Www.edvantia.org 1 Using the Instruction and Learning Appraisal (ILA) to Strengthen the Secondary Instructional Program WVDE Composite Results November

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Using the Instruction and Learning Appraisal (ILA) to Strengthen the Secondary Instructional Program

WVDE Composite Results

November 2, 2007

Sharon Harsh, Ed.D.Appalachia Regional Comprehensive Center

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Procedures for Appraising Teaching and LearningInternal External

Mandated • Lesson plan review• Teacher observation• Teacher evaluation

• Accreditation• Accountability measures

Voluntary • Program review• Student data analysis• Classroom walkthrough

Instruction & Learning Appraisal

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Background on Edvantia’s School Improvement Framework

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ARCC/WVDE Collaboration

• Determine what WV high schools need to do to achieve the framework for high-performing 21st century high schools; appraise mathematics, science, literacy, special education and English Language Learners.

• Determine readiness of WV high schools to implement the 21st century initiative.

• Identify promising practices for 21st century teaching and learning at the high school level.

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Interview District/School Interview District/School Administrator

Identify Goals/Focus/Purpose of Appraisal

Review Documents

Observe Classroom

Conduct Focused Walkthrough

Analyze Academic Work

Interview Teachers Students

Administrators

Conduct Single-Year Appraisal - Regular -Special Education

Conduct Mulityear Appraisal -Regular -Special Education

Analyze Data

CONCLUSIONS AND RECOMMENDATIONS

INSTRUCTION APPRAISAL

LEARNING APPRAISAL

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Features and Components of the Instruction and Learning Appraisal (ILA)

• provides schools and school districts with a professional self-regulation process that can help determine the effectiveness of the instructional program

• grounded in findings from education literature and research

• curriculum and program neutral

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Seven components

• Drawn from the successful school factors identified by Lipson, et al (2004) and from various other sources, including – the Effective Schools correlates (Edmonds,

1979)– elements of The Basic School (Boyer, 1995)– the Edvantia Framework for Research-Based

School Improvement (AEL, 2002)

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Focused Walkthrough

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Identified Focus Areas• Student-centered classroom• Students engaged and on task• Interactive, meaningful work appropriate to

content and level• Work has purpose, rigor, and challenge• 21st Century context (real-world applications &

connections, problem and project based)• Student groups/team (cooperative learning, peer

editing, lab teams)• Use of 21st Century technologies for teaching

and learning (hardware and software, probes, iPods, graphing calculators, Internet, multimedia)

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Identified Focus Areas (continued)• Opportunities for students to be innovative and

creative (print and nonprint, resources other than textbooks)

• Higher order thinking skills (analysis, synthesis, evaluation, demonstration, Socratic discussion)

• Literacy strategies (graphic organizers, note-taking, KWL, Think-pair-share)

• Numeracy strategies (use and analyze data, charts, graphs; present information graphically)

• Standards-based learning (written evidence of CSOs)• Essential questions• Problem of the day

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21st Century Skills WalkthroughInformation and media literacyInformation and Communication

SkillsCommunication skills

Critical thinking and systems thinking

Problem identification, formulation andsolution

Thinking and Problem-SolvingSkills

Creativity and intellectual curiosity

Interpersonal and collaborative skills

Self-direction

Accountability and adaptability

Interpersonal and Self-DirectionalSkills

Social responsibility

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Aggregate Report Instruction and Learning Appraisal

Focused Walkthrough Group F—11 Schools

Stu

dent

cen

tere

d cl

assr

oom

Stu

dent

s en

gage

d an

d on

task

Inte

ract

ive,

mea

ning

ful w

ork

ap

prop

riate

to c

onte

nt a

nd le

vel

Wor

k ha

s pu

rpos

e, r

igor

and

ch

alle

nge

21st

Cen

tury

con

text

(re

al-w

orld

ap

plic

atio

ns &

con

nect

ions

,

prob

lem

and

pro

ject

bas

ed)

Stu

dent

gro

ups/

team

(co

oper

ativ

e

lear

ning

, pee

r ed

iting

, lab

team

s)

Use

of 2

1st C

entu

ry te

chno

logi

es fo

r te

achi

ng a

nd le

arni

ng (

hard

war

e an

d so

ftwar

e; p

robe

s, I

pods

, gra

phin

g ca

lcul

ator

s, In

tern

et, m

ulti

-med

ia)

Opp

ortu

nitie

s fo

r st

uden

ts to

be

inno

vativ

e an

d cr

eativ

e (p

rint a

nd n

on-

pr

int,

reso

urce

s ot

her

than

text

book

s)

Hig

her

orde

r th

inki

ng s

kills

(an

alys

is,

synt

hesi

s, e

valu

atio

n, d

emon

stra

tion,

S

ocra

tic d

iscu

ssio

n)

Lite

racy

str

ateg

ies

(gra

phic

or

gani

zers

, not

e-t

akin

g, K

WL,

Thi

nk-

pair

-sha

re)

Num

erac

y st

rate

gies

(us

e an

d

anal

yze

data

, cha

rts,

gra

phs,

pre

sent

in

form

atio

n gr

aphi

cally

)

Sta

ndar

ds-b

ased

lear

ning

(w

ritte

n

evid

ence

of C

SO

s)

Ess

ent

ial q

uest

ions

Pro

blem

of t

he d

ay

Cla

ssro

oms

Schoolwide 154 486 239 179 112 96 113 125 96 74 86 65 47 66 655

Mathematics 47 112 51 49 6 28 22 11 27 10 48 9 9 27 142

Science 22 86 42 35 12 22 18 9 21 24 17 8 5 7 119

Social Studies 13 59 24 21 15 5 8 13 12 10 2 19 7 13 82

English 14 78 27 15 12 7 21 21 11 16 2 9 11 6 106

Other 58 151 95 59 67 34 44 71 25 14 17 20 15 13 206

AM Classes 109 347 167 113 84 62 84 96 62 54 50 50 33 59 463

PM Classes 45 139 72 66 28 34 29 29 34 20 36 15 14 7 192

9th Grade 26 79 34 33 13 16 16 16 9 15 18 13 11 14 131

10th Grade 11 45 25 15 15 8 9 11 15 11 6 13 5 9 66

11th Grade 2 31 12 6 5 5 5 5 5 4 4 5 2 6 46

12th Grade 8 27 11 10 7 4 2 7 10 6 4 4 4 2 30

Mixed Grades 107 304 157 115 72 63 81 86 57 38 54 30 25 35 382

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Focused WalkthroughSchoolwide

0%

10%

20%

30%

40%

50%

60%

70%

80%

Student

c entered

c las s room

Students

engaged and on

tas k

In terac tiv e ,

meaningfu l w ork

appropria te to

c ontent and lev e l

Work has

purpos e, rigor

and c ha llenge

21s t Century

c ontex t (rea l-

w orld

app lic a tions &

c onnec tions ,

prob lem and

pro jec t bas ed)

Student

groups /team

(c ooperativ e

learn ing, peer

ed iting , lab

teams )

Us e of 21s t

Century

tec hnolog ies for

teac h ing and

learn ing

(hardw are and

s oftw are;

probes , I pods ,

graph ing

c a lc u la tors ,

In ternet, multi-

media)

Opportun ities for

s tudents to be

innov ativ e and

c reativ e (prin t

and non-prin t,

res ourc es other

than tex tbooks )

Higher order

th inking s kills

(ana ly s is ,

s y nthes is ,

ev a luation,

demons tra tion,

Soc ratic

d is c us s ion)

L iterac y

s tra teg ies

(graph ic

organ iz ers ,

note-taking,

KWL, Th ink-pair-

s hare)

Numerac y

s tra teg ies (us e

and analy z e

data , c harts ,

graphs , pres ent

in formation

graph ic a lly )

Standards -

bas ed learn ing

(w ritten

ev idenc e o f

CSOs )

Es s entia l

ques tions

Prob lem of the

day

Schoolwide

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Focused WalkthroughBy Subject

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Student

c en te red

c las s room

Students

engaged and on

tas k

Inte rac tiv e ,

mean ing fu l

w ork

appropria te to

c on ten t and

lev e l

Work has

purpos e , rigo r

and c ha llenge

21s t Centu ry

c on tex t (rea l-

w orld

app lic a tions &

c onnec tions ,

p roblem and

pro jec t bas ed)

Student

g roups /team

(c ooperativ e

learn ing , peer

ed iting , lab

teams )

Us e o f 21s t

Centu ry

tec hno log ies fo r

teac h ing and

learn ing

(hardw are and

s o ftw are ;

p robes , I pods ,

g raph ing

c a lc u la to rs ,

In te rne t, mu lti-

media )

Opportun ities

fo r s tuden ts to

be innov a tiv e

and c rea tiv e

(p rin t and non-

prin t, res ourc es

o ther than

tex tbooks )

Higher o rder

th inking s kills

(ana ly s is ,

s y n thes is ,

ev a lua tion ,

demons tra tion ,

Soc ra tic

d is c us s ion)

L ite rac y

s tra teg ies

(g raph ic

organiz ers ,

no te -taking ,

KWL, Th ink-

pa ir-s hare)

Numerac y

s tra teg ies (us e

and ana ly z e

da ta , c harts ,

g raphs , p res en t

in fo rmation

graph ic a lly )

Standards -

bas ed learn ing

(w ritten

ev idenc e o f

CSOs )

Es s entia l

ques tions

Problem o f the

day

Mathematics

Science

Social Studies

English

Other

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Focused WalkthroughBy Time of Day

0%

10%

20%

30%

40%

50%

60%

70%

80%

Studentcentered

classroom

Studentsengaged and on

task

Interactive,meaningful w ork

appropriate tocontent and level

Work haspurpose, rigorand challenge

21st Centurycontext (real-

w orldapplications &connections,problem and

project based)

Studentgroups/team(cooperativelearning, peer

editing, labteams)

Use of 21stCentury

technologies forteaching and

learning(hardw are and

softw are;probes, I pods,

graphingcalculators,

Internet, multi-media)

Opportunities forstudents to beinnovative andcreative (printand non-print,

resources otherthan textbooks)

Higher orderthinking skills

(analysis,synthesis,evaluation,

demonstration,Socratic

discussion)

Literacystrategies(graphic

organizers,note-taking,

KWL, Think-pair-share)

Numeracystrategies (use

and analyzedata, charts,

graphs, presentinformationgraphically)

Standards-based learning

(w rittenevidence of

CSOs)

Essentialquestions

Problem of theday

AM Classes

PM Classes

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Focused WalkthroughBy Grade Level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student centeredclassroom

Students engagedand on task

Interactive,meaningful workappropriate to

content and level

Work has purpose,rigor and challenge

21st Centurycontext (real-world

applications &connections,

problem and projectbased)

Studentgroups/team(cooperativelearning, peer

editing, lab teams)

Use of 21st Centurytechnologies for

teaching andlearning (hardware

and software;probes, I pods,

graphingcalculators, Internet,

multi-media)

Opportunities forstudents to beinnovative and

creative (print andnon-print, resources

other thantextbooks)

Higher orderthinking skills

(analysis, synthesis,evaluation,

demonstration,Socratic discussion)

Literacy strategies(graphic organizers,note-taking, KWL,Think-pair-share)

Numeracy strategies(use and analyze

data, charts, graphs,present information

graphically)

Standards-basedlearning (written

evidence of CSOs)

Essential questions Problem of the day

9th Grade

10th Grade

11th Grade

12th Grade

Mixed Grades

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Analysis of Academic Work

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• Task format• Level of thinking• Instructional time • Questioning• Instructional resources• Transitions• Instruction/curriculum calibration

instructionstudent work

• Levels of engagement

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Bloom’s Taxonomy

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Aggregate ReportInstruction and Learning Appraisal

Analysis of Academic WorkLevel of Thinking

Schoolwide Math Science Social Studies English Other AM PM 9th 10th 11th 12th Mixed

1 Knowledge 423 56 98 71 74 125 284 141 86 51 42 19 226

2 Comprehension 173 31 30 24 52 36 101 72 28 23 16 16 90

3 Application 276 66 31 10 43 125 177 97 40 25 7 2 201

4 Analysis 75 13 15 6 19 22 54 21 9 9 6 4 47

5 Synthesis 46 9 6 1 6 24 28 18 3 1 2 6 34

6 Evaluation 15 1 2 2 6 4 10 5 1 4 0 3 7

Classrooms 1008 176 182 114 200 336 654 354 167 113 73 50 605

Percentages Schoolwide Math Science Social Studies English Other AM PM 9th 10th 11th 12th Mixed

1 Knowledge 42% 32% 54% 62% 37% 37% 43% 40% 51% 45% 58% 38% 37%

2 Comprehension 17% 18% 16% 21% 26% 11% 15% 20% 17% 20% 22% 32% 15%

3 Application 27% 38% 17% 9% 22% 37% 27% 27% 24% 22% 10% 4% 33%

4 Analysis 7% 7% 8% 5% 10% 7% 8% 6% 5% 8% 8% 8% 8%

5 Synthesis 5% 5% 3% 1% 3% 7% 4% 5% 2% 1% 3% 12% 6%

6 Evaluation 1% 1% 1% 2% 3% 1% 2% 1% 1% 4% 0% 6% 1%

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Level of Thinking Schoolwide

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Knowledge Comprehension Application Analysis Synthesis Evaluation

Schoolwide

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Level of Thinking by Subject

0%

10%

20%

30%

40%

50%

60%

70%


Math

Science

Social StudiesEnglish

Other

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Level of Thinking by Time of Day

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


AM

PM

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Analysis of Academic WorkLevel of Thinking by Grade Level

0%

10%

20%

30%

40%

50%

60%

70%


9th

10th

11th

12th

Mixed

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Aggregate ReportInstruction and Learning Appraisal

Analysis of Academic WorkTask Format

Schoolwide Math Science Social Studies English Other AM PM 9th 10th 11th 12th Mixed

Teacher

Directed 314 66 70 39 57 80 208 104 58 40 21 15 181

Teacher Assistance 498 93 93 48 98 168 327 173 75 53 35 26 309

Peer Directed 93 12 4 13 22 42 56 37 18 8 8 3 56

Non-Directed 103 5 15 14 23 46 63 40 16 12 9 6 59

Classrooms 1008 176 182 114 200 336 654 354 167 113 73 50 605

Percentages Schoolwide Math Science Social Studies English Other AM PM 9th 10th 11th 12th Mixed

Teacher Directed 31% 38% 38% 34% 29% 24% 32% 29% 35% 35% 29% 30% 30%

Teacher Assistance 49% 53% 51% 42% 49% 50% 50% 49% 45% 47% 48% 52% 51%

Peer Directed 9% 7% 2% 11% 11% 13% 9% 10% 11% 7% 11% 6% 9%

Non-Directed 10% 3% 8% 12% 12% 14% 10% 11% 10% 11% 12% 12% 10%

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Task Format Schoolwide

0%

10%

20%

30%

40%

50%

60%

Teacher Directed Teacher Assistance Peer Directed Non-Directed

Schoolwide

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Task Format by Subject

0%

10%

20%

30%

40%

50%

60%

Teacher Directed TeacherAssistance

Peer Directed Non-Directed

Math

Science

Social Studies

English

Other

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Task Format by Time of Day

0%

10%

20%

30%

40%

50%

60%


AM

PM

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Task Format by Grade Level

0%

10%

20%

30%

40%

50%

60%


9th

10th

11th

12th

Mixed

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Analysis of Academic WorkTask Format Schoolwide

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

List

enin

g to

inst

ruct

ion,

lect

ure,

Obs

ervi

ng

exam

ples

,de

mon

stra

tion,

Taki

ng a

test

,

quiz

, or

perfo

rman

ce

Oth

er

Com

plet

ing

aw

ritte

n

assi

gnm

ent

Con

duct

ing

a

labo

rato

ry ta

skPa

rtici

patin

g in

a te

ache

r-le

ddi

scus

sion

Rev

iew

ing

assi

gnm

ents

or

note

sW

orki

ng o

n

com

pute

r-ba

sed

Cre

atin

ggr

aphs

,

artw

ork,

Writ

ing

from

a

prom

pt

Taki

ng n

otes

Oth

er

Parti

cipa

ting

ina

stud

ent-l

ed

disc

ussi

onC

ompl

etin

g a

grou

p ta

sk

Stud

ent-l

ed

pres

enta

tion

Oth

er

Inde

pend

ent

rese

arch

Inde

pend

ent

stud

y

Sile

ntsu

stai

ned

read

ing

Jour

nal w

ritin

g

Oth

er

A B C D E F G H I J K L M N O P Q R S T U V

Teacher Directed Teacher Assisted Peer Directed Non-Directed

Schoolwide

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Analysis of Academic WorkTask Format for Mathematics

0%

5%

10%

15%

20%

25%

List

enin

g to

inst

ruct

ion,

lect

ure,

Obs

ervi

ng

exam

ples

,de

mon

stra

tion,

Taki

ng a

test

,qu

iz, o

r

perfo

rman

ce

Oth

er

Com

plet

ing

aw

ritte

n

assi

gnm

ent

Con

duct

ing

ala

bora

tory

task

Parti

cipa

ting

in

a te

ache

r-le

ddi

scus

sion

Rev

iew

ing

assi

gnm

ents

or

note

sW

orki

ng o

nco

mpu

ter-

base

dC

reat

ing

grap

hs,

artw

ork,

Writ

ing

from

a

prom

pt

Taki

ng n

otes

Oth

er

Parti

cipa

ting

in

a st

uden

t-led

disc

ussi

on

Com

plet

ing

a

grou

p ta

sk

Stud

ent-l

ed

pres

enta

tion

Oth

er

Inde

pend

ent

rese

arch

Inde

pend

ent

stud

y

Sile

nt

sust

aine

dre

adin

g

Jour

nal w

ritin

g

Oth

er


Teacher Directed Teacher A ss is ted Peer Directed Non-Directed

Math

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Analysis of Academic WorkTask Format for Mathematics

0%

5%

10%

15%

20%

25%

List

enin

g to

inst

ruct

ion,

lect

ure,

Obs

ervi

ng

exam

ples

,de

mon

stra

tion,

Taki

ng a

test

,qu

iz, o

r

perfo

rman

ce

Oth

er

Com

plet

ing

aw

ritte

n

assi

gnm

ent

Con

duct

ing

ala

bora

tory

task

Parti

cipa

ting

in

a te

ache

r-le

ddi

scus

sion

Rev

iew

ing

assi

gnm

ents

or

note

sW

orki

ng o

nco

mpu

ter-

base

dC

reat

ing

grap

hs,

artw

ork,

Writ

ing

from

a

prom

pt

Taki

ng n

otes

Oth

er

Parti

cipa

ting

in

a st

uden

t-led

disc

ussi

on

Com

plet

ing

a

grou

p ta

sk

Stud

ent-l

ed

pres

enta

tion

Oth

er

Inde

pend

ent

rese

arch

Inde

pend

ent

stud

y

Sile

nt

sust

aine

dre

adin

g

Jour

nal w

ritin

g

Oth

er


Teacher Directed Teacher A ss is ted Peer Directed Non-Directed

Math

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Task Format for Science

0%

5%

10%

15%

20%

25%

List

enin

g to

inst

ruct

ion,

lect

ure,

Obs

ervi

ngex

ampl

es,

dem

onst

ratio

n,Ta

king

a te

st,

quiz

, or

perfo

rman

ce Oth

er

Com

plet

ing

aw

ritte

nas

sign

men

tC

ondu

ctin

g a

labo

rato

ry ta

skPa

rtici

patin

g in

a te

ache

r-le

ddi

scus

sion

Rev

iew

ing

assi

gnm

ents

or

note

sW

orki

ng o

nco

mpu

ter-

base

dC

reat

ing

grap

hs,

artw

ork,

Writ

ing

from

apr

ompt

Taki

ng n

otes Oth

er

Parti

cipa

ting

ina

stud

ent-l

eddi

scus

sion

Com

plet

ing

agr

oup

task

Stud

ent-l

edpr

esen

tatio

n

Oth

er

Inde

pend

ent

rese

arch

Inde

pend

ent

stud

y

Sile

ntsu

stai

ned

read

ing

Jour

nal w

ritin

g

Oth

er



Science

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Analysis of Academic WorkTask Format for Social Studies

0%

5%

10%

15%

20%

25%

List

enin

g to

inst

ruct

ion,

Obs

ervi

ngex

ampl

es,

Taki

ng a

test

,qu

iz, o

r Oth

er

Com

plet

ing

aw

ritte

n

Con

duct

ing

ala

bora

tory

task

Parti

cipa

ting

ina

teac

her-

led

Rev

iew

ing

assi

gnm

ents

or

Wor

king

on

com

pute

r-

Cre

atin

ggr

aphs

,

Writ

ing

from

apr

ompt

Taki

ng n

otes

Oth

er

Parti

cipa

ting

ina

stud

ent-l

ed

Com

plet

ing

agr

oup

task

Stud

ent-l

edpr

esen

tatio

n

Oth

er

Inde

pend

ent

rese

arch

Inde

pend

ent

stud

y

Sile

ntsu

stai

ned

Jour

nal w

ritin

g

Oth

er



Social Studies

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Analysis of Academic WorkTask Format for English

0%

5%

10%

15%

20%

25%

List

enin

g to

inst

ruct

ion,

lect

ure,

Obs

ervi

ng

exam

ples

,de

mon

stra

tion,

Taki

ng a

test

,

quiz

, or

perfo

rman

ce

Oth

er

Com

plet

ing

aw

ritte

n

assi

gnm

ent

Con

duct

ing

ala

bora

tory

task

Parti

cipa

ting

ina

teac

her-

led

disc

ussi

onR

evie

win

gas

sign

men

ts o

r

note

sW

orki

ng o

n

com

pute

r-ba

sed

Cre

atin

g

grap

hs,

artw

ork,

Writ

ing

from

a

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Analysis of Academic WorkTask Format for AM Classes

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Analysis of Academic WorkTask Format for PM Classes

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www.edvantia.org38

Instruction and Learning Appraisal (ILA) Levels of Implementation Report SummaryNumber of Schools: 17

Appraisal Area No Emerging Partial Substantial Full No Report

Shared Goals for Learning 6 8 3

Shared Goals for Learning 21st Century Technology 3 10 3 1

Shared Leadership 2 6 9

Shared Leadership 21st Century Technology 1 7 9

Learning Culture 9 8

Learning Culture 21st Century Technology 4 7 6

Effective Teaching 1 14 2

Effective Teaching 21st Century Technology 8 5 4

Aligned Curriculum 5 7 3 2

Aligned Curriculum 21st Century Technology 8 7 2

Purposeful Student Assessment 1 15 1

Purposeful Student Assessment 21st Century Technology 6 10 1

School-Family-Community Connections 4 9 3 1

School-Family-Community Connections 21st Century Tech 5 10 1 1

Math 11 5 1

Science 8 8 1

Literacy Across the Curriculum 12 4 1

Special Education 11 4 2

English Language Learners (ELL) 2 1 14

Career/Technical 1 16

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Application of school appraisal data

• Examination of ILA data and evidence

• Determination of implementation level

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• Determination of instructional and staff development needs based on the analysis of appraisal data

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• Determination of target areas for instructional modification based on the analysis of appraisal data

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Leverage points

• Effective teaching

• Aligned curriculum

• Purposeful student assessment

• Shared culture for learning

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Common factors in schools that have increased levels of student achievement and proficiency Ed Trust

• Focus on what they can change, not what they cannot change

• Do not leave anything about teaching and learning to chance

• Teachers meet frequently to discuss the work• Student progress is measured on an on-going basis• At the high school level, all students have a rigorous

curriculum• Principals are actively involved in and focused on

instruction

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Questions

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This presentation was prepared by Sharon Harsh for the Appalachia Regional Comprehensive Center (ARCC) at Edvantia. © 2007 by Edvantia, Inc. All rights reserved.

Edvantia is a nonprofit education research and development corporation, founded in 1966, that partners with practitioners, education agencies, publishers, and service providers to improve learning and advance student success. Edvantia provides clients with a range of services, including research, evaluation, professional development, and consulting. Information about Edvantia products and services is available by writing P.O. Box 1348, Charleston, WV 25325; calling 304.347.0400 or 800.624.9120; or visiting www.edvantia.org. Edvantia is an equal employment opportunity/affirmative action employer.

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department, and you should not assume endorsement by the federal government.