4 Absolutes Better is possible It does not

4 Absolutes

“Better is possible. It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try. ” Atul Gawande

What? How? Why?

Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe. The difference between success and failure in schools is, quite literally, life and death for our students. Mike Mattos Stop, think, and discuss

Dylan

“With stakes this high, a quality education is no longer a privilege, but a moral responsibility we owe to every child. ” Buffum, Mattos, & Weber, Simplifying Response to Intervention

Ensure high levels of learning for EVERY student

The “if only…” dilemma

Absolute #1: Take collective responsibility for learning

Collective responsibility is built on two fundamental beliefs: 1. We, as educators, accept responsibility to ensure high levels of learning for every child. 2. We assume all students can learn at high levels. Buffum, Mattos, Weber. , Simplifying Response to Intervention

The misguided stories we tell Can all kids learn? Yes!

The misguided stories we tell Can all kids learn? Yes, if… • • they choose to learn the parents are supportive and prepared them we had more money, aides, teachers, etc. they speak another language besides English, are living in poverty, have an IEP, etc.

We have to start having the RIGHT conversations

The WRONG conversations • How do we improve test scores? • How can we protect our effective practices from others? • What “quick fixes” are there? • How can I help “my” kids? • What is wrong with these kids?

The RIGHT conversations • Do we believe ALL kids can learn? • Are we ensuring that all students learn? • Do our behaviors/practices align with this? • Is every student learning at high levels? • Are we collectively unified in our efforts? Stop, think, and discuss

The 4 Critical Questions

The 4 Critical Questions 1. What is it that we want them to know?

The 4 Critical Questions 1. What is it that we want them to know? 2. How will we know if they learned it?

The 4 Critical Questions 1. What is it that we want them to know? 2. How will we know if they learned it? 3. How will we respond if they don’t?

The 4 Critical Questions 1. 2. 3. 4. What is it that we want them to know? How will we know if they learned it? How will we respond if they don’t? How will we extend the learning for those who already know it?

Absolute #2: Teams identify guaranteed skills (GVC)

What is it we want them to know? Source: Dufour, R. , Eaker, R.

“One of the most significant factors that impacts student achievement is that teachers commit to implementing a guaranteed and viable curriculum to ensure that no matter who teaches a given class, the curriculum will address certain essential content. ” Robert J. Marzano

Nice to know

Nice to know Important

Nice to know Critical Important

Is this all we teach?

Stop, think, and discuss 1. Are teams clear on the essential skills (GVC) for each course/grade level? 2. Is there agreement on what proficiency looks like?

Absolute #3: Teams use common formative assessments to diagnose

What is it we want them to know? How will we know if they learned it? Source: Dufour, R. , Eaker, R.

Rethinking assessments Score in book vs. Diagnostic

78%

Let’s visit our medical professional!

Let’s visit our medical professional! Congratulations …you’re 78% healthy!

Let’s visit our medical professional! Congratulations …you’re 78% healthy! As a patient, what would you want to know?

Diagnosing and treating 22%? What exactly am I sick with? Are you going to treat me? When? Is it going to work? What if it doesn’t work? Have you collaborated with other professionals? • Is there another professional who is better at treating this? • •

Diagnosing and treating Am I proficient in the GVC? If not, which skill(s) am I missing? Are you going to treat me? When? Is it going to work? What if it doesn’t work? Have you collaborated with other professionals • Is there another professional who is better at treating this? • •

What is it we want them to know? How will we know if they learned it? How will we respond if they don’t? Source: Dufour, R. , Eaker, R.

Intervention: Stepping in and helping a child

Changes to Intervention Come in after school Try harder You’ll never get it Maybe if I talk slower My job is to teach, your job is to learn Immediate Directive Targeted Systematic

What is it we want them to know? How will we know if they learned it? How will we respond if they don’t? How will we extend the learning of those who already know it? Source: Dufour, R. , Eaker, R.

Teacher chooses what they want to teach Teacher teaches what they want to teach Teacher records scores Teacher gives a test

Absolute #4: Establish and monitor CLEAR expectations

Monitoring the work of teacher TEAMS

Start Now!

We have to shock the system. We have a duty to expose the system where it is clearly ineffectual. But as things are now, we don’t even pretend to improve most of our schools; we only talk about it. Mike Schmoker

It’s not a matter if we will or won’t…we must!

Absolutes! Collective responsibility for learning Identify guaranteed skills Use assessments to diagnose Establish and monitor clear expectations

Thank you! bob. sonju@washk 12. org