We know how to achieve better
science scores, but can we?
Moving knowledge to action
Sam J. Zigrossi
samz@mail.utexas.edu
www.utdanacenter.org
CAST
November 2008
1
Goals for This Session
• To describe the key ingredients that are needed
to improve student achievement
• To develop initial ideas for developing a plan of
action
2
The Charles A. Dana Center
“. . . committed to an education system
that nurtures students’ intellectual
passions and ensures that every student
leaves school prepared for postsecondary
education and the contemporary
workplace.”
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Our Core Beliefs
1. All children, regardless of their racial and
socioeconomic status differences, have the capacity
to learn and succeed at equally high academic
levels.
2. It is the responsibility of all adults in the district to
ensure that all children succeed academically.
3. Equitable and excellent classroom teaching and
learning is the primary focus of district operations.
4
The Charles A. Dana Center
• Managed the development of the mathematics
and science Texas Essential Knowledge and Skills.
• Conducted research on “turnaround” schools.
• Developed integrated curriculum materials and
online resources aligned with the TEKS.
• Provides professional development for mathematics,
science, and leadership.
• Partners with districts in Texas and across the nation.
5
What are your most
pressing concerns for the
next 3 to 5 years?
• Think about this question and jot down your
concerns.
• Share your list with a partner at your table.
• Be ready to share with the large group.
7
Policy Changes, New Challenges
4 by 4 implementation
• Begins with the freshman class of 2007–08
• Four years of English, mathematics, science,
and social studies
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Policy Changes, New Challenges
Senate Bill 1031
• Phases out high school Texas Assessment of
Knowledge and Skills and replaces it with End-ofCourse assessments in
– Algebra I, Algebra II, and Geometry
– English I, English II, and English III
– Biology, Chemistry, and Physics
– U.S. History, World History, and World Geography
• The freshman class of 2011–12 (the current 5th-grade
class) is the first group to have EOC exams as a
graduation requirement.
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Response to Intervention
• The phase-in of the RTI process
• The first phase of RTI
– Was the student given proper instruction and
support? (Focus on the instructional process first!)
– What should be done in the context of normal
instructional processes?
10
The Challenge
11
What Do We Know?
• Keep the main thing the main thing.
• Implement three key ingredients.
• Close the knowing–doing gap.
Let’s examine each of these.
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The Main Thing!
Ensuring that every student is
guaranteed standards-based,
grade-appropriate curriculum and
learns it.
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Three key ingredients are missing
in improvement initiatives . . .
• Clear instructional expectations (for students and
teachers)
• Collaborative team time to meet and exceed
those expectations
• Simple routines for honestly and continuously
monitoring teaching to ensure its effectiveness
Schmoker, M., and Allington, R. (May 2007) The Gift of Bleak Research. Education Week.
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An Example of Clear
Instructional Expectations
Every student, every day, in every class
• Understands the learning objective for the lesson.
• Is learning grade-level standards (TEKS based) at the
expected (defined, high, appropriate) level of rigor.
• Is engaged in the level of thinking required by the
learning objectives.
• Is learning through (variety) research-based instructional
strategies and materials (differentiated) appropriate for
the day’s learning objective.
15
Collaborating to Meet or Exceed
Instructional Expectations
• Working together, not independently
– Teacher with teacher
– Teacher with leader
– Leader with leader
• Implementing structures that promote
collaboration and accountability
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Simple Routines for Monitoring
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What Do We Know?
• Keep the main thing the main thing.
• Implement three key ingredients.
• Close the knowing–doing gap.
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What is your
knowing–doing gap?
• For each of the following, rate yourself on a 1–4 scale
(1 = little or no doing to 4 = consistent and system-wide)
and record the reason for your rating.
– Keeping the main thing the main thing
– Clear instructional expectations
– Collaborating to meet or exceed expectations
– Simple routines to monitor
• Share with a partner at your table.
• Be ready to report out.
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Options for Closing the
Knowing–Doing Gap
1. Leaders and teachers must create a “sense of
urgency.”
2. Develop a plan of action:
– Develop specific student achievement goals.
– Find out who is on the bus to improvement.
– Clarify roles and responsibilities around the key ingredients.
– Develop structures to ensure the key ingredients are
monitored regularly.
3. Get some outside perspective.
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Leadership Commitment
• Make a long-term commitment to the restructuring
process.
• Make the active participation of teachers and
leaders nonnegotiable.
• Focus relentlessly on the plan for improvement.
• Monitor implementation at the district, school, and
classroom level.
• Be ready to take action from what is learned.
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Goals for This Session
• To describe the key ingredients that are needed
for improving student achievement
• To develop initial ideas for developing a plan of
action
22