This document discusses using technology to support formative assessment and Marzano's seven principles for effective schools. It describes how technology can help provide real-time, embedded assessment to give teachers feedback to improve instruction. Specific technologies are mentioned, such as differential instruction programs, rubrics, and free internet tools like Project Zone and Quizlet that can enhance formative assessment. The greatest factor in determining technology use in schools is the principal's interest in utilizing it.

1. Learning-Centered Leadership Development Program
for Practicing and Aspiring Principals

2. How Technology Can Trans Support Marzano’s 7
Principles for:
Schools that
Works
Dr. Robert Leneway
Educational Leadership, Research
and Technology Dept.

3. Learning-Centered Leadership Development
Program for Practicing and Aspiring Principals
MACUL 2012

4. Seven Principles
High, Cohesive, a
nd Culturally
Relevant
Orderly School Expectations for
Operation Students
Data-
Coherent
Inspirational Informed Curricular
Agency
for School
Decision Programs
Renewal
Making
Real-time & Distributive and
Empowering
Embedded Leadership
Assessment
4

5. On the Road to School Renewal
Data-Informed
Decision-Making

6. Where are we Going?
Student Mandated
Centered Standards
6

7. Differentiated
Instruction

8. Put Your Fears on the Table
What concerns you most about using
data to make school decisions?
Internal?
External?
Do the following concerns sound familiar? 8

9. “If people know the Fear of Data
truth about how our
district is doing, we‟ll
get pummeled.” “Will we get sued if we
look at student data? What
“My questions about privacy issues?”
about data will
sound silly.”
“Can we trust the
“People will take the data? What if the
data out of context to numbers are
further their own „cooked‟?”
agendas.”
“I don‟t “Putting data on the
table will damage union
understand the
negotiations.”
data.”
9

10. Take Away Your Fear
 You don’t have to be a statistician
 Data are actionable
 Data must be viewed in relationship to
something else
 Data should be used to establish a focus of
inquiry
10

11. Multiple Measures of Data
Demographics
Enrollment, Attendance,
Drop-Out Rate
Ethnicity, Gender,
Grade Level
School
Processes Perceptions
Description of Perceptions of
School Programs Learning Environment
and Processes Values and Beliefs
Attitudes
Observations
Standardized Tests
Norm/Criterion-Referenced Tests
Teacher Observations of Abilities
Authentic Assessments
Student
Learning
11

12. Demographics Perceptions School Processes Student Learning
Demographics Perception Data Opportunity to Learn Results Data (Static Data)
- Gender - Student Engagement - Current Offerings - MEAP/MME
- Grade - Student motivation - Extra Curricular Activities - ACT
- Teacher - Student perceptions of - AP Testing
- Age success Teacher quality - District Benchmark
- Time in Building - Values - Qualifications & Credentials Assessments
- Behavior - Beliefs - Instructional Practices - Standardized Assessments
- Attendance - Culture - Professional Development - Graduation Rate
- Poverty Level - Attitudes - Collective Efficacy - Postgraduate Follow-up
- Racial/ethnic - Observations - Learning Communities
- Socioeconomic - Professional Affiliations Process Data (Real-Time
- Single Parent Data)
- Siblings in household Leadership - Instructional Strategies
- Free/Reduced Lunch - Vision, Mission, Goals - Classroom Assessments
- Staff Engagement & - Instructional Time on Task
Parental Involvement Perceptions - Behavioral Referrals
- Preparedness - Parent Engagement & - Books
- Transience Perceptions - Writing Samples
-Out of school - Supervision Practices - Homework
experiences - Professional Affiliations Assigned/Completed
- Positive Parent Contacts
Community Support Resource Allocation
- Programs e.g., Head - Budget Allocation
Start - Staffing Patterns
- Services e.g, FIA - Professional Development
- Facility Usage/Maintenance
- Technology Distribution
12

13. 13

14. It’s Easy to Get Lost in the Numbers
and forget that the numbers represent
89365 63542 87620 87629
the hope and future of real children
37620 98625
980098 56290
with strengths as well as
63542 60915
challenges, each deserving the kind of
education we want for our very own
children
14

15. Enabling Collaborative Work
• When people are involved in analyzing and
interpreting data collaboratively, they become
more invested in the school improvement
efforts .
• The more people involved in data analysis and
interpretation, the more effective the resulting
school improvements.
15

16. Bridging the Data Gap
 Imagine two shores with an river in between.
 On one shore are data—the masses of data now
overwhelming schools:
 state testdata sliced and diced  course-taking patterns
 local assessments  attendance data
 demographic data  survey data
 dropout rates  and on and on
 graduation rates
 On the other shore are the aspiration, intention, moral
assurance, and directive to improve student learning and
close repetitive achievement gaps.
16

17. IfI we put more
saw this new
It is evidentinto
resources that
reading program at
“Bubble Kids” our
thosethe State
kids cannot
conference, let’s
scores will
learn as efficiently
???
try it, it can’t hurt!
improve
as others
17

18. Leadership Collaboration Data Use Continuous
Capacity Improvement
Equity Culture Trust
18

19. Creating A Data Team
A data team is a
team that meets
regularly to analyze
data and make
educational
decisions to
improve student
achievement.
19

20. Data Feedback Model
Revised Instructional
Formative Strategies
Assessment
s
Questions and Inquiry
District Written and
Taught Curriculum
Data Intersection
Process
Demographic
Alignment
Smart Goals
Analysis
Data
Data
Teams
Teams
Perceptual
Summative
Assessments
Revised Instructional
Strategies

21. MDE Data Set
http://www.data4ss.org
User Name: demo_test1
Pass Word: fall_01
21

22. On the Road to School Renewal
Coherent
Curricular
Programs

23. Or Innovating around
21st Century Skills
23

24. Are they Mutually
Exclusive?
Or Can Our Students Have the Best
of Both?
24

25. Markers?
• Core, essential, or “power
standards” aligned to state and/or
national standards.
• Horizontal and vertical alignment
• Aligned and student appropriate
learning resources (hard and
electronic).
25

26. Markers
• Clear and consistent
communication about learning
expectations and learning progress.
• Engaging & meaningful learning
experiences.
• Learning focused leadership
• Student participation in setting
personal learning goals. 26

27. Markers
• Aligned and effective
classroom instruction.
• Aligned and authentic curriculum
based assessments.
• Immediate and consistent feedback
• Continuous progress monitoring
27

28. What is a Classroom?
Is it This?

29. Is it Any of These?

30. Ask any Child

31. Engage Them or
Enrage Them!

32. Give Them 21st
Century Skills
• 21st Century Technologies to support a
multi-dimensional learning system
• Personalized Learning and differentiated
instruction with on-demand access to
learning
• Empowered learners

33. When we unleash the power
of Technology…
New and
Different
Learning
http://www.masternewmedia.org/images/making-sense-of-media-and-technology-painting-clouds

34. The Real Learning
Problem
“If we continue to do things that we
already know aren’t working, we
have to consider just who really
has the learning problem.”
(Ian Jukes, 2010)
34

35. Curriculum Integration
How might we use these nine high
impact instructional strategies
(Marzano, Pickering, & Pollack, 2001) to
improve curriculum integration?
35

36. Curriculum
Integration (cont.)
1. Identifying similarities and
differences - Venn Diagram app, and
Comparison Matrix app
2. Summarizing and note taking
3. Reinforcing effort and providing
recognition A Drop for your Bucket, Make Awards for
Kids, Award Certificate Maker
36

37. Curriculum
Integration (cont.)
4. Homework and practice Electronic Flash
Cards, Flipped Classrooms
5. Nonlinguistic representations iStories
6. Cooperative learning
Power Point Jeopardy, Collaborative Online Projects, Blogs and
Webquests
37

38. Curriculum
Integration (cont.)
7. Setting objectives and providing
feedback - PBL Checklists, Rubric Builder,Electronic
Portfolio, SurveyMonkey, SMART Goal Setting Assessment as
Feedback
8. Generating and testing hypotheses
Hypothesis Proof Web, Scientific Method Web, Graph Maker , You
be the Historian, Kids' Mysteries
9. Cues, questions, and advance
Organizers, Anticipation Guides, Book Marks and Jamie McKenzie's
Questioning Toolkit
38

39. On the Road to School Renewal
Orderly School
Operation

40. Safe and Orderly Schools
•What do they look like?
•Why are orderly schools
important?
•How do we get there?
40

41. What do they look like?
•Students feel safe and free from physical harm
•Collegial relationship among staff
•There is a positive culture and climate
•High expectations on the part of staff and students
•Expectations and rules are known by all and enforced
•Students are involved and take ownership of the school
•Student achievement increases in orderly schools
41

42. Elements of Safe and
Orderly Schools
•Culture
•Climate
•Safety
•Bullying
•Discipline
•Managing Personnel
42

43. Climate Surveys
• Victoria Bernhardt
• http://eff.csuchico.edu/
html/download_center
.html
43

44. Cyberbullying
• Cyber-bullying is "the use
of information and
communication
technologies to support
deliberate, repeated, and
hostile behavior by an
individual or group, that is
intended to harm others“
Leneway and Winters (2008)
44

45. CyberBullying
Percent
Non Bullied
Bullied
A national survey of 1500 4th – 8th graders
• 42% of kids have been bullied while online. One in four
have had it happen more than once.
45

46. Cyberbullying (cont)
• 58% of kids admit
someone has said mean
or hurtful things to them
online. More than four out
of ten say it has
happened more than
once.
• 55% of the 58% have not
told their parents or an
adult about something
mean or hurtful that
happened to them online.
46

47. What Can Be Done
• Students need to be reminded that
what they do in cyberspace is not
really anonymous.
• Behaviors and words are
downloadable, printable and
sometimes punishable by law.
• They can be traced on the
Internet
• Reminded not to share personal
information
47

48. What Can be Done (cont)
• Clearly explained in the School’s AUP or
Handbook.
• Graduated consequences and remedial actions
• Clear procedures for reporting
• Procedures for investigating
• Specific language that if a student's off-school
speech or behavior results in "substantial
disruption of the learning environment," the
student can be disciplined
48

49. Layshock v. Hermitage
School District (2006)
• A student created a website from his
grandmother's home computer creating a parody
of the school principal on his myspace.com.
• While the site was non-threatening and created
off-campus, school officials were able to prove a
major disruption to the school day. Officials
pointed out that staff devoted a lot of extra time
diffusing and resolving the situation.
49

50. Acceptable Use Policy Guidelines
• Clear, Specific Language
• Detailed Standards of Behavior
• Detailed Enforcement
Guidelines/Standards in the Event of Violations
• A Comprehensive Internet Policy Statement
• Outline/list of acceptable vs. not acceptable uses 50

51. Acceptable Use Policy Guidelines
• Outline/list of acceptable vs. not acceptable
• Student and parent consent forms
• Description of online etiquette
• Privacy Statement - School’s right to see
• Disclaimer of liability
51

52. Best Practice – Orderly Environment
Marzano
1. Establish rules and procedures for behavioral
problems that might be caused by the school’s
physical characteristics or routine
2. Establish clear school-wide rules and procedures
for general behavior
3. Establish and enforce appropriate consequences
for violation of rules
52

53. Recognition & Rewards
News articles highlighting their
accomplishments
All-star staff picture wall
Staff pictures with personal vision statement
Business cards
Pocket praise (McNotes)
Years of service awards
53

54. In Summary – Orderly Schools
• Students feel safe and free from physical harm
• Collegial relationship among staff exists
• There is a positive culture and climate
• High expectations on the part of staff and students
• Expectations and rules are known by all and enforced
• Students are involved and take ownership of the school
• Facilities are conducive to student safety
• Parents are involved with the school
54

55. On the Road to School Renewal
Real-time and
Embedded Instructional
Assessment

56. Types of Assessments
Marzano (2010) suggests that there are
three types of assessments
1. Obtrusive
2. Unobtrusive
3. Student generated
56

57. Types of Assessments
• Authentic
• Portfolios
• Observation
• Formative
• Summative
57

58. Formative Assessments
The gains in learning by using formative
assessments were “amongst the largest
ever reported for educational interventions.”
Black and William (1998)
Formative assessment works well for all
learners and very well for slow learners
(Popham, 2008)
58

59. Formative Assessment
• Formative assessment is a process, not
any particular test
• It is used not just by teachers, but by both
teachers and students
• Formative assessment takes place during
instruction
• Marzano (2010)
59

60. Marzano’s Elements
• It provides assessment-based feedback to
teachers and students.
• It helps teachers and students make
adjustments that will improve students’
achievement of intended curricular aims.
60

61. How Tech Can Help
• Provide feed back to students in ways that
enable the students to learn better.
• Eliminated the drudgery of assessment.
• Assessing more accurately, efficiently,&quickly.
• Make evaluating student skills unobtrusive and
easy. 61

62. How Tech Can Help
• Individualized assessment
• Immediate nature of the assessment
• Create virtual real-time picture of
which students need help, where they
need it, and how the teachers can
help them best. 62

63. How Tech Can Help
• Enhancing formative assessment with
technology enables teachers to
embed assessment into instruction
and provide immediate feedback.
• It has become cheaper (sometimes
free) and easier to use.
63

64. Quiz
• The greatest factor in determining use
of technology in a school?
1. Technology budget
2. Amount of professional development
3. Teachers interest
4. Principal interest
64

65. Quiz Answer
The largest factor in
determining use of
technology in a
school is the
Principal’s interest
that it be used.
65

66. What Type of Technology?
• Differential Instruction
• Rubrics
• White Boards and Clickers
• Problem Based Learning
• Infographics
• ePortfolios
• Digital Storytelling
• Students as Teachers
• Commercial Tools and Games
• Free Internet Tools
66

67. Free Internet Tools
• Project Zone
• Quizlet
• ASSISTments
• Star Fall
• ePals
• Twitter in Education
67

68. Assistment Demo
http://www.assistments.org/
68

69. Star Fall Demo
• A free public service to teach children
to read with phonics.
• http://www.starfall.com/
69

70. Acrobat Demo
Create you own
Assessment
ePortfolio with
Acrobat Pro X
70

71. What’s Next?
• Learning Analytics - enable teachers and
schools to tailor educational opportunities
to each student's level of need and ability.“
• Personal Learning Environments - allow
students to direct their own learning by
themselves or in groups. They generally
involve a number of tools that learners
choose to use as they learn.
71

72. On the Road to School Renewal
High, Cohesive, and
Culturally Relevant
Expectations for
Students

73. On the Road to School Renewal
Distributive and
Empowering
Leadership

74. Education and Change
“Changing Education
is a lot like
changing a
cemetery –
You won’t get
much help from the
inhabitants.”
74

75. On the Road to School Renewal
Passion and
Commitment for
School Renewal

76. Rocket Science and School Renewal
It is not Rocket Science!
What you do is more
complex. Rocket science is
predictable with
formulas, algorisms, backu
p systems, and established
procedures. Working with
teachers, students, parents
, and community members
is much more challenging-
although regrettably less
valued.

77. Thank You!
• bob.leneway@wmich.edu
77