ela shifts skeleton - marzano research laboratory

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Today’s Learning Objectives:

1.   Discuss the importance of text complexity and compare it to our current reality.

2.   Acquire knowledge around a close reading strategy to access complex text.

3.   Experience a close read. 4.   Create a close read example to use with

students. 5.   Consider ideas for sharing with adult

learners. 6.   Identify scaffolding strategies. 7.   Possibly review key component of PARCC

assessment and review sample items.

“The illiterate of the 21st century will not be those who cannot read and write, but those

who cannot learn, unlearn, and relearn.”

Alvin Toffler 2001 An American writer and futurist

Important implementation pieces… Guaranteed & Viable Curriculum

Prioritize CCSS

Connect to feedback for students

Design (or Review) Proficiency Scales Connect this to common assessments

What helps with consistency and clarity?

Creating or Refining Proficiency Scales

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4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

Proficiency Scale Atmospheric Processes and Water Cycle

4 Infer relationships regarding atmospheric processes and the water cycle.

3 An explanation of: •  How the water cycle processes impact climate changes •  The effects of temperature and pressure in different layers of Earth’s atmosphere

2 •  Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. •  Recognize or recall isolated details such as:

•  Precipitation is one of the processes of the water cycle. •  The troposphere is one of the lowest portions of the Earth’s atmosphere.

Erik Prouty, AP Chemistry, ThunderRidge HS, DCSD

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Marzano Research Laboratory is here to help!

n Website n  http://www.marzanoresearch.com

n  Free resources n  Sample proficiency scales

n We also provide: n  Sample scale reviews and feedback n  Sample assessment reviews and feedback n  Full scale writing

Searchable Site…

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•  Students who are not reading at grade level should have access to complex texts with appropriate scaffolding and support.

•  Even many students who are reading at grade

level may need scaffolding as they master higher levels within the text complexity band.

All students should have access to complex texts

Why?

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What are some consequences of so many students leaving high school unable to read complex text?

�  20% of college freshman require remedial reading courses (NCES, 2004b)

� Students who enroll in these courses are 41% more likely to drop out than other students (NCES,2004A)

� Only 30% of students enrolled in any remedial reading course went on to receive a degree or certiHicate (NCES, 2004)

�  75% of students who dropped out indicated they had difHiculty reading the text (Lyon, 2001)

making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level

engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals

modeling how to interpret the meaning of texts that use more complex approaches, like satire or

rhetorical argument

engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible

immersing students in shorter texts more closely and repeatedly to increase their ability to access

knowledge

introducing background knowledge (ONLY when needed)

Pittsburgh Public Schools

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Shifts in Instruction “It is important to recognize that

scaffolding often is entirely appropriate. However, the general movement should be

toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.”

Appendix A, CCSS

Knee surgery

Shifts in Instruction

•  Teachers will need to step back and honor struggle time while students grapple with the complex text independently.

•  When working with complex text,

teachers need to remember that the text is the expert not the teacher.

Pittsburgh Public Schools

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Scaffolding for Exceptional Learners

n Students with Disabilities n English Language Learners n Gifted and Talented Learners

Important first pieces… Prioritized Standards Proficiency Scales Common Assessments

Separating behaviors from content

Accommodation & Modifications

Growth Consider .5 increments

Douglas County School District, 2003

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Language Arts Word Recognition and Vocabulary 3.5

For Main Idea 2.5

Literary Analysis 3.0

Writing: Language Conventions 4.0

Organization and Focus 2.0

Research and Technology 1.5

Evaluation and Revision 2.5

Writing Applications 1.0

Listening and Speaking: Comprehension 3.0

Organization and Delivery 3.5

Analysis and Evaluation of Media 2.0

Speaking Applications 2.0

Life Skills: Participation 4.0

Work Completion 3.0

Behavior 4.0

Working in Groups 2.5





Provides Sample Scales…

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cutting-edge research concrete strategies sustainable success

The complete scale allows for half-point scores (3.5, 2.5, 1.5, .5).

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class

3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class


2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes

2 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes

1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

1 With help, a partial knowledge of some of the simpler and complex details and processes

.5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes

0 Even with help, no understanding or skill demonstrated

Scale





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For students with special learning needs

If modifications, change the expectations by shifting the scale upwards.

Add accommodations to the existing scale by increasing the 2.0, 2.5 levels on way to the 3.0, showing smaller gradations of growth.

Provide supports for all students

Some require a completely different scale all together.

Use general education scales as basis for support

n What are supports for general education students?

n Start with ELA and math n Adapt scales as needed—begin through the

example activities

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2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes •  •  • 

2 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes •  •  •  1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes •  •  • 

1 With help, a partial knowledge of some of the simpler and complex details and processes

Scale Accommodations for ESE n  Practices and procedures of presentation, response,

setting, and timing/scheduling that provide equitable access during instruction and assessment for students with disabilities.

n  Accommodations do not change the level of proficiency expected.

n  They allow for the assessment of content learning that is not affected by the disability.

n  They should not result in lower expectations. n  The great majority of students will be able to attain the

proficiency goal via the activities without support.

Heflebower, T. et al.,(in press). Standards-Based Grading for Administrators. Bloomington, IN: Marzano Research Laboratory.

Heflebower, T. et al.,(in press). Standards-Based Grading for Administrators.

Bloomington, IN: Marzano Research Laboratory.

Heflebower, T., Hoegh, J. et al., (in press). Standards-Based Grading for Administrators. Bloomington, IN: Marzano Research

Laboratory.

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What are ways to scaffold for students below grade level? n We’ll do a couple together…. n Work as a table family to come up with

four-five more examples.

General Examples n Provide auditory supports (taped reading)

and/or reading to text software as applicable.

n Provide repetition and checks for clarity on a regular basis.

n Seat the child away from distractions. n Provide on-going, specific feedback.

Heflebower, T., Hoegh, J. et al., (in press). Standards-Based Grading for Administrators. Bloomington, IN: Marzano Research

Laboratory.

General Examples

n Consider allowing the child to demonstrate understanding in a different mode (auditory versus written).

n Provide additional time when necessary and applicable.

n Provide a graphic organizer, n  Increase the font size of printed text

Provides Sample Scales…

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Shoulder Partner(s) Glance at Supports for English Language Learners

n Note those accommodations and modifications you use.

n Note others you might consider.

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Accommodations for ELL n  The appropriate educators should collaborate to ensure

that the example activities reflect the accommodations and supports the student typically receives during instruction.

n  It is important to remember that these students are striving to reach the same level as all general education students.

n  When making accommodations for ELLs in the area of reading, it is important to remember that there is a difference between listening and speaking and reading and writing.

n  When needed, place emphasis on the student’s instructional level in the content area (reading, or writing, or speaking).

Heflebower, T., Hoegh, J. et al., (in press). Standards-Based Grading for

Administrators. Bloomington, IN: Marzano Research Laboratory.

Examples n  At beginning to intermediate levels of proficiency, English

Language Learners need examples of a completed assignment to model the correct format.

n  Assignments and directions should be printed on the board along with cursive representation.

n  A bilingual assistant/interpreter, when available, could be used to explain concepts in the student’s primary language.

n  Students should have access to manipulatives, which enable them to complete assignments at their level of instruction.

n  Rewrite ideas using short sentences, pictures, and illustrations to encourage understanding.

n  Directly teach the related vocabulary and consider using pictures, reality, visuals, and/or multimedia.

Heflebower, T., Hoegh, J. et al., (in press). Standards-Based Grading for Administrators. Bloomington, IN: Marzano Research Laboratory.

Modification Examples for ELL n  Provide a taped textbook n  Lower the reading or difficulty level n  Shorten assignments n  Use supplementary materials n  Use bilingual dictionaries, translators, or other resource supports n  Allow the use of computer or word processor assistance n  Use multiple-choice options n  Modify activities and assessments

n  It is important to remember that these students are striving to reach the same Score 3.0 level as all general education students.

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Supporting Gifted and Talented n  Like the scales for Special Education students and English

Language Learners, the learning goals for gifted students remain the same. n  The 3.0 score level is still the grade level target. n  Gifted students may have attained this target prior to

instruction, or are able to demonstrate mastery quickly and with more depth and complexity.

n  The scales provide a blueprint for guiding instruction and assessment for this group of students.

n  Students may demonstrate additional complexity to the level 3 score, which is an appropriate expected accommodation.

Handout P. 271-

Grading Gifted and Talented n  Yet another option for some highly gifted students

is to work beyond grade level standards. n  A gifted fifth grade student may be working on seventh

grade math content. n  The scales designed for seventh grade math would

guide the tasks and assessments for this student. n  This would be considered a modified curriculum, and

would thus be noted on the student’s report card.

Handout P. 272

More examples: n  Invite students to explore different points of view on a topic of study

and compare the two. n  Provide learning centers where students are in charge of their

learning. n  Refrain from having highly able/gifted learners complete more work in

the same manner. Employ differentiated curriculum to keep interest and engagement high.

n  Ask students higher level questions that foster critical thinking, requiring them to look into causes, experiences, and facts to draw a conclusion or make connections to other areas of learning.

n  Compact the curriculum, when applicable, to allow gifted students to move more quickly through the material.

n  Employ a “most difficult first” strategy, allowing the advanced student to demonstrate mastery of the concept rather than engaging in unnecessary skill practice (spelling, vocabulary, etc.).

Heflebower, T., Hoegh, J. et al., (in press). Standards-Based Grading for Administrators. Bloomington, IN: Marzano Research Laboratory.

For students needing extensions of learning…

n  Add extensions to the 3.5, and 4.0 as more finite increments of growth should be noted.

n Pull in beyond grade level expectations as needed for modification needs.

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4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class •  •  • 

3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class •  •  • 


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Scale

Thank You! It has been a pleasure to

spend time with you! [email protected]

tammy.heflebower@marzanoresearchcom

ela shifts skeleton - marzano research laboratory

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