THE JOURNEY TO EOG/EOC SUCCESS Planning for Corrective Instruction

1. THE JOURNEY TO EOG/EOC SUCCESSPlanning for Corrective Instruction Dorie Hall Assessment for Learning Coordinator Instructional and Area Facilitators’ Meeting March 9, 2012

2. SIGNS of EOG/EOC REVIEW • If you could choose a road sign representing PAST EOG/EOC review seasons at your school, what would it be? • Which sign represents your vision for the 2012 review season?

3. Today’s Learning Targets • I can identify the essential components of an effective EOG/EOC corrective instruction plan. • I can analyze data to identify • focus standards. • specific student misconceptions. • appropriate flexible groups. • I can develop a corrective instruction plan.

4. AFL FRAMEWORK

5. FINAL DESTINATIONWhat are our student achievement goals? • Review • School Improvement Plan • SMART Goals

6. CURRENT LOCATIONWhere are we now according to our data? • Drill down the data to identify focus standards • Previous Goal Summary reports • SGA/CA comparisons • Cross reference with EOG/EOC Test Percentages by Goal

7. CURRENT LOCATIONWhere are we now according to our data? Address during Instruction Address during Warm-ups

8. CLIMATEHow will review season feel? • Identify an engaging theme • Set the stage • Pre-EOG/EOC Pep Rally • Bulletin Boards • Classroom Door Contest 4’s and 3’s On the EOGs/EOCs!!

9. PASSENGERSWhich stakeholders will be involved? • Students • Teachers (core and elective) • Parents • Tutors • Community

10. ROADMAPWhat are the focus standards for corrective instruction? • Create grade level/course calendars (monthly snapshot) • Create grade level plans (weekly snapshot) • Create lesson plans (daily snapshot)

11. ROADMAPWhat are the focus standards for corrective instruction?

12. ROADMAPWhat are the focus standards for corrective instruction? *As determined by grade level/content area data.

13. ROADMAPWhat are the focus standards for corrective instruction?

14. THE SCENERYHow will instruction look? • Identify specific student learning targets/misconceptions • Unpack if necessary!! • Create weekly lesson outline • Determine the structure • Flexible groups by teacher/student • Develop training for tutors and elective teachers

15. THE SCENERYHow will instruction look? IDENTIFY SPECIFIC STUDENT MISCONCEPTIONS • I can create cylinders and prisms using nets. • I can examine nets to visualize and calculate volume of prisms and cylinders. • I can describe volume as the measure of the interior space of an object. • I can develop formulas for calculating volume of prisms and cylinders. • I can identify the appropriate units for volume. • I can decompose composite figures into cylinders and prisms. • I can calculate the volume of composite figures. • I can use nets to visualize and calculate surface areas of prisms and cylinders. • I can describe surface area as the total area of the different surfaces of an object. • I can develop formulas for calculating surface area of prisms and cylinders. • I can identify the appropriate units for surface area. • I can decompose composite figures into cylinders and prisms. • I can calculate the surface area of composite figures. • I can differentiate between volume and surface area in the context of a problem. • I can create and solve problems using volume and surface area.

16. THE SCENERYHow will instruction look? IDENTIFY SPECIFIC STUDENT MISCONCEPTIONS

17. THE SCENERYHow will instruction look? Analyze Item Analysis Reports to Identify Specific Student Misconceptions

18. Analyze Student Responses Report to Identify Specific Student Misconceptions THE SCENERYHow will instruction look? 1. The data in the table represents the cost of dance tickets. Which equation represents this function? A.c = n + 6 B.c = 6n +1 C.c + 6 = n + 1 What’s the misconception here? D.c + 6 = n

19. THE SCENERYHow will instruction look?

20. THE SCENERY How will instruction look? FLEXIBLE GROUPING BY STUDENT

21. THE SCENERYHow will instruction look? FLEXIBLE GROUPING BY TEACHER Teacher 1 Teacher 2 • Strength: Standard 10, 11, 12 • Strength: Standard 9,10, 11, 12

22. THE SCENERYHow will instruction look? FLEXIBLE GROUPING BY TEACHER OPTION 1: TEACHERS ROTATE OPTION 2: TEACHERS SHARE LESSONS Assign focus standard to each teacher Teacher creates Corrective Instruction plans Teachers share plans with other teachers • Assign focus standard to each teacher • Teacher creates Corrective Instruction plans • Teaches their class for days allotted and then rotates to next class

23. PACKINGWhich resources are needed? • Inventory resources/materials • Identify needs for all stakeholders • Students • Teachers (core and elective) • Parents • Tutors • Community

24. TRAFFIC SIGNSHow will instruction and assessment be monitored? • Lesson plan submission and review • Weekly common assessments • Classroom visits • Self-assessment videos

25. PIT STOPSHow will implementation be assessed? • Determine success criteria • Walk-thru data • Student feedback • Common assessment results • Provide feedback and next steps • Weekly PLCs • Staff Meetings • Newsletters • Parent Communication

26. THE DRIVER(S)Who will create, execute, and monitor the plan? • Establish a planning committee • Assign roles and responsibilities • Develop the plan • Hold a kick-off meeting to share the plan

27. CAUTION!!! Things to remember along the journey… The Plan SHOULD The Plan SHOULD NOT Address each and every curriculum standard Focus only on test-taking strategies Be drill and kill, workbook/worksheet mania Consist of only doing practice problem, after problem, after problem • Address specific student misconceptions • Provide instruction on focus standards • Include flexible grouping • Use different strategies than initial instruction

28. ABC Review • Select a letter card. • Work with your table group to create a phrase/descriptor/example describing EOG/EOC Review.

29. EOG.EOC Resources on AFL Wiki • http://dps-assessmentforlearning.wikispaces.com/

30. Let’s Brainstorm!!