Elements and Indicators and Common Language

Report
COMMON
LANGUAGE
& ELEMENTS AND
INDICATORS
PRESENTER:
JULIAN DAVENPORT
ETO CURRICULUM SUPPORT SPECIALIST
In order to be an effective
Instructional Coach in the
ETO, you have to be able to
speak the language of ETO.
Rules:
I will display a commonly used ETO acronym
and the first person to identify what it stands
for will receive a prize.
Then we will talk about what each of the
acronyms represent and the purpose of each.
E.T.O.






Established in Miami by Assistant Superintendent Nikolai
Vitti with the S.I.G. funds provided by the federal
government to turn around the “chronically lowest
performing schools.”
Build Instruction Leaders
Ensure High Quality, Effective Teaching
Use Data to Make Decisions on Instruction, Interventions,
and Enrichment
Build a Bench of High Performing Teachers and Leaders for
Sustainability.
Provide job embedded professional development focused
on deep teaching of standards, lesson planning, data
analysis and student interventions.
NGSSS
 Define
the content, knowledge, and abilities
that a K-12 student is expected to have
mastered at the end of each grade level or
course.
 Provide
guidance to teachers when setting
instructional goals by clarifying the depth of
knowledge expected.
 Provide
a framework for textbooks and other
instructional materials.

Increase depth, understanding, process skills, and
proficiency

Lead to mastery of concepts and skills
covering
understanding
FCAT
2.0
 Aligns
with the Next Generation Sunshine
State Standards (NGSSS) in Reading, Math,
and now Science.
 Reading consists of Multiple Choice Items
only
 Math consists of MC and Gridded Response
 Scores on the new FCAT Scale will be
available in 2012.
FCAT 2.0 Reading Breakdown
FCAT 2.0 Reading Breakdown
FCAT 2.0 Math Breakdown
FCAT 2.0 Writing Breakdown
 Starting
this past year, students must score a
Level 4 or above to receive credit for school
grade.
 Students must score a Level 3 for AYP.
FCAT 2.0 Science Breakdown
 Will
be assessed in Grades 5, 8, and 11
starting with the 2012 FCAT 2.0.
CBC
Purpose of the Common Board Configuration
-Set the purpose for today’s instruction
-Draw connections to previous lessons,
upcoming lessons, or real life connections.
-Guide the instruction through the use of
essential questions that embody the
concepts.
-Introduce key vocabulary
DATE: June 21, 2011
BELL RINGER: Make an
appointment.
VOCABULARY:
interventions, enrichment,
accountability groups,
interventionists
BENCHMARK: Interventions
OBJECTIVE:
Today we will examine the role
Interventions and Enrichment
play in our work to improve
student achievement by
identifying it’s purpose, reviewing
materials used for interventions,
and looking at how to develop an
effective intervention routine.
ESSENTIAL QUESTION:
Why is having a strong plan for
interventions/enrichment such
an important part of your role as
an instructional math coach?
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•
•
•
•
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AGENDA:
Access prior knowledge:
What is Intervention?
Who Goes to Intervention?
What Types of Intervention?
Intervention Materials
Getting Started
• Selecting Interventionist
• Setting Up for
Interventions
Your Turn (Activity)
Journal Reflection: How does
this affect teacher
performance and student
achievement?
EXIT SLIP:
IN YOUR JOURNAL
Connect: Write about 3
new things that you
learned today and how this
will help you as an
instructional mathematics
coach.
Connect:Why is having a
strong plan for
interventions/enrichment
such an important part of
your role as an
instructional math coach?
HOME LEARNING:
Review today’s lesson and
develop your next steps
to share this information
with teachers at your
school
EQ
 Overarching,
higher order questions that
yield inquiry and argument, and are intended
to result in conclusions drawn by the learner.
 Designed to provoke and sustain student
inquiry.
 Address conceptual foundations of an
objective.
 Stimulate ongoing, rethinking of big ideas,
assumptions and prior lessons, and may raise
other important questions.

Understanding by Design, 2004
DOK
Webb’s Levels of Cognitive Complexity

Low Complexity relies on the recall and recognition of previously
learned concepts and principles

Moderate Complexity involves more flexible thinking and choice
among alternatives

High Complexity requires students to engage in more abstract
reasoning, planning, analysis, judgment, and
creative thinking
HOTS
 Promote
critical, independent, and creative
thinking
 Inquiry methods and questioning strategies
promote deeper understanding
 “Think Alouds”
 Use of adequate “wait time”
 Accountable talk
 Students use a variety of methods to
communicate ideas and/or procedures.
 Discussion is promoted
IFC
 Driven
by data
DA
 The
Florida model for Differentiated
Accountability (DA) aligns and integrates
federal and state accountability systems to
allow implementation of school improvement
strategies that will have the greatest impact
on low-performing schools. The model
differentiates among schools based on school
grade and percent of Adequate Yearly
Progress (AYP) criteria met.
Prevent I – Schools graded A, B, C with > 80% AYP criteria met
 School directs intervention
 District provides assistance
 State reviews progress (monitors/reports)
Correct I – Schools graded A, B, C with > 80% AYP criteria met
 School complies with district determined measures
 District directs intervention and provides planning
 State provides assistance, monitors and reports
Prevent II – Schools graded D or F with < 80% AYP criteria met
 School complies with district determined success
 District directs intervention, provides planning and assistance
 State provides assistance, monitors and reports
Correct II – Schools graded D or F with < 80% AYP criteria met
 School complies with the state-directed interventions
 District complies with state-directed interventions
 State directs intervention, monitors and reports
 Is
a category in Florida's school
accountability system
 Means that there will be heightened level of
district and state support for academic and
behavior programs
 Exiting intervene requires a school to meet
AYP, through one of the options, in at least
one subgroup for reading and one subgroup
for math.
AYP
 Adequate
Yearly Progress (AYP) measures
progress of all public schools, and school
districts toward enabling all students to meet
the State’s academic achievement standards.
 Measurements target the performance and
participation of various subgroups based on
race or ethnicity, socioeconomic status,
disability, and English proficiency.

Meeting the goals set by the State

Ninety-five percent of all students and all subgroups must participate in
the state assessment program in order for a school or district to make
AYP.

Safe Harbor-schools must show an increase of 10 percent of the nonproficient students from the year before.

In addition, all schools must demonstrate a 1 percent improvement in the
percentage of students proficient in Writing and high schools must also
demonstrate a 1 percent improvement in its graduation rate.
PLC
 Engaging
students, teachers, and
administrators in the process of continuously
seeking and sharing knowledge.
 The goal of PLCs is to enhance our
effectiveness as professionals so that
ultimately the students benefit.
LS
Lesson study is a professional
development approach that

•Focuses on examining instruction.
•Explores real challenges teachers face
in their classrooms
•Builds teacher knowledge
•Supports professional collaboration

LESSON STUDY PROCESS
1.
Set a learning goal.
Plan the lesson (collaboratively)
Teaching and Observing
Debriefing
Revising and Reteaching
Implementation in the Classroom
Follow-Up
2.
3.
4.
5.
6.
7.
PD
 Education
Transformation Office (ETO)
Professional Development
-Coaches Meetings (usually once a month)
-Job Embedded Professional Development
by ISs and CSSs
-Traditional Professional Development
(as needed)
DI
 What
is Differentiated Instruction?
-Tailoring your instruction to meet the
Individual needs of your students.
 All
subjects areas will have an emphasis on
differentiated instruction this year.
 Differentiated instruction can be addressed
in different ways.
-Whole group, small group rotations
 Differentiated
by the data.
instruction should be driven
LOL
The ETO model is driven by these indicators:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Classroom Culture and Environment
Instructional Tools & Materials
Lesson Planning and Delivery
Higher Order Questioning & Discourse
Student Engagement
Rigorous Tasks and Assessments
Differentiated Instruction
Cross Content Reading & Writing Instruction
Florida’s Continuous Improvement Model
School District Leadership
1.
2.
3.
4.
At each of your seats, you have a playing
card with a number. When I say go, you
will meet with the people that have the
same # as you. That is your indicator #.
In your group, you will work together to
describe the indicator and share what it
would look like in the classroom. Write this
on the chart paper provided.
You will be given 10 minutes to complete
your chart and be ready to present.
Your group will have about 3 minutes to
present out on your specific Indicator.
SAMPLE CHART
 How
does speaking the “ETO Language” and
knowing the Elements and Indicators help
drive your work as a coach?

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