A Wade Boykin Ph D Professor of Psychology

A. Wade Boykin, Ph. D. Professor of Psychology Executive Director What It Really Takes to Improve Student Outcomes Putting the Puzzle Pieces Together: Aligning Resources for Improved Student Outcomes Virginia State Department of Education

Preparing For And Preparing the 21 st Century: ¡ Economic and Labor Force Participation in Advanced Technological Societies ¡ Political and Civic Participation in Multiplex, Culturally Diverse Societies ¡ Social Participation in Globally Interdependent World Require ¡ High Level, Generative, Technical, Cognitive, Social and Cultural Competencies

8 th Grade Reading 2005 average main NAEP reading scores for eighth graders by race and parents’ highest level of education Parent Education Level Race White Black Hispanic White-Black White-Hispanic Did not finish H. S. Graduated H. S. Some Ed. After H. S. 250 234 241 16 9 260 236 245 24 15 272 251 256 21 16 © 2008 Capstone Institute @ Howard University Graduated College 279 247 257 32 22

12 th Grade Mathematics 2005 average main NAEP mathematics scores for twelfth graders by race and parents’ highest level of education Parent Education Level Race White Black Hispanic White-Black White-Hispanic Did not finish H. S. Graduated H. S. Some Ed. After H. S. 280 263 277 17 * 292 266 280 26 12 305 275 291 30 14 © 2008 Capstone Institute @ Howard University Graduated College 316 281 291 35 25

Percentage of African American and White Students at Each Achievement Level on NAEP assessments at Grade 4 and Grade 8 Mathematics in 2005 for Selected Urban School Districts Grade 4 Grade 8 Urban District Race Below Basic At Proficient At Advanced Atlanta Black White 49 4 42 23 9 50 ----22 72 * 24 * ---* Austin Black White 26 1 56 24 16 58 2 17 48 10 40 29 9 42 3 20 Boston Black White 35 12 51 45 13 38 ---6 55 17 36 30 8 35 1 19 Charlotte Black White 26 3 53 27 19 51 1 19 46 10 40 29 12 42 1 19 Chicago Black White 59 12 35 45 6 38 ---6 72 29 26 39 3 26 ---7 Cleveland Black White 48 19 45 56 8 23 ---1 71 46 26 37 3 16 ---2 District of Columbia Black White 59 1 35 21 5 55 ---23 73 23 23 39 3 31 ---7 Houston Black White 33 3 53 24 14 57 1 16 53 15 40 35 7 41 ---9 Los Angeles Black White 58 13 33 38 9 39 ---10 71 32 22 37 6 24 1 7 New York City Black White 37 13 49 41 13 41 1 6 56 23 33 39 9 31 2 7 San Diego Black White 40 6 46 44 14 41 1 9 60 17 32 41 7 32 1 10 Source: U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (2005). Note: Dashes indicate that there were not enough students to equal 1%, and asterisks mean that the number did not meet NAEP sample requirements.

The Achievement Gap is Multi-faceted ¡ Minority Group vs. Majority Group ¡ American Students vs. “The World” ¡ 20 th Century Preparation vs. 21 st Century Preparation

Evidence-Based Practices ¡ ¡ ¡ Did we get these results because of what we did? Can we repeat this and get the same results again? Can we or others get the same results elsewhere in similar settings?

Evidence-Based Approach to School Improvement ¡ Programs based on research literature ¡ Programs based on on-site data ¡ On-site data based on sound methods and instruments ¡ Enabling conditions are provided and documented ¡ Implementation quality is assessed & adjustments are made ¡ Instruction is guided by assessment ¡ Outcomes are evaluated and linked to conditions and implementation

SUPER SCHOOLS!! Low Student and Staff Turnover Multidimensional Leadership Continuous Commitment to Improvement Multiple Stakeholder Involvement Education of the Whole Child

Transactional More So Than Technocratic Solutions

P r o f e s s i o n a l D e v e l o p m e n t General Scheme Transactional Strategies (Asset Focused) Guiding Functions Engagement 3 D Gap Closing Outcomes

Engagement as a Precursor to Achievement ¡ Behavioral ¡ Affective ¡ Cognitive

Guiding Functions (Impact Engagement & 3 D Outcomes) ¡ Self-Efficacy (Confidence that one can do what it takes to accomplish the desired outcome) ¡ Self-Regulated Learning (Planning, monitoring & assessing ones own learning) ¡ Belief Change (From Smartness as Fixed to Smartness as incremental)

Borman & Overman (2004) Resilient Students are higher than non-Resilient students in terms of: More positive attitudes toward school ¡ Engagement (Teacher Rating) ¡ Efficacy ¡

Transactional Strategy Types that Impact Guiding Functions, Engagement, and Achievement Information Processing Quality ¡ Classroom Interpersonal Relationship Quality ¡ Enabling Learning Goals ¡ Classroom Collaboration ¡ Meaningful Learning (Individual, Social) ¡ Cultural Resources ¡

Information Processing Quality ¡ Elaboration (Williams et al 2005) ¡ Schema Based Instruction (Jitendra et al 2007) ¡ Multiple Representations (Eilan & Poyas 2008)

Elaboration Guides for Thought-Provoking Questions Generic Question Specific Thinking Skill Induced What is another example of …? Application What would happen if …? Prediction; hypothesizing What are the strengths and weaknesses of …? Analysis; inference What is the difference between … and …? Compare-contrast Do you agree or disagree with …? Support your answer evidence Evaluation and identifying Source: King, 1994, p. 24. Reprinted by permission of Jossey-Bass, a Wiley company

Schema Based Strategies Text Structure of Information Text v. Sequence Pattern v. Descriptive Pattern v. Comparison-Contrast Pattern v. Cause-Effect Pattern v. Problem-Solution Pattern

Time Order Sequence Graphic Organizer 4 3 2 1 The Time Order or Sequence Graphic Organizer helps students uncover the logical progression of ideas in a document-from earliest to latest, from most to least important, etc. -and then to place specific items or details within this sequence.

Descriptive Pattern Organizer FACT TOPIC FACT

Venn Diagram

Process/Cause-Effect Pattern Organizer EFFECT

Somebody Wanted But So Overview of the “Somebody Wanted But So” Strategy Student identification of plot elements, such as conflicts and resolutions, can be facilitated by the use of the “Somebody Wanted But So” (SWBS) reading strategy. With SWBS, students complete a chart by creating a SWBS statement that identifies a character, the character’s goal/motivation, a conflict that impedes the character, and the resolution of conflict. The chart has four column headings: Somebody Wanted But So (character) (goal/motivation) (conflict) (resolution) While the SWBS reading strategy lends itself to after reading, it can be used during the reading of specific chapters or section of the text and with the main plot as well as subplots.

Arithmetic Word Problem Structures ¡ Change -Andy had five marbles. Then he gave three marbles to Nick. How many marbles does Andy have now? ¡ Combine -Andy has two marbles. Nick has three marbles. How many marbles do they have altogether? ¡ Compare -Nick has five marbles. Andy has two marbles. How many more marbles does Nick have than Andy? ¡ Equalize -Nick has five marbles. Andy has two marbles. How many marbles does Andy have to buy to have as many marbles as Nick?

Multiple Representations 1/3+1/3= 2/3 . 33 + . 33 . 66 1/3 + 1/3 One third plus one third equals two thirds

Knowledge Representations Vocabulary Word Map Adapted from Reading. Quest. org Definition in your own words Synonyms Vocabulary Word Use it Meaningfully in a sentence Draw a picture of it

TSRQ Elements Caring (Genuine) ¡ Empathy ¡ Affective Support ¡ Instructional Support ¡ Encouraging the Best ¡ Holding Optimistic view of student(s) ¡ Non-Patronizing ¡ (Safit & Pianta 2001; Hughes & Kwok 2007; Hamre & Pianta 2005; Tennenbaum & Ruck, 2007)

Ways That Teachers Convey Differential Achievement Expectations to Students v Teacher calls on low expectation (LE) students less often than high expectation students (HE) v Teacher likely to give less praise and more criticism for failure to LE students v Teacher shows less acceptance and use of ideas put forth by LE students v Teacher provides briefer and less informative feedback to questions raised by LE students v Teacher gives LE students less benefit of the doubt v Wait time before teacher provides an answer is less for low expectation (LE) students v Teacher more likely to give low expectation (LE) students the answers, while more likely to give high expectation (HE) students clues or to rephrase a given question Adapted from Good (1987) & Ferguson (1998)

TSRQ When You Work Really Hard In School, Which of the Following Reasons Are Most Important To You Percentages Blk My Teachers Encourage Me To Work Hard The Teacher Demands It Wht Hisp Asn 31% 47% 31% 41% 15% 29% 19% 20% Ferguson (2003)

Engagement Types among First Grade Low-Achievers ¡ Cooperative---- Like school; high levels of effort and persistence; very positive relationships with teachers and peers ¡ Enthusiastic---Like school a lot; academically self-confident; moderate levels of effort and persistence; somewhat problematic relationships with teachers; somewhat positive relationships with peers ¡ Resistive---Low levels of effort and persistence; problematic relationships with teachers and peers; somewhat academically selfconfident; neutral in school liking ¡ Disaffected---Dislike for school; low levels of academic self-confidence; low levels of effort and persistence; somewhat problematic teacher and peer relationships

High Emotional Support Can Lead to Gap Closing Outcomes ¡ High emotional support includes factors such as (1) Teacher sensitivity to child’s needs e. g. mood, interests etc. (2) Teacher reluctance to impose her/his agenda unilaterally onto the child (3) Teacher creation of a positive affective climate (4) Teacher deployment of classroom management marked by clear yet flexible expectations and behavioral guidelines. (Hamre and Pianta, 2005)

Enabling Learning Goals Kaplan & Maehr (1999) Mastery Performance Goals Emotional Tone -. 35 Peer Relationships -. 31 Perceived Academic Efficacy . 49 Disruptive Behavior -. 41 Significant Regression Coefficients

Classroom Collaboration v Collaboration and collaborative learning v Student accountability, ownership and responsibility v Student voice and choice v Inclusiveness

Collaborative Activities ¡ Numbered Heads Together Students with mixed abilities are place in groups of four and randomly assigned numbers. While in groups students are given problems or questions to solve or answer. They are given time to “put their heads together” to reach a correct response. By randomly calling out numbers each group member is prompted to insure that all members are knowledgeable of the appropriate response. When certain numbered group members respond correctly, the whole group receives positive recognition.

Exit Pass Questions v What is one connection that I was able to make between what we learned today and an interest or goal that I have? v What is one question I wish that I had asked today but I was confused or distracted at the time to think of it? v If I were presenting on the topic at hand, I would want to be sure to include…? v What is the one thing that I hope we will cover at tomorrow’s session? v One thing I would like to change about this session is …. ? I would have liked…? I would like to know more about …?

Meaningful Learning v Relevance v Personal Connections v World Connections v Subject Matter Connections v Importance v Prior Knowledge, Competences and Understanding

Can You Tell What This Means? ¡ The Difficulty Of Your Set Could Be Increased If You Do A Jam Followed By A Peach.

Translation: ¡ The point values you can earn on your gymnastics routine can be bigger if you include, in sequence, two particular skills on the uneven parallel bars: the “jam”, which leaves the gymnast sitting on the high bar; and the “peach”, where the gymnast moves from the high bar to the low bar.

Percent of Motivational Strategies Observed

TQ Personalized Reading Analysis ¡ Is the main character in this story like anyone you know? How so? ¡ Would your friends have done similar things to the characters in this story? Why or why not? ¡ Would you have done, thought or felt similar things like X did in this story? Why or why not? ¡ Would your mother (other family member) have done like X did in the story? ¡ Has anything like this story ever happened to you or to anyone you know? ¡ Does this story remind you of anything you or anyone you know have done? ¡ What would you tell a friend about the story? ¡ Do you give this story a thumbs-up or a thumbs-down? Why your choice? ¡ What would you share with your family about what you learned in this story? © 2008 Capstone Institute @ Howard University

PERSONALIZATION EXAMPLE ¡ There are 3 objects. Each is cut in one-half. In all, how many pieces would there be? ABSTRACT ¡ Billy had 3 candy bars. He cut each one of them in half. In all, how many pieces of candy bar did Billy have? CONCRETE ¡ Joseph's teacher, Mrs, Williams, surprised him on December 15 when she presented Joseph with 3 Hershey Bars, Joseph cut each one of them in onehalf so that he could share the birthday gift with his friends. In all, how many pieces of Hershey Bars did Joseph have for his friends? PERSONALIZED

Cultural Resources v Family, peer, community socialization v Traditions, rituals and practices v Fundamental core values v Culturally salient learning structures v Popular culture

Cultural Modeling (Carol Lee, Northwestern University) This entails bringing examples from students’ popular cultural interests into the classroom in ways that require students to use interpretive or critical thinking skills to express these popular culture examples. Then, students are made fully conscious and reflective of their deployment of these skills. Students are then shown how these same skills that they display underlie tasks in the formal curriculum. Students then are lead to apply these skills to tasks in the formal curriculum.

Communal Learning Prompt [Instructions should be given to the students while they are holding hands and standing in a circle around the tutor/teacher]. I would like you to help each other by working together. It is important that you feel connected with the students that you are working with in your group. You should also try to do everything that you can to share, help and work well together for the good of the group so that everyone will [learn/compete the story/task/project]. Your group is counting on you to do the best you can so that everyone will succeed and not just for one of you to do well. Since all of you live in the same neighborhood, have similar friends, and go to the same school, then you are very important to each other. You should feel close to each other and you should support one another. Remember also, that you and your group are working together to make the most of this time that you are spending here together. Therefore, you and your group should be helpful, kind, and giving for the good of everything in your group. You can do better if you all take part in [learning/completing the story/task/project].

Posttest Performance -Learning Condition by Ethnicity Interaction C= Communal study condition G= Inter-Group Competition study condition I = Interpersonal Competition study condition Hurley, Boykin, & Allen (In press)

Classroom-based Communalism Study: Comparison of Fractions Posttest Performance Coleman, 2003

Professional Development Points of Emphasis l l l l Focus on Continuous Improvement Ongoing Support (Coaching, Demonstrations, Constructive Feedback) Learning Communities Practice Reflection Effective Use of Planning Time Focus on Content Mastery Focus on Guiding Functions Use Asset-Focused Strategies for “Training” Purposes

Professional Development Regimen Pre-Workshop Activity ¡ Workshop ¡ Follow Up Support ¡ Feedback ¡ Coaching ¡ Demonstrations ¡ ¡ Learning Community/Planning Time

IF YOU DON’T KNOW WHERE YOU ARE GOING, ANY ROAD WILL TAKE YOU THERE

Shifting the Schooling Paradigm Evidence Based Activities ¡ Optimizing Transactions ¡ Whole Child ¡ Continuous Improvement ¡ Asset Focus ¡ Multiple Success Pathways ¡

Educating the Whole Child ¡ Educational Optimism ¡ Self and Collective Efficacy ¡ Academic Identity ¡ 21 st Century Cognitive Skills ¡ Social Emotional Competence ¡ Transformative Competence

Educating the Whole Child (EWC) In classrooms EWC entails: ¡ Infusing Character Development modules or lessons ¡ Opportunities to practice socially and emotionally appropriate behaviors during everyday classroom encounters, and in collaborative activities ¡ Infusing social/emotional development themes into curriculum content ¡ Infusing mental and physical health issues into curriculum content ¡ Explicit promotion and instruction on a wide range of learning, cognitive and problem solving skills ¡ Explicit focus on promoting positive affect, task motivation, adaptive academic beliefs, self efficacy, self regulation, and positive identification with the formal learning process ¡ Focus on the utility of school learning for out of school life and the utility of out of school life for effective classroom learning ¡ Effective classroom management as proactive child/youth socialization

So What Do We Mean By Assets? v Interests and Preferences v Motivational Inclinations v Passions and Commitments v Personal, Family, and Cultural Values v Family Traditions and Practices v Attitudes, Beliefs and Opinions v Self-Perceptions and Personal or Collective Identities v Prior Experiences v Prior Knowledge v Existing and Emerging Understanding v Existing and Emerging Skills and Competencies

Asset Finding Questions ¡ ¡ ¡ What are things that you (your students) like to do in school? What gets you (your students) to try hard or work hard in school? In what ways do you (your students) like to learn in school? What do you (your students) like to learn about in school? What have you learned outside of school that would (might) help you to learn in school? What have you learned from your family members that would (might) help you to learn in school?

Talent Development Context All Students Can Learn With Multiple Stakeholder Input Evidence Based Framework Assessment & Evaluation Guiding Functions & Engagement Complemental Activities Central Reform Program Organizational Development 3 -D Leadership Managing the Change Process Focus on Assets: Asset Focus Strategies Family & Community Engagement Academic Support Programs Curriculum Enhancements & Framework Language Arts Math Classroom Management Social & Emotional Development Subject Matter Continuous Improvement Teacher Professional Development Focus on Continuous Improvement Professional Learning Communities Student Support Services Multiple Outcomes (Whole Child)

Some Policy Implications ¡ ¡ Top Down Support for Bottom Up Reform Focus More So On Transactional Solutions (Immediate Context Matters) School Organization to Support Achievement of Classroom Goals Invest in Human Capacity Building l l l ¡ Teachers as Adult Learners 3 Dimensional Leadership Parents/Community as Informed Advocates Shift the Paradigm

RESPONSE TO INTERVENTION Tier 1 --¡ Promote high quality transactional instruction Tier 2 --¡ Regular/General Instruction Small Group Instruction Promote high quality transactional instruction in small groups and transactions in collaborative learning groups Tier 3 --One to One Tutoring (etc. ) ¡ Promote high quality transactions on a one to one basis

P r o f e s s i o n a l D e v e l o p m e n t General Scheme Transactional Strategies (Asset Focused) Guiding Functions Engagement 3 D Gap Closing Outcomes

FOR MORE INFORMATION ADDRESS: CAPSTONE Institute Howard University Holy Cross Hall, Room 427 2900 Van Ness Street, N. W. Washington, D. C. 20008 PHONE: 202/806 -8484 FAX: 202/806 -8498 EMAIL: jlee@capstoneinstitute. org WEBSITE: www. capstoneinstitute. org

Lexicon of Transactional Teaching and Learning (Example) ¡ ¡ ¡ ¡ Creating Learning Opportunities Engagement, Effort, & Improvement Focus Awareness of Reciprocal Influence Direct Instruction & Explication Evaluation & Assessment Learning Exchanges Collaborative Learning Constructive & Supportive Feedback Instructional Calibration Scaffolding Whole Child Focus Interpersonal Relationship Quality Intersubjectivity Information Processing Quality Guiding Functions

Garet et al (2001) Time Span Contact Hours Collective Participation Focus on Content Knowledge Active Learning Enhanced Knowledge & Skill Coherence What Makes Professional Development Effective? Change in Teaching Practice

Creating A Climate To Sustain High Levels Of Attainment 1. 2. 3. 4. 5. Meaningful, Universally Understood Goals Close Monitoring of Academic Functioning Collaboration on & Coordination of Curriculum & Instruction Recruitment & Development of Staff School Organization to Support Goals Achievement

First Order Learning Outcomes K & S Accumulation Long Term Retention Retrieval Mechanisms Higher Order Learning Outcomes Knowledge Transfer Knowledge Production & Application Knowledge Reflection & Judgment Knowledge Communication 3 D Gap Closing Outcomes

Teacher Group Number of Times Autonomy Supportive Controlling Lessons Taught from Unit 25 10 Activities implemented as Designed 23 5 Suggested Pedagogy Used 20 3 Drew on group Input 18 1 Lesson Stoppage 2 10 Manouchehri (2004)

Knowing Multiplication Multiply: 49 X 25 ©Mathematics Teaching and Learning to Teach Project

Knowing Multiplication for Teaching: Analyzing Student Errors What mathematical steps produced each of these answers? (a) 49 (b) 49 (c) 49 x 25 405 225 1250 108 100 25 1485 325 1275 ©Mathematics Teaching and Learning to Teach Project

Transactional More So Than IRE

Ways to Impact Self-Efficacy, Self Regulation & Belief Change ¡ ¡ ¡ Self-Efficacy Competence Experiences (optimal challenge) Modeling Social Persuasion Asset Focused Factors Self Regulated Learning Modeling Strategy Value Feedback Fading Asset Focused Factors Belief Change Competence Experiences (act into thinking differently) Data Driven Information tied to Prior Experiences Asset Focused Factors

Process Praise PROCESS PRAISE SOUNDS LIKE THIS: ¡ You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked! ¡ I like the way you tried all kinds of strategies on that math problem until you finally got it. ¡ It was a long, hard assignment, but you stuck to it and got it done. You stayed at your desk, kept up your concentration, and kept working. That's great!

Marks & Louis, 1997 Professional Learning Community Shared sense of purpose ¡ Collaborative Activities ¡ Collective Responsibility For Student Learning ¡ Deprivatized Classrooms ¡

Managing The Change Process Implications for School Leadership Become Versed in the Model and Philosophy Exercise Administrative Leadership ØProvide professional and administrative support and supervision ØImplement school wide accountability, incentive and recognition program ØImplement mechanisms for enhanced communications and coordination Exercise Instructional Leadership ØGuide, monitor and evaluate instructional practices and student learning ØEncourage professional community activities ØConsider structural changes e. g. looping Exercise Human Relations Leadership ØPromote relationship-building activities among stakeholders ØKeep stakeholders informed ØEncourage and reward collegiality and respect