Raising Standards: High Expectations for All Ms. Debbie Downer - - PowerPoint PPT Presentation

Raising Standards: High Expectations for All

• Ms. Debbie Downer

Chief Academic Officer

Consider the following scenario:

(From Teaching Adolescent Writers by Kelly Gallagher, 2006, pg. 1-2)

What should you do?

Survival experts recommend only one of the following actions:

• A. Lie down and curl up, covering your head with your arms;
• B. Run directly at the bulls, screaming wildly and flailing your

arms in an attempt to scare them in another direction;

• C. Turn and run like heck in the same direction the bulls are

running (even though you know you can’t outrun them);

• D. Stand completely still; they will see you and run around you;
• E. Scream bad words at your spouse for insisting on a back-to-

nature vacation

• C. Turn and run like heck in the same direction

the bulls are running (even though you know you can’t outrun them).

Facts Concerning the Current Literacy Stampede

More information was produced in the last 30 years than in the previous 5,000 years COMBINED.

A weekday edition of The New York Times contains more information than the average person was likely to come across in a lifetime in 17th century England.

Information is doubling every 4 years!

The blogosphere is now doubling in size every 6

• months. It is 60 times larger

than it was 3 years ago.

The Internet is the fastest growing communications media in world history.

➢It took radio 38 years to reach 50 million users. ➢It took personal computers 16 years. ➢It took television 13 years. ➢It took the Web 4 years to reach 50 million users.

Meanwhile…. Getting into college is more competitive than ever! College Admissions Officers look at 4 criteria: Grade point average Involvement on the high school campus Involvement in the community Writing ability

Last year, UCLA turned down over 7,000 students who had a 4.0 GPS or higher (College Board 2006).

The New Gateway

The new SAT has eliminated the analogy

section and has replaced it with close readings and on-demand writing. Getting into good colleges now requires a higher level of reading and writing than ever before.

Nationally…

➢Only 31% of 8th graders and 24% of 12th graders performed at or above the proficient level of writing (NAEP) ➢Put another way: more than 2/3 of middle school students and ¾ of high school students lack proficient writing skills ➢At the proficient level, students can write at grade level, can apply their knowledge to real-world situations and can demonstrate analytical thinking.

In Georgia…

✓Only 25% scored at proficient on the NAEP writing assessment for 8th grade. ✓However, on the new Georgia Writing Assessment, 82%

• f 8th graders across the state scored at meets/exceeds.

In Rome City… ✓88% of 8th graders in RMS scored at meets/exceeds.

“The typical high school graduate doesn’t read on a Lexile level that will enable him/her to read a military manual.“ Barbara Neslin, Reading Consultant

At the same time… The job market is rapidly changing.

➢Unskilled jobs are disappearing. ➢80% or more companies and corporations assess writing during hiring. ➢½ of all companies take writing into account when making promotion decisions. ➢“You can’t move up without the writing skills.”

✓ The skills and knowledge required in the workplace are no longer very different from those needed for success in college. (Achieve, Inc., 2004) ✓ Only 32% of students who enter 9th grade and graduate four years later have mastered basic literacy skills and have completed the coursework necessary to succeed in a four- year college. (ACT, 2004)

Now, consider this scenario.

(From Teaching Adolescent Writers by Kelly Gallagher, 2006, pg. 3)

What should you do?

A. Go home, curl up on the sofa, watch a lot of HGTV, and hope the demands of the literacy stampede go away. B. Stare the Information Age in the face, screaming wildly and flailing your arms in an attempt to make it go away. C. Stand completely still. Pray that the Information Age will avoid your classroom. D. Scream bad words at your principal for expecting you to teach students in the shadow of a literacy stampede. E. Elevate your students’ reading and writing abilities to the point that they can run with the literacy stampede.

• E. Elevate your students’ reading and writing

abilities to the point that they can run with the literacy stampede.

“Under-developed literacy skills are the number

• ne reason why students are retained,

assigned to special education, given long- term remedial services and why they fail to graduate from high school.” Vincent Ferrandino and Gerald Tirozzi, the respective presidents of

the National Association for Elementary/Secondary Principals

GSE for Literacy in 6-12 Social Studies, Science, and Technical Subjects

• The new Georgia Standards of Excellence

(GSE) include content standards for reading and writing which need to be a part of Grades 6-12 social studies, science, and technical subjects.

• Professional Learning will be provided for all 6-

12 teachers of these subjects. The training will focus on using literacy strategies in order to help students successfully master the content of these subjects.

Running with the Literacy Stampede

All students will

graduate from Rome High School prepared for college or work.

TEACHERS MATTER!

Research shows that the classroom teacher is the single greatest factor to impact student achievement.

Academic Literacy Coaches LITERACY

• Mrs. Kay Scherich

Anna K. Davie Elementary

• Mrs. Merideth Lawson

East Central Elementary

• Mrs. Jackie Weed

Elm Street Elementary

• Mrs. LaSaunda Mullinax

Main Elementary

• Mrs. Haley Ferguson

North Heights Elementary

• Mrs. Jennifer Uldrick

West Central Elementary

• Mrs. Tiffany Abbott-Fuller

West End Elementary

• Ms. Cindy Smith

Rome Middle School

• Dr. Ellen Brewer

Rome High School

Academic Math Coaches

MATH

• Mrs. Samantha Lindsey

Anna K. Davie Elementary

• Ms. Patty Acree

East Central Elementary

• Mrs. Beth Williams

Elm Street Elementary

• Mrs. Jessi Pressley

Main Elementary

• Mrs. Natalie Hall

North Heights Elementary

• Mrs. Stephanie Meadows

West Central Elementary

• Mrs. Kinga Rowell

West End Elementary

• Mrs. Jennifer Vaughn

Rome Middle School

• Mrs. Miranda Styles

Rome High School

Office of Curriculum, Instruction, and Professional Learning

• Ms. Debbie Downer, Chief Academic Officer

ddowner@rcs.rome.ga.us

• Mrs. Cassie Parson, Literacy Coordinator

cparson@rcs.rome.ga.us

• Mrs. Dana Smith, Math Coordinator

dhsmith@rcs.rome.ga.us

• Mrs. Holly Amerman, Gifted/STEM Coordinator

hamerman@rcs.rome.ga.us

• Mr. Jeff Hargett, Instructional Technology Coordinator

jhargett@rcs.rome.ga.us

• Mrs. Terrie Ponder, Instructional Technology Specialist

tponder@rcs.rome.ga.us

• Mrs. Kerri Chatman, Secretary

kchatman@rcs.rome.ga.us

Striving Reader Comprehensive Literacy Grant

3.4 Million Dollars

Striving Reader Grant Goals

• Goal One: Increase student outcomes so that students

are college and career ready upon graduation.

• Goal Two: Use data-driven, data-based decision

processes to drive instruction.

• Goal Three: Adopt and implement

a formal system-wide literacy plan from birth through grade 12, based

• n Georgia’s state literacy plan.

Grant Objectives: Instructional Resources

• Provide literacy resources for teachers and students

to assure access to materials and technology for research projects and interdisciplinary literacy instruction to support reading, writing, listening, speaking and viewing skills required for the implementation of Common Core GPS/now GSE.

• Provide students access to leveled texts that match

Lexile reading scores.

Grant Objectives: Assessment

• Acquire and use a variety of formative assessment tools

that teachers will use to adjust and inform instruction.

• Assessments include:
• Scholastic Reading Inventory (SRI)
• Scantron Achieve Series (High School)
• DIBELS Next (K-5)
• Pre-K Assessments:
• PALS (Phonological Awareness Literacy Screening)
• PPVT (Peabody Picture Vocabulary Test)

Grant Objectives: Technology and Training

• Increase student motivation and knowledge of

technology by providing Tier 1 access to hand-held technology and eBooks.

• Providing training/monitoring that

will ensure all teachers are consistently and appropriately providing technology rich applications in the classroom.

Grant Objectives: Professional Learning

• Deepen Reading/Writing/English teachers’ knowledge

and skills in teaching reading/writing to meet the demands of GSE.

• Deepen Science/Social Studies/CTAE teachers’

knowledge and skills in teaching content literacy to meet the demands of GSE.

• Train math teachers on integrating writing strategies into

mathematical practice.

• Train literacy coaches and media specialists on the

technical aspects of iPad usage.

• Train teachers, principals and literacy coaches on the

instructional aspects of iPad usage.

How Full Is Your Bucket? By Tom Rath and Donald O. Clifton By Tom Rath and Mary Reckmeyer

A study, conducted by Dr. Elizabeth Hurlock in 1925, was designed to explore what would happen when fourth- and sixth-grade students in a math class received different types of feedback on their work. Hurlock wanted to find out if it was more effective to praise, criticize, or ignore

• students. The outcome was to be determined by

how many math problems each student had solved 2, 3, 4, and 5 days later.

How Full Is Your Bucket?

…The students who were praised

experienced a major improvement after Day 2 that was sustained through the end of the study. By the fifth day of this experiment, the group that received praise showed unequivocally stronger performance than the other study groups. The

• verall improvement by group was:

– Praised 71% – Criticized – 19% – Ignored – 5%.

How Full Is Your Bucket?

• We experience approximately 20,000

individual moments per day.

• The Magic Ratio: 5 positive

interactions for every 1 negative interaction.

Rome City Schools New Teacher Orientation 2015-2016

Cassie Parson, Dana Smith, and Holly Amerman

Rome City Schools, Curriculum Coordinators

Breakout Sessions

• High School Teachers- E11
• Holly Amerman
• Middle School Teachers- E12
• Dana Smith
• Elementary School Teachers- E1
• Cassie Parson

Topics…

–Expectations of RCS Employees –Effective Classroom Management –Rigor, Relevance and Relationships –Effective Lesson Planning –The Standards Based Classroom & Best Practices –Professionalism, Motivation and a Teacher’s Influence

EXPECTATIONS OF ROME CITY SCHOOLS EMPLOYEES

Module 1

Our Mission

All students will graduate from

Rome High School

prepared for college or work.

BE ROME

We Are Rome!

• Our enrollment reached 6000 students last

year.

• We are a majority minority system with 72%
• f our students identify themselves as non-

white.

• We are a Title I system with 70% of our

students qualifying for free/reduced lunch.

• 10% of our students are ELL students.
• 6% of our students are designated homeless.
• 8% of our students attend on tuition.

Rome Proud

In 2012, Rome Middle School earned one of the highest scores possible on the CCRPI.

• In 2015, RHS’ four-year cohort graduation rate was OVER

90%.

• In 2013, our SAT scores were the 4th highest in Georgia.
• In 2015, for the 5th time in seven years, Rome High School

was named one of our nation’s best high schools by US News and World Report.

• In 2015, 74 RCS students were named AP Scholars.

Why Rome?

Rome Home

Expectations of new Rome City Schools Employees

The three R’s – Rigor

• r,

, Relevan levance, ce, and d Rela lations tionshi hips ps ➢Students and their families first ➢Maintain a positive and professional demeanor ➢Cultivate and possess an attitude of excellence ➢Emphasize quality standards-based curriculum in a learner- focused environment ➢Ask questions and seek help

Rome City Schools, A Step Above the Rest

➢ Outstanding Teachers ➢ High Expectations for all students ➢ Clear Procedures and Routines ➢ Supportive Administration, Academic Coaches, Team Leaders, and Colleagues

Tell us a little about yourself...

• Name
• School
• Subject area/grade level OR what

you will be doing at your school

• Years in education and/or where

you went to college

• One thing you don’t mind the group

knowing about you

RCS’ 20/20 Vision

• Read individually and make notes as

you read:

• In what ways do you think your instruction will

support these strategic objectives?

• Is there anything included that is new to you?
• Record other thoughts/questions.

EFFECTIVE CLASSROOM MANAGEMENT

Module 2

Positive Reinforcement PBIS

• System-wide focus for 2015
• Discuss with those at your table examples of

positive reinforcement – what you do or what you have observed someone else doing.

• Positive Reinforcement vs. Discipline

– Difference – Benefits of each

• Examples:

– Wolf Bucks – Star on the Board – Positive Redirection – Moving Clips

Compare/Contrast

Positive Behavior Support vs. Discipline

School and Teacher Effectiveness Impact on Learning Entering School at 50th Percentile Type of School and Type of Teacher Percentile After 2 Years Ineffective school and Ineffective teacher 3rd Effective school and Ineffective teacher 37th Average school and Average teacher 50th Ineffective school and Effective teacher 63rd Effective school and Average teacher 78th Effective school and Effective teacher 96th

RIGOR, RELEVANCE AND RELATIONSHIPS

Module 3

“Leadership for

Engaged Learning: Rigor, Relevance, and Meaning for Students and Their Teachers” … John Antonetti …

The BEST Lesson

Write down the BEST lesson you have ever taught…

• OR -

…the BEST lesson you have ever been taught. Share with those near you.

Ponder these…

• What was the role of the teacher?
• How many of you described the best

lecture the teacher ever gave?

• What was the role of the students?
• How many of you had movement?
• How many of you were challenged in

your thinking?

• How many of you had the students

involved in the lesson?

The last activity was an example

• f an…

Anticipatory Set Advanced Organizer Activating Strategy

(This should be done PRIOR to the standard being stated. It provides the hook

• r the fly paper for the new learning or

the new memory to stick to…) Here comes another example…

On the next slide, look at the

three pictures and make a list

• f all of the words that come

to mind that these photos have in common.

• 1. With your group, discuss what you have

written down. Notice what you have that is similar. Are there any in your group that are really different?

• 2. What did your group have in common?
• 3. Write 5 words to describe the size of all of

these.

• 4. The word I need you to know is massive:

Give me 5 words that massive means.

• 5. Next write a word that would come in the

blank: The massive ________________. Who was doing the thinking in this activity?

Rigor

This is defined as curriculum that challenges all learners to demonstrate depth of understanding.

…that which causes students to think, to reason, to analyze, to prove

What about Relationships?

• The number 1 thing students said that causes them

to be engaged is: The teacher likes me.

• The number 2 thing is: The teacher loves what

she does.

• Think about this…When a student feels

embarrassed, wrong, or wronged, they can not learn for 20 minutes.

• For someone else in the room, not directly

affected, that student’s brain will shut down for 8- 10 minutes.

What I want for my children?

Take a moment a write down three things that you want for your children.

In each of the activities today, who was doing the thinking? John Antonetti says there is a difference between students being “on task” and students being “engaged in the learning.” Unless students are thinking, they are not truly engaged.

Customer Service in the Classroom Disney Style

Di Disney ey Cla lass ssroo room Safety Safety Courtesy Relationships Show Learning Efficiency Efficiency

Every Life Has a Story

THE STANDARDS BASED CLASSROOM AND BEST PRACTICES

Module IV

Parts to a Standards-based Classroom

Standards-based Assessment Standards-based Instruction Standards-based Structures Practices and Procedures

Standards-Based Instruction feels like?

“Kids enjoy classes like shop, gym, and band because there’s a premium placed on doing the activity rather than talking about it. Workshop embraces that same premise.”

• -Ralph Fletcher, Writing

Workshop: The Essential Guide, p.2

Predictable Classroom Structures

“It is significant to realize the most

creative environments in our society are not the ever-changing ones. The artist’s studio, the researcher’s laboratory, the scholar’s library are each deliberately kept simple so as to support the complexities of the works-in-progress. They are kept predictable so that the unpredictable can happen.”

Lucy Calkins, Lessons From a Child, 1983

Standards-based

Practices and Procedures

“PREDICTABLE” Classrooms What does the research tell us? Many students’ lives are not predictable. Some aren’t sure who will be at home….if someone will be at home. There is no routine for doing homework or getting help. Life might be chaotic. As educators we cannot control these

• environments. We CAN control the environment
• f our classroom. When students know what

happens and when it happens every single day in

• ur classrooms, those very procedures can

provide a sense of security in students’ lives….if

• nly for an hour or two.

What routines do you plan to establish during the first two weeks of school?

Write down your thoughts…

Teaching students to interact in

civil and polite ways…

Think about:

• How do we/ When do we: Get in line, Take turns, Raise our hand,

Share materials, Help one another

• Levels of Voices: Class voices, Hallway voices, Conference voices,

Discussion voices, Presentation voices

• Building a Community of Learners
• Civil words - Excuse me, May I, Thanks, Please, Could you help me? I

think I heard you say, I’m not sure I agree with that statement. Civil actions - Show compassion for others at all times…. Look at people when they are talking, Raise hand to speak, Ask for help

• r to borrow items, Stay in your space, Accept differences in other

people Accountability: Students hold each other responsible for the practices in this room

Materials

(suggestions only)

• How does the room arrangement support the

learning?

• Writing & Reading Notebooks for each student
• Paper, Pencils, Pencil sharpener – How does one

get things done?

• Tissues- How and when may I blow my nose or

throw away trash?

• Classroom library – When may I peruse the

library?

• Writing Folders - Two writing folders per student:
• Works-in-Progress Folder
• Finished Work Folder
• How and when do I get my folder?

What does an effective teacher’s classroom look like?

• There is little or no down time
• Procedures and routines are evident and consistent
• The teacher's rapport with students is evident
• The classroom is well organized
• The teacher is well prepared for each lesson
• The lessons relate to real life and are student oriented
• Transitions are smooth
• The teacher moves around the room frequently
• Incorrect responses from students are dignified by the

teacher

• The teacher models skills for students
• The students are actively involved in all lessons
• The atmosphere is comfortable and pleasant with lots
• f smiles and encouragement

Effective Teaching Practices

(Look at the words below. Think of a teacher you have seen exemplify one of the following

• r a practice you have, share your thoughts

with those at your table.)

• Expectations
• Model
• Consistent
• Variety
• Positive Reinforcement
• Planning

The Workshop Model

Work Time Closing Opening

Opening Lesson

The opening lesson is a focused lesson regarding the

• standard. The lesson focuses on either a process, a skill,
• r a procedure for rituals and routines.

Work Time

Students are using the strategy/skill they learned in the opening lesson. Students also reference the artifacts/charts in the room when they have a

• question. Students become more independent

learners in the workshop.

Conferencing

Teachers and students are involved in

• conferences. Students may also participate

in peer conferences during the work time.

Conferencing: Teacher Responsibilities

➢Listen to what the student says. ➢Look at the student as you speak. ➢Ask questions that help the student think about his/her work. ➢Take notes. ➢Guide the student in setting specific goals.

Conferencing: Student Responsibilities

➢Come with the things you need. ➢Be prepared to discuss your work with the teacher. ➢Look at the teacher as she speaks. ➢Listen to what the teacher says. ➢Think! ➢Ask questions. ➢Walk away with a specific goal. ➢Come back for another conference if you need

• ne.

Small Group Instruction

The work time is also a time to meet with a small group for guided instruction.

Closing

Students share their work and receive meaningful feedback from their peers.

Writers and Readers Need Regular Chunks of Time:

Author’s Chair (10 10 min.)

• Students Share
• Read Around
• Tie to Lesson

Mini-Lessons (10–15 min.)

• Instruction
• Skills
• Strategies
• Craft
• Procedures

Work Time (40 min.)

Writing Independent Reading Planning

Guided leveled reading

• Drafting Words Their Way
• Revising Road to the Code
• Editing Road to Reading
• Publishing Quick Reads
• Genre Studies
• Writing/Reading Conferences
• Response Group

So Socia ial St Studie udies and Sc Scie ience ce Non-fic icti tion texts ts

Time to Teach Time to Work Time to Share

Opening

(10 minutes)

• Presentation of task
• Students asking

questions to clarify task instructions

Work Time

(30 minutes)

• Students actively engaged in task either

solo, with a partner, or in a group

• Focused math groups
• Teacher making notes of common errors

and/or different strategies Closing (15 - 20 minutes)

• Students share solutions and

strategies

• Clarification of any confusion
• r errors
• Connections between

different strategies and content areas

• Emphasis on accountable talk

Mathematicians Need Regular Chunks of Time:

Scientists and Historians need Regular Chunks of Time:

Author’s Chair (10 10 min.)

• Students Share
• Tie to Lesson

Opening (10–15 min.)

• Instruction
• Anticipatory Set
• Close Reading
• Discussion
• Directions for task
• r experiment

Work Time (40 min.)

• Performance Task/Experiment
• Gro

roup work

• rk
• Te

Teacher will be confere rencin ing g with ith stu tudents ts

• Response Groups
• Writi

Writing g to

• sou
• urc

rces

• Re

Research

• So

Socia ial St Studie udies and Sc Scie ience ce Non-fic icti tion texts ts

Time to Teach Time to Work Time to Share

Artifacts –

the tangible supports that assist in student learning

• Posting the standards
• Focused lessons tied to the standards
• Specific studies around topics or genres
• Anchor charts produced by you and your students together

(not pre-made)

• Room arrangement conducive to learning
• Classroom Library
• Word Wall
• Student Work displayed
• Useable print –

What in the room can students use to help themselves?

• Large 3-ring binder for your conference

documentation

Reading Anchor Chart

Science Opening Lesson with Anchor Chart

Reading Opening Lesson with Anchor Chart

Writing Anchor Chart

Artifacts from Math Workshop

Word Wall

The 5 Principles of Teaching

❑ The teacher matters.

❑ Focused teaching promotes accelerated learning. ❑ Clear expectations and continuous feedback activate learning. ❑ Good teaching builds on students’ strengths and respects individuals’ differences.

❑ Good teaching involves modeling what

students should learn.

Powerful Knowledge

Standards tell us: 1.What a student should know 2.What a student should be able to do

• 3. The level of performance that is

expected and “How do I know if my work is Good Enough?”

A “Thinking Curriculum”

Students should be able to talk about, write about and draw about what they

• know. Not only should

they be able to tell how they arrived at their thinking, but why they arrived at that thinking.

Standards-based teaching requires a Learner-focused mentality

Rather than emphasizing what the teacher taught, the emphasis is on WHAT THE STUDENT LEARNED.

– What do we want each student to learn? – How will we know when each student has learned it? – How will we respond when a student experiences difficulty in learning? → RTI and the Pyramid of Interventions

HOW DO YOU LEARN AND REMEMBER BEST?

Teaching Methods and Retention Rate (Kay Burke)

Average Retention Rate after 24 hours

Teach Others/Immediate Use of Learning Practice by Doing Discussion Group Demonstration Audio-Visual Reading Lecture 90% 75% 50% 30% 20% 10% 5%

How to make this work in your classroom

https://www.teachingchannel.org/videos/teaching-declaration-of-independence

WHAT SPECIFIC THINGS CAN I DO IN MY CLASSROOM TO MAKE IT MORE STANDARDS-BASED SO THAT ALL CHILDREN CAN BE SUCCESSFUL?

READ, WRITE, TALK

One specific strategy that you can use in your Standards-Based Classroom that will raise standards and enhance all students’ comprehension of content. This thinking strategy will also help students meet the high expectations on standardized tests like the Georgia Milestones.

Annotated Reading Strategy

“Those who do the talking, do the learning.”

Students should be richly engaged in activities where they can talk about what they are learning.

Ticket out the Door

• List one thing you learned

today.

• List one thing you were

reminded of today.

• List one thing you want to know

more about. Any questions??

(Feel free to talk with me after the session

• r to write your name on your paper.)