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Moving Forward: Strategies That Work For Us

Moving Forward: Strategies That Work For Us. M.J. Ewald English Department Chair ROSCOMMON HIGH SCHOOL HOME OF THE BUCKS Roscommon Area Public Schools P.O. Box 825 Roscommon, MI 48653 Phone: 989-275-6675 (ext 6510) Email: ewaldm@ghsd.net Web Page: http://mjewald32.pbworks.com.

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Moving Forward: Strategies That Work For Us

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  1. Moving Forward: Strategies That Work For Us M.J. Ewald English Department Chair ROSCOMMON HIGH SCHOOL HOME OF THE BUCKS Roscommon Area Public Schools P.O. Box 825 Roscommon, MI 48653 Phone: 989-275-6675 (ext 6510) Email: ewaldm@ghsd.net Web Page: http://mjewald32.pbworks.com

  2. MME Results2007-2009

  3. Michigan AYP Targets RHS scores in 2009 were 57% in Math and 60 % in ELA.

  4. How did we get there? *Where did we come from? *Re-examine how we did almost everything at an organic level. *Painful to do, but so worth it…

  5. Our Process… Evaluation from top down (administration as change agents). Teacher self-evaluation of classroom instruction, with special emphasis on reading and writing strategies and assessment.

  6. Building-Wide Changes Staff Data Disaggregration Development of Departmental Professional Learning Communities (PLCs) -Common Planning Time -K-12 Subject Area Team Meetings -Departmental Power Standards -Math Proficiencies Administration Walkthroughs

  7. ELA Power Standards Content Expectations/Power Standards Ideally, by the end of the trimester, students MUST demonstrate at least 65% mastery of 80% of the following RHS/MMC (Michigan Merit Curriculum) content expectations/power standards (CE = Content Expectation): • CE 1.1.1I CAN USE VARIOUS STRATEGIES FOR PLANNING, DRAFTING, REVISING, AND EDITING TEXTS. • CE 1.1.4I CAN WRITE DRAFTS THAT DETAIL AN IMPRESSION OR IDEA (DESCRIPTIVE) and ARGUE A POSITION (PERSUASIVE). • CE 1.1.5I CAN REVISE DRAFTS TO MORE PRECISELY CONVEY MEANING.

  8. Building-Wide Changes Switch to Trimesters from 4x4 Block Schedules Class Restructuring (based on Michigan Merit Curriculum) Development of Common Assessments 2-Hour Early Release/2-Hour Delayed Start Use of NWEA data

  9. Building-Wide Professional Development Writing Strategies Training -John Collins (5 Types of Writing) -I.R.A.C. Essay Writing Reading Strategies Training -Michelle Ewald (Pre- and During Reading Strategies) -In-House Staff Presentations

  10. Writing Training -5 TYPES OF WRITING (John Collins) -Types 1 and Type 2 (cross-curricular) -Types 3, 4, 5 (focus on ELA/SS)

  11. 5 Types of Writing Anchor Chart 5 TYPES OF WRITING (John Collins/Mark Dressel) TYPE 1 GATHERS INFORMATION; NOT GRADED; SHORT WRITING PIECE TYPE 2 QUIZ RESPONSE; GRADED FOR CONTENT; SHORT WRITING PIECE TYPE 3 COMPLETED ROUGH DRAFT OF AN ESSAY TYPE 4 TYPE 3 THAT HAS BEEN READ ALOUD TO; SELF AND TO PARTNER (SEE EDITING/REVISING CHART FOR PROCEDURE) TYPE 5 “PUBLISHABLE” WORK *TYPES 3, 4, 5 ARE GRADED USING FCAs (Focus Correction Areas) OR RUBRICS

  12. Writing Training I.R.A.C. Essay I – Interrogative R – Reasoning A – Argument C – Conclusion

  13. I.R.A.C. Essay Anchor Chart I.R.A.C. ESSAY I = INTERROGATIVE Question or prompt to be answered or addressed (1-2 sentences) R = REASONING3-part thesis statement: subject, opinion, blueprint reasons (1 sentence) A = ARGUMENTEvidence = CEI paragraphs (1-3 paragraphs of 100+ words) C = CONCLUSIONWrap-up of essay (1-2 sentences) CEI PARAGRAPH C = CLAIM Topic sentence E = Evidence Supporting details for topic sentence I = Interpretation So what?/Explanation of supporting details

  14. What We Did With Writing Training ~School-wide writing prompt completion (2 times/year) ~Mandated I.R.A.C. prompt responses (in all classes at least 2 times/trimester) ~Mandated use of Type 1, Type 2, Type 3 writing in ALL classes

  15. What We Did With Reading Training Attempted to use… -Activation of prior knowledge -Text preview/establishing purpose -Questioning -Determining importance

  16. Pre-, During, Post-Reading Questions Anchor Chart (Pt. 1) “Good” Reading Strategies Chart All smart, effective readers do the following when tackling any sort of reading selection, whether expository (informational) or narrative (story)… Activate prior knowledge What do you already know about the topic? How do you relate to the topic? Establish purpose Why am I reading this? Make predictions What is to come next? ASK “GOOD” QUESTIONS (see below).

  17. Pre-, During, Post-Reading Questions Anchor Chart (Pt. 2) ASKING GOOD QUESTIONS Pre-Reading -Why am I reading this? (PURPOSE) -What do I already know about the topic? (PRIOR KNOWLEDGE) -Using text features (i.e. titles, subheadings, words in bold or italics, pictures, etc.), what will the text be about? (PREDICTIONS) During Reading -Does the text make sense? -What just happened? -What will happen next? -What makes understanding the text difficult? Post-Reading -So what? -What should I remember? -How would I explain this to someone else?

  18. Future Plans ~Dissemination of MME/ACT data ~Use of common assessments ~Utilize Title I funding in ELA and Math ~Evaluation of reading and writing strategies ~Consistent professional development ~Move from horizontal to vertical PLC groups ~Address commendations and recommendations from QAR Team visit

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