You can find this presentation, lots of ideas and resources,
and more on the webpage for todays conference. Go to
www.eup.k12.mi.us -> Services -> www.eup.k12.mi.us August
Leadership Conference
Slide 3
Why Brains Need a Break manage the physiology and attention of
the class. Research shows that structured physical movement can
enhance our readiness for learning.
Slide 4
Students have stress.and Stress effects learning Stress causes
the brain to send information into the Reactive brain( ) and
prevents information from flowing to where long-term memory is
constructed. We know that supportive classroom communities lower
brain stress and open filters for learning. We use consistent
rituals such as a class song, student jobs, a smile and a "good
morning" greeting.
Slide 5
What else RELIEVES STRESS???
Slide 6
snap-Snap-SNAP your fingers When the I Yell STOP, PLEASE YELL
out the answer to the following question. In the brain, information
flows from one neuron to another through the ______? SYNAPSE!
Slide 7
SYN-NAPS (Brain-Breaks) SYN-NAPS (Brain-Breaks) 10 minutes
After as little as 10 minutes doing the same activity,
neurotransmitters for memory and attention are depleted.
Brain-breaks are used to change the learning activity to let the
brain chemicals replenish. IDEAS! Fit-Bits (K-5), Stretching or
yoga poses, singing, acting out vocabulary words, YouTube Dance-
Dance-Revolution Flash Mob! Have students come up with their own
complicated moves that everyone has to do. After just a few
minutes, their refreshed brains will be ready for new memory
storage.
Slide 8
Action-Based Learning (whole Brain Teaching) Students engaged
in action-based learning improve memory retention, reinforce
academic concepts, and balance brain chemicals while experiencing
whole- brain AND whole-body learning. Educational research suggests
that about 85% of school age students are predominantly kinesthetic
learners.* *Carla HannafordThe Dominance Factor Book 1997
Slide 9
Use body movements to teach concepts
Slide 10
Other Brain-based IDEAS Grab Attention! Memorable events make
memories. Play music when students enter the class hang posters
"advertising" or giving hints about upcoming lessons. Curiosity
increases attention and memory. During lessons, dramatic pauses.
will capture attention!
Slide 11
Some More Ideas. COLORS (thoughthave students use the same
color you are using on the white board to solve the problem)
Novelty Use demonstrations, video clips, anecdotes, or even the
enthusiasm in your voice, their attentive filters focus on the
information. TEACH Segment Lesson and allow students to then teach
each other
Slide 12
Formative Assessment for the Day = Yes, we are cooking with
gas! = I understand more or less, but may need to revisit this
concept again. =You lost me
Slide 13
OK, Lets Teach! 1. Turn to a partner 2. ROCK, PAPER, SCISSORS
to see who teaches first. 3. TAKE 30 seconds to teach your partner
how to assess each portion of todays training. Now, let the second
person take 30 seconds to teach the same thing (how we are going to
assess each portion of todays training). GO!
Slide 14
Slide 15
C OMMON C ORE C URRICULUM : What is it and how should we
transition?
Slide 16
S TANDARDS D EVELOPMENT P ROCESS College and career readiness
standards developed in summer 2009 Based on the college and career
readiness standards, K-12 learning progressions developed Multiple
rounds of feedback from states, teachers, researchers, higher
education, and the general public Final Common Core State Standards
released on June 2, 2010
Slide 17
W HAT ARE THE C OMMON C ORE S TATE S TANDARDS ? Aligned with
college and work expectations Focused and coherent Include rigorous
content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked so that all students are prepared to
succeed in our global economy and society Based on evidence and
research State led coordinated by NGA Center and CCSSO
Slide 18
W HY IS THIS IMPORTANT ? Currently, every state has its own set
of academic standards, meaning public education students in each
state are learning to different levels All students must be
prepared to compete with not only their American peers in the next
state, but with students from around the world
Slide 19
18 The Common Core State Standards represent an opportunity
once in a lifetime to form effective coalitions for change. Jere
Confrey, August 2010
Slide 20
M ORE I NFORMATION www.corestandards.org
Slide 21
STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE
2010
Slide 22
D ESIGN AND O RGANIZATION Major design goals Align with best
evidence on career and college readiness expectations Build on the
best standards work of the states Maintain focus on what matters
most for readiness
Slide 23
D ESIGN AND O RGANIZATION Three main sections K5
(cross-disciplinary) 612 English Language Arts 612 Literacy in
History/Social Studies, Science, and Technical Subjects Shared
responsibility for students literacy development Three appendices
A: Research and evidence; glossary of key terms B: Reading text
exemplars; sample performance tasks C: Annotated student writing
samples
Slide 24
D ESIGN AND O RGANIZATION Four strands Reading (including
Reading Foundational Skills) Writing Speaking and Listening
Language An integrated model of literacy Media requirements blended
throughout
Slide 25
D ESIGN AND O RGANIZATION Career and College Readiness (CCR)
anchor standards Broad expectations consistent across grades and
content areas Based on evidence about college and workforce
training expectations Range and content
Slide 26
D ESIGN AND O RGANIZATION K12 standards Grade-specific end-of-
year expectations Developmentally appropriate, cumulative
progression of skills and understandings One-to-one correspondence
with CCR standards
Slide 27
R EADING Comprehension (standards 19) Standards for reading
literature and informational texts Strong and growing
across-the-curriculum emphasis on students ability to read and
comprehend informational texts Aligned with NAEP Reading framework
Range of reading and level of text complexity (standard 10,
Appendices A and B) Staircase of growing text complexity across
grades High-quality literature and informational texts in a range
of genres and subgenres
Slide 28
R EADING F OUNDATIONAL S KILLS Four categories (standards 14)
Print concepts (K1) Phonological awareness (K1) Phonics and word
recognition (K5) Fluency (K5) Not an end in and of themselves
Differentiated instruction
Slide 29
W RITING Writing types/purposes (standards 13) Writing
arguments Writing informative/explanatory texts Writing narratives
Strong and growing across-the-curriculum emphasis on students
writing arguments and informative/explanatory texts Aligned with
NAEP Writing framework
Slide 30
W RITING Production and distribution of writing (standards 46)
Developing and strengthening writing Using technology to produce
and enhance writing Research (standards 79) Engaging in research
and writing about sources Range of writing (standard 10) Writing
routinely over various time frames
Slide 31
S PEAKING AND L ISTENING Comprehension and collaboration
(standards 13) Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings Presentation of knowledge and
ideas (standards 46) Formal sharing of information and concepts,
including through the use of technology
Slide 32
L ANGUAGE Conventions of standard English Knowledge of language
(standards 13) Using standard English in formal writing and
speaking Using language effectively and recognizing language
varieties Vocabulary (standards 46) Determining word meanings and
word nuances Acquiring general academic and domain-specific words
and phrases
Slide 33
K EY A DVANCES Reading Balance of literature and informational
texts Text complexity Writing Emphasis on argument and
informative/explanatory writing Writing about sources Speaking and
Listening Inclusion of formal and informal talk Language Stress on
general academic and domain-specific vocabulary
Slide 34
K EY A DVANCES Standards for reading and writing in history/
social studies, science, and technical subjects Complement rather
than replace content standards in those subjects Responsibility of
teachers in those subjects Alignment with career and college
readiness expectations
Slide 35
I NTENTIONAL D ESIGN L IMITATIONS What the Standards do NOT
define: How teachers should teach All that can or should be taught
The nature of advanced work beyond the core The interventions
needed for students well below grade level The full range of
support for English language learners and students with special
needs Everything needed to be college and career ready
Slide 36
C ONCLUSION Standards: Important but insufficient To be
effective in improving education and getting all students ready for
college, workforce training, and life, the Standards must be
partnered with a content-rich curriculum and robust assessments,
both aligned to the Standards.
Slide 37
STANDARDS FOR MATHEMATICS JUNE 2010
Slide 38
D ESIGN AND O RGANIZATION Standards for Mathematical Practice
Carry across all grade levels Describe habits of mind of a
mathematically expert student Standards for Mathematical Content
K-8 standards presented by grade level Organized into domains that
progress over several grades Grade introductions give 24 focal
points at each grade level High school standards presented by
conceptual theme (Number & Quantity, Algebra, Functions,
Modeling, Geometry, Statistics & Probability)
Slide 39
D ESIGN AND O RGANIZATION Content standards define what
students should understand and be able to do Clusters are groups of
related standards Domains are larger groups that progress across
grades
Slide 40
D ESIGN AND O RGANIZATION Grade Level Overviews
Slide 41
D ESIGN AND O RGANIZATION Focal points at each grade level
Slide 42
N UMBER AND O PERATIONS, G RADE 1 Number and Operations in Base
Ten Extend the counting sequence. Understand place value. Use place
value understanding and properties of operations to add and
subtract. Operations and Algebraic Thinking Represent and solve
problems involving addition and subtraction. Understand and apply
properties of operations and the relationship between addition and
subtraction. Add and subtract within 20. Work with addition and
subtraction equations.
Slide 43
F RACTIONS, G RADES 36 3. Develop an understanding of fractions
as numbers. 4. Extend understanding of fraction equivalence and
ordering. 4. Build fractions from unit fractions by applying and
extending previous understandings of operations on whole numbers.
4. Understand decimal notation for fractions, and compare decimal
fractions. 5. Use equivalent fractions as a strategy to add and
subtract fractions. 5. Apply and extend previous understandings of
multiplication and division to multiply and divide fractions. 6.
Apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
Slide 44
S TATISTICS AND P ROBABILITY, G RADE 6 Develop understanding of
statistical variability Recognize a statistical question as one
that anticipates variability in the data related to the question
and accounts for it in the answers. For example, How old am I? is
not a statistical question, but How old are the students in my
school? is a statistical question because one anticipates
variability in students ages. Understand that a set of data
collected to answer a statistical question has a distribution which
can be described by its center, spread, and overall shape.
Recognize that a measure of center for a numerical data set
summarizes all of its values with a single number, while a measure
of variation describes how its values vary with a single
number.
Slide 45
A LGEBRA, G RADE 8 Graded ramp up to Algebra in Grade 8
Properties of operations, similarity, ratio and proportional
relationships, rational number system. Focus on linear equations
and functions in Grade 8 Expressions and Equations Work with
radicals and integer exponents. Understand the connections between
proportional relationships, lines, and linear equations. Analyze
and solve linear equations and pairs of simultaneous linear
equations. Functions Define, evaluate, and compare functions. Use
functions to model relationships between quantities.
Slide 46
H IGH S CHOOL Conceptual themes in high school Number and
Quantity Algebra Functions Modeling Geometry Statistics and
Probability Career and college readiness threshold (+) standards
indicate material beyond the threshold; can be in courses required
for all students.
Slide 47
G EOMETRY, H IGH S CHOOL Middle school foundations Hands-on
experience with transformations. Low tech (transparencies) or high
tech (dynamic geometry software). High school rigor and
applications Properties of rotations, reflections, translations,
and dilations are assumed, proofs start from there. Connections
with algebra and modeling
Slide 48
K EY A DVANCES Focus and coherence Focus on key topics at each
grade level. Coherent progressions across grade levels. Balance of
concepts and skills Content standards require both conceptual
understanding and procedural fluency. Mathematical practices Foster
reasoning and sense-making in mathematics. College and career
readiness Level is ambitious but achievable.
Slide 49
C ONCLUSION The promise of standards These Standards are not
intended to be new names for old ways of doing business. They are a
call to take the next step. It is time for states to work together
to build on lessons learned from two decades of standards based
reforms. It is time to recognize that standards are not just
promises to our children, but promises we intend to keep.
Slide 50
S TANDARDS FOR M ATHEMATICAL P RACTICE Describe varieties of
expertise that mathematics teachers at all levels should seek to
develop in their students.
Slide 51
50 S TANDARDS FOR M ATHEMATICAL P RACTICE 1. Make sense of
problems and persevere in solving them. 2. Reason abstractly and
quantitatively. 3. Construct viable arguments and critique the
reasoning of others. 4. Model with mathematics. 5. Use appropriate
tools strategically. 6. Attend to precision. 7. Look for and make
use of structure. 8. Look for and express regularity in repeated
reasoning.
Slide 52
G ROUPING THE P RACTICES 51 William McCallum Standards for
Mathematical Practice Tucson, April 2011 http://math.arizon
a.edu/~wmc/ Reasoning and explaining Modeling and Using tools
Seeing structure and generalizing
Slide 53
S CIENTIFIC AND E NGINEERING P RACTICES Asking questions (for
science) and defining problems (for engineering) Developing and
using models Planning and carrying out in investigations Analyzing
and interpreting data Using mathematics, information and computer
technology, and computational thinking Constructing explanations
(for science) and designing solutions (for engineering) Engaging in
argument from evidence Obtaining, evaluating, and communicating
information
Slide 54
L ET S TAKE A LOOK :
Slide 55
L ET S NOT FORGET ABOUT ASSESSMENT! What about the
MEAP/MME?
Slide 56
A SSESSMENT C ONSORTIA Partnership for the Assessment of
Readiness for College and Careers (PARCC)
http://www.fldoe.org/parcc/ http://www.fldoe.org/parcc/ SMARTER
Balanced Assessment Consortium http://www.k12.wa.us/SMARTER/
http://www.k12.wa.us/SMARTER/ 55
Slide 57
SMARTER B ALANCED A SSESSMENT C ONSORTIA 56
Slide 58
A ND AGAIN What? When? How?
Slide 59
S O FAR WE KNOW The new assessment system will start in 2014-15
Formative and summative assessments will be included The
assessments will occur during the last 12 weeks of school The
assessments will be online Students will have one opportunity to
retake during that 12-week period
Slide 60
Slide 61
S OME EXAMPLES Hmmm Look at the items through the lenses of the
practices we discussed earlier. What are students going to need in
their tool belts to be successful?
Slide 62
W HAT S NEXT FOR SCHOOLS ? Implementation Who? When? How?
HELP!!!
Slide 63
CCSS A SSESSMENT T IMELINE
Slide 64
T RANSITIONING
Slide 65
Slide 66
Closing the Final Gap Connie Cullip Special Education
Planner/Monitor Stacey Miller Special Education Planner/Monitor
Carrie Carr Autism Spectrum Disorder Specialist
Slide 67
First, lets look at the data Grade ReadingWritingMathSocial
StudiesScience
EUPISDStateEUPISDStateEUPISDStateEUPISDStateEUPSIDState 357%62%88%
444%54%13%17%77% 543%53%44%50%49%54% 650%49%57%54%51%45%
733%36%4%10%56%51% 842%43%39%44%38%44% 936%38% Special Education
Population Percent Proficient on the MEAP
Slide 68
Time to Reflect on the Data Regional Strengths (in subject
areas, grades) Regional Weaknesses (in subject areas, grades) What
can be done at the regional/ISD level to improve student
achievement for students with disabilities? What can be done within
local districts to improve student achievement for students with
disabilities? What can be done in classrooms to improve student
achievement for students with disabilities?
Slide 69
Chalk Talk Spend one minute at each table reflecting on the
data related topic noted at the top of each poster. You CAN jot
thoughts, pose questions, comment on others notes, etc. But, you
CANNOT talk!
Slide 70
Chalk Talk Summary At your table, discuss and analyze the data.
Identify the main point, write it down on the poster and put a box
around it. Be prepared to have one person share the main point with
the group.
Slide 71
Newsflash! (Not really, though) IDEA Congressional Findings
Almost 30 years of research and experience has demonstrated that
the education of children can be made effective by Having high
expectations for such children and ensuring their access to the
general education curriculum in the regular classroom, to the
maximum extent possible
Slide 72
the number one indicator of student success is _______ __
_______ The LAW is to provide our students with access to their
grade level curriculum. No amount of motivation will work if we
cant do it. timeontask Soooooooo!
Slide 73
Accommodations vs. Modifications time level of support Input
Response effort reduced Setting To the environment Quantity
Accommodations The supports and services that help students
demonstrate their learning. Quantity Output Alternate Goals
Modifications Individualized changes made to the content and
performance expectations for students
Slide 74
They are fluid not an exact science!
ModificationsAccommodations
Slide 75
So, How Do We Do That? Determine students ability look at what
they CAN do. Utilize the Modification Hierarchy
Slide 76
Open Ended There are 5 blue birds in the cage. There are 5
times as many green birds in another cage. How many green birds are
there? Visual Organization There are 5 blue birds in the cage.
There are 5 times as many green birds in another cage. How many
green birds are there? Closed There are 5 blue birds in the cage.
There are 5 times as many green birds in another cage. How many
green birds are there? Choice 5 x 5 = ____ 202530 Yes/No 5 x 5 =
20YesNo
Slide 77
Just Some Ideas. Highlighters /highlight tape (important text)
Chalk Talk Cut and paste/Computer Timers Turn and Talk
Non-linguistic representations Provide note skeleton/full notes,
highlight key words during lecture Peer to Peer (even if just
seated next to supportive peers) Textured paper for handwriting
Choices Folding worksheet in half
Slide 78
Slide 79
F ORMATIVE A SSESSMENT & D IFFERENTIATION I DEAS Formative
Assessment Launch October 25, 2011 COPESD
Slide 80
F ORMATIVE A SSESSMENT Reflective process Promotes student
attainment Between teacher and student to enhance, recognize, and
respond to learning Feedback from learning is actually used to
adapt the teaching to meet learners needs Process helps students
take control over their own learning ( self-regulated )
Slide 81
F ORMATIVE A SSESSMENT C OHORT (2008) & C OGNITIVE C
OACHING (2010) Observations Posture Gesture Tonality Language
Breathing Behaviors Rapport Eye accessing cues Paraphrasing
Acknowledge & Clarify Summarize & Organize Shift Level of
Abstraction Pausing After asking a question After the student
responds Before you respond = Opportunities
Slide 82
EYE ACCESSING CUES* 10:00 Visual Construct (seeing) 2:00 Visual
Recall (saw) 9:00 Auditory Construct (hearing) 3:00 Visual Recall
(heard) 7:00 Kinesthetic /Emotive 5:00 Internal Dialogue *for
normally organized right-handed people Jensen, E. (1996).
Brain-based learning. Del Mar, CA: Turning Points.
Slide 83
A CTIVITY 1. Partner with someone you have not worked with at
your table. Sit facing one another. 2. Partner A will think about
the trip/drive to our location. 3. Partner B will observe Partner A
as s/he thinks about the trip and record partners eye movements
(start, pauses, end) 4. Switch roles 5. Discuss what you
observed.
Slide 84
EYE ACCESSING CUES* 10:00 Visual Construct (seeing) 2:00 Visual
Recall (saw) 9:00 Auditory Construct (hearing) 3:00 Visual Recall
(heard) 7:00 Kinesthetic /Emotive 5:00 Internal Dialogue *for
normally organized right-handed people Jensen, E. (1996).
Brain-based learning. Del Mar, CA: Turning Points.
Slide 85
C OLLABORATION (B EHAVIOR ) Pausing Paraphrasing Inquiry
Probing for Specificity Ideas Paying Attention Presuming Positive
Intentions 1. Review/read handout 2. Work in group of 3 3. A.
Shares what they read for 3 minutes & B&C must remain
silent (listeners) 4. B shares for 1 minute a paraphrase of A 5. C
shares for 1 minute a paraphrase of A or B or both 6. Repeat
pattern
Slide 86
Slide 87
Navigating Data Jump Drive August Leadership
Slide 88
First Screen
Slide 89
Open Demographics Folder
Slide 90
Demographics Folder Content
Slide 91
Three Year Trend Folder Contents or
Slide 92
Choose a File to Open
Slide 93
This is the data to be used to formulate gap statements in
School Improvement Plan and to progress monitor SIP efforts.
Slide 94
Well, that was fun..but lets look at something else!
Slide 95
Navigate Back to This Page
Slide 96
You May See Something Like This
Slide 97
Dont Panic!
Slide 98
Click on Tabs at Bottom to Choose a Content Area
Slide 99
Content Areas by specialty populations Gender Ethnicity Socio
Economic Status (SES) Special Education