2007 Day 2 Breakout Session Resources
Breakout Sessions 5
Breakout Sessions 6
Breakout Sessions 7
Breakout Sessions 8
Breakout Sessions 5
Resiliency as a Critical Academic Asset
Barbara L. Batey, Co-Owner, The Batey Group, LLC Education Consultants
Samuel R. Batey, Co-Owner, The Batey Group, LLC Education Consultants
[resources]
[Presentation Slides] In this session, participants will gain an understanding of resiliency and the protective factors that foster resiliency, as well as learn how resiliency helps our children and youth learn the skills and tools that help them become responsible, self-assured, academically successful, and prosperous in their everyday activities.
Teaching for Rigor and Relevance
Helen M. Branigan, Senior Consultant, International Center for Leadership in Education
[resources]
[Presentation Slides] The most successful schools move beyond the "what" of curriculum to the "how" of instruction. Research supports the importance of application-based instruction as a means of raising student achievement. By carefully planning learning experiences for students, high levels of cognition and application can be achieved. In this session, participants will be introduced to the International Center's Rigor/Relevance Framework and engage in various activities to begin to apply the Framework to instruction, learning experiences, assessments, and instructional strategies.
Looking for Student Engagement
Phyllis Coe Martin, Director of High School Instruction, Indianapolis Public Schools
Debbie Fish, Director of Professional Learning, Central Indiana Educational Service Center
[resources]
[Presentation Slides] Quality learning requires students to be both committed and attentive, but what motivates students to be this way and how do educators know when students are engaged? What do educators see and hear when students are committed and attentive? What components of work are more likely to motivate students? These are tough questions with no simple answers. Presenters will discuss the work of Dr. Phillip Schlechty and how instructional coaches with Indianapolis Public Schools are using learning walks to gather data and search for answers. Participants may leave this session with more questions than answers, but then that could lead to true learning.
21st-Century Learning: The Project Approach
Catherine Brown, Associate Dean for Research; Director, Center for Research and P-16 Collaboration, Indiana University
Michael McDowell, School Development Coach, New Technology Foundation
Tim Presiado, School Development Coach, New Technology Foundation
[resources]
[Presentation Slides] This session will provide an overview and exploration of project-based learning, a unique instructional practice and classroom process vital for the 21st-century classroom. Starting with a set of 21st-century skills as school wide learning outcomes, presenters will discuss the process for scaffolding and evaluating these skills and the tools that support learning in this environment. They also will share best practices and examples from throughout schools in Indiana and across the nation.
Advancing Academic Excellence: Expanding Access to College-Level Courses
Nina Darling-Carter, Project Director, Advancing Academic Excellence Initiative, William A. Wirt High School
Chandra J. Jacobs, Advanced Placement Project Director, Lew Wallace High School
[resources]
[Presentation Slides] This session will focus on the need to help students not traditionally served in Advanced Placement (AP) classes realize they too are AP students. Participants will learn about the Advancing Academic Excellence initiative, which helps educators assist students to be successful in AP courses and allows students to explore and expand their academic opportunities.
Equity and Engagement in Education: The Dual Lenses of Student Financing and Student/Parent Engagement
Dave Murray, President, Murray & Associates/The National Center for College Costs
[resources]
[Presentation Slides] This session will focus on the issues of equity and engagement in education through dual lenses of student financing of higher education and student/parent engagement in college preparatory activities. The session will include a discussion of school-level strategies for boosting higher education attainment among Indiana students, approaches to improving college retention, as well as policy recommendations at the state and federal levels in the areas of student support and financial aid.
Moving Toward Equity
Shana Ritter, Key Researcher, Center for Evaluation & Education Policy, Indiana University
[resources]
[Presentation Slides] Disproportionality is a long-standing issue in education. What does it look like in Indiana and what is being done to address it? The Equity Project seeks to understand and address the causes and effects of disproportionality through a locally developed model. Learn how data, dialogue, collaboration, and cultural responsivity are essential to this model.
Using Standards, Data and Instruction to Raise ALL Students’ Achievement at Imperial High School
Aimee Queen, Assistant Principal, Imperial High School
Sandra Slomski, English Teacher, Imperial High School
Kimberly Walther, Mathematics Department Chair, Imperial High School
[resources]
[Presentation Slides] Imperial High School is located in a predominately agricultural area 17 miles from the border of Mexico. The school has been awarded the California Distinguished School twice and in 2006, Imperial High School was named one of The Education Trust's Dispelling the Myth schools for their work in closing the achievement gap. Join members of the faculty as they present how the school has implemented a rigorous standards-based curriculum paired with a strong support system and relevant data analysis to foster individual student success regardless of where the student is, where the student comes from or what adversity the child may be facing.
Breakout Sessions 6
Building Education Equity in Schools
Sharon Wilkins, School Change Facilitator, Center of Excellence in Leadership of Learning, University of Indianapolis
David Wintin, High School Conversion Coordinator, Center of Excellence in Leadership of Learning, University of Indianapolis
[resources]
[Presentation Slides] The conversations of this session will focus on defining educational equity and identifying persistent inequities affecting student learning. Participants will leave empowered to eliminate behaviors that support the cycle of inequity.
Assessing Readiness to Engage in Cultural Competence Work
Terrence Harewood, Assistant Professor of Multicultural Education and Social Foundations, University of Indianapolis
Patricia Payne, Director, Office of Multicultural Education, Indianapolis Public Schools
[resources]
[Presentation Slides] Facilitating growth in cultural competence can be a difficult task. With common attitudes ranging from resistance to the need for cultural diversity to a naive view of the effects these differences have on educational practices, it is vital for those who facilitate cross-cultural skill development to carefully gauge their audience in order to determine their readiness to do cross-cultural work. This workshop reflects on the practical use of the Developmental Model of Intercultural Sensitivity (DMIS) and the Intercultural Development Inventory (IDI), which assesses levels of cultural competence to prepare teacher-leaders to become practitioners that are more effective. Participants will hear from individuals from various aspects of the field of education about their experiences with the DMIS and the IDI.
Data to Drive Transformation
Steve Lythgoe, Data Management Facilitator, Center of Excellence in Leadership of Learning, University of Indianapolis
Gerald McLeish, Director of High School Curriculum and Programs, Indianapolis Public Schools
[resources]
[Presentation Slides] Find out what useful information is available from your GQE reports and how to use the results of the applied sections of the GQE for curriculum and assessment adjustments. Not much theory, but lots of real-life, common-sense application of student data will be discussed. The session will conclude with a "cracker barrel" idea-share session regarding the ISTEP/GQE.
Moving Toward Equity
Shana Ritter, Key Researcher, Center for Evaluation & Education Policy, Indiana University
[resources]
[Presentation Slides] Disproportionality is a long-standing issue in education. What does it look like in Indiana and what is being done to address it? The Equity Project seeks to understand and address the causes and effects of disproportionality through a locally developed model. Learn how data, dialogue, collaboration, and cultural responsivity are essential to this model.
Building 21st-Century Mathematics Skills for All Students: What Works for Maximizing Student Success?
Gloria White, Managing Director, Dana Research Center for Mathematics and Science Education, University of Texas at Austin
[resources]
[Presentation Slides] We know that strong quantitative skills for our secondary school students are a "must have" for them to succeed in completing high school, postsecondary education and competing in the workplace and global economy. However, we also know that strong quantitative skills for all students in the 21st century means that our high school students need to be successful in Algebra I, Geometry, Algebra II, and a fourth-year course as well. Join in a discussion about what strategies work to build the capacity of students to learn mathematics well and continue studying mathematics beyond high school. Discuss what evidence we have regarding effective strategies and if there are promising practices that are worthy of our attention. With national, state-level and selected district P-16 data regarding mathematics achievement of students as the starting point, leaders and educators can begin selecting strategies that schools can actually use for making meaningful progress in student achievement.
School Counselors: Working as Systemic Change Agents, Advocating for Brighter Futures for All Students
Patricia Martin, Assistant Vice President, National Office for School Counselor Advocacy, The College Board
[resources]
[Presentation Slides] Students' future aspirations and postsecondary options are inextricably connected to having information, access to solid academic preparation and support for success from school counselors. School counselors are professionals who work with the academic, career and personal/social needs of students. However, there is sometimes a disconnect between the goal for this work and interventions/functions performed by counselors. What would the work of counselors look like if they worked as an integral part of the instructional team as "champions of academic access, equity and success" for all students? Information will be shared on how to galvanize the energies of counselors to meet the charge of transforming today's schools for tomorrow's world.
The Early College High School Movement in Indiana
David Dresslar, Senior Fellow, Center of Excellence in Leadership of Learning, University of Indianapolis
Kay Harmless, Director, Lawrence Early College High School
[resources]
[Presentation Slides] A new small high school model that incorporates significant dual credit opportunities for students called Early College High School has been gaining momentum in Indiana. Four Early College High Schools have opened in Indiana with 14 additional schools exploring this innovative model. This session will present the Early College High School model in terms of its attributes and advantages from the perspective of those involved with the model and leading the Early College efforts.
Breakout Sessions 7
Unlocking the Potential of Underachieving Students
Stefanie Rome, Coordinator of Curriculum Development, National Urban Alliance
[resources]
[Presentation Slides] The impact of language and culture on learning and achievement cannot be overstated and yet is often overlooked. This highly interactive session will demonstrate how urban students of color can be motivated to engage in their learning. Participants will learn about the influence of language and culture on student cognition and comprehension of text, learn ways of motivating urban students in the learning process, acquire strategies that develop skills to meet standards and use high-order processes, and learn the National Urban Alliance's professional development model of transforming instruction for urban students.
Building 21st-Century Mathematics Skills for All Students: What Works for Maximizing Student Success?
Gloria White, Managing Director, Dana Research Center for Mathematics and Science Education, University of Texas at Austin
[resources]
[Presentation Slides] We know that strong quantitative skills for our secondary school students are a "must have" for them to succeed in completing high school, postsecondary education and competing in the workplace and global economy. However, we also know that strong quantitative skills for all students in the 21st century means that our high school students need to be successful in Algebra I, Geometry, Algebra II, and a fourth-year course as well. Join in a discussion about what strategies work to build the capacity of students to learn mathematics well and continue studying mathematics beyond high school. Discuss what evidence we have regarding effective strategies and if there are promising practices that are worthy of our attention. With national, state-level and selected district P-16 data regarding mathematics achievement of students as the starting point, leaders and educators can begin selecting strategies that schools can actually use for making meaningful progress in student achievement.
Teaching for Rigor and Relevance
Helen M. Branigan, Senior Consultant, International Center for Leadership in Education
[resources]
[Presentation Slides] The most successful schools move beyond the "what" of curriculum to the "how" of instruction. Research supports the importance of application-based instruction as a means of raising student achievement. By carefully planning learning experiences for students, high levels of cognition and application can be achieved. In this session, participants will be introduced to the International Center's Rigor/Relevance Framework and engage in various activities to begin to apply the Framework to instruction, learning experiences, assessments, and instructional strategies.
Debunking the Ruby Payne Framework on Poverty
Patricia Payne, Director, Office of Multicultural Education, Indianapolis Public Schools
Azure Dee Smiley, Assistant Professor of Special Education, University of Indianapolis
[resources]
[Presentation Slides] This presentation will discuss educational research to provide examples of the impact of Ruby Payne's work on the field of education. Critical perspectives of the work, as well as alternative pieces of curriculum, will be explored. Qualitative research components include data from teacher education experiences and the theorizing of implications for K-12 pre-service and professional development. This interactive session will provide participants the opportunity to engage with data, analysis, theory, and discussion focused on the discursive construction of poverty, people living in poverty and urban education. Critical theorists, teacher educators, K-12 practitioners, and all those interested in responding to such constructions are encouraged to attend.
Advancing Academic Excellence: Expanding Access to College-Level Courses
Nina Darling-Carter, Project Director, Advancing Academic Excellence Initiative, William A. Wirt High School
Chandra J. Jacobs, Advanced Placement Project Director, Lew Wallace High School
[resources]
[Presentation Slides] This session will focus on the need to help students not traditionally served in Advanced Placement (AP) classes realize they too are AP students. Participants will learn about the Advancing Academic Excellence initiative, which helps educators assist students to be successful in AP courses and allows students to explore and expand their academic opportunities.
Breakout Sessions 8
Unlocking the Potential of Underachieving Students
Stefanie Rome, Coordinator of Curriculum Development, National Urban Alliance
[resources]
[Presentation Slides] The impact of language and culture on learning and achievement cannot be overstated and yet is often overlooked. This highly interactive session will demonstrate how urban students of color can be motivated to engage in their learning. Participants will learn about the influence of language and culture on student cognition and comprehension of text, learn ways of motivating urban students in the learning process, acquire strategies that develop skills to meet standards and use high-order processes, and learn the National Urban Alliance's professional development model of transforming instruction for urban students.
Resiliency as a Critical Academic Asset
Barbara L. Batey, Co-Owner, The Batey Group, LLC Education Consultants
Samuel R. Batey, Co-Owner, The Batey Group, LLC Education Consultants
[resources]
[Presentation Slides] In this session, participants will gain an understanding of resiliency and the protective factors that foster resiliency, as well as learn how resiliency helps our children and youth learn the skills and tools that help them become responsible, self-assured, academically successful, and prosperous in their everyday activities.
Using Standards, Data and Instruction to Raise ALL Students’ Achievement at Imperial High School
Aimee Queen, Assistant Principal, Imperial High School
Sandra Slomski, English Teacher, Imperial High School
Kimberly Walther, Mathematics Department Chair, Imperial High School
[resources]
[Presentation Slides] Imperial High School is located in a predominately agricultural area 17 miles from the border of Mexico. The school has been awarded the California Distinguished School twice and in 2006, Imperial High School was named one of The Education Trust's Dispelling the Myth schools for their work in closing the achievement gap. Join members of the faculty as they present how the school has implemented a rigorous standards-based curriculum paired with a strong support system and relevant data analysis to foster individual student success regardless of where the student is, where the student comes from or what adversity the child may be facing.
Looking for Student Engagement
Phyllis Coe Martin, Director of High School Instruction, Indianapolis Public Schools
Debbie Fish, Director of Professional Learning, Central Indiana Educational Service Center
[resources]
[Presentation Slides] Quality learning requires students to be both committed and attentive, but what motivates students to be this way and how do educators know when students are engaged? What do educators see and hear when students are committed and attentive? What components of work are more likely to motivate students? These are tough questions with no simple answers. Presenters will discuss the work of Dr. Phillip Schlechty and how instructional coaches with Indianapolis Public Schools are using learning walks to gather data and search for answers. Participants may leave this session with more questions than answers, but then that could lead to true learning.
Leading the Way with Project Lead the Way Biomedical Sciences
Terri Schulz, Leader of Program Innovation, Indiana Department of Workforce Development
[resources]
[Presentation Slides] Indiana is leading the way with Project Lead the Way Biomedical Sciences. The goal of the program is to provide rigorous and relevant curriculum that is project and problem-based in order to engage and prepare high school students for the postsecondary education and training necessary for success in the wide variety of careers associated with the Biomedical Sciences including physician, nurse, veterinarian, scientific and pharmaceutical researcher, therapist, and technician. This session will help participants learn more about this exciting and innovative new program.
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