Parkland Magnet High School Information for new members of the faculty and staff

My History/Background Tim Lee UNC-G NC A&T UNC-G Parkland Magnet High School

ABC Growth 2007Did Not Meet Expected Growth 2008Met Expected Growth 2009Met High Growth 2010Met High Growth 2011Met High Growth 2012Met High Growth

EOC’s 5 Year Trend

National Award Nomination Parkland was nominated for the 2010 Panasonic National School Change Award

International Baccalaureate Diploma Programme Parkland was authorized to teach IB in the spring of 2005 IB instruction began with the junior class in the fall of 2005

The Arts Awards/honors for students Awards/honors for teachers

Federal Grant Federal Magnet School Assistance Grant 1.65 million dollars All funds spent by July, 2008 Three Year Magnet Plan (now ended)

Federal Grant Strict guidelines Monitored by federal evaluator who visited three times each year We exceeded the expectations of the evaluator

A Short History Lesson Leandro Court Case from 1997 Judge Howard Manning presided Judge Manning has come to be known as the “Education Judge” in North Carolina

A Short History Lesson Judge Manning threatened to close 17 high schools His criteria---less than 55% proficient for five or more consecutive years

A Short History Lesson In June of 2006, Governor Easley identified an additional group of high schools as “Priority” or “Turnaround” High Schools His criteria---less than 60% proficiency for five or more consecutive years Now extending to less than 70%

A Short History Lesson Judge Manning’s group is known as the “Original 17” Governor Easley’s group is known as the “Governor’s 18” Parkland was in the Governor’s group

What Was Required of Us? Many visitors to the school Many visitors to individual classrooms Professional Development

What Was Required of Us? Parkland’s “Plan of Local Design” was approved in spring 2007 That “Plan of Local Design” became what we now call the “Parkland Instructional Plan”

Parkland Instructional Plan A Balanced Approach to Literacy Learning Focused Strategies SIOP Strategies Collins Writing Magnet Objectives Inquiry Based Instruction IB Strategies and Philosophy

What Does This Mean to You? You will hear me speak of Judge Manning on occasion You will hear me speak of improving test scores often You will hear me discuss the fact that improvement must involve everyone

What Does This Mean to You? You must follow our plan You will feel pressured You will feel overwhelmed You will get tired of hearing me talk about improving test scores

United Way Grant “Graduating Our Future” A three headed collaborative Approximately $500,000 per year for Philo and Parkland Expanding to additional middle and high schools

United Way Grant Additional family counselor Parent Engagement Coordinator

United Way Grant Tutoring Funds Graduation coaches Summer programs---ninth grade transition and additional summer school

United Way Grant Goals Improve EOC Scores Improve VoCATS Scores Improve Attendance Rate Increase Promotion Rate Increase Graduation Rate

Title I Funds used for Technology Tutoring, detention, attendance make up Databases

New for Common Core and State Essential Standards EOC Revision---no retesting

New for VoCATS to be aligned with EVAAS at some point Measures of Student Learning: Implemented in 22 courses in additional in World Languages and the Arts pending Aligned with EVAAS at some point

New for BYOD B ring Y our O wn D evice WS/FCS terminology--- MLC M obile L earning C ommunities Printed textbooks could be replaced by open source online textbooks (CK12.org)

New for Standard 6 and 8 included in evaluations not just “reported” TIF4 Grant---potentially

TIF4 Five high schools involved: Atkins Carver North Forsyth Parkland Winston Salem Prep

TIF4 Proposed Pay Plan Whole School Level Department Level Individual Teacher Level EVAAS, McRel Evaluation Tool, Teacher Status designation

What Does the School Year Hold for Parkland?? A chance to sustain “Overnight SUCCESS” A chance to make 80% “The New Normal at Parkland Magnet High School”!!!

Parkland Magnet High School Instructional Plan One Piece at a Time Lisa Bohrer --One Piece At a Time

Pillars of the Instructional Norms Goal: Increased Student Success and Academic Achievement Learning Focused Balanced Approach to Literacy Collins Writing Sheltered Instruction Observation Protocol Instructional Technology Student Centered Classroom Management

Pillars of the Instructional Norms Assessment for Learning Teacher Response to Student Assessment Interventions Following the Assessment Based on Research Based Instructional Strategies

Essential Questions Giving Purpose to Student Learning

Pillars of the Instructional Norms What an essential question is?What an essential question is not?

Pillars of the Instructional Norms What I know about EQ’s?

Instructional Norm #1 Essential Questions drive instruction so that students can answer the EQ by the end of the class period. It gives purpose for the learning of the day. Learning Focused

Essential questions provide the impetus for investigations and research. Experienced Students: move toward depth and complexity, demanding more in the way of originality, perception and discovery from the content. Limited Experience Students: the teacher may need to model early how the EQ is going to serve as a compass for the learning of the day. We expect students to experience the benefits of digging deeply

Instructional Comfort Zone: assign brief and superficial assignments and research projects--does a disservice to the students Students come to us from all levels of academics—our responsibility to support and scaffold Just because they are a 9 th grade student does not mean they have mastered eight years of coursework. The teacher helps to develop sample questions that encourage students to generate additional questions of their own.

What are the traits of an essential question? The question probes a matter of considerable importance based on guidance from the Common Core/Essential Standards The question requires movement beyond understanding and studying - some kind of action or resolve - pointing toward the settlement of a challenge, the making of a choice or the forming of a decision. The question cannot be answered by a quick and simple “yes” or “no” answer.

What are the traits of an essential question? The question probably endures, shifts and evolves with time and changing conditions - offering a moving target in some respects. The question is not just a BIG question that covers lots of ground. They require new thought rather than the mere collection of facts, second hand opinions or cut- and-paste thinking.

Classroom Essential Questions Should: Build or Invent Challenge or Destroy Decide Figure Out Persuade or Convince Wonder Acquaint Dismiss Predict Understand

Write an EQ for your content area. Get with a partner. Evaluate each EQ based on the criteria we have discussed. Share the EQ’s. Set them aside. You will need them later.

PRIOR KNOWLEDGE What do students already know about a subject?

At your table, write the definition for “Prior Knowledge”

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Prior Knowledge Instructional Norm #2: Teacher’s understand the importance of building on a student’s previous experience and knowledge about the content.

Prior knowledge Prior Knowledge acts as a lens through which we view and absorb new information.

By tapping their students' prior knowledge in all subject areas, teachers can plan lessons that will: clarify incomplete or erroneous prior knowledge, determine the extent of instruction necessary in a particular topic area, and discern necessary adjustments to planned independent activities and assessment materials. --Kujawa and Huske, 1995

Direct instruction on background knowledge can be embedded into an approach such as previewing, where students are presented with introductory material before they read specific texts.

Definitions of difficult vocabulary, translations of foreign phrases, and explanations of difficult concepts. Students need to be given both a framework for understanding and important background information to hang new information. Koldewyn (1998) investigated an approach that combined reading trade books, journal keeping, fields trips, videos that create authentic experiences for students

By building students’ background knowledge, teachers may also be able to indirectly influence other aspects of academic performance such as writing or in other content areas.

Parkland Magnet High School Instructional Plan

Vocabulary Wall Instructional Norm #3: A vocabulary wall is posted with a sufficient and reasonable number of words based on the current content being taught to support student learning.

Why is it important to teach vocabulary and comprehension strategies to high school students? By high school, students with a diversity of backgrounds and skills are immersed in content area instruction. Yet all students, and particularly those who are struggling, are confronted with vocabulary and concepts that are unfamiliar or misunderstood. Those misunderstandings interfere with comprehension of content area curriculum. Robust vocabulary instruction and comprehension strategy instruction can combine to create depth and breadth in understanding words, concepts, topics, and themes of high school content area materials.

How can I fit teaching vocabulary and comprehension strategies into my already full curriculum? High school teachers are responsible for meeting a vast list of curriculum standards in their content areas. Because comprehension of topics, themes, and concepts are part of state curriculum standards, comprehension and vocabulary strategy instruction seems like an add-on to an already full curriculum. However, when vocabulary and strategy instruction is embedded into the content, students’ depth of understanding of content area increases. Given that this approach may be new to content area teachers, there is an expectation that initial learning curve may be steep; however, the payoff for students understanding will be beneficial. It is suggested that you begin with a topic area that is challenging for many of your students and begin to embed effective strategies for developing vocabulary and applying comprehension strategies to this content.

Vocabulary knowledge is the single most important factor contributing to reading comprehension. – Laflamme, 1997

Vocabulary instruction was identified in 2000 by the National Reading Panel (NRP) as an essential skill students need to improve reading achievement. The NRP identified four types of vocabulary: listening vocabulary speaking vocabulary reading vocabulary writing vocabulary Vocabulary, or word meaning, is one of the keys to comprehension. A student reading a list of unconnected words on a page is similar to a struggling student trying to read a narrative text without a general understanding of the words being read.

No connections. No meaning. No comprehension!

One way students develop vocabulary is indirectly through reading, listening, and speaking. A student’s background knowledge and prior experiences play a large role in vocabulary development. As students build connections between known words and unknown words, they develop a deeper understanding of their reading. Thus, the more experiences children have with reading or being read to before they enter school, the more background knowledge they have to support the understanding of their reading.

Students develop vocabulary when teachers provide direct instruction on the use of effective word-building strategies. Unfortunately, Durkin (1979) found that teachers spent less than 1% of classroom instruction on vocabulary development. Later research studies support those earlier findings with only 6% of time devoted to vocabulary (Scott and Nagy,1997). Between 1 and 5 minutes of a class period! Marzano lists eight research-based guidelines for teachers implementing direct vocabulary instruction in his books Building Background Knowledge and Building Academic Vocabulary: Teachers Manual.

Effective vocabulary instruction does not rely on definitions alone. Words should be written in a conversational manner rather than in the more formal dictionary format. If prior exposures to or experiences with a word are lacking, teachers can build the background knowledge through field trips, videos, guest speakers, stories, or current events.

Students must represent their knowledge of words in linguistic and/or nonlinguistic ways. Students can draw a picture, create a symbol, or dramatize the word.

Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. These include: comparing and contrasting classifying creating metaphors and analogies

Teaching word parts (prefixes, root words, suffixes) enhances student understanding of the word. Different types of words require different types of instruction. Students should discuss the terms they are learning through cooperative learning activities. Students should play with words using challenging and engaging vocabulary games.

Instruction should focus on terms that have a high probability of enhancing academic success.

What does research say about effective vocabulary instruction? Research shows that methods of vocabulary instruction used in the past— students viewing definitions before reading a text and having a quiz at the end of the week, or having students figure out new vocabulary meaning from context—are less effective than once thought.

These methods are effective neither for teaching word meaning or enhancing reading comprehension, (Beck, McKeown, & Kucan, 2002) and may, in fact, lead to misunderstanding of word meaning (Beck, et.al., 2002).

Teaching the meaning of vocabulary words prior to reading the text is an effective component of traditional vocabulary instruction. The challenge is choosing the appropriate words. Tiering or prioritizing words into one of three tiers is a particularly effective strategy to use (Beck & McKeown, 1985).

Tiers range from the most basic (Tier 1) to those words necessary for passage understanding (Tier 2) to words less frequently encountered (Tier 3). Beck and her colleagues recommend focusing on the Tier 2 words, words that should become a part of the student’s oral, written, and reading language (Beck et al., 2002).

Level 1 words are concrete and easy to identify with little or no instruction. Level 2 words are specific to a particular content area. Level 3 words appear in text so infrequently that the possibility of learning them in context is slim.

Marzano recommends teaching words in Level 2 (content-related words) rather than those that are seldom encountered during reading. Students must use a word between six and fourteen times before they are capable of using independently, so they need multiple opportunities to interact with words. Providing direct vocabulary instruction does not have to be boring.

Once students understand how words work and build a cache of known words, they develop a desire to learn more words and fluency and comprehension improves. Strategies that focus on vocabulary building result in student readers who have greater comprehension.

Teachers Should Increase: Time for reading Use of varied, rich text Opportunities for students to hear or use words in natural sentence contexts Use of concrete contexts when possible (pictures, artifacts) Opportunities for students to use words in meaningful ways Opportunities for students to connect new words/concepts to those already known Study of concepts rather than single, unrelated words Explicit instruction of concepts and incidental encounters with words Teaching strategies leading to independent word learning Study of words or concepts that will have the biggest impact on comprehension rather than “covering” many words superficially Opportunities for making or drawing inferences

Teachers Should Decrease Looking up definitions as a single source of word knowledge Asking students to write sentences for new words before they’ve studied the word in depth Notion that all words in a text need to be defined for comprehension Using context as a highly reliable tool for increasing comprehension Assessments that ask students for single definitions

At the end of each lesson, the student should be able to: Pronounce each word correctly. Spell each word correctly. Give the meaning of a word in English. Give the opposite of a word. Give a number of words that share the same meaning. Group related words together. Give the part of speech of each word. Give the singular and plural form of a noun.

Recognize phrases that are idioms and those that are not. Identify the word that is different in a group of words.

Vocabulary should be chosen to effectively answer the Essential Question! WORDS SHOULD BE CLEARLY POSTED IN CONSTANT PLAIN VIEW OF THE STUDENTS!

Using Your Vocabulary Wall: Limit the number of vocabulary words to: Half the age of your students, plus one Students in your class are 15: ( ) 8 or 9 words per Essential Question

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Writing Across All Content Areas

Instructional Norm #3: Students should exhibit understanding of the content through their writing. Collins Writing Level 1, 2, and 3 should be evident on a regular basis.

Writing Across All Content Areas Power Write: How does writing play a part in student learning? (5 minutes)

Collins Writing Two Essential Principles –Thinking and Writing skills develop with experience and practice –It is almost impossible to be both a creative thinker (generating new ideas) and a critical thinker (evaluating existing ideas) at the same time.

Collins Writing: Type 1 Getting ideas on paper Analogous to Brainstorming in a specified amount of time Generating, recollecting, data gathering, exploring, or questioning phase Practicing thinking and organizing our thoughts Just one draft of the writing that could be a list or a rambling essay

Collins Writing: Type 1 Learning logs or response-to-learning journal Can be facts or questions Written for the STUDENT only Accessing Prior Knowledge

Collins Writing: Type 1 Evaluating Type 1 Writing TEACHER only checks to see that the student attempted the required length—NOT grammar or any other writing check

Collins Writing: Type 2 Shows that the writer (STUDENT) knows something about a topic Shows that the writer (STUDENT) has some thought about a topic It is a correct answer to a TEACHER’s prompt but it goes beyond a one word answer

Collins Writing: Type 2 Similar to the traditional essay test TEACHER evaluates ONLY based on the content NOT on sentence structure, grammar, spelling, etc. Ideal for students who struggle with writing The TEACHER prompt should be clear and have a definitive answer

Collins Writing: Type 2 STUDENTS should not give back a verbatim answer but rather write it in their own words making their own meaning There is only one draft Typically answers are written in a list or a short essay Students write about what they know or feel

Collins Writing: Type 2 RESEARCH SAYS-- –Assessments do more than test—they promote learning –Assessments conducted soon after material is introduced promotes learning –Frequent tests result in higher levels of achievement »Frank Dempster »“Synthesis of Research on Reviews & Tests

Collins Writing: Type 3 Type 3 Writing has substantial content Requires students to concentrate on three “focus correction areas” STUDENTS create a draft, read the draft aloud, and review the draft

Collins Writing: Type 3 STUDENTS check their draft using a rubric to see if the writing: –Completes the requirements of the assignment –Reads easily and coherently –Meets the expected rules of language in the focus correction areas STUDENTS revise and edit the draft

Collins Writing: Type 3 TEACHER’s ROLE –Determine a method to check student work periodically throughout the process –Define the standards and expectations using a rubric that is given at the beginning of the assignment –Guide students through the draft and final copy

Collins Writing: Oral Reading “When students read their words out loud, they can feel when a sentence works well or badly—through the feeling in their mouth and the sound in their ear. Most writers agree that the mouth and ear are the main organs through which students learn to write better.” --Peter Elbow, The Writing Teacher

Collins Writing: Oral Reading Develop some classroom norms Give them a “job” during the readings Give them some direction on how to read orally by asking them to read slowly and deliberately

Collins Writing: FCA (Focus Correction Areas) TEACHER selects three critical problem areas ONLY those areas are evaluated Focuses teacher and student on a few particular areas It is NOT noting every error on every line

Collins Writing Create a rubric for grading the writing assignment provided. Using the writing assignment and the rubric, give the student constructive feedback on the draft.

Collins Writing Type 4 And Type 5 Will Be Covered At a Later Time

Parkland Magnet High School

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Thinking Maps Instructional Norm #5: Teachers will use Non-Verbal Representations of their content to help students connect with the common core/essential standards.

 Defining in Context  How are you defining this thing or idea?  What is the context?  What is your frame of reference??

 Describing Qualities  How are you describing this thing?  What adjectives would best describe this thing?

 Comparing and Contrasting  What are the similar and different qualities of these things?  Which qualities do you value most?  Why?

 Classifying  What are the main ideas, supporting ideas, and details in this information?

 Part- Whole  What are the component parts and subparts of this whole physical object?

 Sequencing  What happened?  What is the sequence of events?  What are the substages?

 Cause and Effect  What are the causes and effects of this situation?  What might happen next?

 Seeing Analogies  What is the analog being used?  What is the guiding metaphor?

Instructional Technology

INSTRUCTIONAL TECHNOLOGY Instructional Norm #6: Teachers and Students use technology to support learning and increase student engagement. Why and how should technology be used in the classroom? (Think—Pair—Share) What kinds of comments do students make about teachers using technology in the classroom?

INSTRUCTIONAL TECHNOLOGY Austin, Texas News Report

KEY IDEAS WHEN USING TECHNOLOGY Be knowledgeable but don’t expect perfection Practice before using the technology Know what is available to you Allow students to use the technology Maintain supervision of students using technology

KEY IDEAS WHEN USING TECHNOLOGY Use technology to provide prior knowledge or to bring content to life tructional_tools/Strategies/Strategies.ht ml tructional_tools/Strategies/Strategies.ht ml

WHAT DO WE HAVE? In the Classroom: Teacher Computer Flat-Screen Television Mobi Tablet CPS System (clicker system) Microphone/speaker system Document Camera

WHAT DO WE HAVE? In the Classroom: Class sets of Kobo Readers in all English classrooms Online Classcape Program Plato Tutoring Program 360 Video Access YouTube/TeacherTube Video Access

WHAT DO WE HAVE? School-wide: Media Center Lab with 30 computers and a technology cart Room 305 Lab with 25 computers and a technology cart Room 314 English Lab with 25 computers and a technology cart Room 627 Math Lab To Be Installed

WHAT DO WE HAVE? School-wide: Room 105 Elements Lab for CTE Three mobile labs to be checked out from the media center for classroom use Poster Maker in the Media Center Laminator in the Media Center MediaCast Wireless Access Points throughout the school

WHAT DO WE HAVE? Individual Departments Math—Fathom and Geometer Sketchpad Science—various instruments used particularly in IB Music—class set of IPods and access to ITunes used in particular with the IB music classes Auditorium—has various technology devices implemented for productions and presentations

Instructional Norm #7: Classroom management and procedures that support the safety and design of the classroom which results in maximum student learning.

As you watch the following video, make notes about what classroom management strategies you see that help create an environment of success.  4M 4M

Rules of Thumb:  You are not their friend. You are their teacher. Be sure to keep the lines clear.  You are NOT the ONLY teacher in the building following the rules.  Know your expectations of student behavior. Decide this before the first day. Put your expectations in writing and give them orally.  Have a classroom seating chart—be sure to leave a copy for subs

Rules of Thumb:  Do not allow students to break school rules in your classroom  Be sure students have a hall pass when they leave your room and collect it when they return  Communicate with parents. Keep documentation.  Don’t fight battles that aren’t necessary— keep extra pencils and paper

Rules of Thumb:  Be positive and reward good behavior  Be consistent. Be consistent. Be consistent.  Classroom management is not about your “pet-peaves”. Students have a right to learn and we have a responsibility to teach all students. Parents are sending us the best student they have!

Rules of Thumb:  Don’t use period detention as a “power- tool.” Work your magic.  Period detention requires students to have work to do and a D1  When writing a D1, be factual and do not editorialize  Levels of Discipline: Detention with you, Parent Contact, Period Detention, Saturday School, Community Service, In-School- Suspension, Out-of-School Suspension, ALC, Alternative Placement

* Assessment for Learning

AdvantageDisadvantageExamples Assessment for Learning Definition: Assessment of Learning Definition:

* Assessment for Learning

* Evaluation is based on completion of work and the focus is the final product * Usually occurs at the end of a unit or at the conclusion of a standard

* Students are evaluated during the work process * Focus is on improving the process * Examples: journals, learning logs, concept maps, summary writing, quizzes

* Summative * Helps to determine the quality of the learning that has taken place over a period of time

* Formative * Involves TEACHERS and STUDENTS in an on-going dialogue and reflection * Helps TEACHERS provide feedback and know the direction of their instruction

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Response to Assessment Instructional Norm #9: Teachers will respond to student assessment (formal and summative) that addresses student strengths and weaknesses.

Response to Assessment Is there a difference between a behavior intervention and an academic intervention? How should both be implemented in the classroom?

Instructional Elements: Instructional Strategy Size of the instructional group Time allocated for the instruction Materials used during instruction Reinforcement of the instruction

Interventions You Can Use Divide Into Four Groups Group 1: Book Haters No More Group 2: Math Camp—Promoting Persistence Group 3: Built-In Remediation Group 4: Targeted Tutoring

Limitations to Interventions Your willingness and creativity is the limit.

Intervention Implementation Choose two of the interventions either fro the article or the lists provided. Explain how it would benefit students in your classroom.

Instructional Norm #10: Reading strategies should be evident across all classrooms with Silent Sustained Reading (including student conferences) in English classrooms.

Write down what you believe would be the percentage of 9 th grade students last year ( ) who were considered to be proficient in reading?  8 th Grade EOG Competency39%  10 th Grade PLAN Reading35%

Watch the video and jot down what reading strategies you believe are being used. Z1r4

What skills do teachers teach students to increase their ability to read academic text or new/difficult text? We need to be continuously making students aware of the skills they need to work on in order to grow as a student and as a life-long learner.

Turn to the Metacognitive Awareness Inventory (MAI). Take a minute to read each statement and mark it “True” or “False” Are there right and wrong answers?

Walkthrough Observation Form  Designed by the Administrative Team at Parkland  It is based on the instructional strategies we have covered today  There will be visitors to your classroom who will fill out one of these forms and hopefully share it with you  Formative Assessment—meaning?

Thank You! Good Luck!! Need anything I am located in the main office!! Lisa Bohrer4