Focus on Accountability IV: Through Data Driven Instruction Research Based Practices

1. Focus on Accountability IV:ThroughData Driven Instruction Research Based Practices September 3, 2019 Dr. Leroy McCloud Elementary School Dorian Milteer, Principal Abraham Alarcon, Supervisor

2. Mission Statement: Fostering Academic Excellence and Critical Thinking through Discovery, Exploration and Creativity enabling students to navigate the global world market with success.

3. Building Goal I: To develop, implement and monitor a culture of thinking and learning to produce independent, responsible students who are able to demonstrate Intellectual Perseverance.

4. Building Goal II: Build the capacity of teachers to raise student achievement in English Language Arts, Mathematics and Science through the use increased exposure of pedagogical practices, content knowledge and high functioning PLCs.

5. SMART GOALS • Strategic • Specific • Measurable • Attainable • Results-Based • Time-Bound

6. What is your vision of the Dr. Leroy McCloud Elementary School?

7. How do you define Academic Proficiency?

8. Academic Proficiency Solid academic performance for each subject assessed. Students reaching this level have demonstrated competency over challenging subject matter, including: Knowledge Subject-matter knowledge (facts, concepts and procedures) Application of Skills Application of such knowledge to real-world or novel situations, and Reasoning Skills: analytical skills appropriate to the subject matter: and/or demonstration of the capacity to synthesize and evaluate. Jeff Howard

9. Proficiency Examples of proficient and exemplary work are displayed throughout the classroom. Purpose: To give a model to all students of what successful writing, mathematics, science or social studies work looks like. Example of proficiency are known in advance. They must know exactly what is expected, whether through a rubric, a checklist, or another document that clearly establishes the rules of the assignment.

10. Proficiency Students can spontaneously explain what proficiency means for any assignment. “What are you learning about today, and how do you know if you are learning it?” Larry Lezotte

11. Review of PARCC Data Assigned Handouts

12. Building Wide Strategies Based on Need Analysis

13. Lesson Plans 2018-2019: Objectives/Aims, Black Board Configuration and Curriculum (District and NJ NJLSA) Cognitive, Affective and Psychomotor Domains Materials/Manipulatives Metacognition Neuroplasticity Discussions Rubrics for lessons Procedures/Activity Creative Thinking Collaboration Assessments (During and after the lesson) At least two Critical Thinking Standards/ Dimension (per lesson) Due every week (Starting: September 11, 2018) Instructional Framework 2019-2020

14. Strategies Mindfulness Resilience Collaboration Perseverance Brain-based Learning Critical Thinking Creative Thinking

17. Math Block: Dr. Leroy McCloud Elementary School Math Instruction Minutes Math Block Math Workshop 10-15 Mini-lesson (I do, We do, You do) 20 Small Group/Differentiated Instruction 1 Group/Day Centers During Small Group Instruction Independent Practice Exact Path Problem Solving Math Facts 5 Writing in Math (Math Jo

18. Homework Daily use of student planners (mandatory) Assignments written in student planners so parents can view and verify with signature. Be specific with assignments. A page from a consumable is not considered homework. Assignments with parent involvement. (Be creative) Collect/Review and grade!

19. Required Learning CentersGrades 3-5 and Academic Programs Language Arts, (Taught every day) Mathematics Center (Taught every day) Science Center (Taught every day) Social Studies Center (Taught every day) Includes Student Portfolio Assessments Mandatory pacing to the EPSD District Curriculum

20. Present in Classrooms and during Lessons Student-centered lessons Portfolio Assessments Multi-sense environment Project based learning Collaborative learning Year around assessments Student Proficiency Computer Based learning Active Learning Authentic learning Critical Thinking Socratic Discussion Proactive Responses Shared Decision Making Real World Context Math Projects Multiple Intelligences Active use of word walls Learning Centers Writing Samples Wall of Fame Differentiated Strategies

21. Portfolio Assessments NJSLA deficiencies must be addressed weekly. Writing must take place every day. Student work that pertains to these deficiencies must be placed in student portfolio to monitor proficiency. Students will explain the progress to their parents during conferences.

22. Teacher and Student Goals(Every Student Must Complete a Form) Malik Smith’s Plan for becoming a better Reader of Chapter Books Name:__________ Date:__________________ Teacher:________ Room:_________________ What is the goal you want to achieve? What things will you need to do to meet your goal?

23. Expectations What I expect from my students: ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

24. Technology • Consumption: • Hardware • Teacher • Student laptops • Computer Cart assignments TBA • Strategies • SAMR • Apple Teacher • School Twitter account – stay tuned

25. Cumulative Projects 2018-2019Two projects selected by October 15, 2019 by students and teachers. Projects based upon curriculum in Language Arts, Math, Social Studies and SciencePresentation: June 2019 Examples: www.echoschools.com https://www.bps.k12.mt.us www.noaa.gov/education https://www.thirteen.org/edonline/wue/studentprojects.html https://spaceplace.nasa.gov/classroom-activities/en/

26. Critical Thinking The Standards: clarity, accuracy, relevance, logic, breadth, precision, significance, fairness and depth. The Elements: purposes, questions, points of view, information, inferences, concepts, implications and assumptions. Intellectual Traits: intellectual humility, intellectual autonomy, intellectual integrity, intellectual courage, intellectual perseverance, confidence in reason, intellectual empathy fair-mindedness. Also in your Critical Thinking Manuals and criticalthinking.org

27. Strategy List: 35 Dimensions of Critical Thinking Affective s-1 thinking independently s-2 developing insight into egocentricity or sociocentricity s-3 exercising fair-mindedness s-4 exploring thoughts underlying feelings and feelings underlying thoughts s-5 developing intellectual humility and suspending judgment s-6 developing intellectual courage s-7 developing intellectual good faith or integrity s-8 developing intellectual perseverance s-9 developing confidence in reason

28. Strategy List: 35 Dimensions of Critical Thinking Cognitive - Macro-Abilities s-10 refining generalizations and avoiding oversimplifications s-11 comparing analogous situations transferring insights to new contexts s-12 developing one’s perspective: creating or exploring beliefs, arguments, or theories s-13 clarifying issues, conclusions, or beliefs s-14 clarifying and analyzing the meanings of words or phrases s-15 developing criteria for evaluation: clarifying values and standards s-16 evaluating the credibility of sources of information s-17 questioning deeply; raising and pursuing root or significant questions

29. Strategy List: 35 Dimensions of Critical Thinking Cognitive - Micro-Skills s-27 comparing and contrasting ideals with actual practice s-28 thinking precisely about thinking: using critical vocabulary s-29 noting significant similarities and differences s-30 examining or evaluating assumptions s-31 distinguishing relevant from irrelevant facts s-32 making plausible inferences, predictions, or interpretations s-33 evaluating evidence and alleged facts s-34 recognizing contradiction s-35 exploring implications and consequences

30. Critical Thinking School Initiative:Improving Student Thinking Master Thinker Advanced Thinker Practicing Thinker Beginning Thinker Challenged Thinker Unreflective Thinker

31. Web Resources http://www.state.nj.us/education http://mathforum.org/teachers/elem/ http://www.criticalthinking.org http://pbskids.org/readingrainbow/ www.nesu.edu/midlink/ho.html (rubrics) http://www.quadro.net/~ecoxon/Reporting/rubrics.htm (rubrics) http://www.state.nj.us/njded/readfirst/ http://www.fcrr.org (Reading!)

32. Mathematics Emphasis on: Word Problems Calculations Uninterrupted instruction Math Centers Preparation for PARCC Assessment driven instruction Manipulatives Inspired Solutions

33. Teacher as the Facilitator Learning takes place in the mind of the child. (More student feedback and less teacher talking) 1. Inquiry 2. Reflection 3. Analysis 4. Application 5. Assessment

34. Type of Learner: MI People smart Self smart Nature smart Music smart Body smart Logic smart Word smart Picture smart (Gardner 1983)

35. Creating the Climate of High Expectations Organized Fairmindedness Be on time and prepared Encourage Critical Thinking Self-discipline Independent Positive attitude Team Player Take pride in your work Demonstration of Meta-cognition Enthusiastic Engagement in Learning Promotion of intrinsic motivation Self-assessment Being responsible Respecting the environment Dress for success (no jeans)

36. Differentiated Strategies Teaching a lesson just one way is a disservice to all students.

37. Sending signals to students

38. When you say… “You’re not getting it.” They might hear it as… “You’re not capable of getting it.” But you could turn it into an opportunity for learning by saying something like this: “Have you tried looking at it this way?.” Do not expect every child in your room to learn an objective if you only teach it one way.

39. “No, you’re wrong.” They might hear it as… “You are dumb.” But you could turn it into an opportunity for learning by saying something like saying this: “What is it that led you to that answer? How do you know it is a good answer? How else might you look at it?” Or, “That’s a great answer, but it’s not quite the question we’re asking right here.” When you say…

41. Some of what we experience day to day is stored away in our minds for future reference, but much is not. You remember the part that you thought about.

43. Sometimes memory isn’t gone-it’s just hard to get to. It depends on the quality of Cues. Cues are bits of information that are the starting point for retrieving memory. Memories are inaccessible mostly due to missing or ambiguous cues. When taking an exam/test students must prompt/generate their own cues.

44. Dilemma: “The feeling of knowing.” If students (like adults) tend to be more confident in their knowledge than is warranted, we would expect that they will, on average, not study enough. Research shows people tend to think their learning is more complete than it really is.

45. DR.ERIC R. KANDEL • SHORT AND LONG TERM MEMORY: Eric Kandel • https://www.youtube.com/watch?v=rgy4nhKgEog •  Michael Fullan • https://www.youtube.com/watch?v=jl6GPkGhj4Y

46. Asking students “Why” or to explain key passages after reading. Thinking: making material more meaningful. Distribute studying over time vs. cramming Overlearn: Students should study until they know the material and then keep studying.

47. Distractions in the Home Fatigue Stress/Arousal Socio-economics Negativity Emotional State Family Status

48. Real World Connections Graphic Organizers Activating Prior Knowledge Mental Manipulation Critical Thinking Collaborative Learning Reduce the stress of Participation. Neuroplasticity

50. Nuts & Bolts Building Procedures, Dress Code and other matters please see Teacher’s Handbooks.