sample staff development session
Post on 12-Apr-2017
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W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
2SYSTEMSSU
PP
OR
T
1EN
GA
GE
D
LEARNING
3D
EE
PE
NE
D
COMMUNITY
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
Grounding
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
With a colleague you don’t regularly see, share a picture (either on your phone or verbally describe an image) of one of your Spring Break highlights.
Today’s Agenda
Session Norms
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Appreciate one another’s expertise.
Engage fully in all learning experiences.
Invest in your own learning.
Open your mind to new ways of thinking.
Unite in purpose– improving student learning.
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
W EST P OTOMAC H IGH S CHOOL2 0 1 5 - 2 0 1 6
1LEARNINGENGAGED
SYSTEMSSUPPORT
COMMUNITYDEEPENED
20
15
-20
16
SC
HO
OL
FO
CU
SA
RE
AS
1LEARNINGENGAGED
SYSTEMSSUPPORT
COMMUNITYDEEPENED
• Collaborative Teaming • School-Wide Literacy• AVID/WICOR Strategies • Service Learning• Inst. Tech. Integration• Problem/Project
Based Learning (PBL)• Horizontal Articulation
1LEARNINGENGAGED
SYSTEMSSUPPORT
COMMUNITYDEEPENED
• WT Intervention Period• Project AWARE• AVID Support Elective• Attendance-Focus• On-Time Grad. Initiative• Project Momentum• Responsive Instruction • Enhanced ESOL Model
• Cultural Competence• Parent Outreach• Renaissance/PBIS• Student Activities• Honor Council• Student Leadership• Digital Citizenship• Freshman Mentoring
WEST POTOMAC H IGH SCHOOLWorld’s Greatest High School – 2016-2017
Essential Thinking
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
The solution is not a program; it is a set of common practices relentlessly pursued.
Michael Fullan, All Systems Go
Focused practitioners, not programs, drive success. Professionals working together with focus is what counts.
1LEARNINGENGAGED
Today’s Focus M A R C H S C H O O L P L A N N I N G D AY
Literacy & WICOR
I Want to KnowM A R C H S C H O O L P L A N N I N G D AY
Do we have bigger problems?Academic Behavioral
Socio-Emotional
SYSTEMSSUPPORT
By improving tactical aspects of school function, we maximize time, energy, and effort for the academic supports that help students reach their full potential, even if they struggle.
F O C U S A R E A 2 : S U P P O R T S Y S T E M S
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
What we’re doing about safety• Stating clear student behavior expectations• Disciplining strategically and effectively• Communicating clearly about resolutions• Mobilizing resources (e.g. extra security)
What we’re doing about attendance• Strengthening relationships• Rallying administrative support (e.g. surge)• Mobilizing resources (e.g. parent PASS program)
By improving tactical aspects of school function, we maximize time, energy, and effort for the academic supports that help students reach their full potential, even if they struggle.
F O C U S A R E A 2 : S U P P O R T S Y S T E M S
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
Safety & Attendance
1LEARNINGENGAGED
Today’s Focus M A R C H S C H O O L P L A N N I N G D AY
Literacy & WICOR
By increasing our focus on what and how we teach, and improving literacy, student performance is elevated so that all Wolverines are engaged towards post-secondary success.
F O C U S A R E A 1 : E N G A G E D L E A R N I N G
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
What is engagement, anyway?
Literacy & AVID: Everyone’s Job
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Secondary Literacy
Framework
Leadership
Disciplinary Reading
Disciplinary Writing
Engagement and
Learning
Professional Learning
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Wait, I have to teach reading?
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Everyone, Please Stand
Remain standing if one of the following five components does not apply the classes you teach or your content area.
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Shouldn’t they know this?(you might ask)
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Our School’s Biggest Strength…(remember)
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
…Can also be very challenging(at times)
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Our Strength is our Diversity
40% Free &
Reduced Price Meals
41% Non-Native
Speakers(12.3% in ESOL,
8% FLEP)
13% SPED, majority
serviced for learning disability
40% Have not been in
FCPS since kindergarten
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
A Engagement Challenge Example
• In the Class of 2015 cohort, 46 students dropped out of West Potomac HS.
Grade Count Average Credits9 10 1.4
10 12 5.811 12 12.312 12 17
Total 46 10
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
A Literacy Challenge Example
• 23 of 46 drop outs were not fully proficient in English at the time of their exit.
• 15 of 46 drop outs were not even yet out of ESOL classes.
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
We Believe: Equity & Opportunity
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
We Rally Resources as Needed
# of Sect 2016 # of Stud 2016 # of Sect 2015 # of Stud 2015
Eng 11/12 1 17 1 18
Eng 12 GE Focus 3 45 2 35
Eng 12 TT focus 2 19 0 0
Dev Reading SPED 7 78 8 76
Dev Reading ESOL 2 16 2 14
Dev Literacies 4 65 2 34
Expanding Lit 2 48 1 16
Algebra 2 Strategies 1 16 2 25
Algebra 1 DB SC 2 14 1 7
Algebra 1 DB TT 3 34 0 0
Algebra 1 DB GE 3 30 2 38
Alg 1 ESOL DB 4 82 3 59
APEX Alg 2 n/a 17 n/a 26
Supports within the Master Schedule
• Expanded Literacy Support in the master schedule
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
And yes, we also each mustteach literacy.
So today, we will fill up our toolboxes…
So, I’m Teaching Literacy
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Think about your journey as a reader…what is a text that strongly influenced you?
Text Demand Level by Grade
GradeTypical Text Demand
Approximate Middle 50%(from Lexile English Map)
1st Grade 200L to 400L
2nd Grade 300L to 500L
3rd Grade 500L to 700L
4th Grade 650L to 850L
5th Grade 750L to 950L
6th Grade 850L to 1050L
7th Grade 950L to 1075L
8th Grade 1000L to 1100L
9th Grade 1050L to 1150L
10th Grade 1100L to 1200L
11th and 12th Grade 1100L to 1300L
• Students’ Lexile measures can help predict how well they will be able to comprehend the texts they will face.
• Lexile researchers analyzed grade level texts to determine the text demands for different grade levels.
770L (4/5th)
560L (3rd)
820L (5th)
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Sample Lexile Scores
1210L (11th/12th)
1200L (10th/11th)
1160L (9th/10th)
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Sample Lexile Scores
• Sorcerer’s Stone
• Chamber of Secrets
• Prisoner of Azkaban
• Goblet of Fire
• Order of the Phoenix
• Half Blood Prince
• Deathly Hallows
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Readability of Harry Potter and the…
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Readability of Harry Potter and the…
• Sorcerer’s Stone (880L)
• Chamber of Secrets (940L)
• Prisoner of Azkaban (880L)
• Goblet of Fire (880L)
• Order of the Phoenix (950L)
• Half-Blood Prince (1030L)
• Deathly Hallows (980L)
(all range from 6th through 9th grade levels)
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Sample Lexile Scores
•Reuters (1440L)•NY Times (1380L)•Washington Post (1350L)•Wall Street Journal (1320L)•Chicago Tribune (1310L)•Associated Press (1310L)•USA Today (1200L/10th-12th)
Food for Thought
What might be the correlation between non-
fiction types of text and
Lexile scores?
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lexile M
easu
re (
L)
High
School
Literature
College
Literature
High
School
Textbooks
College
Textbooks
Military Personal
Use
Entry-Level
Occupations
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Low End of 11/12th Grade Reading Demand
Mid-Range AP/SAT Performance
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Phases of Literacy Development
Shanahan & Shanahan, 2010 (Harvard Ed Review)
“As students move through the grades, the text becomes more complex. Even at the upper levels we lose kids because of they
don’t know the nuances of specialized text.”
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Disciplinary LiteracyDefinition: Types of texts found in the world that literate adults can read and write to better their life (Tovani, 2016).
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Tovani’s 4 Literacy Domains
Literary Historical
InformationalScientific/
Technical
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Which text do you most use?
Literary Historical
Informational Scientific/Technical
Four CornersActivityWhen directed, move to the “corner” of the cafeteria that best applies to your subject area/courses taught.
Essential Thinking
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
When students don’t know what else to do with something, they quit.
Cris Tovani, I Read It But I Don’t Get It
So, when teachers help students become better readers of their content (disciplinary text) they end up being able to cover more content in a year.
Essential Thinking
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
When teacher and students get stuck, get frustrated, and want to give up, we have to remember the power of one simple word:
Cris Tovani, I Read It But I Don’t Get It
YET
Parting Gifts
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Literacy & AVID: Everyone’s Job
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
M A R C H S C H O O L P L A N N I N G D AY
Secondary Literacy
Framework
Leadership
Disciplinary Reading
Disciplinary Writing
Engagement and
Learning
Professional Learning
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
Return here at 10:30 a.m.
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
http://goo.gl/forms/m6cqFAKCtL
M A R C H E D U C AT O R R A L LY
It’s a great time to be a Wolverine!
W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6
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