You can find this presentation, lots of ideas and resources, and more on the webpage for today’s conference. Go to www.eup.k12.mi.us

-> Services -> “August Leadership Conference”

Why Brains Need a Break



manage the

physiology attention

of the class. and



Research shows that structured

physical movement

can enhance our

readiness for learning.

Students have stress….and Stress effects learning…



Stress causes the brain to send information into the Reactive brain( ) and prevents information from flowing to where long-term memory is constructed.



We know that supportive classroom communities lower brain stress and open filters for learning.



We use consistent rituals such as a class song, student jobs, a smile and a "good morning"  greeting.

What else RELIEVES STRESS???

In the brain,

YELL

information flows from one neuron to

SYNAPSE!

SYN-NAPS

(Brain-Breaks) After as little as

10 minutes

doing the same activity, neurotransmitters for memory and attention are depleted.

Brain-breaks are used to change the learning activity to let the brain chemicals replenish. IDEAS! Fit-Bits (K-5), Stretching or yoga poses, singing, acting out vocabulary words, YouTube Dance Dance-Revolution Flash Mob! Have students come up with their own complicated moves that everyone has to do.

After just a few minutes, their refreshed brains will be ready for new memory storage.

Action-Based Learning

(whole Brain Teaching)

Students engaged in action-based learning improve

memory retention

, reinforce

academic concepts

, and

balance brain chemicals

while experiencing whole brain AND whole-body learning.

Educational research suggests that about 85% of

school age students are predominantly kinesthetic learners.*

*Carla Hannaford—The Dominance Factor Book 1997

Use body movements… to teach concepts

Other Brain-based IDEAS Grab Attention!

Memorable events make memories. Play music when students enter the class hints about upcoming lessons. Curiosity increases attention and memory.

During lessons, dramatic pauses……………….

will capture attention!

Some More Ideas….

• C O L O R S (thought…have students use the same color you are using on the white board to solve the problem) •

Novelty

Use demonstrations, video clips, anecdotes, or even the enthusiasm in your voice, their attentive filters focus on the information.

• •

TEACH

Segment Lesson and allow students to then teach each other

Formative Assessment for the Day

= Yes, we are cooking with gas!

=

I understand more or less, but may need to revisit this concept again.

=You lost me

OK, Let’s Teach!

1. Turn to a partner 2. ROCK, PAPER, SCISSORS to see who teaches first.

3. TAKE 30 seconds to teach your partner how to assess each portion of today’s training. Now, let the second person take 30 seconds to teach the same thing (how we are going to assess each portion of today’s training). GO!

C OMMON C ORE C URRICULUM : What is it and how should we transition?

S TANDARDS D EVELOPMENT P ROCESS

  College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12 learning progressions developed  Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public  Final Common Core State Standards released on June 2, 2010

W HAT ARE THE S TANDARDS ?

C OMMON C ORE S TATE

 Aligned with college and work expectations  Focused and coherent  Include rigorous content and application of knowledge through high-order skills  Build upon strengths and lessons of current state standards  Internationally benchmarked so that all students are prepared to succeed in our global economy and society  Based on evidence and research  State led – coordinated by NGA Center and CCSSO

W HY IS THIS IMPORTANT ?

 Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels  All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

“ The Common Core State Standards represent an opportunity – once in a lifetime – to form effective coalitions for change.

” Jere Confrey, August 2010

M ORE I NFORMATION

www.corestandards.org

STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

D ESIGN AND O RGANIZATION Major design goals

   Align with best evidence on career and college readiness expectations Build on the best standards work of the states Maintain focus on what matters most for readiness

D ESIGN AND O RGANIZATION Three main sections

   K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development • • •

Three appendices

A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

D ESIGN AND O RGANIZATION



Four strands

   Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

D ESIGN AND O RGANIZATION Career and College Readiness (CCR) anchor standards

   Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content

D ESIGN AND O RGANIZATION K−12 standards

 Grade-specific end-of year expectations  Developmentally appropriate, cumulative progression of skills and understandings  One-to-one correspondence with CCR standards

R EADING

  

Comprehension (standards 1−9)

Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework  

Range of reading and level of text complexity (standard 10, Appendices A and B)

“Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres

R EADING F OUNDATIONAL S KILLS Four categories (standards 1−4)

    Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5) • • Not an end in and of themselves Differentiated instruction

W RITING Writing types/purposes (standards 1−3)

   Writing arguments Writing informative/explanatory texts Writing narratives   Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework

W RITING Production and distribution of writing (standards 4−6)

  Developing and strengthening writing Using technology to produce and enhance writing

Research (standards 7−9)

 Engaging in research and writing about sources

Range of writing (standard 10)

 Writing routinely over various time frames

S PEAKING AND L ISTENING



Comprehension and collaboration (standards 1−3)

Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings

Presentation of knowledge and ideas (standards 4−6)

 Formal sharing of information and concepts, including through the use of technology

L ANGUAGE Conventions of standard English Knowledge of language (standards 1−3)

  Using standard English in formal writing and speaking Using language effectively and recognizing language varieties

Vocabulary (standards 4−6)

  Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases

K EY A DVANCES

• •

Reading

Balance of literature and informational texts Text complexity

Writing

• • Emphasis on argument and informative/explanatory writing Writing about sources •

Speaking and Listening

Inclusion of formal and informal talk •

Language

Stress on general academic and domain-specific vocabulary

K EY A DVANCES Standards for reading and writing in history/

• •

social studies, science, and technical subjects

Complement rather than replace content standards in those subjects Responsibility of teachers in those subjects

Alignment with career and college readiness expectations

I NTENTIONAL D ESIGN L IMITATIONS What the Standards do NOT define:

      How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and students with special needs Everything needed to be college and career ready

C ONCLUSION Standards: Important but insufficient

 To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

STANDARDS FOR MATHEMATICS JUNE 2010

D ESIGN AND O RGANIZATION Standards for Mathematical Practice

  Carry across all grade levels Describe habits of mind of a mathematically expert student

Standards for Mathematical Content

 K-8 standards presented by grade level    Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

  

D ESIGN AND O RGANIZATION

Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

D ESIGN AND O RGANIZATION Grade Level Overviews

D ESIGN AND O RGANIZATION Focal points at each grade level

N UMBER AND O PERATIONS , G RADE Number and Operations in Base Ten 1 Operations and Algebraic Thinking

 Extend the counting sequence.

 Understand place value.

 Use place value understanding and properties of operations to add and subtract.

 Represent and solve problems involving addition and subtraction.

 Understand and apply properties of operations and the relationship between addition and subtraction.

 Add and subtract within 20.

 Work with addition and subtraction equations.

F RACTIONS , G RADES 3–6

       3. Develop an understanding of fractions as numbers.

4. Extend understanding of fraction equivalence and ordering.

4. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

4. Understand decimal notation for fractions, and compare decimal fractions.

5. Use equivalent fractions as a strategy to add and subtract fractions.

5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

6. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

S TATISTICS AND G RADE 6 P ROBABILITY , Develop understanding of statistical variability

   Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For

example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

A LGEBRA , G RADE 8 Graded ramp up to Algebra in Grade 8

 Properties of operations, similarity, ratio and proportional relationships, rational number system.

Focus on linear equations and functions in Grade 8

 Expressions and Equations  Work with radicals and integer exponents.

 Understand the connections between proportional relationships, lines, and linear equations.

 Analyze and solve linear equations and pairs of simultaneous linear equations.

 Functions  Define, evaluate, and compare functions.

 Use functions to model relationships between quantities.

H IGH S CHOOL Conceptual themes in high school

      Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

Career and college readiness threshold

 (+) standards indicate material beyond the threshold; can be in courses required for all students.

G EOMETRY , H IGH S CHOOL Middle school foundations

  Hands-on experience with transformations.

Low tech (transparencies) or high tech (dynamic geometry software).

High school rigor and applications

  Properties of rotations, reflections, translations, and dilations are assumed, proofs start from there.

Connections with algebra and modeling

K EY A DVANCES

• •

Focus and coherence

Focus on key topics at each grade level.

Coherent progressions across grade levels.

•

Balance of concepts and skills

Content standards require both conceptual understanding and procedural fluency.

•

Mathematical practices

Foster reasoning and sense-making in mathematics.

•

College and career readiness

Level is ambitious but achievable.

C ONCLUSION The promise of standards

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

S TANDARDS FOR M ATHEMATICAL P RACTICE

 Describe varieties of expertise that mathematics teachers at all levels should seek to develop in their students.

S TANDARDS FOR M ATHEMATICAL P RACTICE 4.

5.

6.

7.

8.

1.

2.

3.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics. Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

50

G ROUPING THE P RACTICES William McCallum

Standards for Mathematical Practice

Tucson, April 2011 http://math.arizon

a.edu/~wmc/ Reasoning and explaining Modeling and Using tools Seeing structure and generalizing

51

S CIENTIFIC AND E NGINEERING P RACTICES        Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out in investigations Analyzing and interpreting data Using mathematics, information and computer technology, and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence  Obtaining, evaluating, and communicating information

L ET ’ S TAKE A LOOK :

L ET ’ S NOT FORGET ABOUT

ASSESSMENT!

What about the MEAP/MME?

A SSESSMENT C ONSORTIA  Partnership for the Assessment of Readiness for College and Careers (PARCC) http://www.fldoe.org/parcc/ 

SMARTER Balanced Assessment Consortium http://www.k12.wa.us/SMARTER/ 55

SMARTER B ALANCED A SSESSMENT C ONSORTIA

56

A ND AGAIN …  What?

  When?

How?

S O FAR WE KNOW …  The new assessment system will start in 2014-15    Formative and summative assessments will be included The assessments will occur during the last 12 weeks of school The assessments will be online  Students will have one opportunity to retake during that 12-week period

S OME EXAMPLES …  Hmmm… Look at the items through the lenses of the practices we discussed earlier. What are students going to need in their tool belts to be successful?

W HAT ’ S NEXT FOR SCHOOLS ?

 Implementation   Who?

When?

 How?

HELP!!!

CCSS A SSESSMENT T IMELINE

T RANSITIONING …

Closing the Final Gap

Connie Cullip – Special Education Planner/Monitor Stacey Miller – Special Education Planner/Monitor Carrie Carr – Autism Spectrum Disorder Specialist

7 8 9 3 4 5 6

Grade

First, let’s look at the data…

Special Education Population Percent Proficient on the MEAP

Reading Writing Math Social Studies Science EUPISD

State

EUPISD

State

EUPISD

State

EUPISD

State State

EUPSID 57% 44% 43% 50% 33% 42%

62% 54% 53% 49% 36% 43%

13% 4%

17% 10%

88% 77% 44% 57% 56% 39%

88% 77% 50% 54% 51% 44%

51% 36%

45% 38%

49% 38%

54% 44%

Time to Reflect on the Data

• • • • • Regional Strengths (in subject areas, grades) Regional Weaknesses (in subject areas, grades) What can be done at the regional/ISD level to improve student achievement for students with disabilities?

What can be done within local districts to improve student achievement for students with disabilities?

What can be done in classrooms to improve student achievement for students with disabilities?

Chalk Talk

Spend one minute at each table reflecting on the data related topic noted at the top of each poster.

You CAN jot thoughts, pose questions, comment on other’s notes, etc.

But, you CANNOT talk! 

Chalk Talk Summary

• • • At your table, discuss and analyze the data.

Identify the main point, write it down on the poster and put a box around it.

Be prepared to have one person share the main point with the group.

Newsflash! (Not really, though)

IDEA Congressional Findings Almost 30 years of research and experience has demonstrated that the education of children can be made effective by… Having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible…

• the number one indicator of student success is

time on task

• The LAW is to provide our students with access to their grade level curriculum.

• No amount of motivation will work if we can’t do it.

Soooooooo!

Accommodations vs. Modifications

Accommodations

The supports and services that help students demonstrate their learning.

• time • level of support • Input • Response effort reduced • Setting • To the environment • Quantity

Modifications

Individualized changes made to the content and performance expectations for students • Quantity • Output • Alternate Goals

They are fluid – not an exact science!

Modifications Accommodations

So, How Do We Do

That?

• Determine student’s ability – look at what they CAN do.

• Utilize the Modification Hierarchy

Open Ended

• There are 5 blue birds in the cage. There are 5 times as many green birds in another cage. How many green birds are there?

Visual Organization

• There are 5 blue birds in the cage. There are 5 times as many green birds in another cage. How many green birds are there?

Closed

• There are 5 blue birds in the cage. There are 5 times as many green birds in another cage. How many green birds are there?

Choice

• 5 x 5 = ____

Yes/No

• 5 x 5 = 20 20 Yes 25 No 30

Just Some Ideas…….

• • • • • • • • • • • Highlighters /highlight tape (important text) Chalk Talk Cut and paste/Computer Timers Turn and Talk Non-linguistic representations Provide note skeleton/full notes, highlight key words during lecture Peer to Peer (even if just seated next to supportive peers) Textured paper for handwriting Choices Folding worksheet in half

F ORMATIVE A SSESSMENT D IFFERENTIATION I DEAS

Formative Assessment Launch

October 25, 2011 COPESD &

F ORMATIVE A SSESSMENT  Reflective process    Promotes student attainment Between teacher and student to enhance, recognize, and respond to learning Feedback from learning is actually used to adapt the teaching to meet learner’s needs  Process helps students take control over their own learning (self-regulated)

F ORMATIVE A SSESSMENT & C OGNITIVE C OACHING C OHORT (2010) (2008)   Observations  Posture     Gesture Tonality Language Breathing Behaviors   Rapport Eye accessing cues   Paraphrasing  Acknowledge & Clarify   Summarize & Organize Shift Level of Abstraction Pausing   After asking a question After the student responds  Before you respond

= Opportunities

EYE ACCESSING CUES* 9:00

Auditory Construct (hearing)

10:00

Visual Construct (seeing)

2:00

Visual Recall (saw)

3:00

Visual Recall (heard)

7:00

Kinesthetic /Emotive *for normally organized right-handed people

5:00

Internal Dialogue Jensen, E. (1996).

Brain-based learning

. Del Mar, CA: Turning Points.

A CTIVITY 1.

2.

3.

4.

5.

Partner with someone you have not worked with at your table. Sit facing one another.

Partner A will think about the trip/drive to our location.

Partner B will observe Partner A as s/he thinks about the trip and record partner’s eye movements (start, pauses, end) Switch roles Discuss what you observed.

EYE ACCESSING CUES* 9:00

Auditory Construct (hearing)

10:00

Visual Construct (seeing)

2:00

Visual Recall (saw)

3:00

Visual Recall (heard)

7:00

Kinesthetic /Emotive *for normally organized right-handed people

5:00

Internal Dialogue Jensen, E. (1996).

Brain-based learning

. Del Mar, CA: Turning Points.

C OLLABORATION (B EHAVIOR )        Pausing Paraphrasing Inquiry Probing for Specificity Ideas Paying Attention Presuming Positive Intentions 1.

2.

3.

4.

5.

6.

Review/read handout Work in group of 3 A. Shares what they read for 3 minutes & B&C must remain silent (listeners) B shares for 1 minute a paraphrase of A C shares for 1 minute a paraphrase of A or B or both Repeat pattern…

Navigating Data Jump Drive

August Leadership

First Screen

Open Demographics Folder

Demographics Folder Content

Three Year Trend Folder Contents

or

Choose a File to Open

Choose a File to Open

This is the data to be used to formulate gap statements in School Improvement Plan and to progress monitor SIP efforts.

Navigate Back to This Page

You May See Something Like This

You May See Something Like This Don’t Panic!

Click on Tabs at Bottom to Choose a Content Area

Content Areas by specialty populations

• • • •

Gender Ethnicity Socio Economic Status (SES) Special Education

Examples

100 90 30 20 10 0 80 70 60 50 40 3rd 89 85 80

2010-2011 Reading, Economically Disadvantaged

4th 76 5th 90 84 77 76 6th

Grade

7th 83 77 69 8th 73 11th 47 District ED EUPISD ED State ED

100 90 80 70 30 20 10 0 60 50 40 5th 60

Example

2010-2011 Science, Special ED

8th

Grade

44 38 29 25 19 11th 6 District SWD EUPISD SWD State SWD

Navigate back to this page:

Example

By Grade Level and Content; Over Time

Reading - Grade 4

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 85% 80% 92% 87% Fall 2007 Fall 2008 Fall 2009 Fall 2010

Questions?