warrior run school district educational goals 1. collaboration as professional learning communities...
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Warrior Run School DistrictEducational Goals
1. Collaboration as Professional Learning Communities in grade level teams, subject area teams, and curriculum departments across grade levels will provide ALL students with similar, high quality instruction.
2. Research Based Instructional Strategies and Grading Practices will be implemented with consistency on a daily basis in the classroom.
3. Assessment data will direct daily classroom instruction as well as the interventions for scaffolding and/or acceleration in order to assist ALL students to achieve at levels on or above grade level.
Warrior Run School DistrictEducational Goals
4. Daily instruction will be differentiated (content, process, products) to meet the various needs and learning styles of all students.
5. Creativity, problem solving, technological applications, and authentic assessments will be incorporated into planned instruction to develop Twenty-First Century Skills in our students.
6. The district will strive to meet all proficiency rates established by the No Child Left Behind Law through straight achievement or by growth measures.
Warrior Run School DistrictEducational Goal # 1
1. Collaboration as Professional Learning Communities in grade level teams, subject area teams, and curriculum departments across grade levels will provide ALL students with similar, high quality instruction.
Summer Collaboration
Department Head Training MOU Curriculum Work PSWB Full Day K Planning New Teacher Orientation
Warrior Run School DistrictEducational Goal #6
The district will strive to meet all proficiency rates established by the No Child Left Behind Law through straight achievement or by growth measures.
Meeting Annual Yearly ProgressPerformance Targets
Mathematics Reading
2002-2004 35% 45%
2005-2007 45% 54%
2008-2010 56% 63%
2011 67% 72%
2012 78% 81%
2013 89% 91%
2014 100% 100%
3 Year Look at our Data: MATH 56 target 67 target
GRADE 2009 2010 2011
3 96.6 91.8 92.8
4 88.7 88.9 85.6
5 87.4 81.3 82.8
6 77.8 83 87.0
7 82.8 77.6 85.2
8 75 84.7 78.1
11 49.2 61.6 66.1
Annual Average
79.6 81.2 82.5
3 Year Look at our Data: READING 63 target 72 target
GRADE 2009 2010 2011
3 87.5 72.3 79.2
4 70.8 73.2 59.8
5 69.4 58.8 57.8
6 56.3 63.3 69.4
7 67.6 71.5 85.2
8 90.1 86.5 83.6
11 71.2 71.3 74.8
Annual Average
71 71 73
3 Year Look at our Data: WRITING
GRADE 2009 2010 2011
5 52.3 66 76.2
8 80.9 89.3 90.6
11 88.6 80 85.6
Annual Average
73.9 78.4 84.1
3 Year Look at our Data: SCIENCE
GRADE 2009 2010 2011
4 94 89.2 87
8 65 72.3 76
11 55 46.4 37.1
Annual Average
71.3 69.3 66.7
IU Rankings: 3rd & 4th Grade Reading
IU Rankings: 5th and 6th Grade Reading
IU Rankings: 7th and 8th Grade Reading
IU Rankings: 11th Grade Reading
IU Rankings: 3rd & 4th Grade Math
IU Rankings: 5th & 6th Grade Math
IU Rankings: 7th & 8th Grade Math
IU Rankings: 11th Grade Math
Cohort Comparison:
This year’s 11th Grade Class
Cohort Comparison:
This year’s 8th Grade Class
PSSA Results by Building
Turbotville
MATH
Performance goal = 67%
Met Performance Goal
All Students 87.7 YESWhite 87.6 YESBlack NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 60 N/AELL N/A N/A
Economically Disadvantaged
77.8 N/A
Turbotville
READING
Performance goal = 72%
Met Performance Goal
All Students 70.5 YESConfidence Interval
White 70.2 YESConfidence Interval
Black NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 28 N/AELL N/A N/A
Economically Disadvantaged
58.3 N/A
Watsontown
MATH
Performance goal = 67%
Met Performance Goal
All Students 89 YESWhite 89.3 YESBlack NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 56.3 N/AELL N/A N/A
Economically Disadvantaged
88.9 YES
Watsontown
READING
Performance goal = 72%
Met Performance Goal
All Students 68.4 YESConfidence Interval
White 69.5 YESConfidence Interval
Black NONE NONELatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 18.8 N/AELL NONE NONE
Economically Disadvantaged
51.9 NO
Middle School
MATH
Performance goal = 67%
Met Performance Goal
All Students 82 YESWhite 82 YESBlack N/A N/ALatino / Hispanic N/A N/AAsian or Pacific Islander N/A N/AAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 28.3 NOELL NONE NONE
Economically Disadvantaged
74.7 YES
Middle School
READING
Performance goal = 72%
Met Performance Goal
All Students 73.1 YESWhite 72.8 YESBlack N/A N/ALatino / Hispanic N/A N/AAsian or Pacific Islander N/A N/AAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 17 YES
Safe Harbor Confidence Interval
ELL NONE NONE
Economically Disadvantaged
62.7 YESSafe Harbor Confidence Interval
High School
MATH
Performance goal = 67%
Met Performance Goal
All Students 66.4 YESConfidence Interval
White 66.7 YESConfidence Interval
Black N/A N/ALatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 27.3 N/AELL NONE NONE
Economically Disadvantaged
56.7 N/A
High School
READING
Performance goal = 72%
Met Performance Goal
All Students 74.2 YESWhite 74.6 YESBlack N/A N/ALatino / Hispanic NONE NONEAsian or Pacific Islander NONE NONEAmer. Indian or Alaskan NONE NONEMulti-Racial / Ethnic NONE NONEIEP 36.4 N/AELL NONE NONE
Economically Disadvantaged
66.7 N/A
Warrior Run School DistrictEducational Goal #2
Research Based Instructional Strategies and Grading Practices will be implemented with consistency on a daily basis in the classroom.
Instructional Strategies 2011-12
Lesson Essential Questions Summarizing
Distributed At the end of a lesson
Vocabulary
Lesson Essential Question
• At the end of the lesson they should be able to answer this (to summarize!).
• By asking what you need to teach in order for it to be answered, you get your Assessment Prompts for Distributed Summarizing.
• Comes from the standards.• Posted at some point.• Student friendly.
Lesson Essential Question
• Essential Questions Stems/ Examples• How would you recognize a __________ if you saw one?• How do readers _______________________to better understand what they
read?• How do writers _________________________________?• How do I solve _________________________________?• What is the relationship between __________ and __________?• What were the major causes and effects of ________________________?• Why would we study __________________________________________?• How are ______________________ useful in
_________________________?• What influence did __________________________ have on
_______________________?How does _________________________ impact _________________________?
Summarizing:• A LEARNING strategy more than a
TEACHING strategy• Teachers provide regular opportunities to
summarizeo Students answer the lesson essential questiono Checking for understanding (KWL, Tickets, 3-2-1,
collaborative pairs)o Journalingo Show Me - Distributed Guided Practiceo Reflections
• Throughout the lesson and at the end
Summarizing:1. DURING THE LESSON ~ Distributed Summarizing: Assessment PromptsUsing Assessment Prompts During Teaching
What? Why? When? How?
Questions and tasks designed to gather evidence of learning throughout the lesson.
Helps teachers adjust instruction.Helps students self-assess.
Think of the teaching component as a series of distributed learning experiences each followed by an assessment prompt:
TeachAssessment PromptTeachAssessment PromptTeachAssessment Prompt
Design questions and tasks that will elicit evidence of learning.Use to check for understanding at strategic points in the lesson.
Vocabulary• Select difficult vocabulary from
instructional context• Preview this vocabulary with direct
instruction• Make words accessible to students
in a visual, graphic, and organized way
• Provide multiple exposures and opportunities to use vocabulary
VocabularyPreviewing, Activating, and
Providing Multiple
Exposures
Teaching Words In Context During the Lesson
SummarizingEffective Word Wall
Activities
5-3-1 Word SwapsDraw a Picture
or DiagramPossible Sentences
Possible Sentences Word Graffiti Act It OutVisual Synectics / 4
Box
Word Rating Vocabulary Chains Synonym Webs Hot Seats Plus
I Have…Who Has… Word AssociationsSuffixes /
PrefixesInner/Outer Circle
Consults
Key Word Brainstorm and Sorts Concentration Meet the Expert
Making it StrangeQuestion Quiz
Show
Word Sagacity
Concept Maps
Monitoring
• Choose 2 classes to implement in
o MS and HS: 2 “preps”
o EL: LA (Storytown Focus Skill) and Science
Monitoring• Walk-throughs
o Collect data using look fors and ask aboutso Use data to have meaningful conversations
about instruction and achievemento Support Instruction / Support Teachers
• 8 five minute walk-throughs per yearo Building principal(s), director of curriculum,
director of special education, superintendento Unobtrusive (business as usual)o Lesson plan says what 5 minutes cannot
• Electronic copy of data collectiono Non-evaluativeo May require follow-up conversation for ask
abouts
Essential QuestionsLook Fors & Ask Abouts
• LOOK FORs• Essential question is
posted• Essential question
guides instruction
• ASK ABOUTs• How do you use the
essential question in a lesson?
• How did you have students answer the essential question in your most recent lesson?
VocabularyLook Fors & Ask Abouts
• LOOK FORs• Vocabulary is content driven• The visual representation of
vocabulary is well organized, easy to use, and graphic
• Uses research-based strategies and direct instruction to preview vocabulary at the beginning of lessons and units
• Vocabulary is built through writing, reading, discussion, etc. throughout the lesson
• ASK ABOUTs• How are students aware of
current vocabulary?• What vocabulary strategies
do you usually use?• How is your current
vocabulary organized for learning?
• How do students use vocabulary for reading and writing?
Summarizing Look Fors & Ask Abouts
• LOOK FORs• Summarizing reflects
evidence of student learning
• All students have the opportunity to participate in summarizing
• Summarizing is guided by the essential question
• ASK ABOUTs• What summarizing
strategy did you use in your lesson?
• How do you provide an opportunity for all students to summarize?
• What evidence do you have of student learning?
Lesson PlanPlan for the content NOT for the day!
• Lesson Essential Question
• Vocabulary and Strategy
• APs
• Final Summarizing
---------------------------------
• May be an add-on, may be your lesson plan format.
GRADE: SUBJECT: UNIT:
STANDARD(S): MATERIALS: ESTIMATED # OF DAYS:
Lesson Essential Question:When answered at the end of the lesson, is it what I want students to be able to know, understand or be able to do?
EQ: Answer to EQ:
What do students need to learn to answer the EQ?AP Concept 1: AP Concept 2:
Activating Strategy:
Vocabulary and Strategy: Vocabulary is best
Teaching Strategy with Distributed Summarizing:
Graphic Organizer:
AP1: Strategy: AP2: Strategy:
Summarizing:How will students summarize what they are learning at the end of the lesson?
WORDS: STRATEGY:
Room Breakout for Departments• K-4 & 5, 6 Grade LA: Sue Welteroth, Steph Zettlemoyer, and Michael
Freeborn– Stay in the cafeteria
• Science 5-12: Linda Shupp and Michelle Ebner– MS 110
• English 7-12: Bernadette Boerckel– MS 103
• History 5-12: Patti Kramer and Cathy Grow– MS 104
• Math 5-12: Daniel Carpenter and Chris Long– MS 108
• Fine Arts (Music, Art, and PE): Greg Alico– HS Band Room
• Vocational Technology (FCS and Tech Ed) and • Info Lit. & Tech (Library, Computer, Business): Katie Makatche and
Jane-Marie Terefencko – MS Library
• Special Eduation 5-12: Choose a content above that you will be monitored in.