Roosevelt Complex

1
Roosevelt Complex

• Improving Student Achievement

2
Complex Journey

• 1- 6 - 3
• One Vision
• High School Graduate
• 6 GLOs
• 3 priorities
• Academic Achievement
• Civic Responsibility
• Safety and Well Being
• Rigor and Student Engagement
• Standards-based Assessments
• STAR/SALT
• Anne Davies and Monica Mann

3
Complex Journey

• Electronic Grade book
• Excelsior
• Standards-based grading practices
• Dr. Marzano
• Rubric development
• Art and Science of Teaching
• Instructional Strategies
• Dr. Marzano / D. Pickering
• Classroom Instruction That Works

4
Complex Journey

• Model Schools Conference
• Reason for change
• Rigor Relevance Framework
• Quadrant D Lessons (4 on Marzanos rubric)
• 4 Learning Criteria
• 8 Components
• AVID College Bound Culture
• Strategies

5
Classroom Instruction that Works 9 Instructional
Strategies

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representation
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

6
Identifying Similarities and Differences

• Enhances the students understanding of and
  ability to use knowledge
• Teacher and Student directed tasks
• Use of graphic organizers
• Constructing metaphors

7
Summarizing and NoteTaking

• Students must analyze information at a deep level
  to delete, substitute, keep and summarize
• Structure of information
• Summary Frames

8
Reinforcing Effort and Providing Recognition

• Students may not realize the importance of
  believing in effort and can learn to change their
  beliefs to an emphasis on effort
• Students track their effort and achievement
• Reward is most effective when contingent on the
  attainment of some standard of performance

9
Homework and Practice

• The amount of homework differs at the different
  levels and parent involvement kept at a minimum
• Purpose is identified and articulated
  (practice/preparation) and provide feedback
• Focused practice needed to master a skill and
  while practicing, students shape their learning
  for conceptual understanding

10
Nonlinguistic Representation

• Knowledge is stored in two forms, linguistic
  (semantic) and nonlinguistic (imagery)
• The more students use both modes, they are better
  able to think about and recall information
• Create graphic representations, making physical
  models, generating mental pictures, drawing
  pictures, kinesthetic activities

11
Cooperative Learning

• Organizing groups based on ability done sparingly
• Cooperative groups should be kept small in number
• Cooperative learning should be applies
  consistently and systematically, but not overused

12
Setting Objectives and Providing Feedback

• Instructional goals narrow what students focus on
  and should not be too specific
• Students should personalize the goals
• Feedback should be corrective and timely (explain
  what they are doing is correct and not)
• Feedback should be specific to criterion

13
Generating and Testing Hypothesis

• Students involved in the application of knowledge
• Approached in inductive or deductive manner
• Deductive using a rule to create hypothesis
• Inductive drawing new conclusions based on
  known information
• Students should be asked to clearly explain their
  hypothesis and conclusion

14
Cues, Questions, and Advance Organizers

• Cues and questions should focus on whats
  important, not unusual
• Higher level questions produce deeper learning,
  and questions are effective when asked before a
  learning experience
• Advanced organizers produce different results and
  more useful when information is not well
  organized

15
Academic Vocabulary

• Builds Background Knowledge
• Six Step Process
• Provide a description, explanation, or example of
  the new term
• Ask students to restate the description,
  explanation, or example in their own words
• Ask students to construct a picture, symbol, or
  graphic representing the term or phrase

16
Academic Vocabulary

• Engage students periodically in activities that
  help them add to their knowledge of the terms in
  their notebooks
• Periodically ask students to discuss the terms
  with one another
• Involves students periodically in games that
  allow them to play with terms