Completing the CSIP Action Plans

New Leaders/Webinar

14/15 Sept 2016

• Provide strategies for developing your school’s Reading Action Plan

• Provide resources for teachers that identifies instructional strategies/practices that support the Reading Action Plan

• Provide resources for teachers that identifies activities for students that allow them to practice the skills that will be assessed on the ACT Aspire summative

• Provide a sample PD plan that could be used to support the Reading Action plan

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Outcomes for this Presentation

September 9, 2016 tasks to complete

• Part One: Develop and identify your school’s CILT Team

• Part Two: Enter ACT Aspire results for Reading

• Part Three: Enter ACT Aspire results for Math

October 14, 2016 tasks to complete

• Part Four a

• CSIP Reading Action Plan • Part Four b

• CSIP Math Action Plan • Part Five: Plan to Assess Progress

CSIP (Continuous School Improvement Plan)

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• Leverage one plan (math or reading) as the focus for the 2016-2017 school year.

• Create a plan that addresses skill deficits reflected on the ACT Aspire for the the greatest number of learners in your school across all grades.

• Consider the reality of your goal: benchmark or performance.

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Plan Development

Step One: CSIP→Identification of Reading/Math Benchmarks

Step Two: CSIP→Identification of Formative Assessments aligned to plan

Step Three: CSIP→Identification of Resources aligned to targeted benchmarks

Step Four: CSIP→Identification of Instructional Strategies/Practices

Step Five: CSIP→Identification of Student Activities

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CSIP Plan Development Process

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Reading Action Plan Sample Focus: Integration of

Knowledge and Ideas (% correct by vicariate)

Grade Vic. 1 Vic. 2 Vic.3 Vic.4 Vic.5 Vic.6

3 36% 38% 26% 34% 31% 22%

4 40% 43% 33% 37% 38% 26%

5 50% 53% 43% 48% 45% 38%

6 67% 71% 54% 65% 64% 47%

7 67% 71% 56% 67% 64% 54%

8 56% 58% 47% 57% 52% 41%

Integration Of Knowledge and Ideas (IKI) %

correct by Vicariate

36

40

50

67 67

56

38

43

53

71 71

58

26

33

43

54 56

47

34

37

48

65 67

57

31

38

45

64 64

52

22

26

38

47

54

41

0

10

20

30

40

50

60

70

80

Grade 3 Grade4 Grade5 Grade6 Grade7 Grade8

Pe

rce

nt

Co

rre

ct (

%) Vic. 1

Vic. 2

Vic.3

Vic.4

Vic.5

Vic.6

Grade 3 Reading

Grade 4 Reading

Grade 5 Reading

Grade 6 Reading

Grade 3 Grade 4 Grade 5

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Analyze how visual and multi-media elements contribute to the meaning,tone,or beauty of a text (e.g.,graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Compare/contrast the themes, settings and plots of stories written by the same author about the same or similar characters.

Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

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Integration of Knowledge and Ideas: Literature

Grade 3 Grade 4 Grade 5

Use information gained from illustrations (e.g., maps and photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why and how key events occur).

Interpret information presented visually, orally, or quantitatively (e.g., in charts,graphs,diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Draw on information from multiple and print sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Explain how an author uses reasons and evidence to support particular points in a text.

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Compare and contrast the most important points and key details presented in two texts on the same subject.

Integrate knowledge from two on the same topic in order to write or speak about the subject knowledgeably.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Integration of Knowledge/Ideas: Informational Text

Levels of Complexity: Grade 5 ELA Complexity Report

• Literary Text: Make Meaning

• Informational Text: Make Meaning and Transfer and Apply Knowledge/Understanding

• “ Recent research continues to support the recommendation that teachers explicitly teach students how to use nonlinguistic representations and promote their use of strategies as a way for students to enhance their learning and achievement.”

-Classroom Instruction that Works (2nd edition)

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Integration of Knowledge and Ideas

Quizlet: ELA Grade 5 (Reading for Information) Tornadoes

According to the Teacher Key for the Tornado Quizlet: the following questions are aligned to the following Integration of Knowledge and Ideas Benchmarks:

• Benchmark 5.RI.IKI.7.1.b: “Determine answers to questions using information from multiple point or digital informational texts.”

• Questions 10, 13, and 14

• Benchmark 5.RI.IKI.8.1.b: “Cite specific reasons and evidence that support particular points of view in an informational text.”

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Assessment Questions for Targeted Benchmarks

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Tornadoes : Quizlet Questions

• Question 10: “ Using the information provided in both ‘Tornadoes’ and ‘Sarah’s Story,’ which state in the United States does Sarah most likely live?”

• Question 13: “ Sarah and Nina both had children who were in the house when the tornadoes arrived. Which word best describes how both mothers felt as the tornado approached?”

• Question 14: “ Using information from all three passages, how can the first passage “Tornadoes” help explain why neither Sarah nor Nina expected a tornado before it came?”

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Tornadoes: Quizlet Questions

Appendix B: Common Core Standards for ELA/Literacy: Text Exemplars and Sample Performance Tasks

• Sample Performance Tasks for Informational Texts for grades 4-5 – beginning on page 76:

“ Students interpret the visual chart that accompanies Steve Otfinoski’s The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an understanding of how to create a budget.” [RI.4.7]

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Resources for Instructional Strategies

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Resources for Instructional Strategies

Grade F/P Text Level

Reading Recovery Level

DRA Level Lexile Level

3 M-P 20-38 28-38 550-770

4 P-S 38-40 38-40 770-860

5 S-V 40-N/A 40-50 830-980

6 V-X N/A 60 980-1030

7 X-Y N/A 70 1030-1070

8 Y-Z+ N/A 80 1070-1155

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The Reading Strategies Book

Integration of Knowledge and Ideas

• Goal 7: “ Supporting Comprehension in Fiction: Understanding Themes and Ideas”

• Goal 8: “ Supporting Comprehension in Nonfiction: Determining Main Topic(s) and Idea(s)”

• Goal 10: “ Supporting Comprehension in Nonfiction: Getting the Most from Text Features”

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The Reading Strategies Book

Pg. 9 “ The Reading Strategies Book”

“ I have found the most effective way to work on a goal with a student is to work on one strategy at a time, guide the student in practicing the strategy and move on to a new strategy when the student appears to be secure with the first one.”

“ Over the course of 4-6 weeks while the student works toward meeting goal, she may have practiced and developed automaticity with 4-8 different strategies.”

- Jennifer Serravallo (author)

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The Reading Strategies Book

Goal Strategy for Goal 7: Supporting Comprehension in Fiction: Understanding Themes and Ideas

Strategy 7.2: The Difference Between Plot and Theme

• Levels: G-Z+ = Grades 1-8 / Genre/Text Type = Fiction

• Skills = Inferring/Determining Importance

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The Reading Strategies Book (pg. 195)

Strategy: 10.7 Bold Words Signal Importance

Levels: F-Z+ = Grades 1-8 /Genre/Text Type = Info Text

Skills= Synthesizing, Monitoring for Meaning

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The Reading Strategies Book (pg.280)

• Better Lesson: www.betterlesson.com

• EngageNY: www.engageny.org/

• What works clearinghouse: www.ies.ed.gov/ncee/www

• Realizing Illinois: Common Core Teaching and Learning Strategies:

http://www.isbe.net/common_core/pdf/ela-teach-strat-read-lit-k-5.pdf

• Read Tennessee: Early Grades Reading Toolkit:

http://www.readtennessee.org/teachers/common_core_standards/concept_organi

zers/reading_for_literature_integration_of_knowledge_and_ideas.aspx

• Great Habits, Great Readers: A Practical Guide for K - 4 Reading in the Light

of Common Core – Paul Bambrick-Santoyo (OCS has copies of this text)

• Shanahan on Literacy: http://www.shanahanonliteracy.com/

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Resources for Instructional Strategies

Grade 4: What does that sign say? Use Text Features to Guide our Learning.

Text Feature: Scavenger Hunt

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Better Lesson: www.betterlesson.com

B. Instructional Practice/Strategy

• Direct teaching about text features • Direct teaching about graphic organizers and how they help

students make meaning of a text Model the use of a variety of graphic organizers

• Demonstrate strategies good readers use • Self-monitor understanding • Summarize while reading • Think-alouds

• Create questions/prompts aligned to the Integration of Knowledge and Ideas strand/benchmarks

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CSIP: Instructional Practice/Strategy

Month Activities

September 2016 • Identify ELA/Math Strands/Benchmarks that most students struggled with on the ACT Aspire.

• Unpack strands and their benchmarks to identify skills students need to know/understand to be successful.

• Increase professional understanding related to understanding reading or math improvement (e.g., The Six T’s of Effective Elementary Literacy by Richard Allington).

October 2016 • Investigate resources by grade level teams with a special focus on identifying effective graphic organizers.

• Identify instructional strategies to support the use of graphic organizers and a focus on text clues.

• Reference Leverage Leadership (Video 23: Leading PD)

November 2016 • Identify and administer Quizlets for each grade level that ask students to demonstrate their skill with IKI: Identification of Knowledge and Ideas. Chunk completion of Quizlets with teacher modeling correct responses. 29

CSIP Support: Initial Professional Learning

Activities

Month Activities

December 2016 • In grade level teams, assess samples of student work related to questions on Quizlet questions that focus on IKI. Identify where students are successful/need assistance.

• Teachers create prompts (oral and written) for students to assist them with attainment of IKI benchmarks.

January 2017 • Investigate resources by grade level teams with a special focus on tools that will help students discern plot, setting, and themes in literary texts and main ideas/author’s point in informational texts.

• Identify instructional strategies that will allow students to successfully identify textual evidence.

• Teachers observe each others practice with these instructional strategies and provide feedback on effectiveness of the strategies.

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CSIP Support: Professional Learning Activities

Month Activities

February 2017 • Identify and administer Quizlets (1 Lit./1 Info.text) for each grade level that ask students to demonstrate their skill with IKI: Identification of Knowledge and Ideas.

March 2017 • In grade level teams, assess samples of student work related to questions on Quizlet questions that focus on IKI. Identify where students are successful/need assistance.

April 2017 • Administer ACT Aspire Summative Test to all students in grades 3-8.

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CSIP Support: Initial Professional Learning

Activities

C. Student Engagement

• Demonstrate use of strategies used by effective readers.

• Demonstrate independent and successful use of tools to make meaning of text features/cues.

• Independently and successfully complete a close reading of an informational and literary text.

• Successfully use a variety of graphic organizers to make meaning out of informational and literary texts.

• Successfully identify and compare/contrast the plot, setting, and themes of a variety of literary texts.

• Successfully compare the themes of more than two literary texts.

• Independently and successfully complete a grade-level Quizlet focused on two literary and two informational texts (70% correct.)

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CSIP: Student Engagement

E. Benchmark Assessment Timeline

• Trimester two

• OCS Quizlets- short-term assessment

• Trimester three

• ACT Aspire summative: long-term assessment.

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CSIP: Assessment Timeline

• Dr. Jorge Pena: jpena@archchicago.org

• Dr. Mary Kearney: mkearney@archchicago.org

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Questions/Concerns?

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THANK YOU !