warrior run school district educational goals 1. collaboration as professional learning communities...

Warrior Run School DistrictEducational Goals

1. Collaboration as Professional Learning Communities in grade level teams, subject area teams, and curriculum departments across grade levels will provide ALL students with similar, high quality instruction.

2. Research Based Instructional Strategies and Grading Practices will be implemented with consistency on a daily basis in the classroom.

3. Assessment data will direct daily classroom instruction as well as the interventions for scaffolding and/or acceleration in order to assist ALL students to achieve at levels on or above grade level. 

Warrior Run School DistrictEducational Goals

4. Daily instruction will be differentiated (content, process, products) to meet the various needs and learning styles of all students.

5. Creativity, problem solving, technological applications, and authentic assessments will be incorporated into planned instruction to develop Twenty-First Century Skills in our students. 

6. The district will strive to meet all proficiency rates established by the No Child Left Behind Law through straight achievement or by growth measures. 

Warrior Run School DistrictEducational Goal # 1

1. Collaboration as Professional Learning Communities in grade level teams, subject area teams, and curriculum departments across grade levels will provide ALL students with similar, high quality instruction.

Summer Collaboration

Department Head Training MOU Curriculum Work PSWB Full Day K Planning New Teacher Orientation

Warrior Run School DistrictEducational Goal #6

The district will strive to meet all proficiency rates established by the No Child Left Behind Law through straight achievement or by growth measures. 

Meeting Annual Yearly ProgressPerformance Targets

Mathematics Reading

2002-2004 35% 45%

2005-2007 45% 54%

2008-2010 56% 63%

2011 67% 72%

2012 78% 81%

2013 89% 91%

2014 100% 100%

3 Year Look at our Data: MATH 56 target 67 target

GRADE 2009 2010 2011

3 96.6 91.8 92.8

4 88.7 88.9 85.6

5 87.4 81.3 82.8

6 77.8 83 87.0

7 82.8 77.6 85.2

8 75 84.7 78.1

11 49.2 61.6 66.1

Annual Average

79.6 81.2 82.5

3 Year Look at our Data: READING 63 target 72 target

GRADE 2009 2010 2011

3 87.5 72.3 79.2

4 70.8 73.2 59.8

5 69.4 58.8 57.8

6 56.3 63.3 69.4

7 67.6 71.5 85.2

8 90.1 86.5 83.6

11 71.2 71.3 74.8

Annual Average

71 71 73

3 Year Look at our Data: WRITING

GRADE 2009 2010 2011

5 52.3 66 76.2

8 80.9 89.3 90.6

11 88.6 80 85.6

Annual Average

73.9 78.4 84.1

3 Year Look at our Data: SCIENCE

GRADE 2009 2010 2011

4 94 89.2 87

8 65 72.3 76

11 55 46.4 37.1

Annual Average

71.3 69.3 66.7

IU Rankings: 3rd & 4th Grade Reading

IU Rankings: 5th and 6th Grade Reading

IU Rankings: 7th and 8th Grade Reading

IU Rankings: 11th Grade Reading

IU Rankings: 3rd & 4th Grade Math

IU Rankings: 5th & 6th Grade Math

IU Rankings: 7th & 8th Grade Math

IU Rankings: 11th Grade Math

Cohort Comparison:

This year’s 11th Grade Class

Cohort Comparison:

This year’s 8th Grade Class

PSSA Results by Building

Turbotville

MATH

Performance goal = 67%

Met Performance Goal

All Students 87.7 YESWhite 87.6 YESBlack NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 60 N/AELL N/A N/A

Economically Disadvantaged

77.8 N/A

Turbotville

READING

Performance goal = 72%

Met Performance Goal

All Students 70.5 YESConfidence Interval

White 70.2 YESConfidence Interval

Black NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 28 N/AELL N/A N/A

Economically Disadvantaged

58.3 N/A

Watsontown

MATH

Performance goal = 67%

Met Performance Goal

All Students 89 YESWhite 89.3 YESBlack NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 56.3 N/AELL N/A N/A

Economically Disadvantaged

88.9 YES

Watsontown

READING

Performance goal = 72%

Met Performance Goal

All Students 68.4 YESConfidence Interval

White 69.5 YESConfidence Interval

Black NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 18.8 N/AELL NONE NONE

Economically Disadvantaged

51.9 NO

Middle School

MATH

Performance goal = 67%

Met Performance Goal

All Students 82 YESWhite 82 YESBlack N/A N/ALatino / Hispanic N/A N/AAsian or Pacific Islander N/A N/AAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 28.3 NOELL NONE NONE

Economically Disadvantaged

74.7 YES

Middle School

READING

Performance goal = 72%

Met Performance Goal

All Students 73.1 YESWhite 72.8 YESBlack N/A N/ALatino / Hispanic N/A N/AAsian or Pacific Islander N/A N/AAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 17 YES

Safe Harbor Confidence Interval

ELL NONE NONE

Economically Disadvantaged

62.7 YESSafe Harbor Confidence Interval

High School

MATH

Performance goal = 67%

Met Performance Goal

All Students 66.4 YESConfidence Interval

White 66.7 YESConfidence Interval

Black N/A N/ALatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 27.3 N/AELL NONE NONE

Economically Disadvantaged

56.7 N/A

High School

READING

Performance goal = 72%

Met Performance Goal

All Students 74.2 YESWhite 74.6 YESBlack N/A N/ALatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 36.4 N/AELL NONE NONE

Economically Disadvantaged

66.7 N/A

Warrior Run School DistrictEducational Goal #2

Research Based Instructional Strategies and Grading Practices will be implemented with consistency on a daily basis in the classroom.

Instructional Strategies 2011-12

Lesson Essential Questions Summarizing

Distributed At the end of a lesson

Vocabulary

Lesson Essential Question

• At the end of the lesson they should be able to answer this (to summarize!).

• By asking what you need to teach in order for it to be answered, you get your Assessment Prompts for Distributed Summarizing.

• Comes from the standards.• Posted at some point.• Student friendly.

Lesson Essential Question

• Essential Questions Stems/ Examples• How would you recognize a __________ if you saw one?• How do readers _______________________to better understand what they

read?• How do writers _________________________________?• How do I solve _________________________________?• What is the relationship between __________ and __________?• What were the major causes and effects of ________________________?• Why would we study __________________________________________?• How are ______________________ useful in

_________________________?• What influence did __________________________ have on

_______________________?How does _________________________ impact _________________________?

Summarizing:• A LEARNING strategy more than a

TEACHING strategy• Teachers provide regular opportunities to

summarizeo Students answer the lesson essential questiono Checking for understanding (KWL, Tickets, 3-2-1,

collaborative pairs)o Journalingo Show Me - Distributed Guided Practiceo Reflections

• Throughout the lesson and at the end

Summarizing:1. DURING THE LESSON ~ Distributed Summarizing: Assessment PromptsUsing Assessment Prompts During Teaching

What? Why? When? How?

Questions and tasks designed to gather evidence of learning throughout the lesson.

Helps teachers adjust instruction.Helps students self-assess.

Think of the teaching component as a series of distributed learning experiences each followed by an assessment prompt:

TeachAssessment PromptTeachAssessment PromptTeachAssessment Prompt

Design questions and tasks that will elicit evidence of learning.Use to check for understanding at strategic points in the lesson.

Vocabulary• Select difficult vocabulary from

instructional context• Preview this vocabulary with direct

instruction• Make words accessible to students

in a visual, graphic, and organized way

• Provide multiple exposures and opportunities to use vocabulary

VocabularyPreviewing, Activating, and

Providing Multiple

Exposures

Teaching Words In Context During the Lesson

SummarizingEffective Word Wall

Activities

5-3-1 Word SwapsDraw a Picture

or DiagramPossible Sentences

Possible Sentences Word Graffiti Act It OutVisual Synectics / 4

Box

Word Rating Vocabulary Chains Synonym Webs Hot Seats Plus

I Have…Who Has… Word AssociationsSuffixes /

PrefixesInner/Outer Circle

Consults

Key Word Brainstorm and Sorts Concentration Meet the Expert

Making it StrangeQuestion Quiz

Show

Word Sagacity

Concept Maps

Monitoring

• Choose 2 classes to implement in

o MS and HS: 2 “preps”

o EL: LA (Storytown Focus Skill) and Science

Monitoring• Walk-throughs

o Collect data using look fors and ask aboutso Use data to have meaningful conversations

about instruction and achievemento Support Instruction / Support Teachers

• 8 five minute walk-throughs per yearo Building principal(s), director of curriculum,

director of special education, superintendento Unobtrusive (business as usual)o Lesson plan says what 5 minutes cannot

• Electronic copy of data collectiono Non-evaluativeo May require follow-up conversation for ask

abouts

Essential QuestionsLook Fors & Ask Abouts

• LOOK FORs• Essential question is

posted• Essential question

guides instruction

• ASK ABOUTs• How do you use the

essential question in a lesson?

• How did you have students answer the essential question in your most recent lesson?

VocabularyLook Fors & Ask Abouts

• LOOK FORs• Vocabulary is content driven• The visual representation of

vocabulary is well organized, easy to use, and graphic

• Uses research-based strategies and direct instruction to preview vocabulary at the beginning of lessons and units

• Vocabulary is built through writing, reading, discussion, etc. throughout the lesson

• ASK ABOUTs• How are students aware of

current vocabulary?• What vocabulary strategies

do you usually use?• How is your current

vocabulary organized for learning?

• How do students use vocabulary for reading and writing?

Summarizing Look Fors & Ask Abouts

• LOOK FORs• Summarizing reflects

evidence of student learning

• All students have the opportunity to participate in summarizing

• Summarizing is guided by the essential question

• ASK ABOUTs• What summarizing

strategy did you use in your lesson?

• How do you provide an opportunity for all students to summarize?

• What evidence do you have of student learning?

Lesson PlanPlan for the content NOT for the day!

• Lesson Essential Question

• Vocabulary and Strategy

• APs

• Final Summarizing

---------------------------------

• May be an add-on, may be your lesson plan format.

GRADE: SUBJECT: UNIT:

STANDARD(S): MATERIALS: ESTIMATED # OF DAYS:

Lesson Essential Question:When answered at the end of the lesson, is it what I want students to be able to know, understand or be able to do?

EQ: Answer to EQ:

What do students need to learn to answer the EQ?AP Concept 1: AP Concept 2:

Activating Strategy:

Vocabulary and Strategy: Vocabulary is best

Teaching Strategy with Distributed Summarizing:

Graphic Organizer:

AP1: Strategy: AP2: Strategy:

Summarizing:How will students summarize what they are learning at the end of the lesson?

WORDS: STRATEGY:

AWESOME

Room Breakout for Departments• K-4 & 5, 6 Grade LA: Sue Welteroth, Steph Zettlemoyer, and Michael

Freeborn– Stay in the cafeteria

• Science 5-12: Linda Shupp and Michelle Ebner– MS 110

• English 7-12: Bernadette Boerckel– MS 103

• History 5-12: Patti Kramer and Cathy Grow– MS 104

• Math 5-12: Daniel Carpenter and Chris Long– MS 108

• Fine Arts (Music, Art, and PE): Greg Alico– HS Band Room

• Vocational Technology (FCS and Tech Ed) and • Info Lit. & Tech (Library, Computer, Business): Katie Makatche and

Jane-Marie Terefencko – MS Library

• Special Eduation 5-12: Choose a content above that you will be monitored in.