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John Hattie Evidence Based Interventions - Effect Size Chart

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John Hattie Evidence Based Interventions - Effect Size Chart

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This is from Visible Learning - gives indicators for maximizing effects for Tier 1 and 2 Interventions

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John Hattie Research Strategies with Effect Size .pdf

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Print or have an electronic file of the student data from the Leveling-Up Worksheet - Beginning of Year for tested areas by teacher for their students in 2018-19.  Do this for all Ohio End of Course Data and all AP data per course.

Print the Leveling Up Worksheet-Beginning of Year for each teacher. You will utilize this in a one-on-one meeting with each teacher at the start of the year.  Have the data ready to fill in with the teacher from the spreadsheet that you will also send to the teacher after the meeting.  This will help with the communication of what has happened in the past and from which improvements are expected.

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Level Up Worksheet - Beginning of Year Sanchez

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Find resources you need to guide students through the Level UP Your ACT® Math Score book below.

Level UP Your ACT® Math Score is designed to support student success on the math portion of the ACT® test. Students who have successfully completed the course increased their math subtest score by 3.4 scaled points, on average.

Level UP provides students access to instructional videos from licensed teachers, practice problems, quizzes, homework assignments and two full-length practice ACT® Math tests. Level UP is designed to increase student confidence on the math portion of the test through modeling, self-assessment and goal setting. The course is a hybrid approach that combines presentations, instructional videos and printed practice materials for students. This course can be facilitated by most adults, even if they are not math teachers. The Level UP Your ACT® Math book can be purchased on Amazon.com. Discounted rates are available for schools and non-profit organizations.
Course Design
Level UP Your ACT® Math Score was designed to be taught in 10, 90-minute sessions. The course is divided into three parts that correspond with the structure of the ACT® test itself: novice (three sessions), intermediate (three sessions) and advanced (two sessions). There are also sessions dedicated to the pre-test (at the beginning of the course) and post-test (at the end of the course). In each instructional session, students complete practice problems, watch video solutions and take two quizzes. Students complete brief self-assessments after every problem and quiz to encourage ownership for learning. Between most instructional sessions, there are two homework assignments. All practice problems, quizzes, homework assignments and practice tests are contained in the Level UP Your ACT® Math book. Students can access video solutions to every practice problem and homework assignment using QR codes in the book, or by searching the Summit Education Initiative YouTube channel.

Remember: Level UP is about student ownership, confidence and practice. Keep this in mind as you plan your work, and you are sure to be successful.
Session Descriptions
In the first session of the Level UP Your ACT® Math Score, students complete and score a full-length practice math test. This provides a baseline score for every student at the start of the program. After completing the test and the self-assessment, students also write down their goals for the post-test. When students set goals and write down a plan to achieve those goals, their scores improve.

Class 1: Simplify and Substitute to Solve

Class 2: Proportions, Percentages and Averages

Class 3: Algebra in Words

Class 1: Linear and Quadratic Functions

Class 2: Coordinate Geometry

Class 3: Advanced Algebra Topics

Class 1: Plane Geometry

Class 2: Trigonometry and Probability

The last session of the course is the post-test and final student self-assessment. We recommend taking some time at the end of this session to congratulate students for sticking with the program, and to celebrate student success. This is a good opportunity to remind students again that performing well on the ACT® Math test is about practice, strategy and confidence. Remind students how far they have come. Be sure to also remind students that the goal isn't to earn a perfect score on the test; the goal is to earn their perfect score - the best they can do on that given day.
What are Class Sessions Like?
Class sessions all follow a very similar pattern. This is the pattern:

Use the PowerPoint presentations provided (links at the bottom of this page) to stay on track. The presentations all follow the same format. Students see a practice problem called a "TIDBIT" and are given ONE MINUTE to solve the problem (you have to use your own timer).

After that minute, the NEXT slide has a video that shows the solution to the tidbit problem.

After every tidbit problem there is a "TAKE" problem. TAKE problems have a specific amount of time students are given (for example, students try to solve a "Take 40" problem in 40 seconds). Again, use your own timer.

The pacing for TAKE problems is used to help students bank time on simpler problems that they will need on harder problems.

All the tidbit problems and take problems are in the books. Students can do all their work in the books.

There is a "self- assessment zone" at the bottom of the page for every tidbit and take problem. REQUIRE students to use the self-assessment zones to quickly record their thoughts after each problem. Students will begin to see patterns that can help them make better decisions in the future. There are also QR codes in the self-assessment zones for every problem. If a student wants to re-watch a tidbit video - or if they want to see the solution to a take problem - they can scan the QR codes after class and review the videos on their own. Have students circle all the QR codes of the videos they want to watch later.

This is an important note: You do NOT have enough time to let students watch or re-watch videos during the class. The QR codes are there to take students directly to the videos on the YouTube channel on their own time. This is part of the "effort and attention" of the work. If you give students time to watch or re-watch videos during class, you will run out of time.

After several rounds of tidbits and takes, you will come to a quiz. The presentation will have a STOP SIGN, and the books will also say, "Stop here and take the quiz on page XXX."
Give students one minute per question to complete the quiz. So, a seven-question quiz should last seven minutes.

After each quiz there is an answer key and another self-assessment. These are VERY important ways for students to process their understanding for half a class session. Encourage students to use these tools in the course.

Take a (short) break after the first quiz every session to give students a chance to breathe. Then, jump right back into the work. Remind students that this is all about setting a race pace for the actual test. It's better to be tired after practice and win the game, than to take it easy and show up unprepared.

The answers to most of the questions are in the book!!! Remind students that there is no benefit in looking at answers. This is about working hard now so they can increase their skills. If they want to cut corners, they'll only be cheating themselves.

There are HOMEWORK assignments after most class sessions (between Class 1 and 2, and between Class 2 and 3 of each course). There are TWO homework assignments, appropriately named "the day after" and "so I don't forget." Encourage students to complete these. They should do the "day after" homework the day immediately following their class, and then the "so I don't forget" assignment about four to five days later, just before the next class session. There are QR codes for all the homework assignments, so they can watch the whole assignment being completed if they get stuck. Again, remind students that these videos are a safety net; the best way is to try at first on their own and then use the videos if they want to understand why they missed some problems.
Links to the Class Session Presentations
Below are the links to the PowerPoint presentations for each of the classes. Be sure to download the videos to a local drive (your computer or a flash drive) before trying to show them. The videos will not play if you run the presentation directly from Dropbox or from PowerPoint online.

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Level UP Your ACT Math Score Book Information for Teachers

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Level UP Your ACT® Math Score is designed to support student success on the math portion of the ACT® test. Students who have successfully completed the course increased their math subtest score by 3.4 scaled points, on average. Level UP provides students access to instructional videos from licensed teachers, practice problems, quizzes, homework assignments and two full-length practice ACT® Math tests.

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John Hattie Evidence Based Practice and Effect Size 

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John Hattie Evidence Based Practice and Effect Size 

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Short video that gives context to the implementation of strategies that give us a higher ability to

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This is the worksheet to print for each teacher to count and record the number of students and their performance level.

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Establishing the Level UP Strategy with the TBT

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Establishing the Level UP Strategy with the TBT

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After the conversations per teacher, meet with the TBT.  You can utilize the same worksheet with combined  data per EOC.  In this session, you will focus on the overall PI for all students tested, for those who were tested out of cohort (i.e. 10th graders on the 9th grade assessment) and any sub-group performance that is concerning (i.e. low SES or gifted).

Walk them through each of the components and the calculation.

Walk them through the Item Analysis and look for Priority Standards.

Establish the Priority Standards that all who teach that subject area will address within the classroom.

Select the method of assessing the student performances to assure mastery prior to the end of first semester. How will you know if the students have mastered the Priority Standards? Generally you want two data points or more (i.e. iReady, short cycle teacher assessment, performance indicators from PBL)

Depending upon the team, breaking down the standards may be necessary.  For others moving to the pacing guides to make adjustments in order of standards, depth of knowledge, performance adjustments.

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High School Strategy Worksheet - Whitehall City Schools

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For the first Waiver Day after School Starts

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For the first Waiver Day after School Starts

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Level UP Strategy for current students utilizing current roster and prior performance data.

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PI-Score-Calculation Sheet Template and Priority Map Middle Grades 2019-20