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Career and College Readiness
It’s OUR Job.
Leadership Academy 2013DALE ELLIS
Moving towards High Expectations
“High expectations are the key to everything.”
- Sam Walton
Why do you think this is true?
And then….
“I don’t have high expectations anymore. Maybe they’ve just been beaten out of me.”
-Actress Elisabeth Shue
Why do you think this is true? How does that happen?
What it Means to Us
Without an education, where can our kids go?
With only a high school education, where can they go?
Why is college important?
Why is career ready equally as important?
We ALL own K-12 education for OUR students
We ALL own OUR achievement gaps
We ALL own poor performance in OUR ____ grade
We ALL own poor performance on OUR ACT scores
Do your faculties truly believe these statements?
A 10,000 Foot View of Our Schools
We have “bless your heart” schools.
That is not necessarily a bad thing. It shows compassion.
It’s ok to pat our kids on the back, but let’s push them while our hand is back there too!
We don’t want to love them into stupidity and mediocrity.
Our Model
What’s working?
What’s not?
Are IFs involved and active in classrooms?
Are IFs providing district and school mandated staff development?
Are we doing CWTs consistently and using data to improve instruction?
Are we carrying out the model with high fidelity?
Or, are parts of it failing because we have low expectations for staff and students?
The Victim Mentality
Educators have a victim mentality, especially right now.
I agree that this feeling is not totally misplaced.
But, we can not make victims of our children because of what is happening in Raleigh.
We can not make victims of our children because WE don’t think they can do the work to be exceptional.
The adults are victimizing kids when we set low expectations!
http://www.youtube.com/watch?v=lWXwziQEa8w
The Apple Advantage – Disruptive Innovation
"Innovation has nothing to do with how many R&D dollars you have. When Apple came up with the Mac, IBM was spending at least 100 times more on R&D. It's not about money. It's about the people you have, how you're led, and how much you get it.“ – Steve Jobs
Can your people do the work that is needed?
Can you lead them in accomplishing this work?
Do they get “it”?
Apple - Continued
"My job is not to be easy on people. My job is to make them better.“ – Steve Jobs
A real-world high expectations example.
No More Status Quo
Happy Students
From that, to this…
What happens to kids from kindergarten to that time they start not liking school?
We do.
The Change We Need
The change we need starts with setting high expectations.
It starts with all of us being engaged and serious about this process.
I’m sure glad the hole isn’t in our end.
The Problem with Market Leaders
Market leaders are the last to transform.
They do not keep up, pay attention, and realize there is a problem until it is often too late.
“The secret of change is to focus all of your energy, not on fighting the old,
but on building the new.”
- Socrates
Rita Pierson
Part of You Video
“You say it long enough, it starts to be a part of
you.”
Summary
Let’s build those relationships and set high expectations for ALL students.
Let’s do the work with high fidelity so THEY can accomplish amazing results.
Growth is great, but we are better than below the state average!
Every kid deserves a champion!
Questions, comments, concerns?
Common Core Minute8 MATHEMATICAL PRACTICES
The Task
1. In 1 minute, recall as many of the 8 mathematical practices as possible. Record your thoughts on the notecard provided.
2. Compare your list to the one provided.3. The person with the highest number of correct responses
wins! It’s that simple.
4. GO!
Standards forMathematical Practice
1. Make sense of complex problems and persevere in solving them.
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.(CCSS, 2010)
Assessment
In the novel, what motivated Sarah’sbehavior? Support your claim with evidence from the text.
Functional Categories – The BasicsHome Base tools are designed to help you manage information and improve instruction.
Student Information and Learner
Profile
Educator Effectiveness:
Evaluation and Professional Development
Instructional Design, Practice
& Resources
Data Analysis and
Reporting
Information Instruction
Major Functions•Attendance•Scheduling•Grading•Transcripts•Parent, Student and Educator Portals
Highlights
Portals so students, parents and educators can access information
Data validation tools to make managing student information easier and improve data quality
Security to make sure only the right people can access data
Major Functions• Find high-quality
resources based on standards or search criteria
• Contribute to a shared repository of North Carolina-made resources
Highlights
Major Functions• Develop aligned
assessments for formative, interim or summative purposes
• Deliver assessments
Highlights
Major Functions•Compile and analyze data•Share progress with students and colleagues•Analyze data to take informed action
Highlights
Integrate with assessment tools and student information to deliver data on student progress to teachers, parents and students in an easy-to-understand, actionable way
Easy access to your data and a direct, fast way to pull it
Major Functions•Record and organize NC Educator Evaluation System observation and evaluation data (replacing the current online tool)•Select resources aligned to meet professional development needs
Highlights
Professional Development resources aligned to the North Carolina Educator Evaluation Rubric
Learning Management System
Tools for Teaching
Built to help educators teach, organize, communicate and collaborate online with their students
Vetted and standards-aligned resources
Classroom & Interim
Summative
A rich bank of items to build your own rigorous, standards-aligned assessments
Delivery of summative assessments online including computer adaptive testing
AssessmentStudent
Information and Learner
Profile
Instructional Design, Practice
& Resources
Data Analysis and
Reporting
Information
a simpler, better information system to replace NC WISE
Integrated Instructional Solution
a new standards-aligned tool for instruction (e.g. lesson plans, unit plans),
assessment and data analysis
Effectiveness
a simpler, better online evaluation system and new professional development system
Information Instruction
Educator Effectiveness:
Evaluation and Professional Development
Test NavSummativeAssessment
OpenClassCollaboration
SchoolnetInstructional Tools andAssessment
PowerSchoolStudent Information
TruenorthlogicEvaluation and PD
Products being integrated to create Home Base
OpenClassCollaboration
SchoolnetInstructional Tools andAssessment
PowerSchoolStudentInformation
Core Instructional Improvement SystemTest Nav
SummativeAssessment
TruenorthlogicEducator Evaluation
R
R
= Required
R
R
UserPorta
l
Content in SystemTools for Teaching • Assessment Creation
TruenorthlogicProfessionalDevelopment
via PowerSchool
Initial Content• Math, ELA, Science and Social Studies Assessment
Items for Benchmarking and Classroom Assessment
• Instructional Content (e.g. lesson plans and unit plans) housed in the NC Learning Object Repository
During the 2013-2014 kick-off year, districts will be able to use the optional functions of Home Base at their own discretion.
By March of 2014, districts will be able to choose to cost-share for the optional tools in Home Base in 2014-15 at $4 per student.
Time Line
July/August 2013
PowerSchoolStudentInformation
RSchoolnetInstructional Tools andAssessment
TruenorthlogicEducator Evaluation
R
Content in SystemTools for Teaching • Assessment Creation
October 2013 Teacher only
OpenClassCollaboration+
TruenorthlogicEducator Evaluation
Principals
March 2014
TruenorthlogicProfessionalDevelopment
2014-2015
Test NavSummativeAssessment
R
Training and Support
PowerSchool Training is well under way
Classroom Instruction and Assessment: Schoolnet Training•Training for districts this summer (June 20 – July 3, 2013)•Ongoing technical training and support webinars starting in July/August. •Certification training for districts that opt-in spring of 2014•Planning in development for technical support, logistics and implementation support
Start Learning Now!• PowerSource is available to you at
https://powersource.pearsonschoolsystems.com/home/main.action
• Online learning modules and videos that will help educators learn to use the tools in Home Base.
• Request your log-in (ask your LEA PowerSchool contact lead or your NC WISE Coordinator)
Training and Support
Educator Effectiveness: Truenorthlogic Evaluation Training
•Educator Effectiveness Training for the Teacher Evaluation that will take place from June 20 - July 3
•Ongoing Technical Training and Support Webinars starting in July/August
•Principal Evaluation Training in September 2013 and Professional Development Tool Training in February 2014
Home Base Website and Updates
Home Base website is http://www.ncpublicschools.org/homebase/To sign up for Home Base Biweekly Newsletter, please email home_base_ready@dpi.nc.gov as ask to be placed on the newsletter listserv.We will continue to email the biweekly updates, but you can also find them archived on the Home Base website at http://www.ncpublicschools.org/homebase/updates/
North CarolinaEducator Effectiveness SystemTraining Script
Welcome & Goals• Home Base Overview
• Training process
• Evaluator Assignments
• Professional Development Plan
• Teacher Evaluation
• Reporting
Training Process: Overall• Regional Train the trainer
(representatives from all districts)
• Districts – Train district administrators and teachers
• The method I use to train today is a good way to show your staff.
• Wade and Phillip will be glad to help with that process.
Training Process: Today• Each participant will be working with a
partner today. Select someone in the room (in your district if possible) to be your Buddy and sit next to that person.
• Each team will be assigned two logins:
• One Evaluator login
• One Teacher login
• Each person will perform tasks of one role (evaluator or teacher)
Let’s Begin
Training URL: https://ncdpitrain.truenorthlogic.com/ia/ adminLogin.jsp
• Sheet at seat provides your user name and log in (teacher or principal)
• Password: ncdpi2013
Portal Overview
Evaluation Process
There are Four Plans – Every teacher will be assigned two plans
1. PDP – For all teachers
2. Evaluation: One of the following:
a) Probationary Evaluation
b) Career Full Evaluation
c) Career Abbreviated Evaluation
My Staff Overview
Assigned Roles
School Staff
Teacher Plan Type Assignment
C
PDP Assignment
Administrative RightsAssigning Observers & Evaluators
Administrative RightsAssigning Observers & Evaluators
Administrative RightsAssigning Observers & Evaluators
Will default to school (likely no need to
adjust)
Prob, Career, Abbrev., PDP
All or individual names
Evaluator, Observer, View Only
What displays after clicking Add
Administrative RightsAssigning Observers & Evaluators
PDP Process (Teacher)
Self Assessment (Teacher)
C
Start, Share, Finalize, Complete, Send
Edit
• Start updating a form.
Save
• When started, but not complete. In progress.
Share
• Publishes assessment to others.• Default is Not Share. Cannot change after Marking Complete
Finalize
• When finished editing and no further changes are expected.• Cannot change/update rubric after clicking.
Mark
Complet
e
• Flags Step as Complete.
Send
• Forward work to another (teacher or evaluator) for action.
7.18.2013 Version
PDP Details (Teacher)
C
Evaluator Signature
C
Mentor Signature
Teacher Signature
C
PDP Mid-Year Review
PDP End of Year Review
PDP Record of Activities
Evaluations
Training & Orientation
C
Observation #1: Overview
Pre-Observation Conference
C
Pre-Observation Conference –
Teacher Signature
Formal Observation: Start
C
Formal Observation: Date/Time
Formal Observation: Ratings
Post Observation Conference
Post Observation Conference – Teacher Signature
Written Response
Written Response Acknowledgement
Summary Evaluation
C
Summary Evaluation
Record of Teacher Evaluation Activities: Observation Scoring Summary
Administration Tab – Site Admin
Targeted Announcements
Targeted Announcements cont.
Reports Tab
C
Common Core Minute & Break TimeThe Standards Quiz
The Task
1. In 3 minutes, answer the 5 questions on the next slide.
2. Anyone with a perfect score gets a prize!
3. GO!
CCSS Quiz
True or False 1- ELA Standards for grades 6-12 only
apply to English teachers. 2- Common Core standards prepare
students to take Algebra I in 8th grade. 3- At least 50% of reading material
should be non-fiction. 4- Common Core standards are primarily
written based on Revised Blooms Taxonomy
5- Text complexity is measured on 3 parts: Qualitative, Quantitative, and Reader and Task Consideration
Do You Believe
Do You Believe
"It is About The Kids“
Two consecutive years of bad teaching could destroy a child for life
Is the ideal student one who can sit still for long periods of time, quietly working by himself on irrelevant ditto sheets?
Is it the Environment?
Are schools designed for ‘Leave it to Beaver’ children or ‘Bebe’s Kids?’
Would you teach differently if your child were in your classroom? Why?
Do we have bad children or poor classroom management?
How does home life affect the Student?
The reality is 50% of African American children live below the poverty line.
In 66% of African American households, the father is not present. (Latest 2013 numbers are 75%).
There is only so much homework assistance one parent can provide to several children.
Negative peer pressure discourages almost all African American youth from participating in advance placement, honors, and gifted and talented classes unless getting on the honor roll is easy and doesn’t require additional study time.
Can we afford to have a one size fits all?
Homework is one way that schools demonstrate middle-class values.
Middle class teachers expect that all homes will have what they have in their homes (encyclopedias, atlas, globes, internet, etc)
There are horror stories of children receiving extra credit because their reports were typed and included color graphics…does not evaluate learning but rather household’s assets.
Conflict resolution styles differ between the cultures. Middle class teachers expect students to tell when someone has committed a violation. Black parents believe in “an eye for an eye.” Street code is retaliation, not snitching. Teachers have to earn their trust.
How can we Overcome Obstacles?
Ninety-three percent of the American teaching staff is white.
The most important factor impacting the academic achievement of African American children is not the race or gender of the teachers but the teacher’s expectations.
Many white teachers grew up in rural areas or lived their entire lives in white neighborhoods, attended a white university, worshipped in a white church and shopped in white grocery stores.
No quick fixes for white teachers who educate African American children: 1-change of attitude 2-read about the African Am. Culture 3- walk through the community
Master Teaching Does Impact Scores!
Characteristic of a Master Teacher-the expectations of students is set at high achieving
Teach on your feet, not seat Listen and observe-they will teach you Student has not learned-teacher has not taught No significant relationship-no significant
learning Mediocre teacher tells, good explains, superior
demonstrates, great inspires Master teachers set high expectations,
more minutes on instruction, have location for supplies
Master teachers aware first and last 5 minutes of class most important
Culture goes more than Skin Deep!
Culture more than food, music, etc Many African American children bored Can you answer “Why do I have to learn this?” Master teachers use African American problems to show how they
can use their skills to address them What society labels “achievement test” better described as
“exposure test”. African Am. Children below the poverty line do not take summer trips to England, visit museums, etc. suffer from this middle class hegemony.
Hidden rules of poverty-high noise level, TV always on, everyone talking at once, non-verbal information and the need to entertain
Left brain thinkers perform better in quiet environment, right brain perform better with multiple stimuli/noise
Most teachers geared only for analytic learners (left brain) In black culture, audience is actively involved with
musicians or speakers Black and Latino males labeled remedial, scored higher on test
when read questions
Re-designing our Delivery Methods
Effective teachers of African American students must convince the student there is a ‘payoff’ in education
Black children have the desire to do things together/buddy system
Competition=failing grades, cooperation builds confidence, self-esteem
Competition only motivating for those with skill and ability to succeed, grades motivating for those able to achieve good grades
Failing students usually mean disciplinary problems
Stop the Blame Game
Ineffective teachers blame parents School expects parents to be assistant teachers, African
American students scores decline after 4th grade/homework increases
Need staff who dispense discipline fairly African American children join gangs because they have not
received protection from adults Inconsistency in discipline in many African American homes, slap
the child one minute, hug the next…’never amount to anything’ to a compliment-discipline is confined to one moment
Children have selective respect for discipline The questioning communication style vs. directives in African
American homes African American children lead country with 30 hours per week
of TV Many white kindergarten children come in with over 1000 hours
in literacy- some African American with less than 25 hours involvement with books
Lunch
You’ve been served.
Differentiated Instruction: Bare Bones
Differentiated Instruction Defined
“Differentiated instruction is a
teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning
preferences, and interests.”Carol Ann Tomlinson
Learning Modalities INSERT Strategy
Mark each row with one of the three symbols at the bottom of page 1, as each phrase in the row describes you.
Add up your totals of “! That’s Me” for each column (Auditory, Kinesthetic/Tactile, Visual).
Which is your primary learning modality? Turn to a “shoulder partner” and tell each other about
your primary learning/reading style. Which style do most of your students seem to be? How can we use this in our classrooms?
Differentiation starts with understanding your learner!
“Teaching Beyond the Book”Jigsaw
Five groups:
#1s – Intro and Principle 1
#2s - Intro and Principle 2
#3s – Principle 3
#4s – Principle 4
#5s – Intro and Principle 5 First, read silently individually. Use the INSERT strategy to focus on the main idea
and supporting ideas.
“Teaching Beyond the Book”Jigsaw
In your “Expert Groups”: Reach agreement with a small group what the main
ideas and supporting ideas were for your part of the reading.
Decide the MVP (Most Valuable Point.)
with your colleagues.
Teachers Can Differentiate
According to Students’
Content Process Product
Readiness InterestLearning
Profile
Low Prep Differentation Choices of books Hole-to-part and
part-to-whole explanations
Homework options Reading buddies Varied journal
prompts Work alone/together Flexible seating
Varying scaffolding on the same organizer
Computer mentors Think-Pair-Share by
readiness, interest, learning profiles
Mini-workshops to reteach or extend skills
Jigsaw Games to practice
mastery of info/skills Multiple levels of
questions
High-Prep Differentiation Tiered activities and
labs Tiered products Independent studies Multiple texts Alternative
assessments Learning contracts Multiple intelligence
options Varying organizers Tape-recorded/
Podcast information
Interest groups Tiered learning
centers Stations Literature Circles Teams, Games, and
Tournaments (TGT) Choice Boards Think-Tac-Toe Simulations Student-centered
writing formats Spelling by readiness
Entrée (Select One)• Draw a picture that shows what happens during photosynthesis.• Write two paragraphs about what happens during photosynthesis.• Create a rap that explains what happens during photosynthesis.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)• Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two) • Define respiration, in writing.• Compare photosynthesis to respiration using a Venn
Diagram.• Write a journal entry from the point of view of a green
plant.• With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)• Create a test to assess the teacher’s knowledge of
photosynthesis.
CUBING1. Describe it: Look at the subject
closely (perhaps with your senses as well as your mind)
2. Compare it: What is it similar to? What is it different from?
3. Associate it: What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings?
4. Analyze it: Tell how it is made? What are its traits and attributes?
5. Apply it: Tell what you can do with it. How can it be used?
6. Argue for it or against it: Take a stand.
Or you can . . .•Rearrange it•Illustrate it•Question it•Satirize it•Evaluate it•Connect it•Cartoon it•Change it •Solve it
Theme Describe the theme
of your poem in a paragraph. Check for
topic sentence,supporting details
and conclusion
Figurative Language Using a graphic
organizer, list all thesimiles and metaphors
in your poem. If you need help finding
metaphors, consult With your group members
Line Describe the way
the lines are arranged
Rhyme Figure out the rhymescheme of the poem.
Be prepared toteach it to the
class.
Setting Illustrate the setting ofyour poem. Use color (markers, pencils) andgive your picture a titlethat is connected to the poem but not the
title of the poem
Speaker Describe the speaker
of this poem. Beprepared to share
orally.
Think Tac ToeAncient Civilizations – Grade 6
As an ancient mapmaker, you are commissioned to create a map of your land including all natural land forms, a compass rose and a scale. Also find examples of each land form in a modern civilization.
Imagine that you are an ancient citizen who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live.
Assume you are persuading others to visit your ancient civilization. Design a descriptive, accurate travel brochure. Include both natural and man-made elements that would attract tourists.
You are an ancient scribe. Write and illustrate a thorough description of a famous character from each time period being studied. Profile yourself also.
Assume the identity of a famous person from the given time period. Create a journal entry reflecting the ideas, values, and components of daily life for that person & you.
You are a famous sculptor. Create a 3D representation of a well-known leader, god, goddess, or common citizen. Include a museum exhibit card.
Written language is an essential part of everyday life. Your task is to create an alphabet. Include a translation into modern English, a written description of the language development a & a 3D artifact of the new language.
Recreate in 3D form a famous work of architecture from your time period. Compare and contrast this piece to one piece of modern day architecture. Find one example of this architecture’s presence in modern day society.
Find a way to explain and show the importance of music and the arts to your culture. Also show at least 2 examples with roots in our time.
CO
NT
RIB
UT
ION
SIM
PO
RTA
NT
PE
OP
LE
GE
OG
RA
PH
Y
Charles Kyle & Kathy Reed * Illinois
WRITING B I N G O
Recipe
Thank you note
Letter to the editor
Movie, theater, or concert
review
Rules for a game
Invitation
E-mail request for information
Letter to a relative or friend
Short story
Skit or scene
Interview
Newspaper article
FREE:Your Choice:
Advertisement
Public service message
Cartoon strip or movie story
board
Poem
Greeting card
Text message to a friend
Proposal to improve
something
Journal entries
Design for a Web page
Bookmark
Book jacket
Book review
Float or Sink
Directions:
1- Gather in 3 heterogeneous teams.
2- In your team, determine if the strategy floats or sinks your boat.
3- Each team will earn 1 point for each correct answer.
4- The team with the most points wins!
Good Luck!
Float or Sink
Assessment is most common at the end of learning to see “who got it?”
Float or Sink
The teacher provides whole-class standards for grading
Float or Sink
Multi-option assignments are frequently used
Float or Sink
Excellence is defined in large measure by individual growth from a starting point
Float or Sink
Assessment is ongoing and diagnostic to understand how to make instruction more responsive
Float or Sink
Mastery of facts and skills out-of-context are the focus of learning
Float or Sink
Providing assignments tailored for student of different levels of achievement
Float or Sink
Activities that all students will be able to do
Float or Sink
Creating more work or extra credit to do when done
Float or Sink
Putting students in situations where they do not know the answer often
Float or Sink
All students in the class complete the same work for a unit/chapter
Float or Sink
Assignments tailored for students of different levels
Teachers Can Differentiate
According to Students’
Content Process Product
Readiness InterestLearning
Profile
112
Different work, not simply more or less work
Break
Focus On What is Essential
Introduction
Choosing just a few well known, straightforward actions in every subject area can make dramatic improvements, some believe it could eliminate the achievement gap within a few years.
Essentials are: reasonably coherent curriculum (what we teach), sound lessons (how we teach) and authentic literacy, more purposeful reading and writing.
The price for this swift improvement is steep: most schools would have to stop doing the things they do now in the name of school improvement. They would have to focus only on ‘what is essential’, have to ‘ignore the rest’ (fads, programs and innovations that prevent ensuring every student receives quality education).
The Importance of Simplicity, Clarity and Priority
Such ‘guaranteed and viable curriculum’ (Marzano 2003) may be the most significant school factor to affect learning.
How we teach-to ensure that all students are learning each segment before moving on is of greatest importance.
‘Authentic literacy’ means purposeful and argumentative reading, writing and talking.
Believe it or not, these 3 elements if well-executed would have more impact that all other initiatives combined.
Doctors (like coaches) aren’t cognizant that simple, well-know procedures are directly linked to results- the solution is simple, not complex.
What an average child learns in the same course and same school varies from teacher to teacher.
Despite the importance of reading and writing to general learning, students rarely engage in authentic reading and writing.
Highest priorities should be purposeful reading, writing and talking.
For English teachers, priorities include expectation that students would write and revise 2-3 substantive papers per grading period.
What We Teach Four intellectual standards:
Read to infer/interpret/draw conclusions Support arguments w/evidence Resolve conflicting view encountered in
source documents Solve complex problems with no obvious
answer Our standards never describe the most vital
factors in education: clear, minimal guidelines for how much reading and writing students should do in subject areas
Reflective Reading
Analytic reading of common texts, monthly formal writing assignments, daily Socratic discussions where students argue, resolve conflicting viewpoints and draw their own conclusions
Typical assignment would be built around a question as: “In One Flew Over The Cuckoo’s Nest, does McMurphy liberate or further imprison his fellow inmates?”
In all but special case of LA, eliminate all or most of the verbs while paying greater attention to nouns and topics.
Could use criteria such as: Endurance Leverage Readiness for the Next Level
How We Teach
The single most important determinant of success for students is the knowledge and skills of the teacher.
The essential parts of a good lesson include a clear learning objective, teaching and modeling, guided practice, checks for understanding/formative assessment and independent practice/assessment. (Principal video here)
Clear Learning Objectives: Learning objective should be a topic , skill or concept from the agreed upon curriculum.
Teaching/modeling/demonstrating: these are often variations on lecture or direct teaching.
How We Teach Guided Practice: throughout the lesson, teacher
must allow students to practice or apply what has been taught or modeled.
Checks for Understanding/Formative assessment: as students practice and between each step of the lesson, the teacher should conduct ‘formative assessment’ by checking to see how many students have mastered that step. This allows the teacher to see what needs to be clarified or explained differently.
Common forms for checking for understanding: circulating, observing and listening, calling on a sampling of students or pairs randomly between each step (not on students who raise their hands), having students signal their understanding: thumbs up/thumbs down; red, green or yellow popsicle sticks, having students hold up dry erase boards w/answers.
Assessing the Readiness
You must access the readiness of all students in a fluid and informal manner every 2-10 minutes!!!!
THE CONSEQUENCES OF TYPICAL, POORLY BUILT LESSONS
A dead giveaway is that whenever the teacher asks a question, he/she then ‘calls on those students who raise their hands’ while the majority of students sit quietly or look around the room. The fundamental elements of teaching, modeling, guided practice, and checking for understanding are never reinforced.
THE CONSEQUENCES OF TYPICAL, POORLY BUILT LESSONS
Madeline Hunter: helped formalize the basic moves of an effective lesson and coined many useful terms that we still use. She advocated that lessons begin with crystal clarity about what students are to learn from that lesson. Then the lesson should always begin with an ‘anticipatory set’ – some attempt to create interest or curiosity in the topic by providing background or asking provocative questions, followed by direct teaching and modeling in small steps. Between each brief step the effective teacher implements two hugely effective techniques reciprocally: guided practice and checking for understanding. This must occur multiple times during the lesson until the greatest number of students have learned the material.
THE CONSEQUENCES OF TYPICAL, POORLY BUILT LESSONS
Douglas Fisher and Nancy Frey: They also emphasize that students must have plenty of opportunity to work in pairs (and groups), which is an effective way to promote understanding and keep boredom at bay. An effective lesson pivots on our use of formative assessment-checking for understanding. Knowing that 6 or 7 students understand is not the same as knowing 32 do.
Marilyn Burns: She also encourages such methods to ensure a ‘gradual release to independent work’ as students demonstrate mastery. Effective lessons include frequent opportunities for ‘think-pair-share’ in which students ‘explain their math knowledge verbally’ as the teacher notes their level of understanding.
Doing Things Better Lessons that include effective use of formative
assessment and checks for understanding. Would have 20-30 times as much positive impact
on learning than the most popular current initiatives.
Are about 10 times as cost-effective as reducing class size.
Would add between 6 and 9 months of additional learning growth per year.
Account for as much as 400% ‘speed of learning differences’.
Effective teaching could eliminate the achievement gap in about 5 years.
The highest-performance teachers ensure that a student learns twice as much material in the same amount of time as their peers.
Doing Things Better
The next few activities are in small, ordered steps. These ‘periodic thinking reviews’ give students the chance to process their learning by ‘drawing conclusions and making inferences’.
Every few minutes let the students process the new learning by: 1) reviewing their notes 2) summarizing their learning 3) pairing up to compare or contrast notes, perceptions and connections.
Failure to give these opportunities is what makes most lectures boring and ineffective.
Stopping points allow for formatively monitoring and accessing learning…continually checking for student understanding.
The age-old template is: 1) close reading/understanding and annotation of text 2) discussion of text 3) writing about the text informed by close reading, discussion or annotation.
Students stay busy talking-making inferences, arguing and weighing the merits of conflicting viewpoints.
Doing Things Better Before reading text be sure to teach any vocabulary that
could impede understanding To create interest in the text, share some background about
the topic, read interesting selection Science: compare and contrast functions of digestive or
respiratory systems; meiosis and mitosis; arguments for wind vs. solar energy
English: make inferences about a character or his/her development, such as Jack in ‘Jack and the Beanstalk’
Social Studies: make arguments for why you would prefer life as a Mayan or an Aztec, or US or Canadian citizen
Doing Things Better
Math: argue for which solution to a problem is most complete and accurate
Art/Music: compare and contrast or argue the merits of one artist or musician over another
Assessments can be done by: a review of students notes or annotations actual writing participation in a discussion-quick check all three of the above over the course of a
multiday lesson or unit
Doing Things Better We need to show students how we would read the
text and what we would underline or annotate as we ‘think aloud’.
Circulate as students underline, annotate or take notes.
Ask students to quick-write while you circulate. Set time limits for readings, discussions and writings-
keeps them focused. Show them how adults often slow down or reread to
understand certain important or dense sections of text.
The close reading, annotating and quick-writes build students’ confidence and ability to participate with confidence and skill.
An ASCD survey shows that 83% of students said that ‘discussion and debate’ was a method that would ‘excite them most’.
English Language Arts Made Simple
Literature is an opportunity to weigh our own values and emotional resonance against those of the author and characters they create.
A good source of readable current events is ‘The Week’, can be read by upper elementary as well as high school students.
To become educated we must primarily read, talk,and write our way towards understanding.
Classrooms that work: the highest performing teachers never waste a minute of class time, no arts and crafts during the reading block…always on task.
New words always being learned and recited…written multiple times, every day, posted on ‘word walls’.
English Language Arts Made Simple
Virtually any student can learn the mechanics of reading to decode grade-level text in about 100 days.
Students aren’t truly mature readers until they can read and recognize about 50,000 words.
Two things that matter most when we read fiction or nonfiction: *what inferences and conclusions can we draw about the people in these books based on their words, behavior, and interaction? *do we agree or disagree with the author’s message and its implications for our own lives or for the people or culture it describes?
Typical language arts standards rob us of what should be our true priorities: large amounts of meaningful reading, discussion and writing. Between 50 and 70% of class time should be spent in the simple, productive activities.
English Language Arts Made Simple
In general for every English course you should recommend that teams establish standards that approximate the following.
about 15-20 books and plays, depending on length multiple poems and short stories ( 5-10 of each) 20-40 newspaper/magazine/online articles These should be divided sensibly among: fiction about
40%. Nonfiction about 40-50%, of which 25-40% can be self-
selected Think-pair-share on how non-LA subjects can support
this goal? Share one idea per table.
English Language Arts Made Simple
Discussion is a critical companion to reading. Recommend that students participate in at least 3 discussions per week.
Schools should establish clear, quantitative agreements about the minimum number of writing assignments all students will complete in the same course.
An essay is the best all-in-one assessment of students’ abilities to both read and write effectively.
The fact is that students don’t learn about the craft of writing primarily from our comments on their papers, majority of what they learn comes from carefully crafted lessons built around exemplars and rubrics.
o For every assignment that starts with reading we should: Teach vocabulary, establish purpose for reading, teach and model how to annotate/underline/take notes, Discuss the work, Write about the work after reviewing, Use students and professional exemplars as teaching tools, Write a short essay or persuasive paper for each book.
English Language Arts Made Simple
Social Studies with Reading and Writing at the Core Literacy is the key to effective social studies
instruction. Good curriculum should approximate the following:
essential topics and standards to be taught selected textbook pages (not the whole book or all of
every chapter) about 35 or more supplementary or primary source
documents some prepared interactive lectures for each unit to
supplement textbook
Social Studies with Reading and Writing at the Core
Students will enjoy tasks if they are encouraged to write and respond as experts.
Teach students not to turn in papers until they and a peer can attest that they have evaluated it against the exemplar.
Students produce better work when we provide full-blown lessons for each phase.
Social Studies with Reading and Writing at the CoreEffective interactive lecture in social studies requires that
we do: Most educators say we should model how to read, talk
and write ‘argumentatively and analytically’ at least 2 times per, every week at every grade level. This is how students learn to think.
Begin the lecture by providing essential background knowledge and a task, usually in the form of a question.
Ensure that the lecture stays focused on the task.
Ensure that students are on task and learning, by circulating, observing and listening as students take notes and pair up to process.
Avoid talking for more than 5 to 7 minutes without giving students an opportunity to connect learning to the question.
Ensure in discussion that all students respond multiple times
Re-teach or clarify whenever a check for understanding indicates students have not mastered the material.
Social Studies with Reading and Writing at the Core
Redefining Inquiry in Science
Inquiry science occurs when students use reading, writing, and oral language to address questions about science content.Essential ingredients for the majority of effective science curriculums are: Close reading of selected portions of science textbooks Regular reading and discussion of current science articles Writing-from short to longer more formal pieces Reasonable number of carefully designed science labs and
experiments that reinforce the content What matters most in science learning: opportunities for
repeated reading, discussion, and writing about essential science content. These are the core of authentic, ‘inquiry based’ science and vital to critical thinking and reasoning.
Redefining Inquiry in Science
Task, text, and talk in science: students need frequent opportunities to read science-related texts and perform oral and written tasks.
Good science labs, richly connected to science content, are essential. The popular notion is that science is optimally learned through activities.
The best science lesson observed was a Socratic discussion in a high school chemistry class where the day before the class had learned the molecular explanation for why water changes forms under different conditions; they were asked about condensation, fog, and evaporation.
When we provide brief, meaningful background information, (SIOP) we ensure that far more students will understand the text, far more will read with motivation and will retain more as a result.
Readings are interwoven with explanations by teachers and opportunities to discuss questions related to the reading. Student read for 20 minutes or so, as they ‘write’ in response to text-related questions. Whole-class review is a crucial step: ( having students review their writings and annotations)
Redefining Inquiry in Science
Redefining Inquiry in ScienceInteractive lecture steps:
Begin by providing essential background knowledge or some essential questions.
Stay closely focused on the question. Ensure that students are engaged and on task, by circulating,
observing, and listening as students take notes and pair up to process each chunk of lecture.
Avoid talking for more than 7 minutes without giving students an opportunity to connect learning to their essential question or task and review notes.
Ensure in discussions, that all students respond multiple times during the lecture.
Re-teach or clarify when checks for understanding indicate students have not mastered the material.
Redefining Inquiry in Science
Explain and illustrate cellular structures and functions based on reading and lecture notes, with original or personal observations, insights and connections.
Explain and illustrate essential similarities and differences between plant and animal cells.
Read 2 opposing arguments on a past or present issue or problem related to cells/cell research. Take a position on the issue and refer to what you learned in this unit on cells.
Newsweek has real merits for secondary students. ProCon.org is an excellent, free source for teachers, especially
science teachers. They can find materials arguing both sides of issues like: Alternative energy vs. fossil fuels, Are cell phones safe?, Is nuclear power practical?
Redefining Inquiry in Science “The Week”contains excellent science and health articles one
page or shorter. An interesting article from the 5/5/09 issue talked about: The myth of the multitasker, The academic benefits of chewing gum and How Facebook use may adversely affect students’ grades.
Most of the pieces reflect the interesting and recurring issue of ‘cause vs. correlation’ which students enjoy debating.
Start every weekly lesson carefully reading the first paragraph or two out loud, stopping to reread and even dramatize when beneficial; saying things like ‘This gets my attention. Does it get yours?
To have all students learn science, we must repeatedly model, encourage, remind, and reinforce the simple operations of thoughtful reading every year in all science classes and follow up with opportunities for guided practice.
Making Math Meaningful
Close reading of math textbooks is undervalued. This could give students regular opportunities to practice and hone their ‘technical reading’ ability from texts that include procedures, directions, and instructional manuals.
Writing teaches us to express ourselves. K-12 students need extensive practice ‘expressing verbally’ the quantitative meanings of both problems and solutions.
Give students regular opportunities to explain why one answer or approach to a math problem is superior to another. A simple prompt could be: I think the answer is _________. / I think that because __________. / I figured this out by ________.
Questions?
State Updates: Dr. Ellis
Accountability: Dr. Legrand
School-level Test Coordinators
School Counselors-Section 8.35, Article 21 of Chapter 115C MCS’ Response Plan for Testing
1. Notify principals of school counselor updated duties.
2. Provide a copy of the school-level test coordinators roles and responsibilities to principals.
3. Complete a TC identification form for each school.
4. Conduct an orientation for school-level testing coordinators.
5. Adhere to the NCDPI testing guidelines and work collaboratively with schools to implement an effective and efficient assessment process .
Testing Calendar
Maximize Instructional Time-Section 9.2, Article 21 of 115C Assessments must be administered in the last 10
instructional days for year-long courses and within the final five instructional days of the semester for semester courses
Flexibility based on IEPs, 504 plans, national and international exams
Alternate assessments, make-ups, CTE Postassessments information is forthcoming…
Testing Exceptions Medical Emergencies and/or Conditions Dr. Ellis must support the request and submit a
written request to the NCDPI. Fall Deadline- November 25th*
Spring Deadlines- February 3rd , May 5th and June 16th*
* End of testing window
The Career and Technical Education division processes all medical requests for CTE Postassessments. 919-807-3818 (P)
919-807-3899 (F)
Accountability Documents
Accountability Memo
DRAFT Calendar
School Counselor Legislation
Maximizing Instructional Time Legislation
Testing Coordinator Form
Testing Exceptions Medical Emergencies and/or Conditions Memo
Questions?
EC Updates: Mrs. Slingerland
PD/CWT/CRW Updates:Mrs. Ellis
Beginning Teacher Update: Dr. Lancaster
AIG Update: Mrs. Steed
Highlights of Montgomery County Schools’ AIG Plan Changes 2013-2016:
Standard 1: The LEA’s student identification procedures are clear, equitable and comprehensive and lead towards appropriate educational services.
Establishment of Gifted Identification Teams at each school
Revised AIG Identification Standards: See Academically Intellectually Gifted Placement Chart
Standard 2: The LEA employs challenging, rigorous curriculum and instruction K-12 to accommodate a range of academic, intellectual, social and emotional needs of gifted learners.
Differentiation provided in classroom based on student data (PDSA, PA, formative, summative, interest and learning inventories)
Differentiation support in PLCs
Development of AIG wiki with resources
AIG wiki
Increase utilization of AIG resource room
Standard 3: The LEA recruits and retains highly qualified professionals and provides relevant and effective professional development concerning the needs of gifted learners that is ongoing and comprehensive.
Differentiation training specific to AIG
AIG licensure offered through UNCP/RESA
Montgomery County Schools’ AIG Endorsement (online training)
PD aligned with state/national standards/21st learning standards
Standard 4: The LEA provides an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual and social needs of gifted learners
Utilization of differentiated instruction framework
Cluster grouping (4th and 5th)
Accelerated classes ( Honors) (Middle school), English Language Arts, Math
Self-selected classes (High school), Honors, Advanced Placement, North Carolina Virtual Public Schools, North Carolina School of Science and Math, Apex
DEP- Project of choice
Enrichment/Intervention block/Clubs (Elementary)
Enrichment Opportunities- Governor’s School, Enrichment Block (Elementary), Clubs, Science Fair, Spelling Bee, Battle of the Books
Standard 5: The LEA ensures ongoing and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships
Involve AIG Advisory Board in continuous improvement process
Formation of Gifted Student Advisory (middle and high)
Standard 6: The LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all programs and services are effective in meeting the academic, intellectual, social and emotional needs of gifted learners.
Monitoring of the plan by AIG Board/Curriculum Team
Utilization of multiple forms of data to drive continuous improvement of the program
Next Steps
Schools identify gifted identification teams
Collaborate with teachers to generate new DEPS the first week of school
Schedule time to meet with SITs or faculty members to inform all about new plan
Training for East Middle/West Middle teachers of accelerated classes afternoon of August 22nd
1st endorsement class online by mid September
Schedule professional development PLCS on differentiation
Back to School Rally Updates: Mrs. Jones
Join us for our
3rd AnnualBack to School Rally
Saturday, August 17, 201310:00 am
West Montgomery High School
Instructional Expectations:Learning Team
INSTRUCTIONAL EXPECTATIONS
Elementary School
Middle School
High School
Classroom Mission & Norms Posted
Classroom Mission & Norms Posted
Classroom Mission & Norms Posted
PLC Norms Posted
PLC Norms Posted
PLC Norms Posted
Daily Expectations:
Outline of activities during class (including homework, warm-up) (posted) Teacher acts as facilitator Students engaged
Daily Expectations:
Outline of activities during class (including homework, warm-up) (posted) Teacher acts as facilitator Students engaged
Daily Expectations:
Outline of activities during class (including homework, warm-up) (posted) Teacher acts as facilitator Students engaged
Learning Target or “I Can” statement (aligned to Curriculum Map)
Learning Target or “I Can” statement (aligned to Curriculum Map)
Learning Target or “I Can” statement (aligned to Curriculum Map)
Common Core/Essential Standards (posted) in the lesson plan and instructional delivery
Common Core/Essential Standards (posted) in the lesson plan and instructional delivery
Common Core/Essential Standards (posted) in the lesson plan and instructional delivery
120-minute Literacy Block:
See Balanced Literacy Model found here Resources found here
Daily schedule that incorporates Balanced Literacy reading strategies in ALL classes including but not limited to:
Reading and Writing Across the Curriculum Use of Marzano’s High Yield Instructional Strategies Writing daily in ALL classes Differentiated instruction in ALL classrooms Interactive teacher read aloud strategies Integrated writing practices Student conferencing Word study Comprehension strategies Essential Vocabulary posted (minimum 10 words per week using Marzano’s Background Knowledge)
Reading and Writing Across the Curriculum in ALL classes including but not limited to:
Use of Marzano’s High Yield Instructional Strategies Writing daily in ALL classes Differentiated instruction in ALL classrooms Additional text and resources as part of course syllabi Analysis of content specific reading material Interactive teacher read aloud strategies Student conferencing Word Study Comprehension strategies Essential Vocabulary posted (minimum 10 words per week using Marzano’s Background Knowledge)
Math Block that incorporates inquiry, problem based lessons and the eight (8) mathematical practices:
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Math Block that incorporates inquiry, problem based lessons and the eight (8) mathematical practices:
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Math Block that incorporates inquiry, problem based lessons and the eight (8) mathematical practices:
Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Insert Strategy
!= I like it?= Please
clarify>= Add
this here/= Take this
out
Add comments as needed
Questions?
Plus / Delta
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