Bottom 25%

Language Objective (SIOP): For all

Objectives:

• TWBA to define the "bottom 25%" and "top 75%" as articulated in the new IDOE A-F accountability system
• TWBA to know the state's new accountability policies for student performance
• TWBA to understand your roles and responsibilities within the new policies
• TWBA to learn one strategy to meet the needs of ALL your students
• TWBA to produce a lesson and exit ticket that can be used to meet the needs of all your students

On a scale from 1-5

1 being NOOOOO!!

and

5 being Race Car Ready

How are you feeling?

Turn and talk to your neighbor and see how they are feeling.

Lesson Planning

and

Data Use

Scaffolded- Bottom 25% resources

Frequent, Formative Assessments to Inform DAILY Instruction

Classroom data resources

Classroom pre-tests

Used for high ability and Bottom 25%

(talk to Andrea Bock!)

Exit Tickets

3 question exit tickets (at least)

• Mastery level question
• Scaffold level question
• Language development question (Ms. Swierenga has more information on this)

Oral response tests

• A student being able to orally respond to a test will show you if they are using the language you use in class.
• If a student is using the language (this is not just ELL students) then they are not only mastering objectives but are able to articulate what they’ve learned.

Questions?

Next up is Ms. Swierenga

Use exit tickets and classroom tests to inform your instruction...Adjust.

Longterm plans

• When you longterm plan use off-grade level resources to think about the scaffolding needed for those that are not ready for the mastery level objective
• Add scaffolded objectives to longterm plans

Longterm plans the grade level below

• All longterm plans are on Google Docs
• Access the other grade levels to see where your objectives vertically align across grade levels
• Collaborate with other teachers to understand vertical alignment

Resources to use during planning

Benchmark Data and Progress Monitoring Data

NWEA

DesCartes is broken into strands

Skills for each strand are listed

Skills connect to grade level objectives

Acuity

Grade level Acuity question bank

Off Grade level Acuity question bank

Acuity Blue Prints

mClass

Analyze all the probes to identify patterns of error

ORF (1st-6th)

DAZE (3rd-6th)

NWF (K-2)

TRC (K-2)

Data Driven Instructional Planning

Benchmark data is a guide to planning:

• NWEA
• Acuity
• mClass

Levels are determined

Levels are disaggregated by strand

Strands are broken into skills

Planning Scaffolded-Bottom 25% Objectives

Language Objective resources

Assessing Language Objectives

Sentence frames check- give them information to put into a structure.

-ex. Write a sentence comparing acute angles and obtuse angles using comparing words

Definitions

Listening activity

Discussion notes “1 thing your partner said”

Planning Language Objectives

-What you want students to be able to talk about, listen for, read, and write

-ESL scores

(handouts)

What to Look for:

-LAS Links scores (1-5 scale)

-testing accommodations

-ESL service

ESL ILPs (Individual Learning Plans)

ESL scores/data

How to find them

on Google Docs

By grade, class,

Student name

Planning Language Objectives

Data, Decisions, Delivery

Sixth Grade ELA

Sixth Grade Math

Kinder Math

Kinder Reading

Second Grade ELA

They are OUR students

Fourth Grade ELA

Fifth Grade-Low Growth RtI

Second Grade Math

Fourth Grade

Math

Saul

Cameron

Alexander

Elijah

Nevaeh

Angel

Citlaly

Jose

Victor

Andry

Remember- we are all in this together. There is no “your” or “my” students. We each own the responsibility for the growth and development of each child.

Mercedez

Dontaijah

Saul

Kaylin

Alex

Brian*

Jovani

Yulissa

Diego

Luis

Citlaly

Andry*

Robert

Terrell

Jasmin

Jaelynn

DaShawn

Fernando*

Alejandro

Ashley

Dallas

Jordan*

Freddy

Aquanis*

Jazarie

Levi

Jennifer*

Devon

Priscilla

Fatima

Yareli

Ignacio

Isis

Faith*

Mykia

Evelyn

Hector

Kaleib*

Jordan

Cleve

Delsy

Muzique

Angel

Freddy

Jazarie

Jose

Fernando

Trenyah

Ashley

Desmond

Jaquan

Ignacio

Isis

Faith

Evelyn

Raudel

Taujenae

Fifth Grade ELA

Fifth Grade Math

Third Grade

Math

They are RtI Students

First Grade ELA

Third Grade

ELA

In order for these students to make HIGH growth

Sixth Grade- Low Growth RtI

First Grade Math

• 18% of our students are in Tier III
• 28% are in yellow

Who is the bottom 25%?

What does this mean?

Luz

Preya

Edwin

Santiago

Benjamin

Taylynn

Marciana*

Tyrell

Alexis

Lee

Malaysia*

Martin*

Nakayla*

Jennifer

Adan

Alexander

Sam

Roque*

Angel

Nicole

Juan

Tynia

Miranda

Halo

Emiliano

Alexandra

Daniel

Darrell

Rayne

Erik

Carolina

Armani

Arman

Jalen

Alfredo

Ke'shaun

Da'veyon

De'andre

Ja'wuan

Daniel

Gustavo *

Juan*

Emiliano*

Armon

Jalen

Halo*

Crystan

Juan O

Tynia

Rayne*

Alfredo*

Ke'shaun*

Da'veyon

De'andre*

Ja'wuan*

Nyale*

Taylynn

Alexis

Tyrell

Mariyan

Eric

Nubia

Benjamin

Marciana

Rondell

Santiago

Isaiah

Damien

Robert

20-30min daily with Swierenga, Papke, Perez, Rentschler, Johnson, etc is NOT enough

Intervention time is SUPPLEMENTAL

This means in addition to already differentiated instruction.

• 7% of “yellow” students are really in the bottom 25%!!

Planning strategy

2 tiered lesson plan:

Mastery level Objective: Top 75%

Scaffolded Objective: Bottom 25%

Purpose:

A Scaffolded goal is better suited to meet a student at their ability level and support in new learning. The goal is for objectives to be comprehensible and obtainable for all.

The ability to retain information and connect it has to be done through "mental pathways" that are linked to an individual's schemata (The SIOP Model)

Purpose:

Language objectives provide practice and support for language acquisition through reading, writing, listening and speaking. They also help to clarify content objectives and expectations for students and teachers.

Types of Scaffolding

1) Procedural

2) Verbal

3) Instructional

Agenda:

Krysten- Why & What: State accountability and rational

Amy- How: C.A.P. Connection & Strategy Application

Katie- Who: ELL connection

Allison- Who: RtI connection

By End of Year:

3 objectives for each

Reading and Math Lesson

1. Mastery Level Objective (Top 75% Tier)

2.Scaffolded Objective (Bottom 25% Tier)

3. Language development objective (100% of students )

For all Subjects

Language development objective (100% of students)

C.A.P Connection

All whole group lesson plans include differentiation for the bottom 25% of students

How?

New Mindset and goal!

Switch thoughts from proficiency to growth!

Where are my students currently and how can I meet them where are?

Students will fall without scaffolding

to support them

All Must Grow!

PD Reflection:

3 Key points that were takeaways

Comprehensible input!

Something that squared with you

Reasons goals can

be hard to reach

• Missing skills
• Processing a step behind
• Language proficiency
• Struggles to get things the first time
• Limited background knowledge
• Lack of vocabulary

Problem

Objectives out of reach and not comprehensible!

2012-2013 ECLCS Goals

At least 72% Proficiency on ELA

Last year- 67%

At least 76% Proficiency in Math

Last year- 71%

At least 50% of Bottom 25% has HIGH growth

Questions?

Overall Goals

Bottom 25% has HIGH growth

Top 75% has HIGH growth

Nobody (bottom 25% or top 75%) has LOW growth

Growth is measured on ISTEP ELA and Math and by percentiles

Continued increase of proficiency rates

Ideas still circling

Major Changes

Mindset

Subgroups have changed

Proficiency is no longer the primary focus

Growth, growth, growth!!!

Top 75 %

Bottom 25%

ELL 100%

A-F Grading System

Comprised of multiple facets:

Overall proficiency on ISTEP and ECA

Growth rates of bottom 25% and top 25%

Participation rates

Graduation rate

Why the Change?

• The goal of any lesson is 100% mastery of the grade level objective at a particular level of Blooms.

• All students must master the objective I have written in my blackboard configuration!

IDOE received flexibility waiver

Focus is off AYP

New Accountability

System

Students are low!

They can't get it!

I've taught it!

They just didn't listen!

I've retaught it, they should get it!