LaGuardia Arts High School CFI Team Presentation June 3, 2009.

LaGuardia Arts LaGuardia Arts High SchoolHigh School

CFI Team CFI Team PresentatioPresentatio

nnJune 3, June 3, 20092009

Who is on LaGuardia High School’s CFI Who is on LaGuardia High School’s CFI Team?Team?

Alex Moore, English

Annie Pace, Science Erik Sudduth, Social Studies

Emily Lawton, MathLaura van Keulen, AP Data and Technology

2008-2009 Projects2008-2009 ProjectsContinuing Project from 2007-2008:Continuing Project from 2007-2008:

-Note Taking-Note Taking

Supporting Projects:Supporting Projects:

-Scholastic Guide (Standards)-Scholastic Guide (Standards)

-Technology (Tools)-Technology (Tools)

-Cross Curricular Collaboration -Cross Curricular Collaboration (Communication)(Communication)

Supporting Project: Supporting Project: Scholastic Guide: Further Scholastic Guide: Further DevelopmentDevelopment• The use of this Guide by students and The use of this Guide by students and

teachers will reinforce the goal of teachers will reinforce the goal of using using data to drive instructiondata to drive instruction because the because the Guide includes Guide includes rubricsrubrics and information and information about about standardsstandards that help to ensure that that help to ensure that one teacher's data will be meaningful to one teacher's data will be meaningful to another. another.

• This thirty-four page Guide, which will be This thirty-four page Guide, which will be published in paper format and online, was published in paper format and online, was developed by a developed by a Writing CommitteeWriting Committee team team that included instructors from several that included instructors from several disciplines. disciplines.

• It was then reviewed by It was then reviewed by facultyfaculty and and studentsstudents and returned to us for revision. and returned to us for revision.

• This Guide not only supports the push for This Guide not only supports the push for data-driven instructiondata-driven instruction, but it also , but it also directly supports the teaching of directly supports the teaching of note note takingtaking: It contains a section on how one : It contains a section on how one can take notes effectively.can take notes effectively.

Supporting Project: TechnologySupporting Project: Technology• The school is further supporting the The school is further supporting the

central Note Taking Project with a central Note Taking Project with a Technology Project. Technology Project.

• This involves familiarizing educators This involves familiarizing educators with with electronic toolselectronic tools that can be used that can be used to analyze to analyze datadata that can then be used that can then be used by instructors to by instructors to drive instructiondrive instruction. .

• The CFI Team has made presentations The CFI Team has made presentations to the faculty about to the faculty about ARISARIS and and DaedalusDaedalus that allow teachers to that allow teachers to understand and make meaningful understand and make meaningful conclusions about data. conclusions about data.

• We have also organized professional We have also organized professional development workshops around these development workshops around these programs in order to further our programs in order to further our objective of equipping teachers with the objective of equipping teachers with the tools they need to use data to drive tools they need to use data to drive instruction. instruction. ARISARIS, , DaedalusDaedalus, , Easy Easy Grade ProGrade Pro, , AutoDeskAutoDesk, and , and ExcelExcel..

Supporting Project: Cross Supporting Project: Cross Curricular CollaborationCurricular Collaboration

• One key goal of this project is to encourage One key goal of this project is to encourage teachers to teachers to share data across disciplinesshare data across disciplines to encourage further to encourage further data-driven data-driven instructioninstruction on the school-wide level. on the school-wide level.

• The Renaissance and Baroque FestivalThe Renaissance and Baroque Festival and the and the Cross-curricular CommitteeCross-curricular Committee both both work toward this end: They encourage work toward this end: They encourage teachers to communicate with each other teachers to communicate with each other and look for commonalities among and look for commonalities among disciplines. disciplines.

• The Cross-curricular Committee is exploring The Cross-curricular Committee is exploring ways that an alignment of the American ways that an alignment of the American Literature and U.S. History curricula could Literature and U.S. History curricula could benefit students and teachers. benefit students and teachers.

• Such a correlation would lead to Such a correlation would lead to clearer clearer standardsstandards, , greater communicationgreater communication, and , and increased likelihood of increased likelihood of data-driven data-driven instructioninstruction..

Main Project: Note TakingMain Project: Note Taking

• Smart Goal (Revised):Smart Goal (Revised): More specifically we will expect between More specifically we will expect between September and June an improvement in the target population students September and June an improvement in the target population students synthesis sub-skill; this improvement will be demonstrated by an increase synthesis sub-skill; this improvement will be demonstrated by an increase of one point on a five-point rubric on our Regents-based note taking of one point on a five-point rubric on our Regents-based note taking assessment.assessment.

• Sub-skill:Sub-skill: Synthesizing information in notes Synthesizing information in notes• Target Population:Target Population: 20 students selected from E1. This group contains all 20 students selected from E1. This group contains all

the students in the bottom half of the teacher two freshmen classes based the students in the bottom half of the teacher two freshmen classes based on the ELA scores. These students represent a heterogeneous group based on the ELA scores. These students represent a heterogeneous group based on the studios and their ethnicities.on the studios and their ethnicities.

• Assessments:Assessments: Five Regents-style evaluations of students’ synthesis sub- Five Regents-style evaluations of students’ synthesis sub-skill based on the notes that are taken as a passage is read aloud and the skill based on the notes that are taken as a passage is read aloud and the subsequence writing assignment.subsequence writing assignment.

• For this project, the instructor monitors the data that result from student For this project, the instructor monitors the data that result from student performance on assessments relating to the synthesis sub-skill as performance on assessments relating to the synthesis sub-skill as evidenced in note taking. What is crucial here is that instructional evidenced in note taking. What is crucial here is that instructional decisions are made based on those data. This year's note taking lesson decisions are made based on those data. This year's note taking lesson plans are considerably different from those that were used last year plans are considerably different from those that were used last year because our assessments have provided us with insights that allow us to because our assessments have provided us with insights that allow us to educate more successfully. educate more successfully.

Note Taking Project: DataNote Taking Project: Data

Data: Accuracy:Data: Accuracy:57% Average Change57% Average Change

Accuracy (notes)

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Baseline Assess.2 Assess.3 Assess.4 Final

Accuracy (notes)

Data: Focus: Data: Focus: 17% Average Change17% Average Change

Focus on Task (notes)

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Baseline Assess.2 Assess.3 Assess.4 Final

Focus on Task (notes)

Data: OrganizationData: Organization88% Average Change88% Average Change

Organization (notes)

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Baseline Assess.2 Assess.3 Assess.4 Final

Organization (notes)

Data: Constructing Deeper Data: Constructing Deeper MeaningMeaning43% Average Change43% Average Change

Constructing Deeper Meaning

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Baseline Assess.2 Assess.3 Assess.4 Final

Constructing Deeper Meaning

Data: All SkillsData: All Skills53% Average Change53% Average Change

Total Average

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Baseline Assess.2 Assess.3 Assess.4 Final

Total Average

90% Meeting or Exceeding 90% Meeting or Exceeding the SMART Goalthe SMART Goal• 16/20 students increased an average of one 16/20 students increased an average of one

point or more on our five-point rubric, which point or more on our five-point rubric, which represents an increase of more than 1.5 represents an increase of more than 1.5 years in a single year.years in a single year.

• 2/20 other students earned perfect 5s. 2/20 other students earned perfect 5s. Considering that they earned 4.1/5 and Considering that they earned 4.1/5 and 4.3/5 on the baseline assessment, these are 4.3/5 on the baseline assessment, these are the highest scores they could have possibly the highest scores they could have possibly earned; thus, they are counted among earned; thus, they are counted among those who met or exceeded the SMART those who met or exceeded the SMART Goal.Goal.

• 2/20 students did not show improvement.2/20 students did not show improvement.

Modeling Data-Driven Modeling Data-Driven InstructionInstruction• Use four lesson plans, each of which was revised based on data from the Use four lesson plans, each of which was revised based on data from the

project.project.• Data from Assessment #3:Data from Assessment #3: • Accuracy 1- 2.8/ 5, Accuracy 2- 3.5/ 5, Accuracy 3- 3.8/ 5Accuracy 1- 2.8/ 5, Accuracy 2- 3.5/ 5, Accuracy 3- 3.8/ 5• Focus 1- 4.1/ 5, Focus 2- 3.8/ 5, Focus 3- 3.9/ 5Focus 1- 4.1/ 5, Focus 2- 3.8/ 5, Focus 3- 3.9/ 5• Organization 1- 2.4/ 5, Organization 2- 2.6/ 5, Organization 3- 4.2/ 5Organization 1- 2.4/ 5, Organization 2- 2.6/ 5, Organization 3- 4.2/ 5• Deeper Meaning 1- 2.8/ 5, Deeper Meaning 2- 3.4/ 5, Deeper Meaning 3- Deeper Meaning 1- 2.8/ 5, Deeper Meaning 2- 3.4/ 5, Deeper Meaning 3-

3.7/ 53.7/ 5

• Lesson Plan #3: Refining Notes will relate to shorthand because students’ Lesson Plan #3: Refining Notes will relate to shorthand because students’ slightly lower scores in “Accuracy” and “Deeper Meaning” are likely due in slightly lower scores in “Accuracy” and “Deeper Meaning” are likely due in part to their inability to get information down on the page quickly.part to their inability to get information down on the page quickly.

• In order to increase the likelihood that this lesson is as successful as the last In order to increase the likelihood that this lesson is as successful as the last two, more techniques will be used than last year to try to keep students two, more techniques will be used than last year to try to keep students engaged and excited; engaged and excited; e.g.e.g., the text messaging activity, which is new. , the text messaging activity, which is new.

• Keeping in mind survey results from last year, I will make references Keeping in mind survey results from last year, I will make references throughout this lesson to continue to convince students of the value of throughout this lesson to continue to convince students of the value of taking good notes.taking good notes.

OutreachOutreach

• School-wide PowerPoint Presentations: Note School-wide PowerPoint Presentations: Note taking project results, Cross-curricular project taking project results, Cross-curricular project results, Scholastic Guide update, Technology results, Scholastic Guide update, Technology (ARIS)(ARIS)

• Professional Development Sessions: Note Taking, Professional Development Sessions: Note Taking, Technology (ARIS), Cross-curricular, Scholastic Technology (ARIS), Cross-curricular, Scholastic Guide Guide

• Faculty Newsletter Articles: Data-driven Faculty Newsletter Articles: Data-driven instruction, Note Taking Project, Supporting instruction, Note Taking Project, Supporting ProjectsProjects

• Department Meetings: Discussing wider Department Meetings: Discussing wider implementation of Note Taking Projectimplementation of Note Taking Project

Plans for Wider Plans for Wider ImplementationImplementation

• CFI Team Continuation of Central CFI Team Continuation of Central ProjectProject

• Wider Implementation of Inquiry Wider Implementation of Inquiry Work at the Departmental LevelWork at the Departmental Level

• Furthering Supporting ProjectsFurthering Supporting Projects

THE ENDTHE END

(Please applaud now.)(Please applaud now.)