Roosevelt ComplexRoosevelt Complex

Improving Student AchievementImproving Student Achievement

Complex JourneyComplex Journey

1- 6 - 31- 6 - 3 One VisionOne Vision

High School GraduateHigh School Graduate 6 GLO’s6 GLO’s 3 priorities3 priorities

Academic AchievementAcademic Achievement Civic ResponsibilityCivic Responsibility Safety and Well BeingSafety and Well Being

Rigor and Student EngagementRigor and Student Engagement Standards-based AssessmentsStandards-based Assessments

STAR/SALTSTAR/SALT Anne Davies and Monica MannAnne Davies and Monica Mann

Complex JourneyComplex Journey

Electronic Grade bookElectronic Grade book ExcelsiorExcelsior

Standards-based grading Standards-based grading practicespractices Dr. MarzanoDr. Marzano

Rubric developmentRubric development Art and Science of TeachingArt and Science of Teaching

Instructional StrategiesInstructional Strategies Dr. Marzano / D. PickeringDr. Marzano / D. Pickering

Classroom Instruction That WorksClassroom Instruction That Works

Complex JourneyComplex Journey

Model Schools ConferenceModel Schools Conference Reason for changeReason for change Rigor Relevance FrameworkRigor Relevance Framework

Quadrant D Lessons (4 on Marzano’s Quadrant D Lessons (4 on Marzano’s rubric)rubric)

4 Learning Criteria4 Learning Criteria 8 Components8 Components

AVID – College Bound CultureAVID – College Bound Culture Strategies Strategies

Classroom Instruction that Works Classroom Instruction that Works 9 Instructional Strategies9 Instructional Strategies

Identifying Similarities and Differences Identifying Similarities and Differences Summarizing and Note Taking Summarizing and Note Taking Reinforcing Effort and Providing Reinforcing Effort and Providing

RecognitionRecognition Homework and PracticeHomework and Practice Nonlinguistic Representation Nonlinguistic Representation Cooperative LearningCooperative Learning Setting Objectives and Providing FeedbackSetting Objectives and Providing Feedback Generating and Testing Hypotheses Generating and Testing Hypotheses Cues, Questions, and Advance OrganizersCues, Questions, and Advance Organizers

Identifying Similarities and Identifying Similarities and Differences Differences

Enhances the students Enhances the students understanding of and ability to understanding of and ability to use knowledgeuse knowledge

Teacher and Student directed Teacher and Student directed taskstasks

Use of graphic organizersUse of graphic organizers Constructing metaphorsConstructing metaphors

Summarizing and NoteTakingSummarizing and NoteTaking

Students must analyze Students must analyze information at a deep level to information at a deep level to delete, substitute, keep and delete, substitute, keep and summarizesummarize

Structure of informationStructure of information Summary FramesSummary Frames

Reinforcing Effort and Reinforcing Effort and Providing RecognitionProviding Recognition

Students may not realize the Students may not realize the importance of believing in effort importance of believing in effort and can learn to change their and can learn to change their beliefs to an emphasis on effortbeliefs to an emphasis on effort

Students track their effort and Students track their effort and achievementachievement

Reward is most effective when Reward is most effective when contingent on the attainment of contingent on the attainment of some standard of performancesome standard of performance

Homework and PracticeHomework and Practice

The amount of homework differs at The amount of homework differs at the different levels and parent the different levels and parent involvement kept at a minimuminvolvement kept at a minimum

Purpose is identified and articulated Purpose is identified and articulated (practice/preparation) and provide (practice/preparation) and provide feedbackfeedback

Focused practice needed to master Focused practice needed to master a skill and while practicing, students a skill and while practicing, students shape their learning for conceptual shape their learning for conceptual understandingunderstanding

Nonlinguistic Representation Nonlinguistic Representation

Knowledge is stored in two forms, Knowledge is stored in two forms, linguistic (semantic) and linguistic (semantic) and nonlinguistic (imagery)nonlinguistic (imagery) The more students use both modes, The more students use both modes,

they are better able to think about they are better able to think about and recall informationand recall information

Create graphic representations, Create graphic representations, making physical models, generating making physical models, generating mental pictures, drawing pictures, mental pictures, drawing pictures, kinesthetic activitieskinesthetic activities

Cooperative LearningCooperative Learning

Organizing groups based on Organizing groups based on ability done sparinglyability done sparingly

Cooperative groups should be Cooperative groups should be kept small in numberkept small in number

Cooperative learning should be Cooperative learning should be applies consistently and applies consistently and systematically, but not overusedsystematically, but not overused

Setting Objectives and Setting Objectives and Providing Feedback Providing Feedback Instructional goals narrow what Instructional goals narrow what

students focus on and should not be students focus on and should not be too specifictoo specific

Students should personalize the Students should personalize the goalsgoals

Feedback should be corrective and Feedback should be corrective and timely (explain what they are doing is timely (explain what they are doing is correct and not)correct and not)

Feedback should be specific to Feedback should be specific to criterioncriterion

Generating and Testing Generating and Testing Hypothesis Hypothesis Students involved in the application of Students involved in the application of

knowledgeknowledge Approached in inductive or deductive Approached in inductive or deductive

mannermanner Deductive – using a rule to create Deductive – using a rule to create

hypothesishypothesis Inductive – drawing new conclusions Inductive – drawing new conclusions

based on known informationbased on known information Students should be asked to clearly Students should be asked to clearly

explain their hypothesis and explain their hypothesis and conclusionconclusion

Cues, Questions, and Cues, Questions, and Advance OrganizersAdvance Organizers Cues and questions should focus on Cues and questions should focus on

what’s important, not unusualwhat’s important, not unusual Higher level questions produce Higher level questions produce

deeper learning, and questions are deeper learning, and questions are effective when asked before a effective when asked before a learning experiencelearning experience

Advanced organizers produce Advanced organizers produce different results and more useful different results and more useful when information is not well when information is not well organizedorganized

Academic Vocabulary Academic Vocabulary

Builds Background KnowledgeBuilds Background Knowledge Six Step ProcessSix Step Process

Provide a description, explanation, Provide a description, explanation, or example of the new termor example of the new term

Ask students to restate the Ask students to restate the description, explanation, or example description, explanation, or example in their own wordsin their own words

Ask students to construct a picture, Ask students to construct a picture, symbol, or graphic representing the symbol, or graphic representing the term or phraseterm or phrase

Academic VocabularyAcademic Vocabulary

Engage students periodically in Engage students periodically in activities that help them add to activities that help them add to their knowledge of the terms in their knowledge of the terms in their notebookstheir notebooks

Periodically ask students to Periodically ask students to discuss the terms with one discuss the terms with one anotheranother

Involves students periodically in Involves students periodically in games that allow them to play with games that allow them to play with termsterms