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Enhancing Academic Progress in District 6 Through Systemic Strategies

This session focuses on improving academic achievement in District 6 through administrative assignments, API progress reports, and effective teaching strategies. Participants will explore curriculum cycles, effective writing practices, and language development techniques. The session emphasizes the importance of planning, revising, and anticipating reader needs to enhance student writing skills effectively.

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Enhancing Academic Progress in District 6 Through Systemic Strategies

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  1. District 6 Improving Academic Achievement Systemically April 20, 2005

  2. Outcomes for Today • Introduce new administrative assignments in District6. • Share API progress for District6 schools from the base year, 1999-2000 to 2003-2004. • Read a portion of Wong-Fillmore Snow article on “What Teachers Need to Know about Written Language.

  3. Outcomes for Today • Continue with the curriculum cycle of writing (Gibbons, Ch. 4) using history/social science at elementary and language arts at secondary as the demonstration content areas. • Using site examples of elementary math journals and secondary math charts to explore Gibbons’ idea of moving from speaking to writing. (Chapter 3) • Discuss Operations matters.

  4. District6Academic Performance Index

  5. District 6 Historical API -- Elementary 1 16 8 2 1 14 8 2 1 11 11 4 2 8 11 3 1 7 12 5 1 1 7 11 4 1

  6. District 6 Historical API -- Secondary 3 3 4 2 4 3 4 3 2 5 7

  7. 1 1 3 2 5 1 3 8 1 11 10 16 12 8 7 11 20 13 10 10

  8. Increased Stayed the same Decreased

  9. District 6 Administrators’ Academy

  10. District 6 Administrators’ Academy

  11. From Chapter 2 Ask an open-ended question. SLOW DOWN the dialogue. Add wait time Allow more turns Respond to meaning. From Chapter 3 “Lead from behind.” Push learner language. Recast and support. Teacher-Guided Reporting Develops Academic Language.

  12. Effective Plan before they begin to write Continually revise and edit Anticipate reader problems Are aware of linguistic differences between speaking and writing Know how to organize their ideas and writing as a whole Less Effective Tend not to plan before writing Have difficulty in revising and editing. Less able to anticipate reader problems. Write as though they were speaking. Focus on mechanics and grammar Effective and Less Effective Writers (Gibbons, p. 52)

  13. Gibbons, Chapter 4 (p. 58)“Writing in a Second Language” “{ELL} learners are less likely to be familiar with the particular organizational structure of different kinds of writing, and with the grammatical structures of English.” • A specific purpose • A particular overall structure • Connectives • Specific linguistic features Relates to cultural relevance (Delpit)

  14. So teach explicitly!! (p. 60) DON’T • Teach traditional grammar. • Conduct meaningless drills and exercises. • Separate listening, speaking, reading, and writing into fragments. • DO • Reflect on how language is used. • Look at purpose and audience. • Encourage real-life use.

  15. Gibbons Curriculum Cycle (pp. 60-67) Stage 1 (pp. 61-64) Building the Field Stage 2 (pp. 64-66) Modeling the Text Type Stage 3 (pp. 66-67) Joint Construction Stage 4 (p. 67) Independent Writing

  16. D6 Modification of the Curriculum Cycle (pp. 60-67) Stage 1 (pp. 61-64) Building the Field Stage 2 (pp. 64-66) Modeling the Text Type Stage 3 (pp. 66-67) Joint Construction Stage 4 (p. 67) Independent Writing Modeled Writing

  17. District 6 ¡Adelante! Onward!

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