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Unpacking the GLEs

Unpacking the GLEs. Presented by: Michelle Finley Staff Development Facilitator. Michelle Finley. Title II Staff Development Facilitator mfinley@websterpsb.org http://wpsd.eboard.com. Teacher Effectiveness. FACT

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Unpacking the GLEs

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  1. Unpacking the GLEs Presented by: Michelle Finley Staff Development Facilitator

  2. Michelle Finley Title II Staff Development Facilitator mfinley@websterpsb.org http://wpsd.eboard.com

  3. Teacher Effectiveness FACT It takes two years for a student to recover after having spent one year in an ineffective teacher’s classroom.

  4. 4 Basic Questions 1. What do I want my students to know and be able to do? (State Standards/GLEs) 2. How will I know they know it and can do it? (Assessment) 3. How do I account for the students’ performance? (Data Analysis) 4. What am I going to do for the students who don’t get it? (...and those who do get it?) (Data Driven Response)

  5. Guided by the GLEs, not the textbook Techniques used to teach the GLEs (level of rigor) Aligned to GLE rigor level and assesses for mastery

  6. Sharpening Our Focus • When we begin to make decisions about how a standard will be assessed, it usually gives us a clear idea of how well we understand the standard. • Level of rigor (Bloom’s Taxonomy) • Skills addressed (verbs) • Content addressed (nouns) • Essential questions • Prerequisites

  7. Sharpening Our Focus • State Assessment Guides • Focused Learning Lessons • Reading Unit Benchmark Assessment • Easy CBM Math @ DIBELS • Shorter weekly assessments in testing format are also available through your textbook company website

  8. How To: Assess for Learning • Understand and articulate in advance of teaching the achievement targets that your students are to hit. • Backward Design – assessment creation before instruction planning begins (start with the end in mind) • Level of RIGOR/Cognitive Level • Alignment with GLEs

  9. How To: Assess for Learning • Inform your students of the learning goals, in terms that students understand, from the very beginning of the teaching and learning process. • Student-friendly objective [FOCUS GLE] posted daily in the classroom and shared with students (see handout example from JBHM) • Use SMART Objectives

  10. Smart Objectives • Specific – Objectives should specify what they want to achieve. • Measurable – You should be able to measure whether you are meeting the objectives or not. • Attainable - Are the objectives you set, achievable and attainable? • Realistic – Can you realistically achieve the objectives with the resources you have? • Time – When do you want to achieve the set objectives?

  11. Setting Objectives & Providing Feedback The research base suggests: • That objectives are posted for students (kid-friendly language) • The use of essential questions • That students need to know where they are going instructionally (goal setting) • Front loading a lesson provides a 28% gain in knowledge (see handout)

  12. What is “front-loading” a lesson • Pre-teaching critical elements include: • Building on prior knowledge by providing or eliciting background information on the topic. • Preparing the students for the topic by outlining, mapping, and summarizing the “big ideas” of the text. • Providing explicit vocabulary instruction that focuses on critical words for understanding text meaning. • Motivating students to engage with the text. • Setting a purpose for reading the text.

  13. Setting Objectives & Providing Feedback The research base suggests: • Instructional goals narrow what students focus on (GLEs) • Students should personalize the teacher’s goals to become their own (Personal Learning Goals…“I can” statements) • Feedback must be effective, timely, specific, and the student’s own

  14. Setting Objectives & Providing Feedback Significant findings - Correcting papers and giving them back has no impact on student achievement Simply telling students answers are right/wrong actually has a negative effect on achievement (-3%).

  15. Formative assessment delivers information during the instructional process, before the summative assessment. Examples: • thumbs up/thumbs down • fist to five

  16. How To: Assess for Learning • Translating classroom assessment results into frequent descriptive feedback (versus judgmental feedback) for students, and provide them with specific insight on how to improve. Examples: • You have interpreted the bars on this graph correctly, but you need to make sure the marks on the x and y axes are placed at equal intervals. • What you have written is a hypothesis because it is a proposed explanation. You can improve it by writing it as an "if … then … " statement.

  17. How To: Assess for Learning • Continuously adjust instruction based on the results of classroom assessments. • Differentiated Instruction • Scaffolding Lessons • Relevance to Real-Life

  18. Regular GLEs http://www.doe.state.la.us/lde/saa/1915.html

  19. POWER GLEs • http://gpsbtech.ipower.com/GPSB/Main_Files/gle.html • In 2002-2003, Grant ranked 41st on the District Performance Score, (that is 41st from the top). • In 2007-2008, Grant ranked 19th on the District Performance Score.

  20. POWER GLEs • The cognitive level asked by the GLE must match the cognitive level of your assessment item. • For example, if an objective/GLE begins with evaluate and you ask the student to identify, then your question is not in alignment with the objective you're trying to assess. Reference Handout “Bloom’s Taxonomy Verbs”

  21. Bloom’s Taxonomy

  22. Activity: Unpacking a GLE Refer to your handouts at this time.

  23. Unpacking a GLE • Unpacking a standard is the process of identifying what students will know and be able to do when they have mastered the standard. • Critical elements to the success of the unpacking process: • identifying reliable resources for determining depth and rigor • scaffolding skills with level above and below • using clear concise language for students.

  24. Unpacking Tools • Unpacking Worksheet “The HOT Process” • Team Planning Worksheet • Bloom’s Taxonomy Resource

  25. Mind Maps/Graphics

  26. Plan instructional strategies for re-teaching concepts with the highest frequency of missed answers. • Assess those concepts again. • Check off the objective when mastered!

  27. Collaboration • Small learning communities are the essential piece of the puzzle that separates the schools that are improving from the schools that are not! • Team meetings (grade level, department, etc.) • Analyze data together and make collaborative decisions based on your analysis. • This is not an overnight process, nor is it a gimmick /magic solution.

  28. The End Please fill out your reflections concerning this presentation before you leave today and turn them in to your principal.

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