ENG III Teacher Collaboration meeting

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ENG III Teacher Collaboration meeting

• Anna Collura

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• Meeting Agenda
• Introductions
• EOC
• Curriculum Guidebooks
• Nature of Collaboration

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What is a network?
Not Evaluative
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Who is your network team

• Anna Collura ELA School Support Specialist (S3)
• Mark Bailey Network Executive Director
• Sandy Newsham Algebra I, U.S. History S3
• Cathie Brister Geometry, Biology S3
• Jennifer Pell-Lingle SpEd and Special Projects
  S3

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Group introductionsname, school, course(s)
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End of Course testenglish iiI
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ENGLISH III - end of Course13-14 Structure
Test Section Number of Points Suggested Testing Time
Section1 Writing 12 75 min
Section 2 Reading and Research 20 40 min
Section 3 Reading and Proofreading 26 40 min
Totals 58 155 min
Note Only 50 points count towards a students
final score. Any additional points come from
embedded field test items and do not count
towards a students final score. Points are not
detracted from writing.
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ENGLISH III - end of Course13-14 Structure
Test Section Number of Points Weight Suggested Testing Time
Section1 Writing 12 24 75 min
Section 2 Reading and Research 20 24 - 40 40 min
Section 3 Reading and Proofreading 26 36 - 52 40 min
Totals 58 155 min
Note Only 50 points count towards a students
final score. Any additional points come from
embedded field test items and do not count
towards a students final score. Points are not
detracted from writing.
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ENGLISH III - end of Course13-14 Structure
Test Part Number of Points Weight
Writing 12 24
Language 4 8
Reading 24 48
Research 10 20
Total 50
Note Determined through comparison of December
2013 and May 2014 English II EOC Student Item
Analysis Reports.
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ENGLISH III - end of Course13-14 Structure
CCSS Domain Section(s) Points
Reading Literature (RL) Reading 8-15
Reading Informational (RI) Reading 8-15
Writing (W) Writing and Research 18
Language (L) Writing, Language, Reading 9
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Section 1 Writing

• Read 2 informational passages
• Write an argumentative essay that uses evidence
  from both passages
• Scored Content, Style, Conventions
• Standards Covered
• Writing W.11-12.1, W.11-12.4, W.11-12.9
• Language L.11-12.1, L.11-12.2, L.11-12.3

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Sections 2-3 Reading

• 4 passages (Colonial Period Early 20th Century)
• Answer passage-based multiple-choice questions
• Standards Covered
• Reading Literature RL.11-12.1, 2, 3, 4, 5, 6,
  9,10
• Reading Informational RI.11-12.1, 2, 3, 4, 5,
  6, 8, 9, 10
• Language L.11-12.4, L.11-12.5 (Vocabulary)

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Section 2 Research

• Multiple choice questions
• Researching to answer a question or solve a
  problem
• The narrowing or broadening of a topic of inquiry
• The synthesis of multiple sources on a subject
• Gathering relevant information
• Assessing the usefulness of a source
• Integrating information from sources
• Following a standard citation format
• Standards Covered
• Writing W.11-12.7, W.11-12.8

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Section 3 Language

• Read sentences to recognize or correct different
  kinds of errors
• Multiple choice questions
• Standards Covered
• Language L.11-12.1, L.11-12.2
• Writing W.11-12.5 (editing and revising)
• Grade 11-12 Progressive Skills

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Where do we stand?data
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District Overall EOC Growth

• Percent of Students Proficient on EOC
• Currently ranked 37th in the state

09-10 10-11 11-12 12-13 13-14
38 46 51 55 60
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District ENG III Growth
Academic Year JPPSS Students Proficient State Students Proficient Difference
12-13 55 58 -3
13-14 57 61 -4
Note JPPSS ENG II is currently ranked 42nd in
the state.
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ENG III Growth by schoolPercentage of students
proficient (Academies Excellent)
School 11-12 12-13 13-14 Difference
A 33 51 48 15
B 47 64 44 -2
C 53 61 65 12
D 32 53 46 14
E 45 48 52 7
F 60 64 77 17
G 31 34 47 16
H 57 58 63 6
I 57 69 63 6
J 39 45 39 0
K 68 82 73 5
L 68 82 73 5
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School Performance By strand 13-14
School Writing / Language Conventions correct Reading correct Research correct
A 60 48 60
B 58 47 54
C 66 56 64
D 61 49 60
E 54 50 59
F 83 81 87
G 62 47 58
H 62 55 67
I 63 58 68
J 57 49 58
K 85 75 86
L 74 72 87
DISTRICT 65.4 57.3 67.3
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Louisiana department of education 9-12 Curriculum
guidebook
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Guidebook structure

• ELA Overview (page 8)
• Step-by-step how to guide for selecting texts,
  organizing text sets, and designing targeted
  instruction.
• Tools for Teaching (page 19)
• Sample year long plans, unit plans, lesson plans,
  and assessments.
• Appendix (page 301)
• CCSS ELA standards

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Using guidebooks (page 25)

• 1. Read the text and unit focus
• 2. Identify what mastery of the content and
  standards look like for students
• 3. Adapt and create daily instructional tasks
  that prepare students for end of unit
  assessments.

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Whats there and whats not?

• Adjustments for incoming student needs, schedule,
  and resources
• Student mastery exemplars
• Formative assessments aligned to daily objectives
• Language and
• Research

• Units for grade-level text based instruction
• Culminating, Cold-Read, Extension tasks
• Lessons that address reading, understanding, and
  expressing the text

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Guidebook units

• HIGHLY recommended
• Division of labor
• Context for evaluating student performance

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Student Anthology
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(No Transcript)
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(No Transcript)
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Interval proposal

• Cold Read texts reading and writing
• Team created language and research questions

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Anchor text selection
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Deliverable

• Review Guidebooks with your school team
• Decide on first anchor texts
• Place sticky with school name in the appropriate
  box (if you choose other, please include the
  anchor text your plan to use)

School X The Scarlet Letter
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Nature of collaboration
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What would be the best use of this time?

• Sharing broader effective practices
• Trouble shooting at unit level
• Co-evaluating student work
• Upcoming Interval/Anthology committee?
• Document sharing platform?
• Etc.
• 404-422-8965

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Exit slip
Support MY SCHOOL Needs