1. Welcome to Vance County Schools October 17, 2012 Professional Development

2. WELCOME Message
from Dr. Brooks

3. Videos and/demonstrations Student Activities Evidence-based Strategies
Focusing on the “how”
Videos and/demonstrations
Student Activities
Evidence-based Strategies
Best Practices
Modeling

4. MSL: Measures of Student Learning Common Exams
Exams in any subject and grade where there is not a state assessment
Administered after fall and spring semesters in our high schools
Administered after spring semester in our elementary and middle schools
Available in core areas in grades for the school year

5. Implementation Timeline for MSL’s
The Packet
Implementation Timeline for MSL’s
High school teachers have the length of the high school exam

6. Assessment Specifications (if available at this time)
The Packet cont.
Assessment Specifications (if available at this time)
This is all that is available regarding what MSL’s will look like

7. Assessments that are not a part of the school accountability formula
What are MSL’s
Assessments that are not a part of the school accountability formula
Assessments that will be a part of the teacher and administrator evaluation system

8. Teacher Evaluation
According to the standards in the teacher evaluation instrument, teachers receive ratings as follows:
To what extent they demonstrate leadership
Meet the needs of diverse students
Master the content
Facilitate learning
Reflect on the craft
Contribute to academic success of students (newly added)

9. Teacher Evaluation
School administrators determine the ratings on the first five standards
Student growth data from EOG’s, EOC’s, CTE post assessments, and MSL’s determine the rating on the sixth standard
SBE has not yet decided on the permanent components of the sixth standard rating and their respective weights.
The majority of the sixth standard rating will be based on how a teacher has impacted the learning of students.
Teacher growth values will be calculated based on all students a teacher teaches and when multiple assessments are required, on all data generated through the assessments.

10. Assure Student Readiness
Teach the standards in ways students can demonstrate mastery of the standards on all assessments
Visit for additional available MSL information
Look for webinars
VCS has a committee to ensure we follow state regulations to administer the MSL’s

11. Also, in your packet is Vance County Schools’ Framework for Learning
Closing
In your packet, you will find a short summary and a sample of the NC Education Evaluation System.
Also, in your packet is Vance County Schools’ Framework for Learning

12. The HOW of Common Core

13. Challenging Scaffolding
and
Scaffolding
Our
Students

14. Universal Design for Learning
UDL: What does it mean?
U = Universal
D = Design
L = Learning
Universal Design for Learning
Use the blue paper and do a foldable Frayer Model for notes on the video and discussion.

15. When on slide show mode- this is an embedded video.

16. Multiple Means of Representation
For example:
Manipulatives Videos
Music Movement
Text Readers Visual Displays
Anticipatory guides Graphic organizers
Artifacts

17. Multiple Means of Action and Expression
For example:
Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups
Thumbs Up/ Thumbs Down Gallery Walks Pair/Share Chalkboard/ Whiteboard Splash

18. Multiple Means of Engagement
For example:
Bounce Cards
Air Writing
Case Studies
Role Plays
Concept Charades Response Hold-Up Cards Networking Sessions Simulations

19. Using your Frayer Model foldable…
Discuss ways to scaffold and challenge students in your classroom using elements of UDL.

20. Close Reading The goals of Close Reading
engage the reader with the text
focus on specific sentences and phrases for deeper understanding
focus on specific sentences and phrases during rereading for a variety of purposes (language and craft, perspective/bias or mood/tone, organization, etc.)
Distribute the choices of ways to close read. All that close reading material.

21. Underperforming Students
Ten Tips
for
Engaging
Underperforming Students
Choose one technique to perform a Close Read.
Distribute the article and talk about chunking the reading so each person reads a couple of paragraphs.

22. Discuss in Small Groups
Which Close Reading technique did you choose? Why?
Did the strategy you chose work well with this text? Why or why not?
What information in the reading was most interesting to you? Provide examples.

23. Essential Questions Are worth asking or are meaningful
Have no short answers!
Are interesting to students
Engage students in real life problem- solving and make students investigators
Require a high level of thinking
Can be answered by all students
Are more about learning than teaching

24. Essential Questions Science
Some examples
Science
Does North Carolina have reason to fear a natural disaster?  Which ones or Why not?
Math
When is multiplication most useful? 
Social Studies
How does the economy of a society depend on the geography of the region?
Language Arts
What can a story teach us about life?

25. Essential Questions Technology
Some examples
Technology
How would our culture be different without computers?
Physical Education
What are the top three rules in basketball?  Why?
Art
What choices must a painter make before beginning a work?
Foreign Language
How is Spanish/French like and unlike English?

26. write some sample Essential Questions
In groups of 2 or 3,
write some sample Essential Questions
for your specific grade/content area.

27. Star 3 of the 10 tips that you want to incorporate into your lessons.
Share one of your choices.
Which of the 8 standards for mathematical practice are supported by your choices?
What would be evidence that this tip is being used effectively in your classroom?
Distribute the 8 practices.

28. Classroom Video 10 block chart
VIDEO: Real-World Geometry Lesson
Before beginning the video. Distribute the 10 block chart so teachers can take notes on what they see. You would also distribute the standards for the grade level so they can find the standard that is being taught.

29. What did you see in the video?

30. Which Common Core or Essential Standard standards were addressed in the video?
Are there other standards that could be addressed using this lesson?

31. Things to consider when planning a lesson.
What standard is addressed?
What should a student understand and be able to do?
What strategies will best accomplish the learning?
How will I know when they know it? What will I do if the don’t know it? What will I do if they already know it?
Distribute the lesson plan format.

32. Lesson Planning Use the outline you were given and plan a lesson.
The choices in each section are suggestions and you may want to add other choices to that.
Think about your students and how to address the differences by using certain choices.
10 minutes to plan
Make sure everyone has a lesson plan outline. The timer is a hyperlink and will work if the internet is working. Otherwise, just give them about 10 minutes to work through the plan.

33. Evidence
What evidence would you be able to supply to show the following were addressed in your lesson?
The standard you are teaching
UDL
The ten strategies
The eight practices
That students have learned what you are teaching them

34. Exit Ticket
Include the three strategies that you have decided to include in your lessons. What information would you like to have at future staff development? (November 6, and February 13)
Pass out tickets for the final activity. Take the tickets up and I will get them from you.