Nuts and Bolts

Nuts and BoltsJanuary 3 and 4, 2013

Pontotoc City School District

believes LEARNING is a priority, a

need, and a desire. To be successful, we must nurture a

learning community that allows everyone to participate in

trusting, respectful relationships. Together, we are committed to

Reaching Higher Levels of Learning.

ChangeWhy?Students are not adequately

prepared for college or career with current standards

College and Career Readiness standards require a change in both teaching strategies and learning strategies

Survival AnxietyCling to old, Increases rigor for

teachers and studentsLeads to defensiveness and resistance

due to pain of having to UNLEARN and RETHINK

StagesDenial – won’t happenScapegoating and Passing the Buck –

others fault, I’m retiringMaking Excuses and Guilt – my kids

can’t do it, I don’t have time, it’s not developmentally appropriate

Addressing FearsAs much as we fear the new…we are

more afraid of giving up the oldUnderstand it is not only necessary, it

is requiredIt is best for studentsTo maintain change there must be a

constant pushPositive, open communication

Specifically, how as a district?CollaborationProfessional Learning Communities –

learning community with a focus on and a commitment to the LEARNING of all students

Using data/results to determine next steps

Focus on continuous improvementContinued focused professional

development

Specifically, how as a teacher?

Design units and lessons that require students to think

Create opportunities to actively engage all students in each lesson

Make good decisions about texts used in class, stressing thematic connections and text complexity

Use effective questioning to create discussions WITH and BETWEEN STUDENTS

Teach the concept of argument in all content areas

Conditions for Successful Implementation

Vision Skills Incentives

Resources

Plan Sustainable

ChangeSkills Incentiv

esResource

sPlan Confusion

Vision Incentives

Resources

Plan Anxiety

Vision Skills Resources

Plan Resistance

Vision Skills Incentives

Plan Frustration

Vision Skills Incentives

Resources

Treadmill

ComponentsKnoster, T. , Villa, R., & Thousand, J. (2000)

Vision - The “Why are we doing this?” to combat confusion

Skills – The skill set needed to combat anxiety

Incentives – Reasons, perks, advantages to combat resistance

Resources – Tools and time needed to combat frustration

Plan – Provides the direction to eliminate the treadmill effect

Components for PCSDVision – Learning

Skills – Madeline Hunter’s Lesson Plan Design, Marzano’s 9 Instructional Strategies, CCSS, Bloom’s Taxonomy

Incentives – Expectations, Reasons why we do what we do, Data, Importance/Emphasis

Resources – Materials, supplies, training

Plan – CLI, Direction, Goals

Conditions for Successful Implementation

Vision Skills Incentives

Resources

Plan Sustainable

ChangeSkills Incentiv

esResource

sPlan Confusion

Vision Incentives

Resources

Plan Anxiety

Vision Skills Resources

Plan Resistance

Vision Skills Incentives

Plan Frustration

Vision Skills Incentives

Resources

Treadmill

DataState Model

QDI – District 199 (B) MetDT Cox – 207 (A) - MetPMS – 197 (B) - MetPJHS – 206 (A) MetPHS – 180 (C) – Not Met

Growth – See above5-Yr. Graduation Rate – 81.8High School Completion Index – 228ACT – English 18.9/18.6 Math 19.2/18.3

Reading 19.5/18.9 Science 19.6/18.7Composite 19.4/18.7

College and Career Ready – 15%/11% (all 4 areas)

DataFederal Model

Attendance Rate – 95% - MetAMO Subgroup Data – Reading/Language

ArtsSubgroups Numbers Achievement Index

AMO

All Students 1193 84 85IEP Students 94 57 63

ELL 45 68 73Economically Disadvantag

ed

629 78 79

Asian 8Black 355 76 77

Hispanic 76 80 84Native

American0

White 748 88 89

DataFederal Model

AMO Subgroup Data – Math

Subgroups Number

sAchievement Index AMO

All Students 1181 90 91IEP 92 70 72ELL 45 79 82

Economically Disadvantage

d

620 86 87

Asian 8Black 346 84 85

Hispanic 76 86 90Native

American0

White 745 94 94

COMMON CORE STATE STANDARDS

Over the last few decades, textbook reading levels have decreased.

K-12 reading is more narrative in nature than informative, which is what is required in college and the workplace.

K-12 reading content is not very challenging.

K-12 teachers give students a great deal of coaching and support. Standard says “independently and proficiently” at most levels.

COMMON CORE STATE STANDARDS

To LearnAdults have to hear it 8-10 timesKids have to hear it 17-21 times

To get a jumpstart on the math, read the summary at the beginning of each grade level.

Develop a plan that can be duplicated regardless of the content. Use it consistently.

Emphasis on students leaving high school college and career ready.

College and Career Readiness Anchor StandardsLiterate Individual – at every grade

level:Demonstrate independenceStrong Content knowledgeRespond to varying demands of

audience, task, purpose, and discipline

Comprehend, as well as critiqueValue evidenceUse technology and digital media

strategically and capablyUnderstand other perspectives and

cultures

College and Career Readiness Anchor Standards

Four StrandsReading - Literature (RL), Informational (RI)

WritingSpeaking and ListeningLanguage

College and Career Readiness Anchor Standards

ReadingNon-fiction reading is important and should

be used in all subject areas.4th grade – 50% Literary 50%

Informational8th grade – 45% Literary 55%

Informational12th grade – 30% Literary 70% Informational

Literary Texts – Fairy Tales, Folklore, Historical Fiction, Poetry, Drama, Fictional Novels

Informational Texts – Newspapers, Magazines, Technical Manuals, Historical Non-fiction, Science, Biographies

College and Career Readiness Anchor Standards

ReadingText complexity is important.Students must be exposed to reading above

their current reading level to help them grow.Students are expected to use what has been

read to answer questions and prove or justify their answers

Teachers must ask questions that require students to refer to text to find answers. Inductive reasoning should be required as students progress.

College and Career Readiness Anchor Standards

WritingTypes and purposes

Arguments are used to support claims using evidence and supporting details. (Persuasive)

Informative/Explanatory writing is used to convey complex ideas.

Narratives are used to develop real or imagined events or experiences, base on text read.

4th grade – 30% - 35% - 35%8th grade – 35% - 35% - 30%12th grade – 40% - 40% - 20%

College and Career Readiness Anchor Standards

WritingUse short and sustained research projects

based on specific questionsAssess of credibility of resources and integrate

information found without plagiarizingUse evidence to support analysis, research or

reflectionsWrite over both short and sustained

timeframes for a range of tasks, purposed, and audiences

College and Career Readiness Anchor Standards

Speaking and ListeningMust begin in Kindergarten and continue

through graduationMust collaborate with others to prepare

and present information to an audienceMust learn to critique presentations of

othersMust develop and organize effective

argumentative and informative presentations.

College and Career Readiness Anchor Standards

Speaking and ListeningMust use multiple resources, both

written and digitalMust learn to use language and word

choice appropriatelyTeacher models are very important

and students must have the opportunity to practice

College and Career Readiness Anchor Standards

LanguageMust demonstrate knowledge of appropriate

English when both writing or speakingMust use language to clarify meaning of

words and to convey thoughts appropriatelyMust use language to acquire a wide range

of vocabulary, both general and domain specific

Common Core State Standards

Reading/Language Arts – Appendix AText ComplexityLexile Level IncreasesReading Standard 10 ProgressionAgrumentative WritingRead-AloudsVocabulary Acquisition

Tier 1 – general, everyday wordsTier 2 – general, academic words used in

multiple content areasTier 3 – content area specific words

Common Core State Standards

Reading/Language Arts – Appendix B and CText Exemplars by grade level – BPerformance-based tasks – BWriting Samples – C

InformativeArgumentNarrative

Common Core State Standards

AssessmentsResearch shows that when curriculum is

well articulated and aligned to assessments, and when school leaders monitor the extent to which it is actually covered, the measureable impact – or effect size – of such strategies is 31 percentile points in student achievement.

Marzano, 2003

Common Core State Standards

AssessmentsTexts worth readingQuestions worth answeringBetter standards demand better questioningFidelity to the standards

Common Core State Standards

What’s important in Reading/Language Arts:Text Complexity

Focused Vocabulary – Tiered VocabularyReading and Writing that is grounded in textBuilding knowledge through content-rich nonfiction

What’s important in Math:Assessed by label – Major – Supporting – AdditionalGrades 3-5 – no calculator, fluencyGrades 6-8 – calculator embedded in technologyGrade 8 – scientific calculatorHS – TI-84 embedded in technology

Common Core State Standards

www.corestandards.org

www.parcconline.org

www.parcconline.org/samples/item-task-prototypes

www.smarterbalanced.org

www.achieve.org

www.achieve.org/achieving-common-core

What Do We Know….Exposure to high levels of authentic

intellectual work are associated with gains in standardized test scores.

Students exposed to high quality assessments had 20% higher gains than the national average.

Students exposed to low quality assignments had gains 25% lower that the national average.

Student demographics were not associated with exposure to quality assignments.

Academic rigor is accomplished by increasing the complexity of thinking in

course content, instruction, and assessment.

Course ContentContent Acquisition (Learning Progressions)Appropriate leveled text for the challenge

InstructionActivities promoting critical thinkingCommunication building relevanceApplying integrated ideasApplication of conceptsPromote responsibility

AssessmentAligned to instructional targetsEngages with academic contentRequires extended, elaborated responses

What’s next?

As a district…………..CollaborationProfessional Learning Communities –

learning community with a focus on and a commitment to the LEARNING of all students

Using data/results to determine next steps

Focus on continuous improvementContinued focused professional

development

As a teacher…………Design units and lessons that require

students to thinkCreate opportunities to actively engage all

students in each lessonMake good decisions about texts used in

class, stressing thematic connections and text complexity

Use effective questioning to create discussions WITH and BETWEEN STUDENTS

Teach the concept of argument in all content areas

How?Close Reading - Deep Reading - Frontload

Be strategic with what you do

Ask questions that force students to use text

Ask text dependent questions

Practice – try things to see if they work – SHARE

Use exemplars and examples

Go slow to teach more

Model vocabulary usage

Expect ALL students to learn at the highest level

Pontotoc City School District

believes LEARNING is a priority, a

need, and a desire. To be successful, we must nurture a

learning community that allows everyone to participate in

trusting, respectful relationships. Together, we are committed to

Reaching Higher Levels of Learning.