Transcript Education Transformation Office 9

Education Transformation Office
9-12 Instructional Coaches Academy
(iCAD)
September 20, 2010
North Miami Senior High School
Agenda At A Glance
8:00-8:30
Welcome and Registration
8:30-9:00
CHALK TALK
Successes and Challenges
9:00-9:45
Note-Taking – Note-Making
Classroom Walkthroughs
9:45-10:45
Classroom walkthroughs using Note-Taking –Note-Making
10:45-11:45
11:45-12:45
12:45-1:45
Coaching session using note-taking
Lunch
NGSS-Item Specification Cards
1:45-2:30
2:30-3:30
Data Analysis
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Planning Session: Analyzing FAIR and Baseline Data
Chalk Talk
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As you are settling in take a moment to
write down on the chart your three
greatest successes since school opened
and your three greatest challenges.
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Please do not talk while you are writing.
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If someone writes something that affected
you as well, you can put a check next to
it.
Note Taking/Note Making
Reflection is:
Thinking
Questioning
Problem Solving
Decision Making
Notetaking and Notemaking
– Divide notebook page.
_ Use the Notetaking-Notemaking handout
– Record observations without judgments
on left side.
– Interpret observations on right side.
Ethnographic Eyes A Teacher’s Guide to Classroom Observation
Carolyn Frank
Notetaking/Notemaking Observation Sheet
Date: ____________________
Time: ___________
Teacher: __________________________________________ Grade: __________
Indicator’s demonstrated: ______________________________________________
Observations
Thoughts and Questions
Note making
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-Three boys sitting on floor
facing an adult.
-Female adult sitting on
floor in front of boys with
book and paper in front of
her.
-Colored paper and books
on floor in front of boys.
-One boy is holding the
book.
-One boy is sitting on his
hands
Note taking
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-Are the students about 4th
grade?
-Possibly the teacher?
Has she read the book to
the group?
-What else could they be
doing?
-Are they writing on the
paper?
-Is he reading?
-Why isn’t he looking at the
materials?
Coaching using
Notetaking/Notemaking
Notemaking/Notetaking
Notemaking/Notetaking
Walkthrough
Protocols
1)
Groups of 3-5 walk together to observe Best
Practices, elements of instruction, strategies used,
classroom management, information intensive
characteristics.
2)
Note-Taking and Note-Making will be conducted
in every class that you visit. Writing will take place
outside of the class.
3)
Participants will take 2-3 minutes to write their
observations on the N/T and N/M tool.
4)
Please be cognizant of the teachers and students
when entering the classroom and have all phones on off
or on vibrate, no talking to any other member of the
group while in class, and be respectful of all materials in
the classroom.
Modeling the use of Note/Taking
and Note/Making
FCAT CHANGES
The New Standards will be tested in
the upcoming school year.
 There will no short or extended
responses on the upcoming FCAT.
However, open ended questions
should still be used in instruction
because it promotes higher level
thinking and will also support the
FCAT 2012 writing assessment.
 The testing schedule will be later in
the year and this elimination of
performance tasks will allow a more
rapid turn-around time for reporting.
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The new standards are rigorous!
Easy More than 70 percent of the students
are likely to respond correctly.
 Average Between 40 percent and 70
percent of the students are likely to
respond correctly.
 Challenging Fewer than 40 percent of the
students are likely to respond correctly.
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FCAT Reading low complexity items require
students to recall, observe, question, or
represent basic facts. For a low complexity
item, the student would be expected to
demonstrate simple skills or abilities. A low
complexity item requires only a basic
understanding of text—often verbatim
recall from text or simple understanding of
a single word or phrase.
 In the author’s opinion, who is the
most important swing musician of all
time?
 A. Glenn Miller ★
 B. Duke Ellington
 C. Benny Goodman
 D. Louis Armstrong
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FCAT Reading moderate complexity
items require two steps: comprehension
and subsequent processing of text.
Students are expected to make simple
inferences within the text and may
encounter items that include words such
as summarize, infer, classify, gather,
organize, compare, and display.
Depending on the objective of a
particular moderate-level item, students
may also be required to explain,
describe, or interpret.
Which statement best expresses the main idea of this article?
A. Art forms are fads that are enjoyed temporarily.
B. Personal preferences influence musical appreciation.
★ C. The value of music lies in how it enhances human lives.
D. The success of an artist is measured by future generations.
High Complexity
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FCAT Reading high complexity items
make heavy demands on student
thinking. Students may be asked to
explain, generalize, or make multiple
connections. High complexity items
require several steps involving
abstract reasoning and planning.
Students must be able to support their
thinking. Items may involve
identifying the theme and the implicit
main idea and making complex
inferences within or across texts.
Students may also be asked to take
information from at least one portion
of the text and apply the information
to a new task. They may be asked to
perform complex analyses of the
connections among texts.
High Complexity
According to the passage, the client’s most
notable quality is his
 A. desire for a peaceful vacation.
 B. enthusiasm for a new experience.
 C. admiration for nature’s array of
colors.
 ★ D. appreciation for life’s simple
pleasures.
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Genre of FCAT
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The Next Generation Standards are now
available on line at :
http://www.floridastandards.org/index.a
spx
Go to Florida Standards, Course
Descriptions
You can pull up a specific
standards and get detailed
information about the standards
and the cognitive level.
 CPALMS is an initiative to build a
web-based portal with
curriculum resources and tools
aligned with the Next Generation
Sunshine State Standards.
 Access points
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http://www.floridastandards.org/index.aspx
Reading
LA.910.1.6.3
Strand/
Subject
Grade
Reporting
Benchmark
Category
Standard
Reading and Language Arts Strands
Information
& Media
Literacy
Reading
Process
Literary
Analysis
Communication
Writing
Process
Writing
Applications
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Reporting Categories
vs. Clusters:
• 1) Vocabulary
• 2) Reading Application
• 3)Literary Analysis-Fiction-Non-Fiction
• 4) Informational Text/Research Process
Figurative Language and Text
Features are now assessed.
Some changes to the
new standards
• Category 2
• Introduce “lists” as a Pattern of Organization and
discuss how Patterns of Organization and text features
impact text and its meaning.
• Category 3
• Describe the author’s use of literary elements (theme,
author’s point of view, characterization, setting, plot.)
Category 3
• Explain and analyze different elements of
figurative language (simile, metaphor,
personification, hyperbole, symbolism,
mythological and literary allusions, imagery,
satire and puns) and how these elements impact
the meaning of text. (Use Novels or fiction from
Core Reading program)
• Analyze and evaluate information from text
features, include transitional devices, table of
contents, glossary, and indices.
Category 4
• Emphasize drawing conclusion from various texts
on a similar topics and correctly using
standardized citations.
Let’s look at a benchmark in depth…
This is how the Item Specifications are
broken down.
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Benchmark LA.910.6.2.2
The student will organize,
synthesize, analyze, and evaluate
the validity and reliability of
information from multiple sources
(including primary and secondary
sources) to draw conclusions using
a variety of techniques, and
correctly use standardized
citations.
Components of the Item Specification Planning Cards
Benchmark
Benchmark Clarification
Content Focus
Text Attributes
Distractor Attributes
Sample Items
Source
Primary or
Secondary
Type of Information
Questions to ask about the
Source
Almanac
Secondary
Facts, statistics, dates, &
current events.
Is it up to date?
Atlas
Secondary
Maps, geographical
information
Is it current and accurate?
Autobiography
Primary
An account of a person’s
life written by that person
Is it authentic?
Diary
Primary
A personal record of
events or reflections.
Why is this record important? Do the
observations seem accurate?
Encyclopedia
Secondary
information
arranged alphabetically.
Is it current and complete?
Newspaper
Both
Daily publication
containing news & ads.
Is the writing objective or biased?
Are the quotes authentic?
Speech
Primary
An oral presentation.
Is the content fact or opinion?
Textbook
Secondary
Contains subject-area
info. for school use.
Is it up to date? Does it represent
facts or opinions?
World Wide Web
Both
System of connected
documents.
Is it objective? Is the site linked to a
legitimate source?
Literary Work
Primary
Original work of
literature.
Is this an accurate version or
edition?
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 Go
to FLDOE.org
 Click on the right side on FCAT link
 Go to educators
 Click on New Reading/Mathematics
Item Specification
 New Writing Specifications will be
released in 2011
 Item Spec Planning Cards-On ETO
Website see handouts, train teachers
in unwrapping each tested benchmark
and how to use the Item Spec
Planning Cards.
FAIR DATA-PROGRESS MONITORING
Remember New Standards are based on
Grade level Criteria
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FCAT Level 1 and 2 students need more than grade
level benchmarks. That is why it is important to
keep fidelity with the CORE program
The FAIR provides a specific snapshot of what
should be done with each student to improve in
reading based on the FAIR results.
Strategically plan and implement targeted
interventions for students based on their FAIR data.
Utilize the toolkit, SIPPS, Inside Phonics and/or
www.FCRR.Org Student Centered Activities
Unwrap the Standards
Before I teach the standards I have
to understand them…..
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Key components to process before teaching the benchmark:
Prerequisite skills: What do the students need to know
before the benchmark can be mastered ?
What vocabulary or academic language do students need
in order to master the benchmark ?
What support materials do I need to teach the benchmark?
How do I assure I am teaching the benchmark all the way to
high complexity?
How can I differentiate instruction for the different levels
of student mastery?
How can I assess students’ mastery of the benchmark?
Digging Down Deep with Data
School Planning Sessions
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Complete professional development
survey during the planning sessions
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Discuss FAIR data: how is it being
analyzed and used in the classroom?
Questions-Place in the Parking Lot
"Never doubt that a small group of
thoughtful people can change the
world. Indeed, it's the only thing that
ever has. “
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-Margaret Meade-
Thank you for all that you do!!