3interventions07

A Model for ComprehensiveStandards-Referenced Reform: 

A Model for Comprehensive Standards-Referenced Reform Marzano & Associates

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Tentative Findings Reading

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Tentative Findings Reading

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Tentative Findings Reading

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Tentative Findings Reading

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Tentative Findings Reading

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Tentative Findings Mathematics

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Tentative Findings Mathematics

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Tentative Findings Mathematics

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Tentative Findings Mathematics

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Tentative Findings Mathematics

Aspirin Accounts for about .2%(2/1000) of Variance in Heart Attacks (r=.034)Rosnow & Rosenthal, 1989. American Psychologist. Vol. 44, 1276-1284: 

Aspirin Accounts for about .2%(2/1000) of Variance in Heart Attacks (r=.034) Rosnow & Rosenthal, 1989. American Psychologist. Vol. 44, 1276-1284

Smoking Accounts for 1% of Variance in Incidents of Cancer (r=.10)Doll, R. & Peto, R. (1981). Causes of Cancer. Oxford: Oxford Medical Publications: 

Smoking Accounts for 1% of Variance in Incidents of Cancer (r=.10) Doll, R. & Peto, R. (1981). Causes of Cancer. Oxford: Oxford Medical Publications

Meta-Analysis of CSR ModelsBorman et al, 2003. Review of Educational Research: 

Meta-Analysis of CSR Models Borman et al, 2003. Review of Educational Research Average ES = .15; Gain = 6 percentile points Range: -2.13 to +7.83 35% of effect sizes were below zero

Three Critical Interventions: 

Three Critical Interventions

All three can be approached at the school level but are more powerful at the district level: 

All three can be approached at the school level but are more powerful at the district level

Developed over 5 years using…: 

Developed over 5 years using…

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TOPHAT Consortium Adaptation of the Three Interventions Diane Paynter, Facilitator Percentage of Students Passing both English and Math on State Test

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“What Works in Schools” Framework 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation

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What Works in “Comprehensive School Reform” 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation

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Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback INTERVENGTION #1 A System of Individual Student Feedback on Learning Goals at the Classroom, School, and District Levels

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Instructional Strategies Classroom Management Classroom Curriculum Design Motivation INTERVENTION #2 Ensuring Effective Teaching in Every Classroom

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Learned Intelligence and Background Knowledge INTERVENTION #3 Building Background Knowledge for All Students

Three Critical Interventions: 

Three Critical Interventions

Phase I: Track student progress using a formatively-based system: 

Phase I: Track student progress using a formatively-based system

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C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section= Total for section= Total for section= A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. Total /100

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Total /100 Total for section= Total for section= Total for section= /40 /20 /40 A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught

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+ + Total for section= Total for section= Total for section= All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total /100 /40 /20 /40

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Total /100 + + Total for section= Total for section= Total for section= 40/40 20/40 0/20 All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught 60

A generic template forrubric design: 

A generic template for rubric design

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Scale

Three Types of Items: 

Three Types of Items Level 2 items: Simpler details and processes that have been explicitly taught. Level 3 items: Complex ideas and processes that have been explicitly taught. Level 4 items: Inferences and applications that go beyond what was taught

Patterns of Responses: 

Patterns of Responses Student answers L2 items correctly but not L3 and L4 items. Student answers L2 and L3 items correctly but not L4 Student misses all items, but with help can answer some correctly Students misses all items even when helped

Patterns of Responses: 

Patterns of Responses Student answers L2 items correctly but not L3 and L4 items. (2.0) Student answers L2 and L3 items correctly but not L4 (3.0) Student misses all items, but with help can answer some correctly (1.0) Students misses all items even when helped (0.0)

The complete scale allows forhalf-point scores(3.5, 2.5, 1.5, .5): 

The complete scale allows for half-point scores (3.5, 2.5, 1.5, .5)

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Scale

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Scale

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+ + All correct Two correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score:

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+ + All correct Two correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score:2.5

Phase II. Design learning goals in all subject areas and redesign reporting system: 

Phase II. Design learning goals in all subject areas and redesign reporting system

Making Standards-Based Reporting Work: 

Making Standards-Based Reporting Work

Middle School Report Card: 

Middle School Report Card

High School Report Card: 

High School Report Card

Phase III. Implement in a staged fashion: 

Phase III. Implement in a staged fashion

Three Critical Interventions: 

Three Critical Interventions

Phases of Ensuring Effective Teaching in Every Classroom: 

Phases of Ensuring Effective Teaching in Every Classroom

Phases of Ensuring Effective Teaching in Every Classroom: 

Phases of Ensuring Effective Teaching in Every Classroom

Phases of Ensuring Effective Teaching in Every Classroom: 

Phases of Ensuring Effective Teaching in Every Classroom

Results of 114 Experimental/Control Studies by Classroom Teachers: 

Results of 114 Experimental/Control Studies by Classroom Teachers

Meta-Analysis of CSR ModelsBorman et al, 2003. Review of Educational Research: 

Meta-Analysis of CSR Models Borman et al, 2003. Review of Educational Research Average ES = .15 (compared to.40); Gain = 6 percentile points (compared to 16) Range: -2.13 to +7.83 (-2.40 to +4.30) 35% of effect sizes were below zero (25%)

Results of 114 Experimental/Control Studies by Classroom Teachers: 

Results of 114 Experimental/Control Studies by Classroom Teachers

Meta-Analysis of CSR ModelsBorman et al, 2003. Review of Educational Research: 

Meta-Analysis of CSR Models Borman et al, 2003. Review of Educational Research Average ES = .15; Gain = 6 percentile points Range: -2.13 to +7.83 35% of effect sizes were below zero First year (start-up) personnel costs: $0 to $208,000; median=$13,000 (compared to $0) First year (start-up) nonpersonnel costs: $14,000 to $780,000; median = $73,000 (compared to $10,000 to $25,000)

Phases of Ensuring Effective Teaching in Every Classroom: 

Phases of Ensuring Effective Teaching in Every Classroom

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Focus area: I’m going to work on the part of question 2 that deals with elaborating on what students have learned using comparison and contrast. Reaction: (Nov. 5) This took more time than I thought to get through the comparison activity. It also seemed harder than it should be. (Nov 7) I’m surprised that the kids remembered what we did 2 days ago about polynomials. This might have worked better than I thought.

Protocol for Monthly ReflectivePractice Meeting: 

Protocol for Monthly Reflective Practice Meeting

Phases of Ensuring Effective Teaching in Every Classroom: 

Phases of Ensuring Effective Teaching in Every Classroom

Phases of Ensuring Effective Teaching in Every Classroom: 

Phases of Ensuring Effective Teaching in Every Classroom

Question 1: What will I do to establish and communicate learning goals, track student progress and celebrate success?: 

Question 1: What will I do to establish and communicate learning goals, track student progress and celebrate success?

Question 2: What will I do to help students interact with new knowledge?: 

Question 2: What will I do to help students interact with new knowledge?

Question 3: What will I do to help students practice and deepen their understanding of new knowledge?: 

Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Question 4: What will I do to help students generate and test hypotheses about new knowledge?: 

Question 4: What will I do to help students generate and test hypotheses about new knowledge?

Question 5: What will I do to engage students?: 

Question 5: What will I do to engage students?

Things Associated with Outer Space: 

Things Associated with Outer Space Sun Orbits Mars Venus Saturn Galaxy Meteors

Things Associated with the American Civil War: 

Things Associated with the American Civil War Robert E. Lee Ulysses S. Grant Gettysburg Slavery Antietam Emancipation Proclamation Abraham Lincoln

Units of Measure: 

Units of Measure Inches Meters Gallons Hours Quarts Square Yards Liters

Question 6: What will I do to establish or maintain classroom rules and procedures?: 

Question 6: What will I do to establish or maintain classroom rules and procedures?

Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?: 

Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

Question 8: What will I do to establish and maintain effective relationships with students?: 

Question 8: What will I do to establish and maintain effective relationships with students?

Question 9: What will I do to communicate high expectations for all students?: 

Question 9: What will I do to communicate high expectations for all students?

Top four sources of expectations about new studentsDusek & Gail (1983): 

Top four sources of expectations about new students Dusek & Gail (1983) Cumulative folder (previous info about students) Social class Physical attractiveness Race

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Identify low expectancy (LE) students Identify differential treatment of LE students Use verbal and nonverbal messages that LE students are valued Ask questions of LE students Stay with LE students when they answer questions incorrectly

Question 10: What will I do to develop effective lessons organized into a cohesive unit?: 

Question 10: What will I do to develop effective lessons organized into a cohesive unit?

Three Critical Interventions: 

Three Critical Interventions

Pilot Study Characteristics: 

Pilot Study Characteristics Volunteer schools 2004/2005 school year 2-day training at beginning of year All schools contributed experimental and control classes Grades K-9 2,683 total students 1,677 classified as Free & Reduced Lunch 1,044 classified as English Language Learners

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Greater Passing Rates for Experimental vs. Control Students

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Students read new information; comprehension assessed: If the direct instruction is for words in the passage that is being read, 33%ile gain If there is some regular vocabulary instruction-- 12%ile gain

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Vocabulary Terms & Phrases Classroom Practice: 1. Identify critical terms and phrases 2. Use a research-based process for teaching new terms and phrases

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3rd Grade Mathematics

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3rd Grade Science

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3rd Language Arts

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3rd Social Studies

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Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another.. Step 6: Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms

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Mutualism The interaction of organisms within an ecosystem in a manner that significantly benefits both, although the resulting relationship is not critical to the continued existence of either.

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Term, phrase Category: (standard, unit, alphabetical…) Picture/graphic Description: Related terms, phrases

Three Critical Interventions: 

Three Critical Interventions

Leadership for Incremental Change: 

Leadership for Incremental Change

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“I don’t want to ‘think outside the box.’ I just want a bigger box.” SIX CHICKS

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High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.

Leadership for Second Order Change: 

Leadership for Second Order Change

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“Hey! They’re lighting their arrows! . . . Can they do that?”

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“This ain’t gonna look good on our report, Leroy.”

Three Critical Interventions for District and School Improvement: 

Three Critical Interventions for District and School Improvement Robert J. Marzano