“No, but I can't tell them that we were so poor that you and daddy had to make me yourselves!"

1. Six year old Annie returns from her first day at school and says she had her first family planning lesson at school. Her mother, very interested, asks; "How did it go?" "I nearly died of shame!" she answers. "Sam from over the road, says that the stork brings babies. Sally next door said you can buy babies at the orphanage. Pete in my class says you can buy babies at the hospital.“ Her mother answers laughingly, "But thats no reason to be ashamed." “No, but I can't tell them that we were so poor that you and daddy had to make me yourselves!"

2. Literacy: Moving the Work Forward at BNHS BNHS Staff Meeting 20, 2013

3. Today’s Goals • Teachers will understand the purpose of the campus-wide writing rubrics and be able to implement the use of them in the classroom. • Staff will understand the feedback from Instructional Rounds and know the BNHS Problem of Practice. • Staff will understand and use the process for student nominations of the Byron Nelson Character Awards. • Staff will understand the Grading Guidelines and use the accordingly.

4. Scoring Rubrics: SAR • SCORE – 0 • Insufficient Response to the Question • Insufficient responses indicate a very limited reading performance. • These responses have one of the following problems: • The idea is not an answer to the question asked. • The idea is incorrect because it is not based on the text. • The idea is too general, vague, or unclear to determine whether it is reasonable. • No idea is present. • Sometimes the response contains only text evidence. • At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or “echoes,” the text evidence.

5. SCORE - 1 • Partially Sufficient Response to the Question • Partially sufficient responses indicate a basic reading performance. • These responses have one of the following characteristics: • The idea is reasonable, but the response contains no text evidence. • The idea is reasonable, but the text evidence is flawed and does not adequately support the idea. • Text evidence is considered inadequate when it is: • only a general reference to the text, • too partial to support the idea, • weakly linked to the idea, or • used inappropriately because it wrongly manipulates the meaning of the text. • The idea needs more explanation or specificity even though it is supported with text evidence. • The idea represents only a literal reading of the text, with or without text evidence.

6. SCORE – 2 • Sufficient Response to the Question • Sufficient responses indicate a satisfactory reading performance. • These responses have the following characteristics: • The idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the text and draw valid conclusions. • The text evidence used to support the idea is accurate and relevant. • The idea and text evidence used to support it are clearly linked. • The combination of the idea and the text evidence demonstrates a good understanding of the text.

7. SCORE – 3 • Exemplary Response to the Question • Exemplary responses indicate an accomplished reading performance. • These responses have the following characteristics: • The idea is perceptive and reflects an awareness of the complexities of the text. The student is able to develop a coherent explanation of the idea by making discerning connections across the text. • The text evidence used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea. • The combination of the idea and the text evidence demonstrates a deep understanding of the text.

8. Goal 2: Problem of Practice Staff will understand the feedback from Instructional Rounds and know the BNHS Problem of Practice.

9. BNHS Problem of Practice BNHS teachers need to hold students accountable to a higher level of literacy skills. Theory: If teachers create opportunities for empowered, student-centered instruction, then achievement levels in literacy will increase. • If teachers create and implement lessons for students so that they think, read, and write critically, then their writing will rise to higher levels. • If teachers use the Fundamental Five as a means of improving instruction, which includes critical writing opportunities and small group, purposeful talk, then students’ writing achievement will increase. • If students are given opportunities to use technology for research, collaboration, project creation and presentation, then achievement levels will increase.

10. Guiding Questions • How are teachers using campus writing rubrics in the classrooms to provide feedback on literacy in writing? • How are teachers preparing guiding questions for small group, purposeful talk? • What types of student-centered projects and lessons are prepared which include implementation of technology so that students create, collaborate, and present at high levels? • How does the leadership team support and monitor critical thinking and writing skills to ensure successful student growth?

11. Goal 1: Rubrics Teachers will understand the purpose of the campus-wide writing rubrics and be able to implement the use of them in the classroom. Discuss with your partner how you think these will benefit students, you, and our campus. Share out.

12. Grading Guidelines We believe Learning Takes Time. We learn through and with others. The TEACHER Matters! • Grades in gradebook in 3 days • Dropping the formatives that lead to a summative • Doing what is right for kids and staying in the realm of the district guidelines

13. Nominations for Character Awards Royal Awards & Celebration of Distrinction Compassion Responsibility Trust Service Honesty The Byron Nelson Award

14. Closing: Today’s Goals • Teachers will understand the purpose of the campus-wide writing rubrics and be able to implement the use of them in the classroom. • Staff will understand the feedback from Instructional Rounds and know the BNHS Problem of Practice. • Staff will understand and use the process for student nominations of the Byron Nelson Character Awards. • Staff will understand the Grading Guidelines and use the accordingly.