March 20, 2013 -Presented by:John E. Bormann & Kerri L. WalsiferSuperintendent Supervisor

The reason why we are here!

“The framework for teaching is grounded in the constructivist approach. It assumes that the primary goal of education is for students to understand important concepts and to develop important cognitive skills, and that it is each teacher's responsibility, using the resources at hand, to accomplish those goals.” – Charlotte Danielson

Students Graduate from High School Students need NO Remediation in College or Workplace

Training Programs

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College and Career Readiness Video

90% of Students in 3-8 are Proficient or Higher on the NJASK Language Arts Test

90% of Students in 3-8 are Proficient or Higher on the NJASK Math Test

20% of our students are taking Algebra I before leaving 8th

grade Less than 7% of our students are absent for 10% or fewer days Students are given opportunities to excel beyond regular

grade-level course work Students receive educational exposure to the Arts, Fitness,

Technology/Research Skills, World Languages, & 21st Century Skills

Non-Fiction, Reading-for-Information, Should be 50% to 70% of All Reading during A SCHOOL DAY

Using Evidence and Argument is Key to College & Workplace Writing during A SCHOOL DAY

Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.

Student Reading Ability Must Increase 2 to 3 Grade Levels..

O Establish fluency in key mathematical skills

“Fluency- can carry out skill quickly and without support”

High Expectations – All students can and must reach a higher level of rigor

Support – All teachers can and must reach a higher level of rigorous teaching

How can PreK-8 help?

1. Students know how to create their own meaning out of what they learn

2. Students organize information so they create mental models/schema

3. Students integrate individual skills into their whole set of knowledge, understanding, and strategy

4. Students apply what they’ve learned to new/novel situations

TOOLS of the MIND Curriculum for Pre-K and K Goals….

To develop underlying cognitive skills such as self-regulation, deliberate memory, and focused attention.

• Being able to think ahead, plan and follow directions

• Pay attention during stories and other activities

• Remember things that the teacher tells children—directions, information, facts

Build foundation for later academic learning through specific skill development: symbolic thinking and early literacy/numeracy.

• Knowing the letters of the alphabet and the sounds they represent

• Knowing that numbers stand for quantities, what geometric shapes are, how to sort by different dimensions (color, shape)

This is an extremely important responsibility for us as administrators, teachers, and parents.

The large majority of our students are expected to be College & Career Ready– these Standards were written for our district with success in mind!

This educational reform movement is necessary for our students to be able to compete globally and locally

“Continuous improvement requires a commitment to learning.” David Gavin C., Harvard University

THEY ARE INTENDED TO…▪ Increase Rigor of Instruction▪ Increase the Number of College Graduates▪ Increase American Competitiveness

THEY ARE DESIGNED TO… Improve College & Career Learning by

increasing and improving…▪ Non-Fiction Reading▪ More Complex / Difficult Reading▪ Math Instruction Beyond “Memorization”▪ Critical Thinking & Problem Solving

An initiative sponsored by the National Governors Association(NGA) and the Council of Chief State School Officers (CCSSO).

Not a Federal DOE mandate - THEY HAVE BEEN VOLUNTARILY ADOPTED by Nearly ALL STATES to Improve School Outcomes

"provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them."

Additionally, "The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers," which will place American students in a position in which they can compete in a global economy

1. Balancing informational & literary texts

Adopted K-6 Treasures / Achieve 3000 program pairs fiction & nonfiction

Created 7-8 units include pairing of novels with nonfiction articles, speeches, and excerpts

2. Building knowledge in the disciplines through text

Increased use of text resources (Time for Kids, Scholastic magazines, etc.) to explore and learn content in science, social studies, and special areas

Utilize Achieve 3000 as a text-based nonfiction resource for science and social studies

3. Increase in text complexity

Purchased and beginning to implement Scholastic Reading Inventory (SRI)-web-based reading benchmarking tool (quarterly)

Utilizing Lexile.com to match appropriate (just out of reach) text to students’ reading level as shown on SRI

4. Text-dependent answers

To provide training on “close reading strategies” and “techniques in developing strong, pre-developed questions

Utilize questions that require students to go back to the text

5. Writing from sources

To provide training on citing sources from a text and requiring the citation of multiple sources while answering text-dependent questions

Developing research paper requirements in in grades 7 and 8 ELA and Science/Social Studies

Providing time in schedule for librarian to provide in-class support and instruction on research and citations

6. Academic vocabulary

To focus on required academic vocabulary lists in all subjects

Teachers to use “grade-up” vocabulary in delivery of “grade-on” lessons

Investigating vocabulary program s

Close Read Video

Achieve 3000

Proficiency Prototypes

1. Fluency sets Fluency standards identified at each grade level To be include in daily practice with on-going assessment To be monitored by Scholastic Math Inventory and interventions provided as needed

(purchased this year and being given quarterly) Included in K-5 enVision math series & 6-8 Curriculum

2. 8 Math Practices Identifying math practices being used in each lesson To provide training on how to maximize their effectiveness and how to assess them

3. Perseverance and problem-solving Incorporating an application section to each lesson of each unit to ensure application of

skills to larger, more involved, real-world math problems Ensuring a high level of rigor to a certain portion of math problems within each unit

and on each assessment which students understand they need to work toward Included in K-5 enVision math series and 6-8 curriculum, but more needed

4. Alternate answers, explore distractors, justify answers Train teachers on how to incorporate more writing into mathematics- state

and answer and justify with mathematical proofs rather than text evidence

5. Procedure and content Training teachers on how to teach students to document procedure on how

they got the answer in writing Train teachers on close reading of math word problems - decoding the steps

to achieve an answer, decode word problem Requiring benchmark assessments to include these types of tasks-

performance measures

6. Longer performance tasks Including more performance-based, real-world math into curricular units Included in K-5 enVision math series, but more needed

Rigor in Math Video

Proficiency Prototypes

1. Examine and research each shift over the next two years/ one at a time

2. Apply the shift into classroom teaching and learning strategies

3. Discuss and dialogue impact on student achievement

4. Provide Interventions as needed in areas of weakness per individual students

1-5 Science Experience 6-8 Science Experience Hands-On Experiences Connection to Common Core Math and ELAEx. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Ex. CCSS.ELA-Literacy.RH.6-8.10 Read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Achieve 3000

Looking to the future: Next Generation Science Standards

NEW SCIENCE LAB FACILITIES IN SUMMER 2014

6-8 LAB

1-5 LAB In need of an update!

1-4 embedded in ELA 5-8 Content Focus Connection to Common Core Math and ELA

Ex. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Ex. CCSS.ELA-Literacy.RH.6-8.10 Read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Achieve 3000

• Technology/Media Sciences- moving toward an integrated approach

• World Language- moving toward more rigorous program in grades 6-8 (Spanish)

• Art/Music- existing exposure and appreciation/ serious skill-building

• Physical Education/Health – moving towards a more integrated/fitness approach

District-Level Assessment- purpose is to monitor and provide intervention against high-stakes state/national assessment

• Quarterly Benchmarks in ELA, Math, Science, Social Studies, Spanish I (Middle School)

• Unit Assessments (1-4)• Scholastic Reading Inventory (3-8)• Achieve 3000 (3-8)• Scholastic Math Inventory (3-8)• Fountas & Pinell Reading Records (K-2)

• Adjustment/Additions as we progress including Interventions

State Assessment- purpose is to identify students not proficient against standards

• New Jersey Assessment of Skills & Knowledge (NJASK)• 2013, 2014 (NJASK format- Common Core Focus)

• PARCC (Partnership for Assessment of Readiness for College and Careers- Common Core Focus- new format-technology use focus)• 2015 and beyond

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Priority Purposes of PARCC Assessments:

1. Determine whether students are college- and career-ready or on track

2. Assess the full range of the Common Core Standards, including standards that are difficult to measure

3. Measure the full range of student performance, including the performance of high and low performing students

4. Provide data during the academic year to inform instruction, interventions and professional development

5. Provide data for accountability, including measures of growth

6. Incorporate innovative approaches throughout the system

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ELA Focus Areas:

Research/ Literary Analysis/Narrative Reading and Writing

Using Text-Evidence and Vocabulary

Using Upper Grade Level Lexile- Based Text

Math Focus Areas:

Large-Scale Word Problems / Non-Multiple Choice Problems

Using modeling and reasoning skills

Using Upper Grade Level Lexile- Based Text

End-of-Year Assessment

• Innovative, computer-based items

•Required

Performance-BasedAssessment (PBA)• Extended tasks• Applications of

concepts and skills• Required

Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD

•Non-summative

Speaking And ListeningAssessment

• Locally scored• Non-summative, required

2 Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards

•Potentially summative

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70% of way through the year

90% of way through the year

Results before close of school year!

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PARCC’s assessment will be computer-based and leverage technology in a range of ways: Item Development

Develop innovative tasks that engage students in the assessment process

Administration

Reduce paperwork, increase security, reduce shipping/receiving & storage

Increase access to and provision of accommodations SPED

Scoring

Make scoring more efficient by combining human and automated approaches

Reporting

Produce timely reports of students performance throughout the year to inform instructional, interventions, and professional development

http://www.youtube.com/watch?v=f5k-J00t9UM