Academic Growth for All Students

FEATURED SCHOOLRaising Student Achievement Conference

Illinois Association of Regional Superintendents of Schools, Regional Offices of Ed, Intermediate Service Centers

Bateman School, Chicago, IL

Pat Baccellieri, Ed.D.Principal

phbaccellieri@cps.eduDecember 9, 2013

Agenda

• Welcome• Background and Context• CCSS & Teaching Framework

– Focused and Continuous Improvement• Comments and Questions

Student Academic Growth at 3 Schools

• South Loop Elementary: Increased in student achievement as measured on the ISAT, from 32% M/E (SY2003) to 85% M/E (SY2007)

• Pulaski International: Increased in student achievement as measured on the ISAT from 73% M/E (2010) to 86% M/E (2012)

• Bateman School: Student growth as measured by NWEA/MAP (SY13) 91% achieved growth targets in reading; 84% met growth targets in math

Bateman School

Some of the factors that led to consistent student growth over time as measured on ISAT (2002 – 2012):• Low mobility: families made Bateman their

neighborhood and community school, PreK – 8th grade• Teacher and administration consistency and minimal

change in teaching assignments• Mentoring programs for new teachers• Middle grades (6th – 8th) replaced the basal reading

books/texts with literature - core novels, supplemented with informational texts nonfiction

CCSS, PARCC and Teaching Framework

Bateman SY13• New administration• With an awareness that there are ‘new challenges’

for our schools and students, different strategies were put into operation

• Implemented changes to systems and structures that are grounded in the development of PLCs for Grade Level Teams where collaboration, collective responsibility and common curricular outcomes are at the core for teacher focus

Theory of Action

If teachers experience and learn how to work together in solution oriented teams, develop UbD unit plans that are grounded in key CCSS learning outcomes, implement researched-based instructional strategies and progress monitor by looking at biweekly common student work, then significant growth can occur for all.

Pat Baccellieri, Ed.D., Professional Learning Communities: Using Data in Decision Making to Improve Student Learning

Pat Baccellieri, Ed.D., Professional Learning Communities: Using Data in Decision Making to Improve Student Learning

Excellence through

Coherence

High Quality Student Work

CCSS

Performance TasksBalanced Literacy

Researched-Based Instructional Strategies

Rubrics

Building Conceptual Understandings

Collaboration/Shared Responsibilities

Active Engagement

Learning Outcomes

Teaching for Transfer

Collaboration Coherent High Quality Student Work

CCSS ISBE Assessment Framework

f

Performance Assessment (Task)

Literacy / Math Content Framework

MAP Assessment Data (and relevant

historical data)

Bateman Grade Level Team

Work Plan

CCSS Outcomes Rubrics Strategies Student Work Formative/Summative

Quarter 1 Unit Plan

Quarter 4 Unit Plan

Quarter 3 Unit Plan

Quarter 2 Unit Plan

Language Art Social Studies Language Art Social Studies Language Art Social Studies Language Art Social Studies Language Art Social Studies Language Art Social Studies

Language Arts

Social Science

Math

Language Arts

Social Science

Science

Math

Science

Language Arts

Social Science

Math

Science

Language Arts

Social Science

Math

Science

Tech

nolo

gy, P

E, H

ealth,

Lib

rary

, Vis

ual A

rt, E

LA Bateman School Curriculum Framework

SY13

Fall, 2012

×

Developing Work Plans and Data

• Teachers consider the following data when developing or revising work plans– Growth on NWEA/MAP– Progress made on key learning outcomes as measured by

biweekly student work

Reporting on Progress:two times a year reporting

• Teachers present to colleagues on the progress made towards priority CCSS outcomes in reading and math (K-5) and in content areas (6-8)

• Teachers receive feedback from their peers• These days can be high stress but incredibly

important– End of the first semester– End of the second semester

Looking At Student Work

Teachers and Workplans

• Sample 4th Grade Workplan (select slides only)

• Sample 7th Grade Workplan (select slides only)

Breakdown by “GOAL”READING

181-190 191-200 201-210 211-220 221-230

WinterInformational Text

J. R (192)S. T (195)

B. M (199)Y.E. A (202)L. L (202)X. V (202)E.A. O (203)L. C 204)L. G (204)Y. S (204)A. V (204)J. A (208)J. A (208)J. V (208)K. P (211)B. B (212)

A. L (206)N.B. A (210)J.M. S (211)L.L. L (213)L.M. R (214)K.A. T (216)C.M. M (217)K. G (219)

171-180 181-190 191-200 201-210 211-220

SpringInformational Text

L. Leon (175) L. G (194)J. R (195)A. V (195)J.M (196)

X. V (188)Y.E. A (197)E.A. O (198)S. T (198)J. A (200)N.B. A (200)L.L. L (200)B. M (200)K. G (201)A. L (202)K.A. T (204)K. P (205)

B. B (194)J. V (197)J. A (202)Y. S (202)C.M. M (208)

L. C (206)L.M. Ri (206)

• 58% increased by +1, +2, and +3 RIT Bands• 30% increased their score but stayed within the same RIT Band

READING DATA

ANALYSIS

INFORMATIONAL TEXT

Student Growth by RIT Band

Teacher Student RIT BAND

1 2 3 4 Total

Teacher 1Teacher 2Teacher 3Teacher 4

+4

2 2 4 +3

3 1 7 5 16 +2

11 9 8 10 38 +1

10 8 6 6 30 0

2 1 1 3 7 -1

2 2 -2

-3

-4

Students at 72% Attainment on MAP

Teacher Spring (199) WINTER (203)

Teacher 1 9 13

Teacher 2 11 12

Teacher 3 15 20

Teacher 4 5 6

TOTAL: 40 51

Student Growth - Spring 2013 to Winter 2013

4th Grade Reading Outcomes

OUTCOME 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ISBE Framework: 1.4.18 Distinguish the main ideas and supporting details in any text.

DesCartes : (181-190)-Determines which sentences in an informational passage support the main idea.-Paraphrases information found in complex informational text.

4th Grade Reading Outcomes

OUTCOME 2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

ISBE Framework: 1.4.20 Summarize the story passage or text, or identify the best summary. 2.4.01 Differentiate among the literary elements of plot, character, setting, and theme.

DesCartes: (201-210)-Summarizes complex informational text.-Identifies the theme in a literary text.

4th Grade Reading Outcomes

OUTCOME 3: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timeline, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears.

ISBE Framework: 1.4.11 Use information in charts, graphs, and diagrams to help understand a reading passage.

DesCartes: (211-220): Understands text features of textbooks

Blueprint for Innovation: Researched Based Reading

StrategiesStrategy

Description Skills Source

Determine Importance

Students will focus on important information and merge it with what we already know to expand their understanding of a topic. Students will be learning a variety of ways to take notes, sort and sift information, and merge their thinking with the text to arrive at the most important ideas.

-use a facts/questions/ responses chart to merge their thinking -record authentic information and ideas; ask question and explore -code the text and paraphrase information -distinguish between interesting and important ideas-construct main ideas from supporting details

Goudvis, A. & Harvey, S. (2008) The Comprehension Toolkit. Portsmouth, NH. Firsthand Heinmann.

Summarize and Synthesize

Students will integrate the new information with their existing knowledge to come to a more complete understanding of the text. Students will learn ways to think through the factual information to arrive at the bigger ideas and reflect on how their thinking changes over time.

-paraphrase and respond to information -move from facts to ideas (respond to info with questions, connections, and inferences)-summarize the text-distinguish between fact and opinion -write an extended response to expand on their thinking

Goudvis, A. & Harvey, S. (2008) The Comprehension Toolkit. Portsmouth, NH. Firsthand Heinmann.

Infer Meaning using Nonfiction Text Features

Students will merge their background knowledge with clues in the text to come up with an idea that isn’t written down in the text. They will use evidence from the text and features to visualize and draw conclusions about information and to synthesize big ideas.

-use context clues to unpack vocabulary -draw conclusions from text evidence -infer the meaning/purpose of features-use text evidence to infer themes

Goudvis, A. & Harvey, S. (2008) The Comprehension Toolkit. Portsmouth, NH. Firsthand Heinmann.

Research-based Strategies that Align to the Outcomes

Strategy Description Skills Source

Determining Importance and Summarizing

In order for students to master skills such as retelling, identifying an appropriate title, teachers will implement units of study that include determining importance and summarizing.

-Identify text features, important details and information, key words, within a "just right" text -Retelling important events and details from a text -Identify an appropriate title for a text

Goudvis, A. & Harvey, S. (2008) The Primary Comprehension Toolkit. Portsmouth, NH. Firsthand Heinmann

Questioning Making Predictions Text Clues/Evidence/Inferring

In order for students to master skills such as identifying author’s purpose and identifying an appropriate title, teachers will implement units of study that include determining importance and summarizing.

-Identify the purpose of a nonfictional text -Identify an appropriate title for a text

Miller, D. (2002) Reading with Meaning. Portland, Maine. Stenhouse Publishers

Week CCSS Assignment

11/18 CC.RI.4.1 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will explain why the Illiniwek tribe was removed from their traditional land. Students will use evidence from the text to support their answer.

11/25 CC.RI.4.1 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will explain how the Illiniwek tribe adapted and survived on their traditional land. Students will use evidence from the text to support their answer.

12/3 CC.RI.4.2 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will summarize why it’s important to save prairies. Students will defend their reasoning of the main idea using evidence from the text.

12/10 CC.RI.4.1 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will explain why the European explorers came to the Illinwek’s traditional land. Students will use evidence from the text to support their answer.

12/17 CC.RI.4.2 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will summarize how the Northern and Southern viewpoints of slavery differ. Students will defend their reasoning of the main idea using evidence from the text.

1/7 CC.RI.4.2 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will summarize how Illinois changed during the Industrial Age. Students will defend their reasoning of the main idea using evidence from the text.

1/14 CC.RI.4.1 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will explain how the Northern, Central, and Southern resource affect the way of life of the people. Students will use evidence from the text to support their answer.

1/22 CC.RI.4.1 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will explain how each branch of government organized Illinois. Students will use evidence from the text to support their answer.

1/28 CC.RI.4.2 Students will read a passage and they will come up with the main idea and key details using a graphic organizer. After reading the passage, students will summarize how personal economic status affects their lives. Students will use evidence from the text to support their answer.

ELA – Quarterly Student Work Sample Grade 4 ELA Outcomes: 1.)CC.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences. 2.)CC.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

ELA – Common Student Work Sample Grade 4 ELA Outcome 1: 1.)CC.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences.

Name:___________________Date:_____________

Directions: Read the passage and answer the following question. Use evidence from the text to support your answer.

CCSS 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences.

S.S. 2.0-Illnois History Text: Why were the Illiniwek Tribe removed from their traditional land? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task Element Insufficient Response Below Mastery Emerging Mastery Mastery

Graphic Organizer

0 points

Student gives no response

OR

Student examples are unrelated to the key idea.

OR

Student remains off task during the assessment.

2 points

Graphic Organizer has only 1 example of the text evidence to support the key idea.

OR

Examples are unrelated to the key idea.

4 points

Graphic organizer has 2 examples to support the key idea.

6 points

Graphic organizer has 3 examples of text evidence to support key idea.

Written Response

0 points

Student gives no response.

OR

Student response is unrelated to the text or prompt.

OR

Not enough was written to determine if the standard was met.

4 points

Student responds to prompt using 1 example from the text as evidence

OR

Student does not go beyond text evidence, and includes no explanation or interpretation of text examples.

OR

Irrelevant information interferes with and/or is the basis of the student’s analysis.

8 points

Student responds to prompt using 2-3 examples from the text as evidence. Student goes beyond text evidence to include some explanation and/or interpretation of text examples AND

Irrelevant info does not interfere with and is not the basis of student’s analysis

 

12 points

Student responds to prompt using 3 examples from the text as evidence AND student goes beyond text evidence to include explanation and/or interpretation of EACH text example AND irrelevant info does not interfere with and is not the basis of the student’s analysis.

Standards 0Insufficient Response

1Below Mastery

2Emerging Mastery

3Mastery

RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

W.4.9b: Draw evidence from literary or information texts to support analysis, reflection, and research.

 

0-5 points 6-10 points

 

 

11-15 points

 

 

16-18 points

RUBR IC

Name:_____________________________________________________

Essential Academic Subjects: Reading and Mathematics

My READING RIT Score at the beginning: _________ My goal is to be at __________ by ___________________. My MATH RIT Score at the beginning: _________ My goal is to be at __________ by ___________________.

Outcome (Reading and Math): 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Extend the understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers.

Learning Standard: CCSS R.I , 4.1, CC.4.NF.1-4 (Reading Exceeds: 18 Points, Math Exceeds: 12 Points)

SCORES (Points)

WK 1 WK 2 WK 3 WK 4 WK 5 WK 6 WK 7 WK 8 WK 9 WK 10 WK 11

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

Date Action/Goal

a. 9/20/2013 Identify the main idea of a nonfiction passage/text

b. 10/18/2013 Refer to correct details and examples (evidence) in a text when explaining what the text says explicitly

7th Grade English/Language Arts & Social StudiesOutcome Goals

1A) CCSS R.L.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1B) CCSS W7.9: Draw evidence from literary or informational texts to support analysis reflection, and research.

2) CCSS R.L.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text

3) CCSS R.I.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

4) CCSS RH 6 - 8.9: Analyze the relationship between a primary and secondary source on the same topic.

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Results from student work

February 2013

Moving This Work Forward

• While this work is new to the entire school, many teams of teachers are working to solve data informed problems around student learning and achievement

• The right resources are critical to support this work– Consistent team meeting times– The ‘right’ materials and resources

• It is also important to have the tenacity to stay focused, shaping and reshaping coherence

• Questions• Comments• Discussion