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To meet these raised expectations, we must clarify our focus on what our students need. Specifically, we must ensure this year that our students… English.

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Presentation on theme: "To meet these raised expectations, we must clarify our focus on what our students need. Specifically, we must ensure this year that our students… English."— Presentation transcript:

1 To meet these raised expectations, we must clarify our focus on what our students need. Specifically, we must ensure this year that our students… English language arts Comprehend (access) meaningful, on level texts Speak and write in response to meaningful texts Math students Master math concepts of priority, on level content and practice standards (not just procedures) Master targeted remedial content that allows practice and faster focus of on-level content  Instructional Vision Opening

2  Teacher Leader Summit: Day 1 - Ready! Day 1 This Summit will prepare teachers to make these shifts beginning the first day of the school year. This will include focused training on:  Student Learning Targets  Assessment  Standards, curricula, and instructional strategies

3 The PARCC assessment improves upon the LEAP in three ways: 1.Intellectual challenge : Instead of just basic comprehension questions, the questions on the PARCC test expect students to reason, use logic and communicate. 2. Student responses : Students are asked to explain their answers, cite evidence and write many responses instead of just through a bubble test. 3.Helping students : The format of the test is tailored to individual student needs. PARCC Getting ready for the SHIFT!

4 Teacher Leader Summit June 3-4, 2014 (Stacey Catchings) Session Title : (Middle School) Analyzing Standard RL 8.1 to Increase Educational Impact Focus: Making the EXTRA EFFORT! What’s the PURPOSE?

5 Planning to SUCCEED This session will demonstrate how to analyze Standard RL 8.1 to maximize comprehension and application for teachers and students and show the benefits of its continuous use across curriculum content areas. Session Overview:

6 Reflective Thinking 1.Are your students’ reading and/or writing on age-appropriate level? ? Why or why not? 2. What do you think are the causes of the deficits? 3. How have you planned to remove this deficit or learning gap? 4. How are you equipping your veteran and new teachers? 5. What additional professional development will you provide? Please jot a few answers to the following:

7 *Purpose *Goal *Skill *Strategy *Method *Criteria *Rubric *Contributing *Critical Terminology: What’s the difference? What are your school goals? What are your personal goals? List (5) areas you want to target or focus your efforts on. List (5) things you want to accomplish this school year.

8 Power Words ExpectEstablishEnvisionEvaluate Succeed Actions Words GoalsImplementationReflectionAssess/Consider Achievement Self-Reflection Questions -What are the school goals? -What are the student needs? -What are the individual concerns, accommodati ons, or modifications? -State the goals. -State the purpose or reason. -State the desired outcome. -How will we reach this? -What else is needed to facilitate this goal or need? -How much time do I have left to implement this process or need? -Is what I’m doing or desire effective? -Do I have participation of buy-in? -What are the results thus far? -Do I see ANY growth? -Where? What grade, content area, skill, or teacher? -Is it significant? Why? -How will this impact the goals or time remaining? 4-Es = SUCCESS 4-Es will HELP us SUCCEED!!! Goals for Success:

9 Identify Need: Introduction In order to prepare the students of Louisiana for career readiness and competitive college options, educators will need to identify specific academic patterns and learning gaps and determine a course of action to decrease or remove them.

10 What do we need to discover or learn? In this session, educators will learn how to analyze Standard RL 8.1 to maximize comprehension and application for teachers and students and show the benefits of its continuous use across curriculum content areas. Target Skills: 1.Cite evidence from the text. 2.Support your answer. 3.Be explicit in your expression. 4.Provide some type of analysis of the text details and your thoughts. 5.Make inferences and state them! *WE have… to “emphasize this daily” and continually until the students MASTER the standard and the skills within the standard.

11 (RL. 8.1) Reading Standard for Literature

12 Concept Ball Activity *What are the (5) skills from RL 8.1? Put your hand up and extend ALL (5) fingers. Please name each skill. Now turn to your partner and name the (5) skills again. Now… get up and review the skills while tossing the ball back and forth. Concept Ball is a useful tool!

13 Desired Critical Attributes for Reading Skills Reading Targets: 1.Read, read again. 2.Circle vocabulary 3.Underline key details 4.Make explicit connections 5.Provide more “think-alouds” (modeling) 6.Apply annotation codes. 7.Jot in the margins when using the codes.

14 Criteria/Rubric Comparison Chart Characteristics of SkillsCriteria for Learning Assessment of Comprehension Visual Circled vocabulary Underlined details Arrows Interaction with the text Written Notes Questions Interpretations Summaries Definitions Synonyms or pair words Solved problems (1 or more features, not all) Illustrations Draw pictures Little symbols or signs Lines or circles to illustrate concepts T-charts or tables IIII (sticks & lines), *, ?, !, etc. Talking Key words Clues to set up the problem Words or terms for skills Operations list (Math Bible) There is evidence that the student attempted to “interact” with the text by circling unique vocabulary terms and underlining key details or important facts. The student attempted to extend his/her thoughts by making comments in the margin or within the text. The student has responded appropriately to the question by justifying his/her response with evidence from the text. The student has proven comprehension of the text by answering the reflection or assessment questions in clearly stated responses with connections to the concepts identified through (circling, underlining, or jotting). The student has demonstrated a “deeper understanding” of the text and the author’s intent by one or more of the following::  explaining key details,  analyzing specific meaningful concepts (titles, repeated phrases, etc.),  defining specific vocabulary terms within the text,  solving the problem (math),  drawing pictures, using illustrations, and  drawing parallels or connections to other content areas or subjects. The student has demonstrated mastery by accurately identifying the author’s purpose for writing the piece or successfully identifying and/or making connections to the central theme (main idea) through written response. (Answered a question)

15 Close Reading Skills & Features

16  Wrap-up for today: Application Let’s review some things that have been presented and that we have discussed:  Please list (2) target areas you will focus on this year.  Please list (2) personal goals you will accomplish.  Please list the (5) skills outlined in RL Standard 8.1.  Please list (1) strategy you were introduced to today. “Listing Activity & Think, Pair, Share”

17  Teacher Leader Summit: Day 2 - Let’s Go! Reminders: Day 2 This Summit will prepare teachers to make these shifts beginning the first day of the school year. This will include focused training on:  Student Learning Targets  Assessment  Standards, curricula, and instructional strategies

18 Analysis of Teaching Practices *What are your daily teaching practices?: Do they afford students the opportunity to use “Thinking and Problem Solving” skills? Do you provide daily or weekly H.O.T.S. and DOK ? How do you assess their comprehension of facts/objectives? Considering SLTs

19 Analysis of Bloom’s Taxonomy

20 Depth of Knowledge

21 Depth of Knowledge Levels

22

23

24 Text-dependent Multi-dimensional Question What else did we have to consider? What should a good multi-dimensional, text-dependent question include? -Explicit question -(2-3) distinct requests (strong verbs) -Use of the 12 Powerful Words -Directions on what specifically to do (multi-steps/facets ) -Specific numbers of items needed or requested Model Answers & Model Checks: - Exemplars -Topic Sentence -Support from text -Relevance -Justification -Conclusion *This was implemented ACROSS content curriculum courses & electives! Change the way we think, teach, question, and assess!

25  The SHIFT in changing the way we question and assess! Assessment Let’s look at a few examples of how our assessment questions have changed due to CCSS and more rigor. Remember… we are preparing for PARCC!  State-Released Test Sample Items  Test-Dependent Questions  Multi-Dimensional Questions Let’s look at a few examples!

26 As educators, what are you planning currently for the next school year to target some of your deficient areas? Driving Questions: -Do you have a PURPOSE for what you have been doing? -Is what you have been doing… WORKING? -What do you plan to do about this? -How are you equipping your veteran & new teachers for CCSS & PARCC? -Have you implemented or scheduled more professional development? * Be prepared to share at least (2-3) points from your table. Application of Knowledge: “Round Table Discussion and Open Group Points”

27 Session Takeaways *Takeaways: List (3) lasting concepts you will takeaway from the session. Do you understand the NEED for targeting in depth specific standards… (in particular RL Standard 8.1)? Do you plan to enlighten your staff and teachers about this information?


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