Evaluation

1. Evaluation • Qualitative and quantitative data in your IGP • Bring in actual student work—Advanced, Proficient, Partially Proficient, and Unsatisfactory. • Bring characteristics of each proficient level on a sticky ready for posting and sharing

2. Restating is the inverse operation of questioning.

3. Cycle 2RestatingLesson 2: Slash, Move, Underline Embedded Professional Learning Community January 9, 2013

4. Purpose • School Goal: Based on 2012-2013 TCAP Reading assessment results: Our goal is to increase the number of our Advanced and Proficient students and decrease the number of Unsatisfactory and Partially Proficient students on the Reading TCAP.Yearly Cluster Goal: By May, 2014 all students grades K-5 will demonstrate an annual learning gain in Reading, of at least one year and one-third as measured by spring MAP assessment. Students performing above grade level will maintain their scores. Teachers will demonstrate proficiency in responding to reading through writing in all content areas.

5. TCAP 2013 - 2014

6. Cluster Cycle Goal • By the end of this cluster cycle, teachers will apply strategies that relate to restating the question as measured by student data.

7. Cycle II Long term PlanRestating the Question

8. Diagnostic Data • Restating is inconsistent. • Students that we had last year did not do better than new students. • As the questions get more complex, students don’t restate. • Average restating score – 50%.

9. Need • Based on TCAP and diagnostic test data, our students need instruction on finding answers in text to answer constructed response questions.

10. Next Steps • Break restating into manageable chunks • Matching • Underline, Move, and Slash • Substitutions • Petition words • Add restating to criteria

11. Objective • By the end of this cluster, teachers will apply the critical attributes of Slash, Move, Underline as measured by modeling, coteaching, planning, and/or observation by the master/mentor teacher.

12. Agenda

13. Critical Attributes

14. Standard and Objective Standard: All 4th and 5th grade students in the state of Colorado will answer constructed response questions. Objective: I can use the Slash, Move, and Underline strategy.

15. New Learning/Model • The master teacher will model Slash, Move, Underline by referring to the strategy.

16. We do • Work with a shoulder partner using the Slash, Move, Underline Strategy. • Why is it important that teachers experience the lesson from the point of view of a student?

17. Field Test Quantitative Data

18. Criteria

19. Student Work

22. Post Assessment Post Assessment: • Advanced - 7, 35% • Proficient - 8, 40% • Partially Proficient - 3, 15% • Unsatisfactory - 2, 10%

23. Critical Attributes

24. Development Time • Teachers will plan to implement this chunk into all content areas. • What is a critical attribute that I need to add based on my area of refinement?

25. Objective • By the end of this cluster, teachers will apply the critical attributes of Slash, Move, Underline as measured by modeling, coteaching, planning, and/or observation by the master/mentor teacher.

26. Agenda

27. Application and Evaluation Application: • Teachers will apply the strategy in their classroom/groups in all content areas. Evaluation • The career teachers will come prepared to the next EPLC with: • Qualitative and quantitative data in their IGP • Bring in actual student work—Advanced, Proficient, Partially Proficient, and Unsatisfactory. • Bring characteristics of each proficient level on a sticky ready for posting and sharing

28. Closure • Why is it critical for our students to restate? • Why are we starting with matching? • What is your refinement area? How will you embed your refinement area into your roll outs of this strategy in all content areas?