Transcript ENG III Teacher Collaboration meeting

ENG III TEACHER
COLLABORATION
MEETING
Anna Collura
jpschools.org
Meeting Agenda
– Introductions
– EOC
– Curriculum Guidebooks
– Nature of Collaboration
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Network Executive Director:
Mark Bailey
Principal
Not
Evaluative
School Support
Specialists
Teachers
WHAT IS A NETWORK?
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• Anna Collura – ELA School Support Specialist (S3)
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Mark Bailey – Network Executive Director
Sandy Newsham – Algebra I, U.S. History S3
Cathie Brister – Geometry, Biology S3
Jennifer Pell-Lingle – SpEd and Special Projects S3
WHO IS YOUR NETWORK TEAM
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GROUP
INTRODUCTIONS
NAME, SCHOOL, COURSE(S)
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END OF COURSE
TEST
ENGLISH III
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Test Section
Number of Points
Suggested Testing
Time
Section1:Writing
12
75 min
Section 2: Reading and
Research
20
40 min
Section 3: Reading and
Proofreading
26
40 min
Totals
58
155 min
Note: Only 50 points count towards a student’s final score. Any additional points come from embedded
field test items and do not count towards a student’s final score. Points are not detracted from writing.
ENGLISH III - END OF COURSE
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13-14 STRUCTURE
Test Section
Number of
Points
Weight
Suggested
Testing Time
Section1:Writing
Section 2:
Reading and
Research
Section 3:
Reading and
Proofreading
Totals
12
24%
75 min
20
24% - 40%
40 min
26
36% - 52%
40 min
58
155 min
Note: Only 50 points count towards a student’s final score. Any additional points come from embedded
field test items and do not count towards a student’s final score. Points are not detracted from writing.
ENGLISH III - END OF COURSE
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13-14 STRUCTURE
Test Part
Number of Points
Weight
Writing
12
24%
Language
4
8%
Reading
24
48%
Research
10
20%
Total
50
Note: Determined through comparison of December 2013 and May 2014 English II EOC Student Item
Analysis Reports.
ENGLISH III - END OF COURSE
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13-14 STRUCTURE
CCSS Domain
Section(s)
Points
Reading Literature (RL)
Reading
8-15
Reading Informational
(RI)
Reading
8-15
Writing (W)
Writing and Research
18
Language (L)
Writing, Language,
Reading
9
ENGLISH III - END OF COURSE
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13-14 STRUCTURE
SECTION 1: WRITING
• Read 2 informational passages
• Write an argumentative essay that uses
evidence from both passages
• Scored: Content, Style, Conventions
• Standards Covered:
– Writing: W.11-12.1, W.11-12.4, W.11-12.9
– Language: L.11-12.1, L.11-12.2, L.11-12.3
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SECTIONS 2-3: READING
• 4 passages (Colonial Period – Early 20th Century)
• Answer passage-based multiple-choice
questions
• Standards Covered:
– Reading Literature: RL.11-12.1, 2, 3, 4, 5, 6, 9,10
– Reading Informational: RI.11-12.1, 2, 3, 4, 5, 6, 8, 9, 10
– Language: L.11-12.4, L.11-12.5 (Vocabulary)
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SECTION 2: RESEARCH
• Multiple choice questions
–
–
–
–
–
–
–
Researching to answer a question or solve a problem
The narrowing or broadening of a topic of inquiry
The synthesis of multiple sources on a subject
Gathering relevant information
Assessing the usefulness of a source
Integrating information from sources
Following a standard citation format
• Standards Covered
– Writing: W.11-12.7, W.11-12.8
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SECTION 3: LANGUAGE
• Read sentences to recognize or correct different
kinds of errors
• Multiple choice questions
• Standards Covered:
– Language: L.11-12.1, L.11-12.2
– Writing: W.11-12.5 (editing and revising)
– Grade 11-12 Progressive Skills
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WHERE DO WE STAND?
DATA
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DISTRICT OVERALL EOC GROWTH
Percent of Students Proficient on EOC
09-10
38%
10-11
46%
11-12
51%
12-13
55%
Currently ranked 37th in the state
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13-14
60%
DISTRICT ENG III GROWTH
Academic Year
JPPSS Students
Proficient
State Students
Proficient
Difference
12-13
55%
58%
-3
13-14
57%
61%
-4
Note: JPPSS ENG II is currently ranked 42nd in the state.
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ENG III GROWTH BY SCHOOL
PERCENTAGE OF STUDENTS PROFICIENT (ACADEMIES % EXCELLENT)
School
11-12
12-13
13-14
Difference
A
33%
51%
48%
+15
B
47%
64%
44%
-2
C
53%
61%
65%
+12
D
32%
53%
46%
+14
E
45%
48%
52%
+7
F
60%
64%
77%
+17
G
31%
34%
47%
+16
H
57%
58%
63%
+6
I
57%
69%
63%
+6
J
39%
45%
39%
+0
K
68%
82%
73%
+5
68%
82%
73%
+5
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L
SCHOOL PERFORMANCE BY STRAND 13-14
School
Writing / Language
Conventions % correct
Reading % correct
Research % correct
A
60
48
60
B
58
47
54
C
66
56
64
D
61
49
60
E
54
50
59
F
83
81
87
G
62
47
58
H
62
55
67
I
63
58
68
J
57
49
58
K
85
75
86
L
74
72
87
65.4
57.3
67.3
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DISTRICT
LOUISIANA
DEPARTMENT
OF EDUCATION
9-12
CURRICULUM
GUIDEBOOK
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GUIDEBOOK STRUCTURE
• ELA Overview (page 8)
– Step-by-step ‘how to’ guide for selecting texts,
organizing text sets, and designing targeted
instruction.
• Tools for Teaching (page 19)
– Sample year long plans, unit plans, lesson plans, and
assessments.
• Appendix (page 301)
– CCSS ELA standards
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21
USING GUIDEBOOKS (PAGE 25)
1. Read the text and unit focus
2. Identify what mastery of the content and
standards look like for students
3. Adapt and create daily instructional tasks that
prepare students for end of unit assessments.
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WHAT’S THERE AND WHAT’S NOT?
• Units for grade-level
text based
instruction
• Culminating, ColdRead, Extension tasks
• Lessons that address
reading,
understanding, and
expressing the text
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• Adjustments for
incoming student needs,
schedule, and resources
• Student mastery
exemplars
• Formative assessments
aligned to daily
objectives
• Language and
Research
GUIDEBOOK UNITS
• HIGHLY recommended
• Division of labor
• Context for evaluating student performance
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STUDENT ANTHOLOGY
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INTERVAL PROPOSAL
• Cold Read texts – reading and
writing
• Team created language and
research questions
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ANCHOR TEXT
SELECTION
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DELIVERABLE:
• Review Guidebooks with your school team
• Decide on first anchor texts
• Place sticky with school name in the
appropriate box (if you choose other, please
include the anchor text your plan to use)
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NATURE OF
COLLABORATION
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What would be the best use of this time?
•
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Sharing broader effective practices
Trouble shooting at unit level
Co-evaluating student work
Upcoming Interval/Anthology committee?
Document sharing platform?
Etc.
• 404-422-8965
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EXIT SLIP
Support MY
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