Literacy Leader & Lead Teacher Meeting August 30 th PD Day Collaboration Presentation

1. Literacy Leader & Lead Teacher MeetingAugust 30th PD Day Collaboration Presentation Original PowerPoint: 8-23-2010 Updated PowerPoint: 8-24-2010

2. Achievement Levels Benchmark Met √ Benchmark Not Met X

3. Statewide: 67% of Students did not meet the Benchmark

4. Smith County 2009-2010 Math Achievement 3rd-8th Grade 61% of Smith County Students did not meet the Benchmark this year 39% of Smith County Students met the Benchmark this year X √

5. New Federal Benchmarks We have a steep hill to climb

6. Question for you: Yes, 39% of Students met the Benchmark level of 20% Proficient and Advanced √ • Did we make AYP as a system this year? • (Please note that we do not have sub-group data)

7. Another question for you: No, 39% of Students Proficient and Advanced does not meet the 2010-2011 Benchmark of 40%! X • Will we make AYP as a system in 2010-2011 with the same level of achievement? • (Please note that we do not have sub-group data)

8. Last Question: • Howmightwe meet the benchmark this year and every year? • Know our Standards! • Teach our Standards! • RIGOR!

9. Reviewing Standards The “Standard” is now the broad name for the benchmark level of knowledge that should be taught The “Standard” has been broken into conceptual strands called GLE’s (Grade Level Expectations)

10. Reviewing Standards GLE: Grade Level Expectations (K-8) CLE: Course Level Expectations (High School) These are guides for learning that should be used for planning lessons and units GLE/CLE’s are assessed using Checks for Understanding and SPI’s.

11. Reviewing Standards • Checks for Understanding • Formative and Summative Assessment of Learning • Based on the GLE • SPI’s • Performance Indicator linked to TCAP Accountability

12. Reviewing Standards Only doing SPI’s leaves a hole in knowledge and understanding that will affect test scores and student mastery

13. Reviewing Standards Only doing GLE’s or Checks for Understanding results in a hole that will affect test scores and student mastery

14. Reviewing Standards Creating Lessons that address GLE’s, √’s for Understanding and SPI’s covers all material within the Standard

15. SPI Note: State Performance Indicators (SPI) are broader than those associated with the former framework; therefore there are many ways to assess the learning expectations. Tasks that require a skill or an algorithm are important in the classroom but are not sufficient for developing mathematical thinking. Student success on assessments depends on their meeting challenging problems daily. Higher expectations will be actualized in the new assessments.

16. SPI Note: Pay attention to the Checks for learning as they could indicate a format for an SPI question. Pay attention to the ‘language’ used in the check for understanding as it could indicate the level of difficulty (Webb’s Depth of Knowledge) of the question.

17. The Conceptual Strand

18. Interpreting the Number

19. Essential Question Task Create each essential question based on the SPI and/or the corresponding Check for Understanding for each GLE. Appendix B is the “map” for connecting Standards, GLE’s, Checks for Understanding and SPI’s.

20. Artifacts you should produce A List of Essential Questions based on the Standards that should be used to guide your daily lesson planning and teaching (ie. What is written on the board each day next to your GLE/SPI/√ for Understanding number)

21. Rigor Knowing the standard is a prerequisite to meeting and exceeding the standard. Rigor is necessary to exceed the standard. The rigor of the TCAP is based on Webb’s Depth of Knowledge analysis of the Standards

22. Rigor is not • Fifty sheets of homework • More worksheets for the student that finished

23. Rigor is not • Using the seventh grade textbook to teach • high performing sixth graders

24. Rigor is not • Cold and impersonal • Covering More material in a shorter period of time

25. Rigor is not • For selected group of students

26. Rigor is not More!

27. What is rigor? “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” Strong, Harvey F. Silver, and Matthew J. Perini

28. Rigor • http://state.tn.us/education/ci/math/doc/Math_Users_Guide_2009-10.pdf • Page 127 • Webb’s Depth of Knowledge is the basis for the level of difficulty and complexity of the questions used to assess learning on state assessments. • We need less time with rote memorization and more time with higher-order thinking

29. Rigor, Webb’s Depth of Knowledge and the TCAP • Standards were re-written to reflect the levels in Webb’s Depth • Questions based on these new standards reflect a new level of rigor as assessed through Webb’s Depth of Knowledge • Refer to www.stemresources.com • Select the Webb’s Depth of Knowledge link under science and math user guides to get a list of √’s for Understanding correlated to Webb’s

30. Rigor If teachers fail to increase the rigor of their instruction, then the level of achievement of Smith County Students will not change. If you do nothing different, you should expect no change to occur.

31. Depth of Knowledge Essential Questions • The language on this graph is representative of the type of wording necessary for forming essential questions based on difficulty. • State Assessments use the words on this chart to write questions based on the standards.

32. Depth of Knowledge Clicker here to Return to Last Question Slide Essential Questions • The Q-Chart is a great guide for gauging the level of difficulty of a question • The more complex the question, the more it moves to the lower right side

33. Additional Links for Webb’s and the TCAP test • Math Achievement Levels • The Link above gives an overview of the TCAP achievement levels with descriptions of student knowledge. • When you compare this with Webb’s Depth of Knowledge levels, the Rigor of the new standards becomes more apparent. • This link includes Science and Reading/Language Arts

34. Top 3 Things Teachers can do for Students: Especially students in poverty • Have High Expectations • Be Insistent • Show Support “If you can’t read at a ninth-grade level, you can’t make it out of poverty.” --Marie Carbo

35. Collaboration via PLC’s • Teamwork: • Minimizes the Effort • Maximizes the Effect