all forms of testing/assessment.

– (Valentine and Collins, 2009; ; Hattie, 2009, 2012; Cornelius-White, 2010, Marzano & Pickering, 2011)

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Overview the IPI Categories and the Data Collection Process

6 5 4 3 2 1

H-0/Deeper Verbal Learning Conversations

Synthesis, Creativity/InnovationCritical AnalysisProblem SolvingAnalysis

All Other H-O/D Engagement

Pre-2004: 18-20% Post-2004: 13-15%

3-5%

18-20%

Students are attentive to teacher-led instruction

Independent or group work designed to build basic understanding, new knowledge or pertinent skills

3: Teacher is attentive to, engaged with, or supportive of students

2: Teacher is not attentive to, engaged with, or supportive of students

25-30%

5-10%

30-40%

30-40%

Students are not engaged in learning directly related to the curriculum

3-5% High Achiev: 0-1%Low Achiev: 8+; 10+; 20+

RecallMemorizationSkill PracticeFact-Finding

Disengagement

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Higher-Order/Deeper or Surface EngagementHigher-Order/Deeper

Categories 5-6

• Analysis• Critical Thinking• Problem Solving• Decision Making from Analysis• Reflection, Goal Setting, and

Strategizing from Analysis• Evaluation, Conclusions, and

Synthesis from Analysis • Creative/Innovative Thinking

SurfaceCategories 2-3-4

• Recall and memorization• Basic Fact Finding• Simple Understanding• Knowledge/recall of facts,

details and elements• Knowledge/recall of processes,

algorithms, methods, and strategies

• Practice to Embed/Internalize Skills or Processes

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IPI-T

Rationale for Developing the IPI-T

IPI-T Background Development

• Evolution of technology in the classroom provides the opportunity to refine the IPI Process and isolate the impact of technology in the classroom on engagement/thinking/learning.

• No measures existed (that we knew of) that could efficiently measure the influence of technology on learning…

• Proficient IPI users were asking if the IPI could be used to specifically measure engagement in technology

We need evidence technologymakes a difference!

• While we may feel strongly about the value of technology, but not everyone understands that importance…WE ARE or WILL SOON be asked these questions by Boards and Patrons:– Will the financial investment in technology yield positive

returns (changes) in learning?– Will the presence of technology enrich the nature of

engagement in learning/instruction?– Will student engagement and thinking be enriched?

• Will they become more analytical and reflective?• Will they think more deeply and critically?

– What types of technology are used in classrooms?– What types of technology make the most difference?

We need answers…to understand the impact of technology by comparing differences and studying

relationships• Comparing…

– Engagement in high tech vs non-high tech schools– Engagement before and after initiation of high-tech

programs– Tech applications across grade levels– Tech applications across grade levels

• Relationships…– Types of engagement with the types of tech

applications

How will the use of the IPI-T help us understand if we are preparing our students to be successful in our rapidly

changing world? • We start by developing the capacity of the faculty to use

the IPI-T process simultaneously with the basic IPI.• We collect and study IPI and IPI-T data for multiple years.• We use the data to

– shape professional development that enhances our use technology-based instructional strategies.

– make wise decisions about how we allocate resources of time and money.

Steps to using the IPI-T to enhance student engagement in our classrooms while using technology (Builds capacity for change from within)

Develop capacity to use the IPI-T process simultaneously with the basic IPI process.

Collect and study IPI and IPI-T in our individual schools just as we study the IPI data in our schools Teacher led data collection Teacher led study of the data Teacher reflection and collaborative conversations

Learning can occur re technology as with the basic IPI…building collaborative learning and supporting changes in instruction.

IPI-T

Process for CodingTechnology ApplicationsField Testing This Spring

Workshop Starting This Fall

Who can use the IPI-T Process?

• Previously certified and experienced IPI data collectors.

• Certification in IPI-T via ½ day IPI-T Workshop• Reliability rating of .80 or higher• Teachers are the data collectors and leaders of

the faculty study of the IPI and IPI-T data• Principals, AEA support staff, etc. should

participate to build knowledge so they can support the IPI-T process

The IPI-T Process• Classroom engagement snapshot upon entry• Work the room to code the regular IPI and IPI-T • Document the total number of students in room

and number using technology • Document the technology application(s) being

used and by how many students• Record the codes and numbers in the hallway

when feasible (minimize writing while in the classroom).

IPI-T

Technology Applications

IPI-T Technology Applications1. Word Processing2. Mathematical Computations3. Media Development4. Web-Based Information Search5. Web-Based User Collaboration6. Classroom Interactive Media7. Commercially Developed Learning Materials8. Teacher/Staff Developed Learning Materials9. Student Technology Development

IPI-T

Field Testing This SpringWorkshop Starting This Fall

Field Testing This Spring• Need schools of various grade levels currently

utilizing the IPI Process– Data Collection Team--Teacher Led Process– Faculty Actively Studying the Data

• Expectations for the Field Test Schools– Participation in an initial ½ day IPI-T Workshop – Collect IPI/IPI-T data and conduct a faculty discussion

before end of school year– Secure video-tape release and permit the video-

taping of class scenarios– Debriefing with developer about the use of the IPI-T

process

Why participate in the Field Test…What’s in it for us?

• FREE IPI-T Workshop…NO COST this year to train your IPI team

• Early insights about your IPI-T engagement• On-site and virtual support with the

developers…direct access to Jerry• The opportunity to help refine the process

How do I sign up for the Field Test• Go to the 1:1 Conference Wiki

– /i11i.wikispaces.com– Sign up located on the Board Room 3 Page,

Session 3 11:30-12:30

OR• Go to the following link:

– http://tinyurl.com/cv3eqkg

OR• Email Jerry at ValentineJ@missouri.edu

Workshops on IPI-T Start This Fall and IPI Workshops will continue across the state as needed…contact your regional AEA for

information

If you are interested in the regular IPI Workshops, the IPI-T Workshops, or basic

information, Sign up on the IPI-T Form so we are aware of your needs re workshops, support, etc

Closing Thoughts…