Rigor Relevance Relationships Central Dauphin School Board - - PowerPoint PPT Presentation

Rigor Relevance Relationships

Central Dauphin School Board Meeting, March 26, 2018

21st Century Reading, Writing, Thinking and Problem Solving

RIGO R RELEVAN CE RELATIONSHI

21st Century Reading, Writing, Thinking and Problem Solving

Apply across disciplines Real World - Predictable Real World - Unpredictable Knowledge in

• ne discipline

Application in

• ne discipline

“Relevance refers to learning in which students apply core knowledge, concepts, or solve real-world problems. Relevant learning is interdisciplinary and contextual. Student work can range from routine to complex at any grade and in any subject. Relevant learning is created, for example, through authentic problems

• r tasks, simulation, service learning, connecting concepts or current

issue, and teaching others.”

Learning Environments p. 13

RELEVANCE

Knowledge Analysis Evaluation Synthesis Application

Comprehension

RIGOR

“Rigor refers to academic rigor - learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation, or creativity.”

Learning Environments p. 10

Knowledge Analysis Evaluation Synthesis Application

Comprehension

Rigor/Relevance Framework

Apply across disciplines Real World - Predictable Real World - Unpredictable Knowledge in

• ne discipline

Application in

• ne discipline

Rigor/Relevance Framework

RIGO R RELEVAN CE RELATIONSHI

21st Century Reading, Writing, Thinking and Problem Solving

RIGO R RELEVAN CE RELATIONSHI Performanc e Tasks Writing Close Reading

21st Century Reading, Writing, Thinking and Problem Solving

PERFORMANCE TASKS

What is it?

A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and

• proficiency. Students create a product and/or performance that serves

as evidence of learning. So what does that actually mean… it means that students are expected to complete a rigorous learning activity to apply what they have learned from a unit of study to a real-world and relevant situation.

Why do it?

Performance tasks allow students to show what they have learned in an authentic situation that enables them to demonstrate their level of knowledge and understanding.

PERFORMANCE TASKS

Rigor:

In order to complete a performance task, students are required to use several of the following skills: apply, analyze, synthesize/create, and evaluate.

Relevance:

Performance tasks require students to apply the content knowledge they have been taught in order to solve a real-world problem.

Relationships:

Students build relationships as they learn to work together to complete performance tasks. By building relationships with her students, a teacher is able to craft performance tasks that are not only relevant to the time and world we live in but also are relevant to the interests of her

• students. Performance Tasks may be differentiated by student skill

level and interests.

Performance Tasks in Special Education

By: Matthew Treece Chambers Hill Elementary School Supplemental/Full-Time Learning Support Grades 3-5

Supplemental/Full-time Learning Support

• Students in the SFLS classroom are educated using the alternative

standards, supplemental curriculums, and are PASA test takers.

• The classroom is comprised of students with low incidence

disabilities such as intellectual disability.

• Students are included with regular education peers for lunch,

recess, specials, field trips, and selected academic areas depending

• n the individual needs.
• Class size ranges from 10-15 to ensure small group instruction for

all content areas.

Professional Development

• As a teacher at Central Dauphin I have had the opportunity

to receive training in Learning Focused Schools, RRR and Performance Based Learning, Various Research Based Alternative Curriculums, and Teaching the 21st Century Learner.

• The latest trainings that I have received through professional

development involve technology in the classrooms using performance tasks. They have enhanced my growth as a teacher of special needs students.

A few examples of RRR utilizing technology in the SFLS Classroom

• Google Slides Presentations
• Kahoot challenges (Informal

Assessment) reinforcing thematic unit material

• Paragraph writing using Google

Docs

• Nearpod lessons that include

Virtual Trips to places around the globe

21st Century Special Education Student

• SFLS students are not only more engaged when using

technology but exhibit better classroom performance and behavior

• The rigor, relevance, and relationship integrated with the

performance tasks have positively impacted student’s PASA scores enough that it contributed to the overall increase for the School Performance Profile for Chambers Hill Elementary School.

• Students in my classroom have learned to share documents

and presentations in a cloud based classroom with myself, supervisor’s, and our director instantly.

PERFORMANCE TASKS

7th Grade

Old school vs. GRASPS Performance Task G: Real-world Goal R: Real-world Role A: Real-world Audience S: Real-world Situation P: Real-world Products/Performances S: Standards for Success (Rubric or Scoring Guide)

PERFORMANCE TASKS

7th Grade

Concept: Solving Problems with Unit Rates Traditional Problem: Find the unit price.

• 1. 3 pounds of ground beef cost $14.55

PERFORMANCE TASKS

7th Grade

Concept: Solving Problems with Unit Rates Performance Task: The members of the PTA have decided they want to raise money for the school by selling cheeseburgers. They have asked you to help by figuring out the costs involved and report back to them. Their goal is to make a profit of $1 on each cheeseburger sold. Part A: Students make choices on type of rolls ($ for 8-pack), size of beef in each burger by ounces, and regular slice or thinly sliced cheese (weight by ounces) Part B: They use proportional reasoning, conversions, and unit rates to find the cost to make one cheeseburger and selling price Part C: They write a summary report explaining their findings.

PERFORMANCE TASKS

7th Grade

Old school vs. GRASPS PT G: Real-world Goal: Figure out costs of a fundraiser, including profit R: Real-world Role: Helping out the PTA A: Real-world Audience: The PTA S: Real-world Situation: Fundraiser P: Real-world Products/Performances: Calculating costs of a fundraiser; Summary report of their findings S: Standard for Success: Scoring guide

PERFORMANCE TASKS

Training from Math Solutions

• Encouraging students to think things through
• Not giving them all the answers right away
• Part of learning math comes from struggling through it
• Conceptual Understanding
• Not just teaching short-cuts
• Example: Functions - Vending Machine
• Talk Moves: Revoicing, Repeating, Reasoning, Adding On, Waiting
• Was it worth it?

REFLECTIVE WRITING

What is it?

Reflective writing is writing that is formal or informal about a subject matter after it has been presented by the teacher, in literature, or other media, using emotions, memories, or thoughts. Reflective writing is

• ften used as a reaction to what has been taught, read, or experienced.

It can be used to determine key points, or to form new ideas about a subject.

Why do it?

Reflective writing is a key strategy that can help improve writing by helping students make thoughts more developed and precise, as well as enhance their critical thinking.

REFLECTIVE WRITING

Rigor:

During reflective writing, students employ metacognition. In other words they need to think about their thinking. This act requires students to analyze, synthesize, and evaluate.

Relevance:

Reflective writing provides students with the opportunity to think about how the content they are learning is relevant in their lives and the world around them. It also provides students with time to evaluate their own learning in order to set goals for themselves and make plans to reach these goals.

Relationships:

As teachers review students’ reflective writing, they gain insights into the thinking of their students. This helps teachers learn the thoughts and feelings of students that then can be used to create lessons that student find more engaging and relevant.

REFLECTIVE WRITING

Stephanie Hanna 3rd Grade Teacher Paxtonia Elementary

RRR Training and Presenting

Central Dauphin School District Training

Close Reading Cohort: 2- Close Reading Cohort: 3- Reflective Writing Vocabulary Strategies Guided Centers Cohort: 6 Close Reading and TDA Instruction Vetted Articles and Lesson Plans 3rd Grade ELA Curriculum Writing

REFLECTIVE WRITING

Reflective Writing

Students work on reflective writing BEFORE, DURING, AND at the END of lessons. Students work on reflective writing across ALL content areas. Students reflective writing responses are utilized in Text Dependent Analysis Essays.

REFLECTIVE WRITING

Reflective Writing

Students are given opportunities to reflect on past experiences and make connections in content through written responses. Students are able to EVALUATE, ANALYZE, draw CONCLUSIONS, and develop an ACTION PLAN from reflective writing responses. Students enjoy sharing reflective writing responses with the classmates and peers.

REFLECTIVE WRITING

Reflective Writing

Teachers utilize reflective written responses to drive relevant, engaging instruction. Teachers analyze reflective written responses to prioritize instruction. Teachers differentiate instruction to meet the NEEDS of ALL learners.

REFLECTIVE WRITING

CLOSE READING

What is it?

Close Reading is a reading protocol in which students engage in multiple readings of a complex text for the purpose of examining what the text says, what it means, and how it works.

Why do it?

Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences, the order in which sentences unfold, and the development of ideas over the course of the text. This ultimately leads students to arrive at a deeper understanding of the text as a whole.

CLOSE READING

Rigor:

During close reading, students read and engage with rigorous and complex texts. The teacher poses questions and prompts of increasing complexity to build students’ thinking from recall and comprehension to application and evaluation.

Relevance:

The texts, questions, and discussion prompts used during close reading are selected because of their relevance to the course content as well as the students’ lives and their connections to the real world.

Relationships:

Having discussions about the content of the close reading articles provides students with the opportunity to share their insights and feelings concerning real world problems and situations. In order for the students to engage in real conversations, teachers must build trusting, supportive, reciprocal relationships with their students.

CLOSE READING

Money- PA Core Math Standards start in 2nd grade, will eventually be tested in 3rd grade and up.

CC.2.4.2.A.3- Solve problems and make change using coins and paper currency with appropriate symbols. CC.2.4.3.A.3- Solve problems and make change involving money using a combination of coins and bills. CC.2.4.4.A.1- Solve problems involving measurement and conversions from a larger unit to a small unit. CC.2.1.7.D.1- Analyze proportional relationships and use them to model and solve real-world and mathematical problems. CC.2.2.7.B.3- Model and solve real-world and mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. CC.2.2.8.B.2- Understand the connections between proportional relationships, lines, and linear equations. CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable. CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data. CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.

CLOSE READING

M07.A-R.1.1.6: Use proportional relationships to solve multi-step ratio and percent problems. M07.B-E.2.1.1: Apply properties of operations to calculate numbers in any form; convert between forms as appropriate.

• p. 2

CLOSE READING

Statistical Displays: Bar Graphs start in Kindergarten and are used through high schools standards Statistical Landmarks: Most landmarks are initially learned in sixth grade, they are referenced throughout elementary school and heavily used in middle school and beyond.

• p. 2

CLOSE READING

Eligible Content:

M07.D-S.1.1.1: Determine whether a sample is a random sample given a real-world situation. M07.D-S.1.1.2: Use data from a random sample to draw inferences about a population with an unknown characteristic

• f interest.

M07.D-S.2.1.1: Compare two numerical data distributions using measures of center and variability.

• p. 2

CLOSE READING

CC.2.2.7.B.3: Model and solve real-world mathematical problems by using and connecting numerical, algebraic, and/or graphical representations. M07.B-E.2.1.1: Apply properties of

• perations to

calculate with numbers in any form; convert between forms as appropriate.

• p. 3

CLOSE READING

• p. 2-3

CLOSE READING

Erin Townsend Math Teacher- East High RRR Trainings Presented Performance Tasks Vocabulary Strategies Close Reading and TDA Writing RRR Trainings Received Quad D Lesson Planning Reflective Writing Student-Centered Learning Math Solutions

Also a member of the TDA “Think Tank” that is looking at student work and survey results to determine how best to address areas of need moving forward.

Algebra 2 Article- 101 Uses of the Quadratic Formula

First Read- begin with background information and key vocabulary, then read the entire article together Second Read- focused on the relationship between quadratic equations and driving a car Third Read- focused on the meaning of imaginary numbers and how they affect technology TDA Prompt- Write an essay analyzing the importance of quadratic equations in the modern world. Use evidence from the text to support your response.

Why Close Reading is important in Math Class (and all classes!)

❖ Establishes the relevance of math content ❖ Promotes the application of math content ❖ Provides an opportunity for students to read and write about complex texts on a variety of topics ❖ In order to be successful on the Algebra 1 Keystone Exam, students must be able to read, understand, and pull out key information from complicated text.

IMPACT OF RRR

PSSA Achievement Data:

IMPACT OF RRR

PSSA ELA Data:

IMPACT OF RRR

PSSA Growth Data:

IMPACT OF RRR

PVAAS ELA Growth Data:

Significant evidence that the district exceeded the standard for PA Academic Growth. Moderate evidence that the district exceeded the standard for PA Academic Growth. Evidence that the district exceeded the standard for PA Academic Growth. Moderate evidence that the district did not meet the standard for PA Academic Growth. Significant evidence that the district did not meet the standard for PA Academic Growth.

2017 3 Year Average

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Keystone

IMPACT OF RRR

PVAAS ELA Growth Data:

Significant evidence that the district exceeded the standard for PA Academic Growth. Moderate evidence that the district exceeded the standard for PA Academic Growth. Evidence that the district exceeded the standard for PA Academic Growth. Moderate evidence that the district did not meet the standard for PA Academic Growth. Significant evidence that the district did not meet the standard for PA Academic Growth.

2017 3 Year Average

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Keystone

IMPACT OF RRR

PVAAS ELA Growth Data:

• In top 15% of

districts in PA (78th out of 638 “districts”) Districts in IU 15

• Only 1 local

district had better growth data

QUESTIONS