learning paths: teacher effectiveness through assessment driven instruction

Learning Paths: Teacher Effectiveness Through

Assessment Driven Instruction

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Quality Quinn

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Process for LeadershipProcess for Leadership

Challenge the processChallenge the process search for opportunitiessearch for opportunities change status quochange status quo

Inspiring a shared visionInspiring a shared vision imagine the ideal situationimagine the ideal situation

Enabling others to actEnabling others to act foster cooperationfoster cooperation modeling the waymodeling the way

Encouraging the heart to begin the journeyEncouraging the heart to begin the journey

State of the Nation

Annual testing -NO CHILD LEFT BEHIND

The Real Agenda: The STEMsScience,Technology,Engineering,Mathem

atics Social Studies

How we can help?

Prepare for early success

Prevent learners from falling behind

Intervene for below level learners

Challenge above grade level learners

The Model Rigorous state Standards that raise expectations

Curriculum and benchmarks aligned to state standards

Quality, on-going professional development for teachers who support and teach reading

Resources to support new instructional strategies and classroom management strategies

Informal classroom diagnostic assessment for reading and growth

Maximizing Federal Dollars (Title 1) to buy more TIME

STATE TEST ALIGNED to STANDARDS

5 Critical Elements for Rapid Growth

Lesson Design Reading Content alignment: vertical and horizontal teaming—

ELL, Spec.Ed. Assessment driving differentiated instruction

Classroom Management Instruction in terms of minutes Collaboration

Whole class, small group, think-pair-share, indep. Grade Level Meetings

Agendas, increased frequency, evidence driven Student specific with proofs of instruction/learning The Role of the Literacy Coach

New expectation for ALL learners Interactive learning and discourse for meaning What the brain likes-MULTISENSORY Reading for MATH

Analyzing Data Moving from being data rich to analysis poor SOAP

Subjective, Objective, Analyze-Assess, Plan ELL, Spec. Ed.

5 Critical Elements for Rapid Growth

Teaching Comprehension Directly Monitor the use of the strategy Offer less coaching as less is called for Ask what strategy they are using & why, therefore

bringing the strategy to the student’s awareness Give students continued opportunity to observe

more modeling Provide multiple and ongoing opportunities for

students to interact w/others using a variety of text

The goal of the teacher is to create an environment that

allows every reader to move as quickly as possible to grade

level, content area reading

without selling-out and just attempting to teach to the test.

What immediate steps will ensure growth… we’re looking for growth!

You Can’t Tutor What Hasn’tBeen Taught

You can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taught

Three Flavors of Assessment

Summative Assessment = External Reporting Scorekeeping Broad data for identifying specific populations Program evaluation and budget indicators

Formative Assessment =Internal Reporting Intervention: Do something differently, immediately (STOP

Spray and Pray!) Progress monitoring over time for individual students Data used to plan “next move” for instruction

Getting a Grade =Comfort the troubled, trouble the comfortable Public relations A,B,C,D,F: Coin of the realm

The Challenge

After third grade, the achievement gap with minority, second language, and low-income learners widens substantially Incomplete beginning reading instruction Serious vocabulary deficit Very limited knowledge of text structure Misconceptions about fluency Lack of meaningful early comprehension assessment

Let’s Demystify Reading

Three Muscles:

Early Language Experience Phonemic awareness and concept development Vocabulary, academic language and alphabetic principle

Decoding muscle Three ways of getting meaning off the page

(1)phonics…primary decoding strategy (2)semantics and vocabulary (3) syntax and structure

Fluency muscle Reads a lot of words fast w/ comprehension* Class libraries of leveled or decodable text Every day, every reader reading at a level of success of self-

selected quality literature

News Flash!!!!!

26 letters and 44 sounds 17 reliable letters, (letters that always sound the

same) q,w,,t,p,d,f,h,j,k,l,z,x,v,n,m,b, 4 that are switch hitters... s,g,c&r 3 that are pests ...a,o,u 3 that will make you CRAZY!!!!…i,e,y Double vowels: oa, oo, ee, ea, oi, ou, au Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl, kl,cr,scr,

Definition of Comprehension

Comprehension is defined as: “intentional thinking during which meaning is

constructed through interactions between the text and the reader” (Harris & Hodges,1995)

…an excerpt

Draped for the formal unveiling May 31 – with only an insouciant topknot and Horton The Elephant’s trunk peeking out – the sculptures frolic on the wide green linking the city library and its four museums that gave wing to the author’s imagination.--

STRATEGIES

Clarifying Comparing and

contrasting Connecting to prior

experiences Inferencing (including

generalizing and drawing conclusions)

Predicting Questioning the text Recognizing the

author’s purpose Seeing causal

relationships Summarizing visualizing

Teaching Comprehension Directly

Monitor the use of the strategy Offer less coaching as less is called for Ask what strategy they are using & why, therefore

bringing the strategy to the student’s awareness Give students continued opportunity to observe

more modeling Provide multiple and ongoing opportunities for

students to interact w/others using a variety of text

Text Structures

Language Arts

Language Arts

Whose woods these are I think I know: his house is in the village, though. He will not mind me stopping here to watch his woods fill up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some mistake.The only other sound’s the sweep of easy wind and downy flake. The woods are lovely dark and deep,but I have promises to keep…and miles to go before I sleep. And miles to go before I sleep.

Pronouns, demonstrative adjectives

Science

Science

The Hall-Heroult process is essentially the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution of Al2O3 in molten cryolite, Na3AlF6, conducts the current.

Procedural words, ordinals, first, then, next, etc.

Social Studies

8

Social Studies/History

Although The Confederacy represented the Southern states, its army attacked Gettysburg from the North. The Confederate Generals, having spent a tough winter and spring in the Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe manufacturing community would hopefully provide the much needed supplies.

Subordinating conjunctions: since, while, because, although, yet, if, as if, however, etc.

Math

Math

The architect and contractor were conferring over the blueprints of the new ten story parking garage. It needed to be ten floors and have space for compact cars. Each floor required twenty-two “I” beams, plus one additional beam for each additional floor after the first. Determine the number of “I” beams and show a possible structural configuration.

Math Research

Embed in real world:make it engaging, generating more questions

Create a language rich classroom Justifying, generalizations, highly verbal, highly visual

students Draw pictures, create mental images, foster

visualization Build from charts, graphs & tables- also, the

misinterpretation of data Don’t leave out measurement

The three most important words for the struggling reader:VOCABULARYVOCABULARYVOCABULARY Words-words-words-words-words-words-words-words-words-

words-words-words-words-words-words-words-words-words-words-words-you get it!!!!

Registers of Language –R. Payne

Frozen: Language that is always the same Formal: Standard sentence syntax of work and

school. Consultative: Formal register when used with

conversation. Discourse patterns slightly less formal.

Casual: Language between friends: 400-800 word vocabulary. Non-specific word-choice; non-verbal assists determine meaning. Sentence syntax often incomplete.

Intimate: Language between lovers or twins. The language of sexual harassment.

Vocabulary Instruction

Concept vocabulary Big idea words: attrition, populism, hypothesis

Context vocabulary Words that have multiple meanings: economy, mine,

elements, book, state, set, case

Vocabulary structure Words with recognizable Latin cognates: migratory,

revolt, spectator

Jim Cummins-Word Harvesting

What Words to TeachBringing Words to Life—ROBUST Vocabulary InstructionIsabel Beck ,Nancy MacKowen

First tier words Words that you wish students knew, hope they can get, but you don’t have time to teach.

Second tier words High utility words that they need to know in your class, and everyone else’s.

Third tier words Extremely specific words in your content area that require considered and deliberate

and in depth instruction

Vocabulary and Phonics

stench ap-pal-ling de-hu-man-ize intro-spec-tion in-e-qui-ty el-e-ments cru-el-ty re-a-li-ty in-hu-man-i-ty in-hu-man col-lab-o-ra-tion e-con-o-my hur-dle shame re-con-struc-tion em-path-y mine

Teaching Word Attack (phonics) in Science

Con-ser-va-tion bun-dle Ac-cel-er-a-tion state Force base Mass mol-e-cule Grav-i-ta-tion-al force gas-e-ous Ter-min-al vel-o-city Grav-i-ta-tion-al at-trac-tion Mo-men-tum

anthropologically

An-thro-po-log-i-cal-ly

australopithecine

Aus-tra-lo-pith-e-cine

Struggling Older Reader

Incomplete beginning reading instruction Lacks metacognitive strategies Limited prior knowledge Limited word study skills and spelling No text available at level of success No adults modeling reading No history of reading success

Useful References Adams, M.J. (2000). Beginning to Read: thinking and learning about

print. Cambridge, MA: The MIT Press. Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In

A. Booth & J. Dunn (Eds.). Family-school links: How do they affect educational outcomes? Hillsdale, NJ: Erlbaum.

Baker, L. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children. College Park, MD: National Reading Research Center.

Baker, L., D. Scher, and K. Mackler. (1997). Home and family influences on motivations for reading. Educational Psychologist 32(2): 69:82.

Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press.

Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing partnerships to foster reading development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in home and school communities, Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.

Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A Guide to promoting children’s reading success. Washington, DC: National Academy Press.

Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research: 65(1): 1-21.

Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Partnership for Reading. Available: www.nifl.gov.

Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. The reading teacher 48: 4888-564.

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 315-335). New York: Oxford University Press.

Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-risk; Developing critical dialogues. Journal of Reading, 35, 636-640.

Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Pub Co.

Lyon, G.R. (1998). Overview of reading and literacy initiatives. Testimony Provided to the Committee on Labor and Human Resources, United States Senate. Bethesda, MD: National Institute of child Health and Human Development.

Moats, L. (1999, June). Teaching Reading is Rocket Science. Wahington, DC: American Federation of Teachers. Available online: http://www.aft.org/edissues/rocketscience.htm National Center for Education Statistics (1998). Characteristics of children’s early care and Education programs: Data from, the 1995 National Household Education Surveys (NCES No. 98-128).

National Reading Panel. (1999). Teaching children to read: An evidence-based Assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Human Development. Available: www.nichd.nih.gov/publications/pubskey.

O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A developmental instruction. Boston: Allyn & Bacon.

Oldfather, P. & Wigfield, A. (1996). Children’s motivations for literacy learning in Developing. In L. Baker, C. Afflorbach & D. Reinking (Eds.). Developing engaged readers in home and school communities. (pp. 89-113, Mahwah, New Jersey: Lawrence Erlbaum.

Riley, J. (1996). The teaching of reading, London: Paul Chapman. Robbins, C., and L.C. Ehri. (1994). Reading storybooks to

kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology 86(1): 54-64.

Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Preventing Reading Difficulties in Young Children. Washington D.C., National Academy Press.

Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children’s early reading development, In L. Baker, P. Afflerback & D. Reinking (Eds.). Developing engaged readers in home and school communities. Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20.

U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader (America Reads Challenge), Washington, D.C.: author. Available online: http://www.ed.gov.pubs/startearly/