Why Are We Here? How can we work smarter and strategically on behalf of our kids?
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Transcript of Why Are We Here? How can we work smarter and strategically on behalf of our kids?
Why Are We Here?
How can we work smarter and strategically on behalf of our kids?
Why are we here?“…if you don't know where you are heading how will you work out where to start, which direction to travel, which path to follow, and whether and when you have arrived? ...The answer is ultimately a matter of values, and what is understood to be the moral purpose of education" (Dancing on a Shifting Carpet, 2010, Degenhardt, L., & Duignan, P.)
Our PBIS target was successfully met last year….
Average of 221 violations over the past 2 years at Country Dale
118 total violations in 2011-201253% reduction compared to CD’s goal of 30% reduction
Country Dale PBIS Data2011-12
250
750
1250
1750
2250
1
3
5
7
9
11
13
15
17
19
Total ViolationsCougar Cards
A collaborative, targeted approach will result in similar success this year…Six quality indicators of high achieving schools:
Aligned and rigorous curriculum
Effective instruction
Use of formative assessment and student assessment data
Positive school climate focused on achievement
Effective school leadership
Family and community engagement
Center for Comprehensive
School Reform
In improved schools, increased accountability coupled with strong school goals and a laser-focus on student achievement produces gains.
Consortium for Consortium for Educational Research and
and Evaluation
3rd grade 4th grade 5th grade 6th grade
CD Score 48.5 60.5 67.6 69
District 51.9 67.1 69.7 72.8
State 46.1 58.7 61.5 65.1
5
15
25
35
45
55
65
75
2011-12 WKCE Standards Performance SummaryEvaluate-Extend Text
Perc
ent
Corr
ect
Synthesis of Data
2nd Grade RIT Mean
3rd Grade RIT Mean
4th Grade RIT Mean
5th Grade RIT Mean
6th Grade RIT Mean
2nd Grade RIT Mean
3rd Grade RIT Mean
4th Grade RIT Mean
5th Grade RIT Mean
6th Grade RIT Mean
Fall
189.9 193.7 199.3 209.5 214.3
Spring
192.9 202.9 207 214.7 219.6
Spring National
189.6 199.2 206.7 212.3 216.4
175
185
195
205
215
225
2011-12 Grade Level MAP RIT MeanEvaluate-Extend Text
Gra
de L
evel M
ean R
IT
What’s CD’s new target? The overall reading achievement of students in grades
2-6th grade will increase based on increased performance in the reading strand which requires students to evaluate and extend text. Through a
targeted, grade-level instructional focus on strategies in reading and writing aligned with the CCSS as it
relates to evaluating and extending text, there will be an increase in the number of advanced and proficient
students on the WKCE at 3rd-6th grade levels by 5%.
What does that mean for each grade level?
WKCE 3rd grade from 48% to 53%
4th grade from 61% to 66%
5th grade from 68% to 73%
6th grade from 73% to 78%
MAP Each 2nd-5th grade teacher’s Mean Class RIT score
will improve in the area of evaluating and extending text based on consistent implementation of their grade level action plan aligned to the CCSS with periodic data monitoring that ensures continuous improvement.
More importantly, what does it mean for our kids?
Overall reading scores on 2nd-6th grade Spring 2013 MAP scores will increase to the extent that 75% of all Country Dale students will make their targeted growth with the remaining 25% making growth.
Let’s use what we’ve learned from student assessment data to align rigorous curriculum….
The Rigor of the CCSS
• If students are moving up in their text level difficulty (ALL students), make sure to use increasingly higher-order comprehension skills.
• Require them to read using a more analytical approach• Increase the number of non-fiction texts students read• CC asks students to read several texts about a single topic,
determine central ideas, issues, and disputes, and anticipate argument
• CC calls for the following distribution for what students should be reading• 50% literacy texts and 50% informational texts for 4th grade• 45% literacy texts and 55% informational texts for 8th grade• 30% literacy texts and 70% informational texts at 12th grade
Text ComplexityHow much is enough?
Jigsaw article “The Challenge of Challenging Text”
What does a specific standard look like for a student across a K-6 continuum?
Standard Sequencing Activity
Model planning of a DSC unit integrated with CCSS
Grade 1 Aligned Reading/Writing Informational Text
How would you use that tool to align DSC program with Informational Text Standard?DSC CCSS Correlation Tool
Now you try….Blank template
If this is the plan for Tier I, what might an action plan be for Tier II students?
Assumptions:These students would need pre-
requisite skills that weren’t mastered in previous grade? Where can I find that information?
Who are these students?Let’s have our data walls ready !