1. Improvement Required… Now What? Presenters: Scott Nedrow: Principal, Boyd High School Barbara Stice: Assistant Superintendent, Boyd ISD Ted West: Superintendent, Boyd ISD Angie Kilcrease: Technology Director, Boyd ISD

2. What were about!

3. Expectation Utilize our knowledge of researched based instructional practices at the secondary level to impact student achievement in profound and significant ways. Utilize our knowledge of researched based instructional practices at the secondary level to impact student achievement in profound and significant ways.

4. Our Challenge… 20132014 English I40%73% English II51%78% Algebra 159%90% Biology73%97% US HistoryN/A86%

5. Our Beliefs  Learner Centered  Data Drives Instruction  Data Driven Interventions  PLC Drives Schedule  Best teaching practices/Formative Assessments  Community Involvement=School Success

6. PBL’s Learner Centered Students have voice & choice to demonstrate understanding of concepts Facilitates student & community engagement Makes learning relevant 21 st Century skills: Collaboration, Communication, Creativity 1 st year- 2 PBL’s per teacher (3 days of training) 2 nd year-4 PBL’s per teacher (PLC support)

7. Focused Walkthrough Protocols

8. Focused Walkthroughs/Data Walks Focused Walkthroughs  Short classroom observations conducted by a team of teachers and/or administrators  Walkthrough teams meet to discuss observations  Feedback provided to teacher

9. Data Walks

10. Focused Walkthroughs/Data Walks Data Walks  Short classroom observations conducted by a team of teachers and/or administrators  Focus is primarily on our identified Instructional Focus  Feedback is campus rather than teacher specific

11. Data Driven Instruction 3 Planned Common Assessments (All Core Areas) Data Analysis Action Plan Data Talk/Conference Targeted Instruction

12. Data Driven Interventions Benchmark (1 per tested subject) Priority students identified Writing Bootcamps (6) STAAR class interventions (2-3 times a week) All English 1 and Algebra 1 testers were enrolled in English 1/Creative Writing & Algebra 1/Algebra Lab

13. Data Driven Interventions cont…

14. PLC’s Purpose: To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results. 3 Crucial Questions: 1.What do we want each student to learn? 2. How will we know when each student has learned it? 3. How will we respond when a student experiences difficulty in learning?

15. Best Teaching Practices Book Studies: 1.Fundamental Five 2.Teach Like A Champion APE (Writing across the curriculum) Formative Assessments (Exit tickets, Four Corners, SMGPT) PLC

16. FRAME THE LESSON Represent beginning and end of lesson (Opening & Closing) 1.Daily Learning Objective (SE) What can the student expect to learn today? What can the student expect to learn today? 2.Closing ? Product/Task How the student will demonstrate understanding of the learning objective. How the student will demonstrate understanding of the learning objective.

17. POWER ZONE  3 areas teachers typically teach from. 1. The teacher work area  Usually engaged in 1 of 3 activities: Teacher "administrivia": attendance, grading assignments, entering assignments, checking email, etc. Teacher "administrivia": attendance, grading assignments, entering assignments, checking email, etc. No Activity: watching students take tests, work on assignment, put up supplies, etc. No Activity: watching students take tests, work on assignment, put up supplies, etc. Delivering instruction Delivering instruction

18. POWER ZONE CONTINUED 2. The lecture position: (standing at the front, back, or side of the room) Sage on the stage, gulf of professional space between teachers/students. Sage on the stage, gulf of professional space between teachers/students. Students serve as the adoring audience (usually bored out of their minds BUT talented enough to look interested as they "take notes") Students serve as the adoring audience (usually bored out of their minds BUT talented enough to look interested as they "take notes")

19. POWER ZONE CONTINUED The Power Zone: MOST effective position to conduct your craft. MOST effective position to conduct your craft. Simply teaching or monitoring in close proximity with student led discussion. Simply teaching or monitoring in close proximity with student led discussion. If you engage in this practice, EVERY other instructional practice you use is enhanced & more powerful. If you engage in this practice, EVERY other instructional practice you use is enhanced & more powerful. EXPECTATION 75% or more of your class time spent in THE POWER ZONE EXPECTATION 75% or more of your class time spent in THE POWER ZONE

20. FSGPT Every 10-15 mins of teacher/student lead discussion or at completion of major concept--teacher stops and briefly (30secs-3 mins) has students discuss a seed question related to learning outcome. Every 10-15 mins of teacher/student lead discussion or at completion of major concept--teacher stops and briefly (30secs-3 mins) has students discuss a seed question related to learning outcome. Seed Question? Pre-planned questions that guide students to the desired learning outcome. Seed Question? Pre-planned questions that guide students to the desired learning outcome.

21. RECOGNIZE AND REINFORCE Addresses both sides of the learning coin: Academic & Behavioral Addresses both sides of the learning coin: Academic & Behavioral Why? Why? a.Marzano (2001)-- use of effective reinforcement produced between a 20 to 48 percentile gain in student achievement! b.Think about that from a school, teacher and student perspective.

22. TIPS MAKE Academic Success a REALLY BIG DEAL! MAKE Academic Success a REALLY BIG DEAL! Praise OFTEN! Praise OFTEN! Recognition at ANY level provides student with motivation to continue pursuit of academic success. Recognition at ANY level provides student with motivation to continue pursuit of academic success. Personalize it and be specific. Personalize it and be specific.

23. WRITE CRITICALLY Critical writing is writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting/ expanding on ideas & concepts. Critical writing is writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting/ expanding on ideas & concepts. Process of Putting focused thought onto paper. Ex: short list, comparison paragraph, summary of non-fiction article, thinking map, exit ticket or formal essay. Process of Putting focused thought onto paper. Ex: short list, comparison paragraph, summary of non-fiction article, thinking map, exit ticket or formal essay.

24. WHY CW? Allows teacher to stretch the rigor of any lesson & extend high level of rigor longer. Allows teacher to stretch the rigor of any lesson & extend high level of rigor longer. Excellent source of Formative Assessment Excellent source of Formative Assessment Good closing product Good closing product

25. Community Involvement=Student Success Accelerated learning plans created with students and parents (contracts) Staff and community walkthroughs Increased walkthroughs led to decreased discipline referrals

26. 7 periods to 8 periods? 2012-13 school year- 7 periods and a 30 minute tutorial period -50 minute class periods with 5 min. passing period between each class * 350 instructional minutes + 30 minute tutorial period 2013-14 school year- 8 periods -49 minute class periods with 4 min. passing period between each class * 392 instructional minutes 2014-15 school year- 8 periods and a 25 minute tutorial period -47 minute class periods with 4 min. passing period between each class -*376 instructional minutes + 25 minute tutorial period

27. Master Schedules 2012-2015