Teaching for Deep Comprehension

"I do workshop", "We do workshop", what is workshop? In an effort to learn more about what our elementary and middle school friends are working on for literacy achievement, I asked +Robert Antholine to give me one of Linda Dorn's book so I could explore reading workshop a bit further.
My first aha, was that the core principles of workshop could really be implemented at the high school level as well. In the @WaukeshaSchools we all have the same commitment to our leaners and that is to make a real difference in the literacy lives of all.

Deep comprehension involves creating problem-solving conditions that will prompt learners to process information at deeper levels. If we do not have the background experience to relate to the reading event, the message can be meaningless. This is true for third graders, seniors, or senior-citizens. It is vital for the reader to construct mental bridges between the author's message and the reader's experiences.

Dorn and Soffos have identified four essential conditions for enabling deeper comprehension:
1. Adequate background knowledge
2. Meaningful, relevant material
3. Sufficient time
4. Talking with interested others about the content

So, what type of literacy environment have you set up in your classroom? In your household? What conditions have you created to foster inquiry and create a culture of literacy learning? Helping children develop the habit of reading is probably a teacher's most important goal and should be a parent's number one priority, because a reading habit is a tool for lifelong learning.

The ultimate goal of a workshop approach is to enable learners to acquire strategies for self-regulating their learning. The workshop is based on a conceptual framework that includes five components, which work together to scaffold student knowledge:
1. Mini-lessons
2. Small-group instruction
3. Independent practice or working with peers
4. One-to-one or small-group conferences
5. Share time

A reading habit is a critical condition of reading achievement.

IF we believe in the power of language for literacy learning, THEN classrooms should burst with opportunities to talk about literacy.

What is your theory of action?
What is your theory of learning?

Unmistakable IMPACT

Jim Knight, from the University of Kansas Center for Research on Learning, has always advocated for clear school improvement focus, and touted the value of well-designed professional learning. Being deeply committed to improving student learning, means being deeply committed to improving instruction.

As important as high quality instruction is, nothing will transform education if we fail to cherish, and challenge the human heart that is the source of good teaching.

Leading wide-scale change requires relentless focus by leaders. A focus to create an organization that has achieved clarity and has a sense of unity around everything it does. This is certain to make a positive impact on student learning.

@dalevankeuren talks about ETAP data from @WaukeshaNorth1

Three years ago when we started collecting data as it relates to technology integration it was revealing...technology was not a strength.  It is hard to remember, but it was only 3 years ago that the following conditions existed:

1. No devices for students
2. Teachers had desktops and not MacBooks and iPads
3. It was the first year for Google Apps for Education
4. Everyone still used the “H” Drive...remember that???
5. Minimal use of Blackboard
6. Something here on instructional practice

In the process of Waukesha One we have seen tremendous growth in all of these areas. Opening, using, and collaborating on a Google Doc is now common place at Waukesha North.  Now, technology integration, and the doors that tech can open have become a strength for teachers at Waukesha North.

While we collected data on many of the processes outlined above, we also collected data on the following areas. Below are the trends since Spring of 2013.  

Green means percentage went up, and yellow means percentage went down.

 

After looking at this data here are a few of my takeaways.

No doubt some of our data has either flatlined or taken a dip.  I attribute that to a couple of factors.  

1. I think many of the teachers at Waukesha North have a better understanding of SAMR and its levels.  When we began gathering this data, teachers had just began to understand SAMR and apply it to their classroom.  Today, teachers have a much more through and deeper understanding of SAMR and how to apply that framework to planning lessons.
2. We have had some turnover in staff in the past 3 years.  I wonder how much we have NOT done with SAMR has had an effect on this data?
3. I wonder if staff at North are their harshest critics? What was once a milestone event before, is now commonplace.  (Google Docs, Collaboration etc.)

We need to keep talking about the common language of SAMR, tech integration, and improving instruction.  The end goal is simple, we talk about lesson design and improving instruction and NOT technology integration.  Technology integration done well is seamless and a part of the normal planning, instruction, and assessment.  Just like anything else in education and life, balance is the key.

In the end, these numbers can tell a story of a high school going through change.  In 3 years Waukesha North has made great strides in improving teaching and learning.  
I am confident that improvement process will continue as we move forward.

@BeckyNewcome reviews @WaukeshaNorth1 data in relation to Reading Proficiency

As a North HS community, and as a district, we have obviously been on a journey in pursuing reading proficiency for our students.  This is a challenging task...if it wasn’t, there wouldn’t be national discussions about it.  Disciplinary Literacy challenges us as educators to teach students how to read as though they are historians, scientists, musicians, etc.  So, the expectation is that we, as adults, continue to find ways to engage our students in reading within our specific content areas.

The recent collection of data is showing we are making progress with the students who have been with us for a couple years, and it also shows we are struggling to serve those freshmen who come to us with deficits.  While we definitely have celebrations, we also need to problem solve around how to quickly get to those kids who are transitioning to us from 8th grade.  

At this point, our main data point is MAP.  Soon, we will have a second data point of Aspire for our 9th graders and also another MAP score for all freshmen and selected upperclassmen.  

What can we do to continue toward our goal of 80% proficiency?  Well...we have familiar tools at our disposal.  MAP DesCartes, Achieve 3000, NewsELA, SDW One-Line Rubrics, etc.  Programs, alone, will not solve this problem.  Students will not be motivated to work on a device to get better at reading.  However, they are motivated by their relationships with their teachers and by understanding what it is they need to do to improve.  What should be our priority?   Continue to build relationships with students, engage them in understanding their strengths and challenges in reading, set goals with them, and be consistent in using the tools we have to help.  #1 tool that we need to gain familiarity with to move kids forward is the MAP DesCartes.  If you are not comfortable working with this tool, look for an upcoming workshop to explore it.  If you know about it...DIG IN!  This tool should help drive your instruction and conversations with students.

Strengths:

-Overall, there is a decrease of 90 students who qualify for AO support, which is the “Tier2A.”

-25 fewer students in the class of 2017 (Sophs), qualify for less intervention since SP14.

-50 fewer students in the class of 2016 (Jrs.), qualify for less intervention since SP14.

Challenges:

-The class of 2018 (Freshmen), experienced an increase in the number of students who qualify for more intense interventions, as 38 more students showed a need for “Tier2B” support.

Summary:

-The interventions our Sophs-Srs. have received over the past 2-3 years have seemed to build enough skills in our students so that in the class of 2015, 86% had reached the proficiency SP14. In the class of 2016, 89% of their class of 273 total students have reached benchmark and the 11% of the class that is left is what our state report card is showing to be the population of Special Education students in our building. In the class of 2017, 80% of their class of 310 total students have reached the benchmark.  The longer we have students, the more they demonstrate proficiency.

Classroom Connections:

*Teacher analysis of the Des Cartes RIT band breakdown in order to differentiate for kids and then use Achieve 3000 to find resources to address the different needs in the classroom, so that students are reading at appropriate levels.

*Teachers conferring and collaborating with students to create their student learner profile around MAP data and general goal setting.

STAR teacher Mr. Greg Redner @NorthstarBand earns the most student votes this month!

Student voice speaks again @WaukeshaNorth1 and we are proud to highlight Mr. Redner as this month's STAR teacher. Here are some of the wonderful things our students have to say about Mr. Redner:

"Mr. Redner absolutely deserves this award more than anyone in the building. He is so dedicated to his students and extends this past just the classroom. I know that if I ever need anything, I can count on him. I don't know what I would do if I didn't have Mr. Redner."

"Mr. Redner is a fantastic leader, and continues to show enthusiasm & interest in every piece of music. He safely led an entire band through the streets of Indianapolis. Mr. Redner is always there for any student, and can never fail to put a smile on any student's face. Mr. Redner is a Class-A bro and the best teacher at north."

"Mr. Redner is a great leader and a role model for all people!"

"He has been able to inspire us to follow our passions at the same time as learning responsibility and getting to know our school before we even attend it. He has changed many lives for the better throughout his years of directing our marching band, and he really deserves recognition."

"Mr Redner consistently provides a positive learning environment, filled with reinforcement and a drive to succeed. It is with this mentality that the students can #lookgoodfeelgoodplaygood and achieve so much more than we all think is possible. I know I can go to him if I ever need anything."

"Mr. Redner has taken 133 students and created a family built on teamwork and respect. He works with us, the band, to reach our goals and does everything to ensure we can do our best. If a section wanted a morning sectional, he would come in early too. He handles misbehavior appropriately and keeps the band room in good shape. This month however, he's gone above and beyond by preparing us for BOA and taking care of individuals when personal conflicts arose. He's created a family among us and we are so thankful."

Congratulations on positively impacting the lives of so many!

@CSchrauf1 guest post on @WaukeshaNorth1 Gallup Student Poll

The Gallup Student Poll

Creating hope, building engagement, and boosting student well-being at North High School

In October of 2014 students at North High School Participated in the Gallup Student Poll, a total of 664 students participated in the poll. For more than 70 years, Gallup has built its reputation on delivering relevant, timely, and visionary research on what humans around the world think and feel. Gallup’s research has shown that hope, engagement, and well-being are the key factors that drive students’ grades, achievement scores, retention, and future employment.  

Gallup researchers targeted hope, engagement, and well-being because these three variables met the following criteria.

1) They can be reliably measured.  2) They have a meaningful relationship with or impact on educational outcomes.  3) They are malleable and can be enhanced through deliberate action.  4) They are not measured directly by any other large-scale survey.

The Gallup Student poll is based on the idea that schools and communities need to work together from an understanding of what is right with students, rather than what is wrong.  By measuring students’ hope, engagement, and well-being, the Gallup Student poll provides a tool that educators and community members can use to assess efforts aimed at increasing the high school graduation rate of preparing students for a promising future.

Item Analysis

A majority of our students are confident that they will graduate from high school, there is an adult in life who cares for them, and they know how to get good grades.  Our students also feel that they will be able to find a good job, while Gallup does not define what “good” means, it will be vital for North to continue to develop school and business partnerships to allow students opportunities for school-to-work experiences as well as internships.  Areas that need focus are helping students focus on goal setting and problem solving.  We will need to explore using our Northstar Norms, Academic Excellence sessions, and classroom instruction to develop goal setting strategies and problem solving skills.  

Item Analysis

Our students report having a best friend at school. It will be important to continue to develop programs that promote positive peer relationships, our Northstar Norms and Academic Excellence session are two such programs that will be instrumental in sustaining positive student relationships.  

The areas of concern focus on student homework, recognition, and student strengths.  Our students feel that 54% of our staff makes schoolwork important. This leaves a significant percentage of our students to feel that our staff does not make schoolwork important.  40% of our students do not feel that they have received recognition for doing good school work and 30 % do not feel that North High School builds on the strength of each student. To address these concerns, in the short-term, the data that we have received from the Gallup Student Poll will be shared with our faculty with the purpose of making a very immediate impact in the area of recognizing students for good school work, continuing to develop our personalized learning strategies, and for students to build upon their strengths as learners.  Long term we will continue to focus professional development opportunities around personalized learning and instruction for faculty, promoting positive student/staff interactions, and promoting post high school career and educational opportunities.

Item Analysis

It is important to define what Gallup means by thriving, struggling, and suffering. To be considered thriving a student has positive perceptions about the present and future, good health, strong social support system, and engagement in school.  A student who is considered struggling does not have positive thoughts about the present and future, lacks basic needs, and has a weak social support system.  Finally, a student who would be considered suffering has negative perceptions about the present and future.

Our focus areas in this section would pertain to students being treated with respect, which ties to our engagement data.  We will once again use our Northstar Norms team to facilitate growth in students feeling respected.

@BrianSchlei on @WaukeshaNorth1 levels of DOK

A Snapshot (not Snapchat!) of DOK at North High School

Author: Mr. Brian Schlei @BrianSchlei

As teachers we put a lot of time and energy into planning quality-learning experiences for our students.  We choose relevant text, scaffold information based on prior knowledge and design questions that challenge students to think.  It is quite a bit of heavy lifting on the teacher’s part before the class period even starts.  Depth of Knowledge is all about transferring that heavy lifting to the students once the bell rings, or even before!  One student answering a great question does not necessarily require any mental processing from the rest of the class.  In fact, there are probably some students that are quite content to sit back and let others do the thinking.  This is where we as professionals have to consciously decide to take the time to go deeper.  This requires us to strategically plan activities where all students are accountable for sharing their thinking either with each other or with the class.  If a student sat silently though a whole class, or did not write at all during a class, what evidence do we have that they understood the material?

The data shown in the chart above compiles approximately 200 classroom visits where the focus was almost exclusively on what students were doing during that time and what level of complexity.  As observers we listen to what students are talking about and do our best to dig into what they are writing about.  If we want students to produce results, we need to expect them to be doing the work.  We know that different lessons have different goals and that good lessons scaffold skills and information.  We also know that on certain days we may see only writing, or only verbal discussions while we visit and that is okay.  It all leads to reflective conversations on how we can develop student thinking.   In an effort to help with those reflective connections I’ve included some of the context from Danielson’s Domains for consideration as well. 

Danielson’s Domain 3B Questioning and Discussion describes a proficient classroom where:

•    The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers.

•    The teacher makes effective use of wait time.

•    Discussions enable students to talk to one another without ongoing mediation by teacher.

•    The teacher calls on most students, even those who don’t initially volunteer.

•    Many students actively engage in the discussion.

•    The teacher asks students to justify their reasoning, and most attempt to do so.

Some examples of questions would be:

•    The teacher asks, “What might have happened if the colonists had not prevailed in the American war for independence?”

•    The teacher uses the plural form in asking questions, such as “What are some things you think might contribute to ________?”

•    The teacher asks, “Maria, can you comment on Ian’s idea?” and Maria responds directly to Ian.

•    The teacher poses a question, asking every student to write a brief response and then share it with a partner, before inviting a few to offer their ideas to the entire class.

•    The teacher asks students when they have formulated an answer to the question “Why do you think Huck Finn did ________?” to find the reason in the text and to explain their thinking to a neighbor

  As always, we know that the data we collect is only a small snapshot of a lesson.  Often times we miss some of the great things students are doing as we strive to be in many different classrooms on a regular basis.  This emphasizes the importance of responding to walk-through feedback and engaging in dialogue with the observer.