MS Communication Arts Goals Building and District Update 2/26/2009

Transcription

1 MS Communication Arts Goals Building and District Update 2/26/2009 CM Strategy One: The achievement level of our total student population as measured by MAP test has remained flat the last three years. There will be an increase of 3.5% on overall MAP totals each year for the next three years. Communication Arts Step # 1: Raise the achievement of the following subgroups: Black 8.5%, F/R Lunch 3.5%, IEP 4% Develop multiple indicators to identify and place at-risk students in Reading Strategies and Read 180 o Placement will be based on the following collected data: MAP CA level, Lexile score, grades in CA and Reading, (Dominie incoming 6 th graders), teacher or counselor recommendation, or other pertinent data (IEP, ESOL, etc.) Gather data from feeder schools o Data will be collected each spring so students may be placed in June. o Multiple indicators will be used to determine change of placement Create form for change of placement Monitor at-risk population during bimonthly team meetings o Identify MAP GLE and Process Standards that need to be monitored for mastery. o Identify at-risk students who are close to moving to the next level on the MAP test and monitor their work through constructed response answers, analysis of current assessments across content areas and scaffolding learning to address needs. Assign reading TA to classrooms to support at-risk students o Develop with TA strategies to support students o TA and teacher meet to identify support implementation Data collected: o Spreadsheet of indicators for placement of at-risk population o Change of placement form o Monitor of at-risk through team s with literacy coach o Monitor student population through team portfolios and case studies of designated students throughout the year. o Adjustments in teaching as evidenced by assessment types and student work samples o Reading TA examples of student support Step # 2: Integrate reading and writing workshop in double CA period Develop units of study through UBD that incorporate reading and writing workshop. Utilize the CA I can statements in units, lesson planning, as objectives for the day, and for student self-reflection 1

2 Immerse reading into writing units to provide models for writing Integrate best practices for effective word study in units of study. Integrate prefixes, roots, and suffixes into vocabulary study Increase quizzes and tests that relate directly to I can statements and utilize levels 2, 3 and 4 of DOK through constructed response and performance tasks. Data Collected: Units of study demonstrating integration, student work samples, student portfolios utilizing I can statements for goal setting and demonstration of mastery of GLE Student work samples are collected by team as evidence of increasing student mastery of particular GLES and Process Standards Teacher created assessments directly assess the GLES and Process Standards and utilize levels 2, 3, and 4 of DOK Student MAP scores demonstrate a 3.5% gain in CA Step # 3 Analyze MAP data for patterns in itemized benchmark descriptors to identify areas of weakness for each team s students Identify each team s below basic and basic students Identify each team s students that are close to moving to next level Implement consistent test-taking strategies across curricular departments Analyze below threshold on MAP and determine team goals to move students to proficient and advanced by team Analyze Process Standards to find needs of students Increase development, use, and analysis of level 2 and 3 DOK constructed response questions across content areas Model and incorporate best practices for literacy instruction across content areas Teachers of all content areas employ strategic reading and six traits of writing with an emphasis on identifying similarities and differences, summarizing and note taking, and non-linguistic representation. Analyze student responses on constructed response questions for DOK in core classes and SSD classes Develop consistent implementation of academic vocabulary across grade levels Data collected: Each team will have literacy goals and there is evidence that students are achieving through analysis of student work Consistent test taking strategies on team are explicitly taught and are reflected in student marking of question Constructed response questions that demonstrate increased level of DOK Evidence of vocabulary instructions is available from walking the walls and conversations with students. Academic vocabulary is taught across content areas. Step # 4: Utilize the literacy coach school-wide 2

3 Build literacy capacity through presentations at monthly faculty meetings Model effective reading and writing strategies in classrooms and departments Schedule bi-monthly meetings with teams to analyze patterns of needs through data and analysis of MAP GLEs and Process Standards and of student work and plan future instruction based on that analysis o Model Marzano s nine best practices o Model subject specific best practices o DOK o Academic vocabulary o Test-taking strategies Enhance differentiation by adding books to the literacy library to meet student need Develop more wide spread use of literacy library o Organize library on google docs for easier access o Purchase content-specific books o Send s when new books are in Data collected: o Agendas from monthly faculty meetings and team meeting o Implementation of best instruction practices, DOK, use of academic vocabulary, and test taking strategies observable in classrooms and through unit plans o Literacy library organized on Google docs and increase use. o Literacy library reflect content specific concepts o Literacy library provides multi leveled books on core content concepts NEM Desired Results: Communication Arts Mission: The mission of Northeast Middle School is to foster a love of learning in its students so they will recognize their work as authentic, significant, and worthwhile and who will grow to be effective citizens in an increasingly global and technological society. Vision: Effective problem solvers both in and out of the classroom, Accepting of differences, Empowered through literacy, and Proactive and autonomous learners who demonstrate a love of learning Goal: To implement the mission and vision in communication arts. To implement the three-phase process of common assessments (creation-implementation-review) in the communication arts department. To engage in a content area, team-based learning community as a means of professional development in order to increase student engagement and achievement. 3

4 Communication arts teachers will understand: The purpose of communication arts and how it supports the implementation and realization of our mission and vision. Common assessments impact both teaching and learning in the area of communication arts. A team-based learning community supports both teaching and learning. Essential Questions: What do we agree about the purpose of our content area and how it supports the implementation and realization of our mission and vision? What is the purpose of common assessments and how will we use them to examine, adjust, and strengthen practices? How can communication arts teachers collaborate and embrace a shared purpose for student learning? Communication arts teachers will know: The mission statement and vision and how to use it to direct teaching and learning using best practices in the classroom. How to create, implement, and analyze common assessments to support teaching and learning in communication arts. How to support and strengthen one another in a team-based learning community. Communication arts teachers will be able to: Utilize appropriate protocols when analyzing lesson plans and student work. Develop common assessments, Implement common assessments, Analyze data from common assessments. Reflect on the consequences of current practice on student learning and adjust as necessary. Create a collection of communication arts strategies that support our mission, vision, and curriculum. Assessment Evidence 4

5 Direct Evidence: Active participation in monthly content and bi-weekly grade-level content meetings that feature: o Professional dialogue about student work and instructional practices, o Writing and tuning of lessons and common assessments, o Reflective dialogue that leads to adjustments in practice. A plan for bi-weekly grade-level content meetings that include: o Creation of common assessments o Use of appropriate protocols to analyze lesson plans and student work. Feedback from Curriculum Leader. Other Evidence: A more cohesive, productive, and professional communication arts learning community. Increases in the following: o Mission-led instructional practices o Student engagement in learning o Staff use of data analysis, o Student performance, and o An increased awareness among students as to the "why" behind what they are asked to do. Implementation Tuning of district common assessments of Reading Strategies Unit and Reading Fiction Unit at August 29 PDC day. Presentation of MAP data at September department meeting. Scoring of Reading District Common Assessment on October 3 PDC day. SM 1) Our goal is ensure that our students are scaffolded and that our instruction is aligned in such a way that our students will be able to build on previous learning in the writing workshop. This will be reflected in their scores on the MAP and the placement essay for high school. a) Give students quick, individual feedback and encourage students to track their own progress b) Ensure effective teaching c) Decide on a language around reading and writing instruction that all staff members share i) Identify academic terms for Comm. Arts taught in each grade level (10 core words). ii) Observe each other 5

6 iii) Apply strategies developed around reading and writing iv) As a curriculum team, monitor effectiveness by looking at student work d) Develop background knowledge for all students e) Begin integrating technology into daily classroom activities 2) Our goal is ensure that our students are scaffolded and that our instruction is aligned in such a way that our students will be able to build on previous learning in the reading workshop. This will be reflected in their scores on the MAP, other reading assessments or in other content areas (survey teachers of other content areas). a) Include instruction, practice, and assessment on constructed response questions and critical thinking b) Reflecting on our practice through learning walks, tuning protocols, professional development and other curriculum discussions. c) Teachers will collaborate with each other and the literacy coach to create UBD based units that support the GLEs/I Cans. d) Literacy coach to work with all content areas SWM Professional Development Teachers will continue development in vocabulary and reading instruction. Classroom Practices Teachers will utilize direct and indirect vocabulary instruction in the classroom. Teachers will display and actively engage students in using classroom word walls. Teachers will model appropriate vocabulary and language usage, and students will be expected to use correct vocabulary and language. Teachers will structure daily classroom lessons that allow students to engage in academic speaking and writing. Teachers will encourage students to attend regularly scheduled help sessions. Teachers will embed reading strategies, such as activating prior knowledge, determining important ideas, drawing inferences, and questioning in their lessons. Teachers will utilize a MAP like scoring guide and MAP like assessments with students. 6

7 Guiding Independent Reading Teachers will guide students in selecting appropriate reading material based on Lexile scores. Students and staff will participate in Sentinel Silent Reading each week. Examining Data Teachers will use protocols during curriculum plan and department time to share student work, reflect on student achievement, and establish methods to enhance that achievement. WM Students who have been identified as needing support will be scheduled into appropriate classes: Read 180, Communication Arts Support, or Reading Strategies. Goal Action Measurement 1. At department meetings Meeting agendas of data reflect on individual presentation teachers and department s data to drive instructional practice A. Analyze and improve students ability to meet reading and writing GLES b. Develop Staffs understanding and implementation of UBD 2. Teachers will identify student population deficiencies and develop lessons and strategies to address student reading and writing needs 3. Teams will develop an after school help session to provide interventions for deficient students in reading and writing 4. Teachers will create and post I can statements and tie them to daily EQs to meet unit reading and writing objectives daily. 5. Teachers will create formative and summative assessments that are led by GLES and state standards in MAP like format to develop assessments that meet daily learning targets. 1. Increase the number of teachers that attend UBD training through workshops Teams identify by SRI & observation student needs and use assessments to monitor progress Evaluate program by review of data showing student improvement Teachers will increase their use of daily formative assessments and share in department meetings and collaborative groups Teachers will increase their use of daily formative assessments and share in department meetings and collaborative groups Survey of teachers who took training, participated in book study, or collaboratively worked to 7

8 C. Expand teacher knowledge of Best Practice D. Expand teacher use of technology in the classroom 2. Teachers will collaborate with each other and literacy coaches to create units supporting GLEs 3. Teachers will develop lessons that are tied to the individual GLES that can be integrated into any genre study 1. Increase number of teachers attending GWP, Great Books, Path Bs, other and workshops to increase professional knowledge within the building for collaboration 2. Teachers will collaborate within curricular departments and with their literacy coach to study and improve their own instructional practice 1. Increase number of teachers who have access to smart boards and document cameras 2. Increase teacher training in Moodle and other web based programs that increase student engagement better implement UBD in their classroom Sponsor summer school workshop to share and develop common units by grade level. Sponsor summer school workshop to share and develop common units by grade level. End of year survey of workshops attended and knowledge gained Teacher survey of new instructional practices implemented in their classrooms All teachers will have document cameras and at least two new smart boards added to comm. arts department By the end of the all teachers will have completed training in at least one web based program. District Communication Arts Stage One: DESIRED RESULTS Increase the number of students by 3% per year over the 2008 baseline MAP/EOC data, who are deemed proficient in secondary communication arts in the areas of reading and writing as measured by the MAP, EXPLORE, PLAN, EOC, ACT, and local benchmark assessments. 1. Focus EUs/EQs to be conceptual vs. genre or skill-based 2. Articulate 6 12 overarching EUs/ EQs, one per grade 3. Develop quality UbD-based units of study for the OCG 6 per grade level in grades Continue training in UbD and curriculum revision via 2-day release time workshops, tech demo, FLP October group addressed Stage One; will address March group next week. 8

9 5. Articulate shared MS units, e.g., Writerly Life started with Literacy Coaches 6. Make units more powerful (higher DOK, workplace readiness, LBRPs, technology integration, equity) MS Lit Coaches are offering workshops on DOK; RPDC workshop promotion among all secondary teachers. 7. Integrate word study into units, where possible Stage 2 ASSESSMENT Teachers will receive support to develop effective assessments of student learning of priority competencies. 1. Implement MS common assessments for reading Oct and Dec Done 2. Train teachers 6 12 in the Parkway Expository Rubric/ EOC rubric April Begin teacher inquiry into students reading, writing, and word study within the context of school-based cohorts - begun 4. Examine Grade 5 MAP data in preparation for more work around articulation of grades 5 and 6 - done 5. Examine Explore/Plan data in preparation for more work around articulation of Grades 8 and 9. Stage 3 INSTRUCTIONAL STRATEGIES Interventions - Working with the Curriculum and Development division, building principals, and teachers, the secondary communication arts coordinator will promote the development and implementation of additional interventions to assist students in need of reading support. 1. Evaluate the current reality of literacy-related interventions in Parkway - done 2. Research a variety of intervention models from comparable school districts, research, and literacy resources - done 3. Share findings with administrators and teachers - done 4. Develop new initiatives to support additional intervention at the HS level 5. Support the deployment of agreed upon intervention models through meetings, acquisition of necessary resources, and training Best Practices - Develop MS Literacy Coaches to support best practices in literacy instruction, data dialog to inform instruction Writing 1. GWP (multi-genre, authentic writing instruction) ongoing, working on plans for Year Two 2. Develop efficient methods of writing feedback using technology & other tech solutions for promoting literacy met with tech in the fall, developed directions, MS Tech Demo teachers shared at Jan. 5 PD day. Reading 1. Strategy instruction embedded in literature study (MS/HS Path B, FLP, coaches) 2. Pre-AP strategies for reading postponed for next year ($) 3. Great Books Shared Inquiry Training (repeat in June interest??) 9

10 South Middle s Comm. Arts Goals ) Our goal is ensure that our students are scaffolded and that our instruction is aligned in such a way that our students will be able to build on previous learning in the writing workshop. This will be reflected in their scores on the MAP and the placement essay for high school. a) Give students quick, individual feedback and encourage students to track their own progress b) Ensure effective teaching c) Decide on a language around reading and writing instruction that all staff members share i) Identify academic terms for Comm. Arts taught in each grade level (10 core words). ii) Observe each other iii) Apply strategies developed around reading and writing iv) As a curriculum team, monitor effectiveness by looking at student work d) Develop background knowledge for all students e) Begin integrating technology into daily classroom activities 4) Our goal is ensure that our students are scaffolded and that our instruction is aligned in such a way that our students will be able to build on previous learning in the reading workshop. This will be reflected in their scores on the MAP, other reading assessments or in other content areas (survey teachers of other content areas). a) Include instruction, practice, and assessment on constructed response questions and critical thinking b) Reflecting on our practice through learning walks, tuning protocols, professional development and other curriculum discussions. c) Teachers will collaborate with each other and the literacy coach to create UBD based units that support the GLEs/I Cans. d) Literacy coach to work with all content areas 10