Kamehameha Elementary

Schools SBKH Touchpoint 1

Wednesday, November 30, 2011

KES-Kapälama

8:00 am – 3:00 pm

Welcome

Pule, Breakfast

Introductions

Overview

Housekeeping

Kamehameha Elementary

Schools SBKH Touchpoint 1

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Aloha Oÿahu

Aloha O`ahu lei ka `ilima lāGreetings to O`ahu and its lei of `ilima blossoms

Kohu manu `ō`ō hulu melemeleLike the golden feathers of the `ō`ō honeycreeper

Oÿahu

Pilina• Tutu Lady and Papa met

(Chels)

• KS connection (Nalani)

• Father from Wahiawa

(Mai)

TURN & TALKWhat’s your Oÿahu pilina?

1. Read

2. Track your thinking…

3. Turn & talk with

Pilina with Literature Melissa &

Kristy

THE CIRCUS WATCHERI wear red to match the airthat comes over the fence

and fills the jar in which I keep the day.I say every dog looks like no otherbut that isn’t true. Not entirely.

Difference is slippery, I say.

Just look at my head, how it tilts to look upat these over-large leaves. They’re large

and blue, the better to be seenby my pincushion eye, so bright in the light.

I am sad. I am happy. I keep busy.I count the eight legs of the tick

on the table. Arachnid and such. The book I leave open, the wind blows it shut.

In late April I make a schedule: Juneto July, July to August. I begin to realizethe circus will be places, minds, people,

pleasure. The drumming of all these.

I practice, when I’m not sure of myself,this repetition: know, know, know, knew.

I think that chaos fascinates me. I say,I am part of that,

one of the characters in a cage.

---- Mary Jo Bang - The New Yorker - July 4, 2011

Mary Jo

Bang•Graduated from Polytechnic of Central London and Columbia University

•Professor at Washington University in St. Louis, Missouri

• Winner of numerous awards and recognitions

•Author of more than 10 published books on literature and poetry

•Known best for her elegies which examine grief through poetry

•This poem, “The Circus Watcher” was written after her son’s death

Reading is

thinking

to get BIG IDEAS!

MAKANA

MANA`ONalani

pilina with

WEO &

literature

SBKH Purpose

Goal: – Develop a tri-campus cyclical process that

results in common student exit outcomes for KS graduates

– Work with tri-campus teachers to develop and implement rigorous, enduring and relevant benchmarks and rubrics

– vertically align content standards and rubrics embedded in the Working Exit Outcomes (WEO) that have ‘ike Hawai‘i and 21st

century skills

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Campus Spring Experiences

Initial WEO Unwrapping

Tri-Campus Summer Experience

1st Iteration Benchmarks

TouchpointsTri-Campus Summer

Experience 2

Tri-Campus Summer Experience 3

Collaborate1st Iteration

Rubrics

Touchpoints Collaborate

Project Roadmap

Elementary Draft BenchmarksK •Use schema to make connections

•Ask questions to build schema•Become aware of thinking about the meaning of text

1 •Use schema to make relevant connections•Ask questions to clarify meaning•When meaning breaks down, stop and refocus thinking

2 •Use schema and text to infer big ideas•Use visualization strategies to understand text•Recognize when meaning breaks down and use strategies to repair meaning

3 •Use schema and text to make inferences and gain deeper meaning•Monitor comprehension using a variety of strategies for purposes of meaning-making•Determine and justify big ideas

K-5 Draft Benchmarks4 •Determine importance of information presented to formulate a

main idea and state supporting details•Sift and distinguish between reader’s thinking and author’s message•Examine, identify, and paraphrase important information and present it in a condensed form

5 Sort and sift information to construct main ideas (determining importance)Identify and paraphrase important information and present it in a condensed form (summarize)Synthesize big ideas and issues from a collection of facts (synthesizing)

6 •put information into one’s own words to demonstrate understanding (paraphrase/summarize)•merges thinking with the textual information to get the big idea (synthesize)

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Working Exit Outcomes

Strands

Benchmarks

Rubrics

Touchpoint 1

• Re-establish WEO as our foundation

• Share successes, challenges and questions

• Share lessons/resources/materials/people

16

Touchpoint 2

• Alignment check with WEO: Are we addressing 21st century skills and ÿike Hawaiÿi?

• Begin evaluation of (1st iteration) of benchmarks: What are the common elements found in student work? Apply WEO (ÿike HI, 21st c, rigor) to develop/refine elements and/or criteria. How do we know the benchmark is grade level appropriate? Revise/refine benchmark as needed.

• Begin assessment of student performance on benchmark to use for rubric building in the summer.

17

Summer Experience

• Save the dates for Summer

Experience

• June 2-6, 2012

• Keauhou-Kahaluÿu (Keauhou Beach

Resort)

18

How are we bringing the WEO

to

life in our classrooms?

Discuss Seeking Knowledge

benchmarks successes and

challenges

Share Seeking Knowledge

benchmark resources

Curricular Articulation Focus:

ADD BENCHMARK

Share GL mana`o and chart at end of day

9:45 – 10:00 am BREAK

10:00 – 12:30 pm GL curricular articulation

12:30 – 1:30 pm LUNCH

1:30 – 2:15 pm GL curricular

articulation cont.

2:15 – 2:45 pm K-6 Sharing

2:45 – 3:00 pm Next Steps

Implement lessons for 3 benchmarks

Continue infusing WEO into

classrooms

Gather student work samples

Touchpoint 2: April 4, 2012, KES

Hawaii

Next Steps

Mahalo nui

loa,

Pauahi

smiles

today.

Please help yourself to makana.