CLEARPASSPGP TRAINING

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CLEAR/PASS/PGP TRAINING

• Scroggins Elementary School
• January 3, 2005

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MAKING THE CONNECTIONS
CLEAR
PGP
PASS
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Objectives

• To improve navigation of CLEAR and PASS
• To utilize CLEAR and PASS to enhance student
  achievement
• To introduce the mechanics in the development of
  students Personal Graduation Plans (PGP)

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Making the Connections

• Scavenger Hunt
• 
  Activity
• 20 minutes

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CLEAR

• C Clarifying
• L Learning
• E Enhance
• A Achievement
• R Results

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CLEAR

• Content Specifications

Details what content should be taught to meet
intent of objective Prerequisites and
Instructional Considerations Checks for
knowledge and concepts developed in prior grades
and contains strategies Assessment
Considerations Features different types of
assessments Connections to Other Objectives List
objectives that are linked to other objectives
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CLEAR Online

• Syllabus Planner
• Unit Titles
• Objectives
• Assessment Plans
• Unit Resources
• Unit TEKS
• Unit TAKS
• Model Lessons

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CLEAR Online

• CLEAR Curriculum
• Objectives by Strands
• Course Resources
• TEKS
• TAKS
• Reports
• Search

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PASS

• P Profiler for
• A Academic
• S - Success of
• S - Students

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PASS

• Features
• Can access academic performance indicators
• Includes performance data and analyses for all
  tests -TAKS, TPRI/ Tejas-Le, Stanford 10/Aprenda,
  Snapshots, etc.
• Capable of conducting customized analyses using
  advanced query capabilities

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PASS cont.

• Features
• Aligned and connected to TEKS and CLEAR
  curriculum
• Promotion Standards (Grades 1-8)

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CONNECTIONS

• How will you utilize and CLEAR/PASS in Planning
• Instruction?

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INSTRUCTION

• Access past, current, and future needs of
  students
• Diagnose the strengths and weaknesses of students
  to guide instruction
• Develop lesson and unit plans
• Flexible grouping
• Determine if goals are being met

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INSTRUCTION

• Identify root causes of problems
• Align instruction to state standards
• Provide personalized instruction to students
• Assess students on stated objectives

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INSTRUCTION

• Looking at teaching styles
• Traditional instruction
• Textbook learning
• Standards vs. variance

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INSTRUCTION

• Making the Connections
• 3 scenarios
• Activity 2

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INSTRUCTION

• Teacher 1
• Not differentiated
• Does not respond to student differences
• Lacks engagement
• Learning not appealing
• Memorizing data

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INSTRUCTION

• Teacher 2
• No meaningful objectives/goals
• Activities not really focused or tied together
• No skills derived from projects
• Tasks different not differentiated
• Some engagement/little understanding

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INSTRUCTION

• Teacher 3
• Key concepts
• Developed principles of concepts
• Defined essential terms and facts
• Engaging
• Assesses
• Modifies instruction/differentiates

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• Learning Cycle and Decision Factors Used in
  Planning and Implementing Differentiated
  Instruction

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INSTRUCTION

• Making the CLEAR/PASS Connection
• Activity 3

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INSTRUCTION

• Select content
• Choose objective from CLEAR
• Select 3-5 students from class
• Go to PASS
• Review data (TAKS, etc) on each student
• Group based on data
• Make a lesson plan using form on Clear Online
• Differentiate instruction

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INSTRUCTION

• FOLLOW-UP DISCUSSION AND DISCOVERIES

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PERSONAL GRADUATION PLAN

• State mandate
• Plan will address individual needs
• Developed for students in junior high, middle
  school, and high school who do not perform
  satisfactorily on TAKS or is not likely to
  graduate with a high school diploma before the
  fifth year following the students initial
  enrollment in 9th grade

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PERSONAL GRADUATION PLAN

• HISD Every secondary student will have an
  assigned advocate
• School principal designate guidance counselor,
  teacher, or other appropriate individual as
  advocate to develop and implement a PGP.

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PERSONAL GRADUATION PLAN - cont

• Duties of the advocate
• Analyze data related to attendance, academics,
  standardized test scores, special needs
  identification/discipline records
• Meet with student/s regularly
• Get to know students
• Select appropriate interventions

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PERSONAL GRADUATION PLAN (cont)

• Prepare a PGP
• Share with students
• Meet with parents
• Monitor plan for effectiveness

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Options for Assigning Advocates

• Allow students to choose advocate
• Allow advocate to choose students
• Random assignments
• Special needs with special certifications

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To develop an effective PGP

• Use the data available for each student
• Prioritize student needs
• Match interventions to student needs

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To develop an effective PGP

• Establish timelines and methods for monitoring
  student progress.
• Revise and/or add interventions as appropriate.

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PGP Activity

• (Activity sheet in packet)
• Select a student to practice completing a PGP
  Plan
• Go to PGP Screen on PASS and review pertinent
  data(achievement, attendance, conduct, etc.)
• Based on data, prioritize students intervention
  needs
• Identify appropriate intervention activities

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PGP Activity cont.

• How will the effectiveness of intervention
  activities be measured?
• List activities for monitoring student progress
• Additional information needed to develop PGP

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PGP Benchmarks

• November 15, 2004 all advocates trained by
  campus designee on use of the PGP software
• Northeast District training November 16, 2004,
  830 1000, and 1030 1200
• Two representatives from each campus

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PGP Benchmarks

• December 1, 2004 All secondary students will be
  assigned an advocate
• January 15, 2005 Every student will have a
  completed PGP
• Every advocate will have received the Advocacy II
  training
• May 15, 2005 Advocate will have at least one
  meeting with a parent of each student assigned