You can find this presentation, lots of ideas and resources, and more on the webpage for today’s conference. Go to www.eup.k12.mi.us -> Services -> “August Leadership Conference”

LISA JO GAGLIARDIREGIONAL SCHOOL HEALTH COORDINATOR

EUPISD

Why Brains Need a Break

manage the physiology and attention of the class.

Research shows that structured physical movement can enhance our readiness for learning.

Students have stress….and Stress effects learning…

Stress causes the brain to send information into the Reactive brain( ) and prevents information from flowing to where

long-term memory is constructed.

We know that supportive classroom communities lower brain stress and open filters for learning.

We use consistent rituals such as a class song, student jobs, a smile and a "good morning" greeting.�

What else RELIEVES STRESS???

snap-Snap-SNAP your fingers…When the I Yell STOP, PLEASE YELL out the answer to the following question….

In the brain, information flows from one neuron to another through the ______?

SYNAPSE!

SYN-NAPS (Brain-Breaks) After as little as 10 minutes doing the same activity, neurotransmitters for memory and attention are depleted.

Brain-breaks are used to change the learning activity to let the brain chemicals replenish. IDEAS! Fit-Bits (K-5), Stretching or yoga poses,

singing, acting out vocabulary words, YouTube Dance-Dance-Revolution Flash Mob! Have students come up with their own complicated moves

that everyone has to do.

After just a few minutes, their refreshed brains will be ready

for new memory storage.

Action-Based Learning (whole Brain Teaching)

Students engaged in action-based learning improve memory retention, reinforce academic concepts, and balance brain chemicals while experiencing whole- brain AND whole-body learning.

Educational research suggests that about 85% of school age students are predominantly kinesthetic learners.**Carla Hannaford—The Dominance Factor Book 1997

Use body movements… to teach concepts

Other Brain-based IDEASGrab Attention!Memorable events make memories. Play music when students enter the class

hang posters "advertising" or giving � hints about upcoming lessons.

Curiosity increases attention and memory.

During lessons, dramatic pauses………………. will capture attention!

Some More Ideas….• COLORS (thought…have students use the same color you are using on the white board to

solve the problem)

• Novelty Use demonstrations, video clips, anecdotes, or even the enthusiasm in your voice, their attentive filters focus on the information.

• TEACH • Segment Lesson and allow students to then teach each other

Formative Assessment for the Day= Yes, we are cooking with gas!= I understand more or less, but may need to revisit this concept again.

=You lost me

OK, Let’s Teach!

1. Turn to a partner

2. ROCK, PAPER, SCISSORS to see who teaches first.

3. TAKE 30 seconds to teach your partner how to assess each portion of today’s training. Now, let the second person take

30 seconds to teach the same thing (how we are going to assess each portion of today’s training). GO!

COMMON CORE CURRICULUM:

What is it and how should we transition?

STANDARDS DEVELOPMENT PROCESS

College and career readiness standards developed in summer 2009

Based on the college and career readiness standards, K-12 learning progressions developed

Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public

Final Common Core State Standards released on June 2, 2010

WHAT ARE THE COMMON CORE STATE STANDARDS?

Aligned with college and work expectations

Focused and coherent

Include rigorous content and application of knowledge through high-order skills

Build upon strengths and lessons of current state standards

Internationally benchmarked so that all students are prepared to succeed in our global economy and society

Based on evidence and research

State led – coordinated by NGA Center and CCSSO

WHY IS THIS IMPORTANT?

Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels

All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

18“ The Common Core State Standards represent an opportunity – once in a lifetime – to form effective coalitions for change.” Jere Confrey, August 2010

MORE INFORMATION

www.corestandards.org

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

JUNE 2010

DESIGN AND ORGANIZATIONMajor design goals Align with best evidence on career and college readiness

expectations Build on the best standards work of the states Maintain focus on what matters most for readiness

DESIGN AND ORGANIZATIONThree main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies,

Science, and Technical SubjectsShared responsibility for students’ literacy development

Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples

DESIGN AND ORGANIZATION

Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language

An integrated model of literacy

Media requirements blended throughout

DESIGN AND ORGANIZATIONCareer and College Readiness (CCR) anchor standards Broad expectations

consistent across grades and content areas Based on evidence

about college andworkforce trainingexpectations

Range and content

DESIGN AND ORGANIZATIONK−12 standards Grade-specific end-of-

year expectations Developmentally

appropriate, cumulative progression of skills and understandings

One-to-one correspondence with CCR standards

READINGComprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on

students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework

Range of reading and level of text complexity(standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range

of genres and subgenres

READING FOUNDATIONAL SKILLSFour categories (standards 1−4) Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5)

• Not an end in and of themselves• Differentiated instruction

WRITINGWriting types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives

Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts

Aligned with NAEP Writing framework

WRITINGProduction and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing

Research (standards 7−9) Engaging in research and writing about sources

Range of writing (standard 10) Writing routinely over various time frames

SPEAKING AND LISTENINGComprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one,

small-group, and large-group settings

Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts,

including through the use of technology

LANGUAGEConventions of standard EnglishKnowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties

Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and

phrases

KEY ADVANCESReading• Balance of literature and informational texts• Text complexityWriting• Emphasis on argument and informative/explanatory writing• Writing about sourcesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabulary

KEY ADVANCESStandards for reading and writing in history/social studies, science, and technical subjects• Complement rather than replace content standards

in those subjects• Responsibility of teachers in those subjects

Alignment with career and college readinessexpectations

INTENTIONAL DESIGN LIMITATIONSWhat the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and

students with special needs Everything needed to be college and career ready

CONCLUSION

Standards: Important but insufficient

To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

STANDARDS FORMATHEMATICS

JUNE 2010

DESIGN AND ORGANIZATIONStandards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student

Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme

(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

DESIGN AND ORGANIZATION Content standards define what students should understand and

be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

DESIGN AND ORGANIZATION

Grade Level Overviews

DESIGN AND ORGANIZATIONFocal points at each grade level

NUMBER AND OPERATIONS, GRADE 1

Number and Operations in Base Ten Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract.

Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations.

FRACTIONS, GRADES 3–6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending

previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal

fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and

division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and

division to divide fractions by fractions.

STATISTICS AND PROBABILITY, GRADE 6Develop understanding of statistical variability Recognize a statistical question as one that anticipates variability in the

data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

ALGEBRA, GRADE 8Graded ramp up to Algebra in Grade 8 Properties of operations, similarity, ratio and proportional relationships, rational number system.

Focus on linear equations and functions in Grade 8 Expressions and Equations

Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations.

Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

HIGH SCHOOLConceptual themes in high school Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

Career and college readiness threshold (+) standards indicate material beyond the threshold; can be in

courses required for all students.

GEOMETRY, HIGH SCHOOLMiddle school foundations Hands-on experience with transformations. Low tech (transparencies) or high tech (dynamic geometry

software).

High school rigor and applications Properties of rotations, reflections, translations, and dilations

are assumed, proofs start from there. Connections with algebra and modeling

KEY ADVANCESFocus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.Balance of concepts and skills• Content standards require both conceptual understanding and

procedural fluency.Mathematical practices• Foster reasoning and sense-making in mathematics.College and career readiness• Level is ambitious but achievable.

CONCLUSION

The promise of standards

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

STANDARDS FOR MATHEMATICAL PRACTICE

Describe varieties of expertise that mathematics teachers at all levels should seek to develop in their students.

50

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of 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.

GROUPING THE PRACTICES

51

William McCallum

Standards for Mathematical PracticeTucson, April 2011

http://math.arizona.edu/~wmc/

Reasoning andexplaining

Modeling andUsing tools

Seeing structureand generalizing

SCIENTIFIC AND ENGINEERING PRACTICES Asking questions (for science) and defining

problems (for engineering) Developing and using models Planning and carrying out in investigations Analyzing and interpreting data Using mathematics, information and

computer technology, and computational thinking

Constructing explanations (for science) and designing solutions (for engineering)

Engaging in argument from evidence Obtaining, evaluating, and communicating

information

LET’S TAKE A LOOK:

LET’S NOT FORGET ABOUT ASSESSMENT!

What about the MEAP/MME?

ASSESSMENT CONSORTIA

Partnership for the Assessment of Readiness for College and Careers (PARCC)http://www.fldoe.org/parcc/

SMARTER Balanced Assessment Consortium http://www.k12.wa.us/SMARTER/

55

SMARTER BALANCED ASSESSMENT CONSORTIA

56

AND AGAIN… What? When? How?

SO FAR WE KNOW… The new assessment system will start in

2014-15 Formative and summative assessments will

be included The assessments will occur during the last 12

weeks of school The assessments will be online Students will have one opportunity to retake

during that 12-week period

SOME EXAMPLES…

Hmmm… Look at the items through the lenses of the practices we discussed earlier. What are students going to need in their tool belts to be successful?

WHAT’S NEXT FOR SCHOOLS? Implementation

Who? When? How?

HELP!!!

CCSS ASSESSMENT TIMELINE

TRANSITIONING…

Closing the Final Gap

Connie Cullip – Special Education Planner/MonitorStacey Miller – Special Education Planner/MonitorCarrie Carr – Autism Spectrum Disorder Specialist

First, let’s look at the data…

Grade Reading Writing Math Social Studies Science

EUPISD State EUPISD State EUPISD State EUPISD State EUPSID State

3 57% 62% 88% 88%4 44% 54% 13% 17% 77% 77%5 43% 53% 44% 50% 49% 54%6 50% 49% 57% 54% 51% 45%7 33% 36% 4% 10% 56% 51%8 42% 43% 39% 44% 38% 44%9 36% 38%

Special Education Population Percent Proficient on the MEAP

Time to Reflect on the Data

• Regional Strengths (in subject areas, grades)• Regional Weaknesses (in subject areas, grades)• What can be done at the regional/ISD level to improve

student achievement for students with disabilities?• What can be done within local districts to improve

student achievement for students with disabilities?• What can be done in classrooms to improve student

achievement for students with disabilities?

Chalk Talk

Spend one minute at each table reflecting on the data related topic noted at the top of each

poster.

You CAN jot thoughts, pose questions, comment on other’s notes, etc.

But, you CANNOT talk!

Chalk Talk Summary

• At your table, discuss and analyze the data.• Identify the main point, write it down on the

poster and put a box around it.• Be prepared to have one person share the

main point with the group.

Newsflash! (Not really, though)

IDEA Congressional FindingsAlmost 30 years of research and experience has

demonstrated that the education of children can be made effective by…

Having high expectations for such children and ensuring their access to the general education

curriculum in the regular classroom, to the maximum extent possible…

• the number one indicator of student success is _______ __ _______

• The LAW is to provide our students with access to their grade level curriculum.

• No amount of motivation will work if we can’t do it.

time on task

# 8 - Appropriately Accommodate & Modify

What We Know for Sure

Soooooooo!

Accommodations vs. Modifications

• time• level of support• Input• Response effort reduced• Setting• To the environment• Quantity

AccommodationsThe supports and services

that help students demonstrate their

learning.

• Quantity• Output• Alternate Goals

ModificationsIndividualized changes

made to the content and performance expectations

for students

They are fluid – not an exact science!

Modifications Accommodations

So, How Do We Do That?• Determine student’s ability – look at what

they CAN do.

• Utilize the Modification Hierarchy

Open Ended

•There are 5 blue birds in the cage. There are 5 times as many green birds in another cage. How many green birds are there?

Visual Organization •There are 5 blue birds in the cage. There are 5 times as many green

birds in another cage. How many green birds are there?

Closed•There are 5 blue birds in the cage. There are 5 times as many

green birds in another cage. How many green birds are there?

Choice •5 x 5 = ____ 202530

Yes/No •5 x 5 = 20YesNo

Just Some Ideas…….• Highlighters /highlight tape (important text)• Chalk Talk• Cut and paste/Computer• Timers• Turn and Talk• Non-linguistic representations• Provide note skeleton/full notes, highlight key words during lecture• Peer to Peer (even if just seated next to supportive peers)• Textured paper for handwriting• Choices• Folding worksheet in half

FORMATIVE ASSESSMENT & DIFFERENTIATION IDEASFormative Assessment LaunchOctober 25, 2011COPESD

FORMATIVE ASSESSMENT Reflective process Promotes student attainment Between teacher and student to enhance,

recognize, and respond to learning Feedback from learning is actually used to

adapt the teaching to meet learner’s needs Process helps students take control over their

own learning (self-regulated)

FORMATIVE ASSESSMENT COHORT (2008) & COGNITIVE COACHING (2010) Observations

Posture Gesture Tonality Language Breathing

Behaviors Rapport Eye accessing cues

Paraphrasing Acknowledge &

Clarify Summarize &

Organize Shift Level of

Abstraction Pausing

After asking a question

After the student responds

Before you respond= Opportunities

EYE ACCESSING CUES*10:00Visual

Construct(seeing)

2:00VisualRecall(saw)

9:00AuditoryConstruct(hearing)

3:00VisualRecall

(heard)

7:00Kinesthetic/Emotive

5:00Internal Dialogue

*for normally organized right-handed people

Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Points.

ACTIVITY1. Partner with someone you have not worked

with at your table. Sit facing one another.2. Partner A will think about the trip/drive to

our location.3. Partner B will observe Partner A as s/he

thinks about the trip and record partner’s eye movements (start, pauses, end)

4. Switch roles5. Discuss what you observed.

EYE ACCESSING CUES*10:00Visual

Construct(seeing)

2:00VisualRecall(saw)

9:00AuditoryConstruct(hearing)

3:00VisualRecall

(heard)

7:00Kinesthetic/Emotive

5:00Internal Dialogue

*for normally organized right-handed people

Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Points.

COLLABORATION (BEHAVIOR) Pausing Paraphrasing Inquiry Probing for

Specificity Ideas Paying Attention Presuming Positive

Intentions

1. Review/read handout2. Work in group of 33. A. Shares what they

read for 3 minutes & B&C must remain silent (listeners)

4. B shares for 1 minute a paraphrase of A

5. C shares for 1 minute a paraphrase of A or B or both

6. Repeat pattern…

Navigating Data Jump Drive

August Leadership

First Screen

Open Demographics Folder

Demographics Folder Content

Three Year Trend Folder Contents

or

Choose a File to Open

Choose a File to Open

This is the data to be used to formulate gap statements in School Improvement Plan and to progress monitor SIP efforts.

Well, that was

fun…..but let’s

look at something

else!

Navigate Back to This Page

You May See Something Like This

You May See Something Like This

Don’t Panic!

Click on Tabs at Bottom to

Choose a Content Area

Content Areas by specialty populations

• Gender • Ethnicity• Socio Economic Status (SES)• Special Education

Examples

3rd 4th 5th 6th 7th 8th 11th0

10

20

30

40

50

60

70

80

90

100

8985

9085 83 84

62

85 83 84 83

7782

60

8076 77 76

6973

47

2010-2011 Reading, Economically Disadvantaged

District ED

EUPISD ED

State ED

Grade

% P

rofic

ient

Example

5th 8th 11th0

10

20

30

40

50

60

70

80

90

100

60

29

6

54

38

25

54

44

19

2010-2011 Science, Special ED

District SWD

EUPISD SWD

State SWD

Grade

% P

rofic

ient

Navigate back to this page:

By Grade Level and Content; Over Time

Fall 2007 Fall 2008 Fall 2009 Fall 20100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

85%80%

92%87%

Reading - Grade 4

% P

rofic

ienc

y

Example

Questions?