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District-Wide IPI
Changed Conversations Around Student Engagement
Grandview C-4One District’s Approach to Change
Presentation TeamRalph Teran, Ed.D.
Superintendent Grandview C-4 Schools
Grandview, Missouri
Jerry W. Valentine, Ph.D.
Professor, Department of Educational Leadership and Policy Analysis
Director, Middle Level Leadership Center
University of Missouri
Cynthia Johnson, Principal
Grandview Middle School
Grandview, Missouri
Presentation Overview
• Theory of Action
• Training Process
• Grandview C-4 Initiative– What does the data tell us?
– From theory to action, Belvidere Elementary School
• Grandview Middle School – A school moving forward
Instructional Practices Inventory
The IPI process:
focuses on student engagement and learning rather than teacher behavior
engages teachers in whole-faculty and small-group collaborative analysis, reflection, and decision-making of the profile data
provides extensive formative data so teachers can frequently monitor and adjust practices.
These components of the IPI process support continuous change and collectively foster organizational learning.
Source: The Instructional Practices Inventory: Using a Student Learning Assessment to Foster Organizational Learning – Dr. Jerry Valentine
Theory of Action
The most effective way to achieve and sustain alignment within an educational
system is the frequent monitoring of teaching and learning.
Eleanor Dougherty
Common Characteristics of 90/90/90 Schools (Douglas Reeves)
• Laser-like focus on student achievement
• Clear curriculum choices: Agreement on what should be taught
• Frequent assessment of student progress and multiple opportunities for improvement
• An emphasis on information writing (nonfiction)
• Collaborative scoring of student work
The Leadership and Learning Matrix(Douglas Reeves)
LuckyHigh results, low under-standing of antecedents. Replication of success unlikely.
LeadingHigh results, high under-standing of antecedents.
Replication of success
likely.
LosingLow results, low under-standing of antecedents.
Doh!
LearningLow results, high under-standing of antecedents.
Replication of mistakes unlikely.
Eff
ects
/ R
esul
ts D
ata
Antecedents / Cause Data
AYP Targets 2002-2014All Students Missouri AYP State Targets 2002-2014
100.0
35.8
54.1
63.3
72.5
81.7
90.8
100.0
18.4
26.6
59.2
67.475.5
83.7
91.8
34.7
20.419.4
42.9
51.0
17.510.39.38.3
26.6
45.0
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Communication Arts Mathematics
Re-focus• Fall of 2006 - Invitation to meet and observe IPI work at
Belvedere Elementary School
• My walk through theory of action was to monitor both teaching and learning, but……
• My walk through bias was to focus on what the teacher was doing.
• Within a few minutes of walking around with Jerry he said: quit focusing on what the teachers are doing – focus on the kids
• focuses on student engagement and learning rather than teacher behavior
District IPI Initiative
• Each month every school conducts IPI observations and submit data to the District Curriculum and Instruction Department
• Reports are generated and sent back to schools• Reports are discussed in general terms at
Principal Meetings• Reports are discussed in detail at schools during
grade level meetings and PLC Meetings
Building/Location 2006-07 2007-08 2008-09 2009-10 TotalsButcher-Greene 7 19 2 0 28Belvidere 11 15 1 0 27Conn-West 7 21 3 1 32High Grove 8 17 0 2 27Martin City K-8 5 23 4 3 35Meadowmere 8 23 5 0 36Grandview Middle 10 31 7 6 54Martin City K-8 12 14 2 0 28Grandview H.S. 25 56 7 8 96CAIR/MSA 5 11 4 1 21Central Office 10 3 0 0 13Special Services 0 3 0 1 4
108 236 35 22 401
Number of Staff Trained Per Year
2008-2009 District Reports
Belvidere Elementary School
• Meets AYP regularly
• Achievement scores continue to rise steadily
• Have used the IPI method the longest
Belvidere Elementary School
Belvidere clip 1
Belvidere clip 2
Belvidere clip 3
BELVIDERE ELEMENTARYADEQUATE YEARLY PROGRESS SUMMARY
2004 2005 2006 2007 2008
Communication Arts
School Total (All Students) Met Met Met Not Met Met
Black -- -- Met Not Met Met
White -- -- Met Met Met
Hispanic -- -- -- -- --
F/R Lunch Met -- Met Not Met Met
IEP -- -- -- -- --
LEP -- -- -- -- --
Mathematics
School Total (All Students) Met Met Met Met Met
Black -- -- Met Met Met
White -- -- Met Met Met
Hispanic -- -- -- -- --
F/R Lunch -- -- Met Not Met Met
IEP -- -- -- -- --
Subtotal 3/3 2/2 8/8 4/8 8/8
Instructional Practice InventoryEvidence-Based Results
The outcome of powerful conversations regarding instructional practice results in change and adjustment in teacher practice resulting in
increased student achievement.
The IPI process…
• provides the opportunity to create an provides the opportunity to create an OPTIMUM profile of student OPTIMUM profile of student engagement in learning…engagement in learning…
• that teachers will view as fair and that teachers will view as fair and accurate, and thus…accurate, and thus…
• use as a basis for periodic reflective, use as a basis for periodic reflective, collaborative conversations.collaborative conversations.
Three Broad Groups of Engagement?
Cognitive
Physical Emotional
Focus today on Cognitive
Instructional Practices Inventory (Student Engagement) Origin
• Project ASSIST: Comprehensive School Reform Initiative (1996)– Needed Data to Monitor Instructional Change– Realized Study of Data Supported Instructional Change
• Fits Organizational Learning, Professional Community, and Collaborative Change
• “Teachers engaged in the data collection”• “Teachers engage in regular, reflective collaborative
conversations about the data profiles.”• “On-going collection and collaborative problem-solving
conversations over time.”
Mental Image:Collect Large Volume of “Snap Shots” of
Student Engagement and Thought…
Mental Image:Faculty Collaborative Conversations
to Analyze the Data
Higher-Level Engaged ThoughtEvident
• 6– Student Active Engaged Learning– Higher-Order/Deeper Learning– Typically students doing authentic, hands-on,
problem-based, research, etc. forms of learning
• 5—Student Learning Conversations– Higher-Order/Deeper Student-Student Verbal
Learning– Typically conversations among students who
are constructing knowledge together
Higher Order/Deeper vs Not Higher Order/Surface
Analysis, Critical Thinking, Problem Analysis, Critical Thinking, Problem Solving, Creativity, Decision Making from Solving, Creativity, Decision Making from Analysis, Application from Analysis, Analysis, Application from Analysis, SynthesisSynthesis
---------------------------------------------Recall, Memory, Simple Understanding, Recall, Memory, Simple Understanding,
Fact Finding, Skill Development, Practice Fact Finding, Skill Development, Practice Skill, Practice Computation ProcessesSkill, Practice Computation Processes
Higher-Level Engaged ThoughtNot Evident (Surface and Passive)
• 4—Teacher-Led Instruction– Students attentive to teacher leading the
learning experience– Typically students listening to teacher share,
explain, give directions, etc.• 3—Student Work with Teacher Engaged
– Students working individually or in groups with teacher support evident
– Typically students doing worksheets, answering questions, taking tests
Higher-Level Engaged ThoughtNot Evident
• 2—Student Work with Teacher Not Engaged– Students working individually or in groups with
teacher support not evident (independent work)– Typically students doing worksheets, answering
questions, taking tests; teacher doing other things
• 1—Students Not Engaged in Learning– Students are not engaged with the curriculum– Typically students talking, inattentive,
misbehaving, etc.
The IPI does not The IPI does not profile the instructional profile the instructional activities in which activities in which students are engaged.students are engaged.
The IPI profiles how The IPI profiles how students are engaging students are engaging in learning during the in learning during the instructional activities.instructional activities.
Grandview Training IPI Workshop Session (7 hours)
1. Develop Data Coding Capacity
A. Validity
B. Reliability
2. Develop Capacity to Facilitate Collaborative Conversations in 45-50 minute work sessions following data collections
A. Typical school day
B. Typical classroom engagement
C. Study of the data
D. Build new knowledge
E. Reflect upon value of the collaborative conversations
Grandview TrainingSchool Visits
Workshop participants move from the workshop classroom to real school classrooms to build the capacity to collect data with validity and reliability.
Training Clips at Grandview
1st Room
Computer Lab
Science Room
Conference Room Discussion
The true value of the IPI resides in the faculty collaborative
conversations following each data profiling in which teachers openly study the data, problem
solve, strategize, and learn together as they collectively work
to raise the bar of instruction across the whole school.
Why We Collaboratively Study Student Engagement Data: Knowledge-Implementation Gap
Society and Students We Serve Change Continuously
Expert Knowledge of Best Practices
Our Knowledge of Best Practices
Our Implementation if We Maintain Knowledge
Our Implementation w/ Moderate Knowledge
Our Implementation with No New Knowledge No New Knowledge, Low Effort
Grandview Middle School
• Student Achievement Scores Increasing
• Uses IPI and other data as a regular practice to make instructional changes
GMS IPI Data Conversations
For every math unit students create an activity using 3 GLE’s from that unit. This could be presented using the multiple intelligences theory.
Comic Strip Summary: Students will demonstrate understanding of text through summarization using comic strip/story board. Give students limited number cells/boxes in order to focus on main events, etc.
Idiom Illustrations: Students will demonstrate understanding of idioms through illustration and explanation.
Industrial revolution. Collaborate on a product that would be developed during the time period—market the product and figure out what resources would be needed.
Study group session where the group goes through various topics to assist each other on what they are stuck on and see what it is that is confusing them.
All
ReadingCA
Social StudiesGateway to Technology
All
Math
Grandview Middle SchoolIPI Lessons
Moving from Level 3 to Level 6
Student can teach the concept.
One group presents the concept to another group.
Persuasive writing on something to benefit the school. For example putting a salad bar in the cafeteria.
Create a travel brochure of traveling through the human body.
Teams coming up with plays for team sports.
All
All
Communication Arts
Science
Physical Education
Grandview Middle SchoolIPI Lessons
Moving from Level 3 to Level 6
Analyzing a recording of a performance discussing what elements are missing that would enhance the ensemble.
Reproduce art works in the style of famous artists.
While reading a novel or a story, have students create/add to the story written from a different perspective.
Creating an original organism.
All student written reports, with presentations with class evaluating them.
Music
Art
ReadingCommunication Arts
ScienceGateway to Technology
All
Grandview Middle SchoolIPI Lessons
Moving from Level 3 to Level 6
GRANDVIEW MIDDLE SCHOOLADEQUATE YEARLY PROGRESS SUMMARY
2004 2005 2006 2007 2008
Communication Arts
School Total (All Students) Met Not Met Met Not Met Met
Black Met Not Met Met Not Met Met
White Met Met Met Met Met
Hispanic -- -- Met Met Met
F/R Lunch Met Not Met Met Not Met Not Met
IEP -- -- Not Met Not Met Met
LEP -- -- -- -- --
Mathematics
School Total (All Students) Not Met Not Met Met Not Met Met
Black Not Met Not Met Met Not Met Not Met
White Met Met Met Met Met
Hispanic -- -- Met Met Met
F/R Lunch Not Met Not Met Not Met Not Met Not Met
IEP -- -- Not Met Not Met Met
Subtotal 5/8 2/8 9/12 4/12 9/12
Grandview Middle School
GMS Group Talk
GMS Group Talk 2
GMS Walk Through Results
Website: www.MLLC.org
Email: [email protected]
Phone: (573) 882-0944
Questions, contact the IPI developers at:
