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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 -> www.eup.k12.mi.us.

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Presentation on theme: "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 -> www.eup.k12.mi.us."— Presentation transcript:

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

3 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.

4 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.

5 What else RELIEVES STRESS???

6 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!

7 SYN-NAPS (Brain-Breaks) SYN-NAPS (Brain-Breaks) 10 minutes 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.

8 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

9 Use body movements… to teach concepts

10 Other Brain-based IDEAS Grab 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!

11 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

12 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

13 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!

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15 C OMMON C ORE C URRICULUM : What is it and how should we transition?

16 S TANDARDS D EVELOPMENT P ROCESS 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

17 W HAT ARE THE C OMMON C ORE S TATE S TANDARDS ? 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

18 W HY 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

19 18 “ The Common Core State Standards represent an opportunity – once in a lifetime – to form effective coalitions for change.” Jere Confrey, August 2010

20 M ORE I NFORMATION

21 STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

22 D ESIGN AND O RGANIZATION Major 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

23 D ESIGN AND O RGANIZATION Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared 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

24 D ESIGN AND O RGANIZATION Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

25 D ESIGN AND O RGANIZATION Career and College Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content

26 D ESIGN AND O RGANIZATION K−12 standards Grade-specific end-of- year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

27 R EADING Comprehension (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

28 R EADING F OUNDATIONAL S KILLS Four 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

29 W RITING Writing 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

30 W RITING Production 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

31 S PEAKING AND L ISTENING Comprehension 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

32 L ANGUAGE Conventions of standard English Knowledge 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

33 K EY A DVANCES Reading Balance of literature and informational texts Text complexity Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary

34 K EY A DVANCES Standards 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 readiness expectations

35 I NTENTIONAL D ESIGN L IMITATIONS What 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

36 C ONCLUSION 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.

37 STANDARDS FOR MATHEMATICS JUNE 2010

38 D ESIGN AND O RGANIZATION Standards 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)

39 D ESIGN AND O RGANIZATION 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

40 D ESIGN AND O RGANIZATION Grade Level Overviews

41 D ESIGN AND O RGANIZATION Focal points at each grade level

42 N UMBER AND O PERATIONS, G RADE 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.

43 F RACTIONS, G RADES 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.

44 S TATISTICS AND P ROBABILITY, G RADE 6 Develop 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.

45 A LGEBRA, G RADE 8 Graded 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.

46 H IGH S CHOOL Conceptual 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.

47 G EOMETRY, H IGH S CHOOL Middle 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

48 K EY A DVANCES Focus 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.

49 C ONCLUSION 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.

50 S TANDARDS FOR M ATHEMATICAL P RACTICE Describe varieties of expertise that mathematics teachers at all levels should seek to develop in their students.

51 50 S TANDARDS FOR M ATHEMATICAL P RACTICE 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.

52 G ROUPING THE P RACTICES 51 William McCallum Standards for Mathematical Practice Tucson, April a.edu/~wmc/ Reasoning and explaining Modeling and Using tools Seeing structure and generalizing

53 S CIENTIFIC AND E NGINEERING P RACTICES 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

54 L ET ’ S TAKE A LOOK :

55 L ET ’ S NOT FORGET ABOUT ASSESSMENT! What about the MEAP/MME?

56 A SSESSMENT C ONSORTIA Partnership for the Assessment of Readiness for College and Careers (PARCC) SMARTER Balanced Assessment Consortium 55

57 SMARTER B ALANCED A SSESSMENT C ONSORTIA 56

58 A ND AGAIN … What? When? How?

59 S O FAR WE KNOW … The new assessment system will start in 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

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61 S OME 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?

62 W HAT ’ S NEXT FOR SCHOOLS ? Implementation Who? When? How? HELP!!!

63 CCSS A SSESSMENT T IMELINE

64 T RANSITIONING …

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66 Closing the Final Gap Connie Cullip – Special Education Planner/Monitor Stacey Miller – Special Education Planner/Monitor Carrie Carr – Autism Spectrum Disorder Specialist

67 First, let’s look at the data… Grade ReadingWritingMathSocial StudiesScience EUPISDStateEUPISDStateEUPISDStateEUPISDStateEUPSIDState 357%62%88% 444%54%13%17%77% 543%53%44%50%49%54% 650%49%57%54%51%45% 733%36%4%10%56%51% 842%43%39%44%38%44% 936%38% Special Education Population Percent Proficient on the MEAP

68 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?

69 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!

70 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.

71 Newsflash! (Not really, though) IDEA Congressional Findings Almost 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…

72 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. timeontask Soooooooo!

73 Accommodations vs. Modifications time level of support Input Response effort reduced Setting To the environment Quantity Accommodations The supports and services that help students demonstrate their learning. Quantity Output Alternate Goals Modifications Individualized changes made to the content and performance expectations for students

74 They are fluid – not an exact science! ModificationsAccommodations

75 So, How Do We Do That? Determine student’s ability – look at what they CAN do. Utilize the Modification Hierarchy

76 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 = ____ Yes/No 5 x 5 = 20YesNo

77 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

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79 F ORMATIVE A SSESSMENT & D IFFERENTIATION I DEAS Formative Assessment Launch October 25, 2011 COPESD

80 F ORMATIVE A SSESSMENT 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 )

81 F ORMATIVE A SSESSMENT C OHORT (2008) & C OGNITIVE C OACHING (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

82 EYE ACCESSING CUES* 10:00 Visual Construct (seeing) 2:00 Visual Recall (saw) 9:00 Auditory Construct (hearing) 3:00 Visual Recall (heard) 7:00 Kinesthetic /Emotive 5:00 Internal Dialogue *for normally organized right-handed people Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Points.

83 A CTIVITY 1. 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 roles 5. Discuss what you observed.

84 EYE ACCESSING CUES* 10:00 Visual Construct (seeing) 2:00 Visual Recall (saw) 9:00 Auditory Construct (hearing) 3:00 Visual Recall (heard) 7:00 Kinesthetic /Emotive 5:00 Internal Dialogue *for normally organized right-handed people Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Points.

85 C OLLABORATION (B EHAVIOR ) Pausing Paraphrasing Inquiry Probing for Specificity Ideas Paying Attention Presuming Positive Intentions 1. Review/read handout 2. Work in group of 3 3. 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…

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87 Navigating Data Jump Drive August Leadership

88 First Screen

89 Open Demographics Folder

90 Demographics Folder Content

91 Three Year Trend Folder Contents or

92 Choose a File to Open

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

94 Well, that was fun…..but let’s look at something else!

95 Navigate Back to This Page

96 You May See Something Like This

97 Don’t Panic!

98 Click on Tabs at Bottom to Choose a Content Area

99 Content Areas by specialty populations Gender Ethnicity Socio Economic Status (SES) Special Education

100 Examples

101 Example

102 Navigate back to this page:

103 By Grade Level and Content; Over Time Example

104 Questions?


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