improving academic achievement for all students avid schoolwide gloria mcgehee-koel, director avid,...
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Improving Academic Achievement for All Students
AVID Schoolwide
Gloria McGehee-Koel, Director
AVID, Region VIII
Special Thanks to Jim Scarpino, S4 Director for Region 8
OBJECTIVES OF Meeting• To REVIEW research on how AVID
supports schoolwide students’ achievement.
• To SHARE research-based strategies that show how AVID can support schoolwide improvement.
• To EXPLORE the WRITE Path content materials
• To MAKE CONNECTIONS on how these strategies can meet the goals in the Single School Plan (SSP) and the Local Education Agency Plan (LEAP).
SUPPORTING SCHOOLWIDE STUDENT ACHIEVEMENT
AVID: A Comprehensive School Reform Model for Texas
National Forum of Educational Administration and Supervision Journal
Volume 19, Number 3, 2002-2003Karen M. Watt, Darlene Yanez, Griselda Cossio
Main Findings: “through proper implementation
(strong instructional leadershipusing AVID strategies school-wide
and staff development)underachieving, economically disadvantaged,
ethnic minority students can succeed in a rigorous curriculum.”
SUPPORTING SCHOOLWIDE STUDENT ACHIEVEMENT
AVID: A Comprehensive School Reform Model for Texas[National Forum of Educational Administration and Supervision
JournalVolume 19, Number 3, 2002-2003]
Main Findings: AVID is a catalyst for school-wide reform; AVID addresses and influences school policies that
can be barriers to student success; AVID is a pathway to opening access to Advanced
Placement; AVID can be adapted to meet the capacity and needs of
individual campuses to implement reform.
AVID and The Plans
Single School P lanSite P lan
A cademic Im provem ent for A ll StudentsA ll Resources
Single School P lanSite P lan
A cademic Im provem ent for A ll StudentsA ll Resources
NO CHILD LEFT BEHINDLocal Educational Agency Plan
District levelFive Perform ance G oals
Single School Plan
A single, comprehensive school plan to improve the academic performance of of all students. All subgroups are addressed in this plan.
The plan includes: • School Goals• Specific Actions to Improve Educational
Practices• On-Going Monitoring of Results• All resources available to the school
Local Education Agency PlanDistrict Level
• Performance Goal 1: All students will reach high standards …in reading and mathematics, by 2013-2014.
• Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, …reading/language arts and mathematics.
• Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.
• Performance Goal 4: Environments Conducive to Learning (page 39)
• Performance Goal 5: All students will graduate from high school.
Effective Instruction by Meta-Analysis
• This meta-analysis examines average effect of 1251 experimental studies
• Focuses on instructional strategies w/ high probability of success for all pupils, K-12 in all subjects
• Expresses results as effect size
Classroom Instruction That Works (2001, ASCD) Marzano, Pickering, & Pollock
What is Effect Size?
Effect Size Represents Increased or Decreased Achievement
of Experimental Group in Standard Deviation Units
Effect Size of 1 = 34 Percentile Point Gain Effect Size of 1 = 34 Percentile Point Gain
Effective
Teaching
Requires
Tools
That
Work
Homework & Practice
Reinforcing Effort &
Providing Recognition
Summarizing &
Note Taking
Identifying Similarities
& Differences
Nonlinguistic Representations
Effective Teaching
Requires Tools That Work!
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing
Hypotheses
Questions, Cues, &
Advanced Organizers
From Classroom Instruction That Works by Marzano,
Pickering, & Pollock (ASCD, 2001)
Interpreting Effect Size Significance
0
0.2
0.4
0.6
0.8
Small
Medium
Large
Small 0.2
Medium 0.5
Large 0.8
Effect Size
Jacob Cohen, Statistical Power Analysis for the Behavioral Sciences, 1988
Identifying Similarities & Differences
• Effect Size 1.61• Identifying similarities &
differences:– enhances understanding and ability
to use knowledge– includes comparison, classification,
metaphors, & analogies– increases in positive effect when
graphically represented
Identifying Similarities
& Differences
Summarizing & Note Taking
• Effect Size 1.00
• Effective note taking means:– deleting, substituting, &
keeping some information– learning to analyze – becoming aware of information
structures
Summarizing &
Note Taking
Reinforcing Effort & Providing Recognition
• Effect Size .80
• Rewards: – do not necessarily decrease intrinsic
motivation– most effective when used to attain
standards of performance– abstract or symbolic more effective
than tangible
Reinforcing Effort &
Providing Recognition
Homework & Practice
• Effect Size .77
• Homework should:– differ with grade level– keep parent involvement to
minimum– identify & articulate purpose– be commented on, if assignedHomework
& Practice
Non-Linguistic Representation
• Effect Size .75
• Non-Linguistic Representations:– generated in lots of ways, including
drawings, physical models, mental pictures, pictographs, kinesthetic activity
– elaborate on knowledge
Nonlinguistic Representations
Cooperative (Collaborative) Learning
• Effect Size .73
• Cooperative Learning works better when:– ability groups used sparingly– groups kept small– used consistently & systematically, but not
excessively
Cooperative Learning
Setting Objectives & Providing Feedback
• Effect Size .61
• Effective Instructional Goals:– narrow what students focus on,
but are not overly constrictive– invite students to personalize
the teacher’s goals
Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
• Effect Size .61
• Hypotheses Formation/Testing:– may be approached inductively
or deductively– ask students to explain clearly
both hypotheses & conclusions
Generating & Testing
Hypotheses
Questions, Cues, & Advanced Organizers
• Effect Size .59
• Questions/Cues work well when:– focused on what’s important– asking for analysis, rather than recall
or recognition alone– used with adequate wait time– given before a learning experience
Questions, Cues, &
Advanced Organizers
WRITE PATH SERIES• What is it? The Write Path Series are sets of
materials in the core content areas that are based on the instructional strategies, WICR, (writing, inquiry, collaboration and reading) used in the AVID elective classes.
• What is the correlation of the WICR strategies with the research-based strategies?
Assignment:SURVEYING WRITE PATH
SERIES
• English Language Arts
• Mathematics
• History/ Social Sciences
• Science
• English Language Development
Directions
1. PREVIEW: Designated pages of the selected WRITE Path materials.
2. With a partner, SELECT one or more lessons in a content area. Determine which of the seven instructional strategies/effect size is reflected in different lessons.
3. RECORD the page number(s) of the lessons on the Cornell notes adjacent to its effect size.
4. WRITE your summary statement of your findings.
AVID Region 8 GrantIncentives
• Design A: One Day WRITE Path Workshops provided onsite.
• Design B: WRITE Path Mini-Workshops Series
• Customized WRITE Path Workshops
Any workshops scheduled and materials ordered prior to December 31, 2003 are discounted 50%.
Time to Reflect
• Jot down your response to these questions:
– What ideas interest me or caught my attention?
– How does this information fit into my SSP and the district’s LEAP?
– Who needs to know about this back at the site/district?
Questions and Answers
If interested, complete the Interest Form in your packet.