1. Roosevelt Complex Improving Student Achievement

2. Complex Journey 1- 6 - 3 1- 6 - 3 One Vision One Vision High School Graduate High School Graduate 6 GLOs 6 GLOs 3 priorities 3 priorities Academic Achievement Academic Achievement Civic Responsibility Civic Responsibility Safety and Well Being Safety and Well Being Rigor and Student Engagement Rigor and Student Engagement Standards-based Assessments Standards-based Assessments STAR/SALT STAR/SALT Anne Davies and Monica Mann Anne Davies and Monica Mann

3. Complex Journey Electronic Grade book Electronic Grade book Excelsior Excelsior Standards-based grading practices Standards-based grading practices Dr. Marzano Dr. Marzano Rubric development Rubric development Art and Science of Teaching Art and Science of Teaching Instructional Strategies Instructional Strategies Dr. Marzano / D. Pickering Dr. Marzano / D. Pickering Classroom Instruction That Works Classroom Instruction That Works

4. Complex Journey Model Schools Conference Model Schools Conference Reason for change Reason for change Rigor Relevance Framework Rigor Relevance Framework Quadrant D Lessons (4 on Marzanos rubric) Quadrant D Lessons (4 on Marzanos rubric) 4 Learning Criteria 4 Learning Criteria 8 Components 8 Components AVID – College Bound Culture AVID – College Bound Culture Strategies Strategies

5. Classroom Instruction that Works 9 Instructional Strategies Identifying Similarities and Differences Identifying Similarities and Differences Summarizing and Note Taking Summarizing and Note Taking Reinforcing Effort and Providing Recognition Reinforcing Effort and Providing Recognition Homework and Practice Homework and Practice Nonlinguistic Representation Nonlinguistic Representation Cooperative Learning Cooperative Learning Setting Objectives and Providing Feedback Setting Objectives and Providing Feedback Generating and Testing Hypotheses Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Cues, Questions, and Advance Organizers

6. Identifying Similarities and Differences Enhances the students understanding of and ability to use knowledge Enhances the students understanding of and ability to use knowledge Teacher and Student directed tasks Teacher and Student directed tasks Use of graphic organizers Use of graphic organizers Constructing metaphors Constructing metaphors

7. Summarizing and NoteTaking Students must analyze information at a deep level to delete, substitute, keep and summarize Students must analyze information at a deep level to delete, substitute, keep and summarize Structure of information Structure of information Summary Frames Summary Frames

8. Reinforcing Effort and Providing Recognition Students may not realize the importance of believing in effort and can learn to change their beliefs to an emphasis on effort Students may not realize the importance of believing in effort and can learn to change their beliefs to an emphasis on effort Students track their effort and achievement Students track their effort and achievement Reward is most effective when contingent on the attainment of some standard of performance Reward is most effective when contingent on the attainment of some standard of performance

9. Homework and Practice The amount of homework differs at the different levels and parent involvement kept at a minimum The amount of homework differs at the different levels and parent involvement kept at a minimum Purpose is identified and articulated (practice/preparation) and provide feedback Purpose is identified and articulated (practice/preparation) and provide feedback Focused practice needed to master a skill and while practicing, students shape their learning for conceptual understanding Focused practice needed to master a skill and while practicing, students shape their learning for conceptual understanding

10. Nonlinguistic Representation Knowledge is stored in two forms, linguistic (semantic) and nonlinguistic (imagery) Knowledge is stored in two forms, linguistic (semantic) and nonlinguistic (imagery) The more students use both modes, they are better able to think about and recall information The more students use both modes, they are better able to think about and recall information Create graphic representations, making physical models, generating mental pictures, drawing pictures, kinesthetic activities Create graphic representations, making physical models, generating mental pictures, drawing pictures, kinesthetic activities

11. Cooperative Learning Organizing groups based on ability done sparingly Organizing groups based on ability done sparingly Cooperative groups should be kept small in number Cooperative groups should be kept small in number Cooperative learning should be applies consistently and systematically, but not overused Cooperative learning should be applies consistently and systematically, but not overused

12. Setting Objectives and Providing Feedback Instructional goals narrow what students focus on and should not be too specific Instructional goals narrow what students focus on and should not be too specific Students should personalize the goals Students should personalize the goals Feedback should be corrective and timely (explain what they are doing is correct and not) Feedback should be corrective and timely (explain what they are doing is correct and not) Feedback should be specific to criterion Feedback should be specific to criterion

13. Generating and Testing Hypothesis Students involved in the application of knowledge Students involved in the application of knowledge Approached in inductive or deductive manner Approached in inductive or deductive manner Deductive – using a rule to create hypothesis Deductive – using a rule to create hypothesis Inductive – drawing new conclusions based on known information Inductive – drawing new conclusions based on known information Students should be asked to clearly explain their hypothesis and conclusion Students should be asked to clearly explain their hypothesis and conclusion

14. Cues, Questions, and Advance Organizers Cues and questions should focus on whats important, not unusual Cues and questions should focus on whats important, not unusual Higher level questions produce deeper learning, and questions are effective when asked before a learning experience Higher level questions produce deeper learning, and questions are effective when asked before a learning experience Advanced organizers produce different results and more useful when information is not well organized Advanced organizers produce different results and more useful when information is not well organized

15. Academic Vocabulary Builds Background Knowledge Builds Background Knowledge Six Step Process Six Step Process Provide a description, explanation, or example of the new term Provide a description, explanation, or example of the new term Ask students to restate the description, explanation, or example in their own words Ask students to restate the description, explanation, or example in their own words Ask students to construct a picture, symbol, or graphic representing the term or phrase Ask students to construct a picture, symbol, or graphic representing the term or phrase

16. Academic Vocabulary Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks Periodically ask students to discuss the terms with one another Periodically ask students to discuss the terms with one another Involves students periodically in games that allow them to play with terms Involves students periodically in games that allow them to play with terms