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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%
of 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
one 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
on 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
overall 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% of 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.
Expectations of new Rome City Schools
Employees
The three R’s – Rigor, Relevance, and Relationships
➢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 of an…
Anticipatory Set
Advanced Organizer
Activating Strategy
(This should be done PRIOR to the
standard being stated. It provides the hook or 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 of 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
Disney Classroom
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 of our classroom. When students know what happens and when it happens every single day in our classrooms, those very procedures can provide a sense of security in students’ lives….if only 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 or 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
of smiles and encouragement
Effective Teaching Practices (Look at the words below. Think of a teacher
you have seen exemplify one of the following
or 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,
or 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 one.
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 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 Social Studies and Science Non-fiction texts
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 or 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 min.) • Students Share • Tie to Lesson
Opening (10–15 min.) • Instruction - Anticipatory Set •Close Reading •Discussion •Directions for task or experiment Work Time
(40 min.)
• Performance Task/Experiment •Group work •Teacher will be conferencing with students • Response Groups •Writing to sources •Research • Social Studies and Science Non-fiction texts
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
or to write your name on your paper.)
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