Statewide Collaborative
Initiative
WELCOME AND INTRODUCTIONS
Outcomes
 Develop an understanding of the “Why,” “What,”
and “How” of the Statewide Collaborative Initiative
 Provide a general description of what the work will
look like
Why A Statewide Collaborative Initiative
 To improve learning outcomes for all students
 To close the gap between under-performing students
and their peers
This is a Collaborative Process
 Initial steps include:
 Identifying the structure of collaborative data teams, i.e. grade
level, content, integration of special teachers.
 Establishing roles and rules for collaboration.
 Allotted time for Collaborative Teams
Topics for Understanding
 Core Academic Standards
 Formative Assessments
 Data team process/protocols
 Hattie’s research on effective practices
What Does the Work Look Like
 Teams agree to teach to specific reading or
mathematics Core Academic Standards.
 Teams develop and administer (common) formative
assessments to determine student progress.
 Teams analyze assessment data to group students for
teaching.
 Collaborative teams agree to learn and implement
four effective teaching/learning practices throughout
the year.
The Work continued
 Formative assessments are given to track student
progress.
 Teams re-teach with another effective practice to
students who have not met the learning goal/target.
 Students are re-tested and the results are analyzed
by the team.
The Work continued
 Strong evidence from the research synthesis work of
John Hattie suggests that key teaching/learning
practices, coupled with formative assessments,
analysis of assessment results, and re-teaching
accelerates learning for all students
 All activities aligned with Missouri Teacher Leader
Standards
The How
 All teachers will participate on a collaborative data
team.
 The team will identify a content area of English
Language Arts or Mathematics to focus their
attention and report progress (recommended, but
not required, for the entire building to have the same
focus).
 Each building will select four “effective” teaching
learning practices (Hattie’s) for the year and agree to
use these practices.
How continued
 Each team will develop, administer, score, and
analyze results of (common) grade appropriate
formative assessments aligned to Core Academic
Standards chosen by the team.
 Once the process is initiated, the assessments will be
shared with other buildings in the region on a
monthly basis.
Product
A summary analysis based on the formative
assessment will be developed. Basic information will
include:
 Core Academic Standards addressed.
 teaching/learning practices implemented.
 number and percent of students assessed in gradelevel.
 number and percent of students in proficient/close
to proficient/far but likely/and far but not likely.
.
Product continued
 number and percent of students with disabilities in
proficient/close to proficient/far but likely/and far
but not likely.
 teaching/learning practice used to re-teach.
 number and percent in each level based on re-test
(may use the same or similar assessment which does
not need to be shared).
 *Proficient/close to proficient/far but likely and far but not likely
reflect the language of data teams and relates to high/medium and
low in your letter.
Outc0mes
 All activities aligned with the teacher/leader
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standards and with the Core Academic Standards
All content areas will benefit
Builds a common vocabulary
Builds a toolbox of effective teaching/learning
practices with the expectation that teachers will be
able to use them with a high level of effectiveness
All schools will get access to a pool of formative
assessments
Increased student achievement
Considerations
 Who will be on your leadership team?
 What school improvement/professional learning
activities are you already implementing? How does
this connect with those activities?
 Do you already have time embedded into your
schedule for collaboration?
 Where are you regarding:
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The collaborative use of assessment data to make instructional
decisions?
The use of research based instructional practices?
The transition to the Core Academic Standards?
FYI
 Professional learning opportunities will be provided.
These may occur monthly and involve cohorts.
 The initiative is an amendable three year project.
 Some funding is associated with the project,
primarily to provide time for collaboration.
Month
Activity
Nov-Dec
Collaborative team building
•Roles and rules
•Core academic standards
•Decision Making for Results—classroom only
•Introduction to Hattie’s work—effect size
•How to access web-based supports
Jan-Feb
•2 effective teaching/learning practices
•How to develop common formative assessments
•How to administer/score formative assessments
Feb-May
(monthly
process)
•Teach
•Assess
•Analyze
•Re-teach
•Re-assess
•Re-analyze
•Submit CFA
•Submit data
March
•Add two more effective teaching/learning practices to the
toolbox of all teachers
Questions?
Piagetian Programs
 Piagetian Programs usually share some common features. First,
students are engaged through activation of a schema. Basically,
setting the stage for learning something new by invoking things they
already know. Second, students do an experiment where they are
allowed to “mess around” with a concrete phenomenon. Third, an
extensive class or tutorial discussion or activity takes place where
students attempt to make sense of what they’ve seen. This is the
most critical stage, and must include scaffolding, guided
questioning, modeling, shaping, concept mapping and so
on. Finally, having developed a set of principles or a theory,
students are made to apply the theory to a novel problem or
situation. Some have formalized this learning cycle into four stages
and an acronym: Activation (A; the set up), Concrete (C; the
experiment), Invent (I; the discussion etc.), and Apply (A; the
application to a novel problem); ACIA.
Suggested Learning Strategies
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(1) Self Reporting Grades
(3) Response to Intervention
(4) Providing formative evaluations - Formative Assessment
(7) Class Discussion
(9)Teacher clarity
(10)Feedback
(11)Reciprocal Teaching
(12) Teacher-Student Relationships
(14)Meta-cognitive strategies
(16) Classroom Behavioral
(17) Vocabulary Programs
(21)Self-verbalization and self-questioning
(24)Problem-Solving Teaching
(28) Cooperative v. Individualistic learning
(29) Direct Instruction
(53) Questioning (0.48)
Rank these 12 effects
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Student-teacher relationships
Teaching study skills
Reading Recovery
Feedback
Homework
Acceleration (speed up a year)
Ability grouping
Classroom size
Open vs. traditional classes
Cooperative learning
Retention (hold back a year)
Shifting schools
Rank of these 12 effects
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1 Acceleration (speed up a year)
2 Feedback
3 Student-teacher relationships
4 Teaching study skills
5 Reading Recovery
6 Cooperative learning
7 Homework
8 Classroom size
9 Ability grouping
10 Open vs. traditional classes
11 Retention (hold back a year)
12 Shifting schools
Rank these 12 effects: Answers
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1 Acceleration (speed up a year) .88
2 Feedback .73
3 Student-teacher relationships .72
4 Teaching study skills .59
5 Reading Recovery .50
6 Cooperative learning .41
7 Homework .29
8 Classroom size .21
9 Ability grouping .12
10 Open vs. traditional classes .01
11 Retention (hold back a year) -.16
12 Shifting schools -.34
Influences on Achievement