Enhancing Student Achievement
through Technology Integration
and Professional Learning
Communities
Salina Intermediate
Presented by:
Bob Attee and
Glenn Maleyko
at the 2011 MACUL Conference
DuVall Elementary
Presentation Goals:

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To explain how a Professional Learning
Community model enhances our technology
program.
To describe how benchmark-aligned multimedia
projects will increase student achievement levels.
Presentation Overview
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Part 1: What Does Student Achievement Data
Tell Us About PLC’s and Technology
Integration?
Part 2: Establishing a Technology Integrated
PLC
Part 3: Using Technology to Improve Student
Achievement Levels
Part 4: Lessons Learned
The Current Economics of
Education: Doing More with Less!

With the ongoing reductions in funding from
the federal and state government,
Class size has increased
 General funds for supplies/ resources has decreased
 Team planning time has been eliminated in some
districts

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How can teachers improve student achievement
in the current economy?
The Need for Change:
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“There is much uncertainty in our
education system today. The
continuation of public education as we
know it is not guaranteed and
maintaining status quo is not an option.
Our education system has to change if
the next generation is going to be
successful in their world. All educators
must play key roles in changing our
schools.”
– Bill Daggett, Model Schools
Conference 2009
There is hope!
Schools do make a difference!

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An analysis of research conducted over a thirtyfive year period demonstrates that schools that
are highly effective produce results that almost
entirely overcome the effects of student
backgrounds.
Robert Marzano, What Works in Schools, 2003.
“All of us can consciously decide to leave behind a
life of mediocrity and to live a life of greatness---at
home, at work and in the community. No matter
what our circumstances may be, such a decision
can be made by everyone of us.”
- Stephen Covey
Covey, S. (2004). The 8th habit: From
effectiveness to greatness. New York,
NY: Franklin Covey Co.
Pg. 29
A Tale of Two Schools
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Salina Intermediate:

DuVall Elementary:

520 students in grades 4 – 8
We are located near the Ford
Rouge Plant
23% Student Mobility Rate
71% of students are English
Language Learners
99.8% of students qualify for
free or reduced lunch

276 students in grades K-5
We are located near Greenfield
Village and the Henry Ford
Museum
9% students with disabilities
12% ELL students
24% Free and reduced lunch
AYP has been met for several
consecutive years.
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AYP has been met for several
consecutive years.
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Salina Intermediate
School
MEAP Proficiency of All Students in
Reading and Math from 2007 - 2009
Percentage of Students
Meeting/ Exceeding
State Standards
Percentage of All 4th Grade Students Meeting/ Exceeding
State Standards
100
80
60
40
91
89
67
56
63
Reading
56
20
0
2007
2008
Year
2009
Math
Percentage of Students
Meeting/ Exceeding
State Standards
Percentage of All 5th Grade Students Meeting/ Exceeding
State Standards
100
80
71
60
40
53
59
63
71
Math
48
20
0
2007
2008
Year
Reading
2009
Percentage of Students
Meeting/ Exceeding
State Standards
Percentage of All 6th Grade Students Meeting/ Exceeding
State Standards
100
80
60
40
65
70
65
74
53
Math
40
20
0
2007
Reading
2008
Year
2009
Percentage of Students
Meeting/ Exceeding
State Standards
Percentage of All 7th Grade Students Meeting/ Exceeding
State Standards
100
80
53
40
20
78
75
60
60
52
37
0
2007
2008
Year
2009
Reading
Math
Percentage of Students
Meeting/ Exceeding
State Standards
Percentage of All 8th Grade Students Meeting/ Exceeding
State Standards
100
80
60
40
72
62
74
56
49
Math
40
20
0
2007
2008
Year
Reading
2009
Percent of Non ELL Students
meeting State Proficiency Standards in
2009 - 2010
Subject
Grade
Reading
4
Reading
Salina
Intermediate
District
State
75
87
85
5
93
90
86
Reading
6
90
92
88
Reading
7
94
88
83
Reading
8
95
91
84
Percent of Non ELL Students
meeting State Proficiency Standards in
2009 - 2010
Subject
Grade
Salina
Intermediate
Math
4
96
96
93
Math
5
91
88
80
Math
6
93
91
83
Math
7
94
91
83
Math
8
93
83
71
District
State
Percent of ELL Students meeting
State Proficiency Standards
in 2009 - 2010
Subject
Grade
Salina Intermediate
District
State
Reading
4
40
55
64
Reading
5
35
42
62
Reading
6
47
55
70
Reading
7
24
38
54
Reading
8
50
51
61
Percent of ELL Students meeting
State Proficiency Standards
in 2009 - 2010
Subject
Grade
Salina Intermediate
District
State
Math
4
88
92
87
Math
5
55
59
68
Math
6
62
61
69
Math
7
67
64
66
Math
8
58
51
50
How can we improve student
achievement in traditional classes?
In order to continue to improve
student achievement levels, schools
must have a cultural shift.
Cultural Shifts:
Becoming a Professional
Learning Community

“To put it as succinctly as possible, if you want to
change and improve the climate and outcomes of
schooling both for students and teachers, there
are features of the school culture that have to be
changed, and if they are not changed your wellintentioned efforts will be defeated”
Seymour Sarason: Taken From Robert Eaker PLC presentation.
A Traditional School
Focuses on Teaching
and a Professional
Learning Community
Focuses on Student
Learning.
Cultural Shift
Traditional School
Professional Learning Community
Teacher Isolation
Collaboration
Decisions about improvement are
opinion based.
Decisions are researched based with
collaborative teams seeking out best
practices.
When students don’t learn not
systematic response.
Systematic response as to how the
school responds when students don’t
learn.
Administrators are viewed a
leaders and teachers as followers.
Administrators are leaders of leaders
teachers are transformational leaders.
Decisions about improvement are
opinion based.
Decisions are researched based with
collaborative teams seeking out best
practices.
School Leadership is essential to
change because it influences:
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A clear mission and goals
The climate of school and climate of classrooms
The attitudes of teachers
The classroom practices of teachers
The organization of curriculum and instruction
Student opportunities to learn
Marzano, Waters, McNulty:
School Leadership that Works:
From Research to Results p.5
Visionary leaders

Effective visions help individuals understand
that they are part of a larger world and also
reassure them of their individual importance to
the organization.

Reeves, Douglas (2006). The learning Leader.
“People want to be part of
something larger than themselves.
They want to be part of something
they’re really proud of, that they’ll
fight for, sacrifice for , trust.”
— Howard Schultz
DuVall Vision
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We see a DuVall Community that supports and builds on the
strengths of each student, uses instructional best practices,
inspires students to think critically and creatively in school and
community.
We see an educational partnership in which DuVall staff,
families, and members of the community faithfully share the
responsibility of educating each student in an atmosphere of trust
and mutual respect.
We see a continually changing teaching and learning
environment that uses technology and research based best
practices as the focal point for developing and implementing
sound educational programs and instructional practices.
We see a school community that encourages and insists its
students achieve beyond GLCE’S.
We see a school community that respects, appreciates, and
celebrates our similarities and differences.
We see a school community that embraces the Core Values.
Salina Intermediate Mission

The mission of Salina Intermediate School is to
increase academic achievement by implementing and
evaluating a technology integrated comprehensive
curriculum which enables students to become literate
problem-solving critical thinkers. We have high
expectations for all students, and provide a safe and
nurturing environment collaboratively with parents and
community to ensure that all students become
responsible, productive citizens.
After developing a common vision
and mission, it is critical to find time
for collaboration and professional
development (capacity building).
Team Collaboration
We can achieve our fundamental purpose of
high levels of learning for all students only if we
work together. We cultivate this collaborative
culture through the development of high
performing teams.
Dufour & Eaker
Finding Time for Professional
Development
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Administrative support with scheduling
Before and after school opportunities
District Release time (late start)
Substitutes to release teachers.
Staff meetings
Team meetings / collaboration (PLC)
Assembly Release Time
Administrative Visitations
Conferences or workshops
On-line professional development
Team Collaboration
Effective collaborative teams share
knowledge, define learning standards, agree
on pacing, build knowledge of best practice,
and focus on issues that MOST impact
student achievement.
Team Collaboration and the 3
Essential Questions
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1. What is it that we want children to Learn?
2. How will we know when they have learned
it?
3. How will we respond when they don’t learn
and/or how will we respond when they have
learned?
The most effective collaborative
teams
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Focus on learning rather than teaching.
If teams do not focus on issues and questions
that most impact student achievement, they
become “coblaboration” teams.
Dufour & Eaker 2002
Advantages of collaborative teams:
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provide support for new teachers
promote confidence among staff members
allow teachers to work together to find quality solutions
provide opportunities for sharing ideas, materials, and
methods for better teaching
enhance student achievement
Important Team Components

Three important components keep the
team focus and help to subdue the
resistors
 1. The development of Team Norms
 2. The development of Team Goals
 3. Sustaining Good team leadership.
In order to focus on school
improvement, we must use
SMART GOALS:
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Strategic and Specific
Measurable
Attainable
Results oriented
Time-bound.
Salina Intermediate co-teaching
model
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Through the PLC Model all of the core
teachers collaborate
In the Middle School 6th through 8th
grade the Language Arts and
Mathematics teachers co-teach
Elementary 4th & 5th Grade teachers coteach in Mathematics & Language Arts
and other core areas
Using SuccessMaker in the
Language Arts Lab
Students are enrolled in a Language Arts Lab for
one hour in lieu of one of their elective classes.
Tracking Progress
in the Language Arts Lab
Using Technology
in the Newcomer Center
The Salina Model for Customizing Technology
Based On Building Needs
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The process of customizing technology according to needs of the
curriculum and buildings is as follows:
A. Create a technology committee (building level).
B. Identify benchmarks that require technology support.
C. Attend conferences to learn about software and advances in technology
D. Identify Software and Hardware needed.
E. Make sure that the technology of interest makes the maximum use of the
current technology.
F. Training must accompany the acquisition of a new technology item.
Technology Tools that can assist with
Professional Learning Communities:
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Curriculum Crafter
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Identify Grade Level Content Expectations
Align curriculum between grade levels
Develop vocabulary lists and unit resources (links)
Google Docs
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Conduct staff surveys
Collaborate on presentations using the Internet
Share and edit data
Research & Data
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There is an enormous amount of data
supporting technology integration in the
classroom.
International Society of Technology Education
(ISTE) Standards
National Education Association NEA
Michigan Association for Computer Users in
Learning (MACUL)
USA Today:
Teens use of cell phones in class
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Store information to look at during a test - 26%
Text friends answers - 25%
Search web for answers – 20%
Take photo of test and send to friends -17%
(USA Today: June 18, 2009)
Effective Teachers
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Effective teachers have a classroom that is
structured and organized and CONSISTENT in
how the classroom is run.
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Harry Wong, 2009 Model Schools Conference
Salina Technology
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Data projector, Document camera and Promethean Board in
most of the core classrooms.
Full wireless connectivity
8 mobile wireless labs
Community Center with Technology access
A media broadcast studio with a green screen for video
production
Multimedia software applications
Activote systems.
Multimedia Project Development
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1. Begin with the end in mind – focus on related
benchmarks/ GLCE’s
2. What is it that I REALLY want students to walk
away with knowing ? – A major understanding
defines what is essential
3. What am I looking for ? – in order to assess
student achievement, determine what mastery of the
benchmark/ GLCE will look like.
ASSESSMENT METHOD
TARGET TO
BE ASSESSED
SELECTED
RESPONSE
ESSAY
PERFORMANCE
ASSESSMENT
KNOWLEDGE
Multiple choice, true/false,
matching, and fill-in can
sample mastery of elements
of knowledge
Essay exercises can tap
Understanding of
relationships
among elements of
knowledge
Not a good choice for this
target
REASONING
Can assess understanding of
basic patterns of reasoning
Written descriptions of
complex problem solutions
can provide a window into
reasoning proficiency
Can watch students solve some
problems and infer about
reasoning proficiency
PERFORMANCE
SKILLS
Can assess mastery of the
prerequisites of skillful
performance, but cannot tap
the skill itself-not a good
choice for this target
Can assess mastery of the
prerequisites of skillful
performance, but cannot
tap the skill itself-not a good
choice for this target
PRODUCTS
Can assess mastery of
prerequisite to the ability to
create quality products, but
cannot assess the quality of
products themselves-not a
choice
Can assess mastery of
knowledge prerequisite to the
ability to create quality
products, but cannot assess
the quality of products
themselves-not a good choice
PERSONAL
COMMUNICATION
Can ask questions, evaluate
answers and infer masterybut a time-consuming
option
Can ask student to "think aloud"
or can ask follow-up
questions to probe reasoning
Strong match when skill is
oral communication proficiency;
Can observe and evaluate
also can assess mastery of
skills as they are being performed knowledge prerequisite to skillful
performance
A strong match; we can assess:
(a) proficiency in carrying out
steps
in product development, and
(b) attributes of the product itself
Can probe procedural knowledge
and knowledge of attributes of
quality products - but not
product quality
Developed by Rick Stiggins
Multimedia Project Development
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Discuss with your team how you can work together to
enhance the curriculum between the content areas.
When would it be better to teach a unit - ex. Science
and social studies are both covering environmental
problems in April; Science and math are covering
charts and graphs in October.
Designing Projects that improve
student achievement :
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4. Select the most appropriate technology
based instructional materials.
5. Plan for it! – make lesson plans that include
time for introducing the material, allowing
students time to work on the project(s),
making time available for presentations, and
allowing for time to debrief!
WE LEARN
10%
OF WHAT WE READ
20%
OF WHAT WE HEAR
30%
OF WHAT WE SEE
50%
OF WHAT WE HEAR AND SEE
70%
OF WHAT IS DISCUSSED WITH OTHERS
80%
OF WHAT WE EXPERIENCE PERSONALLY
95%
OF WHAT WE TEACH SOMEONE ELSE
W. M. Glasser
Making instruction meaningful
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Students will be motivated by content that is
rigorous and relevant.
For content to be relevant, students must believe
that the topic/content is important in their lives.
For content to be rigorous, it must be
challenging – not too difficult or easy to learn.
Product Assessments
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Help students to rethink, use, and extend what they
have learned. (Carol Tomlinson, 2001)
Can be differentiated for students’ interest, learning
styles, and readiness levels.
Give the students scenarios (case studies) that allow
them to make connections between curriculum topics
and apply the content to their daily lives or future
careers.
Different ways to find out what
students understand
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Present a news report
Write and perform a rap
Create (diagram) a model
Conduct a discussion
Make an editorial video
Design a game
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Make a webquest
Make a cartoon/comic
Create a flowchart
Develop an exhibit
Keep a journal log
Develop a learning
center
Use notecards with short
questions
Lessons Learned
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We are facing changing times in the world
economy and with new advances in technology.
Collaboration with colleagues can help to better
use available technology resources in the school
and make connections to other curriculum areas.
The curriculum must be rigorous and relevant
for students.
Sample Project Ideas
Other Project Ideas:
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Case Studies:
Wolves
Exotic Species
Genetic Engineering
Fossils
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Videos:
Hillary Potter (writing a
sequel to a book)
Blogs:
iblog