What Gets Monitored Is What Gets Done!!!

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• What Gets Monitored Is What Gets Done!!!
• Sue Szachowicz
• Principal, Brockton High School
• Senior Advisor, International Center for
• Leadership in Education
• WISCONSIN, NOVEMBER 2009

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TODAYS AGENDA

1. Implementing the Literacy Initiative Across the
   Curriculum
2. What Gets Monitored Is What Gets Done
3. All Means ALL Strategies for Special Education
   Students
4. Building Relationships with Faculty, Students,
   and Parents

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• Monitoring the Implementation
• Rubrics for the Students
• Collecting Student Work
• Evaluation
• Fierce Conversations

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• BROCKTON HIGH SCHOOL
• Comprehensive 9 12
• Enrollment over 4,300
• Poverty Level 72
• Minority population 71
• 30 different languages represented
• 38 do not speak English as their primary
  language
• Approximately 12 in Transitional Bilingual Ed.
• Approximately 11 receive Special Education
  Services

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• Student Population
• 55.5 Black - includes African-American, Cape
  Verdean, Haitian, Jamaican, and others
• 27.3 White
• 14 Hispanic
• 2.7 Asian
• .5 American Indian

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State MandatesWe faced

• MCAS 1998
• Failure
• ELA 44
• (Sped 78)
• MATH 75
• (Sped 98)

• MCAS 1998
• AdvancedProficient
• ELA 22
• MATH 7

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• SAMPLE MCAS QUESTION
• Life of Henry V Act IV, Scene III (ll. 1-80)
• Open Response question
• Explain how the excerpt shows that the king is an
  effective leader. Use relevant and specific
  information from the excerpt to support your
  answer.
• (Question is looking for language and style
  analysis, not simply content).

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• SAMPLE MCAS QUESTION
• Excerpt from Don Quixote (pp 58-60)
• Open Response Question
• Explain how the author creates a humorous tone
  in the excerpt. Use relevant and specific
  information from the excerpt to support your
  answer.
• (Question is looking for language analysis, not
  simply content).

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• SAMPLE MCAS MATH QUESTION Jason launched a model
  rocket from the ground. The formula below can be
  used to determine the height of the rocket above
  the ground at any time during the rockets
  flight.
• h 16t(7 t)
• In the formula, h and t are defined as follows
• t the time, in seconds, that has elapsed
  since the rocket was launched
• h the height, in feet, of the rocket above
  the ground at time t
• Use the formula to answer the following
  questions.
• a. What was the height, in feet, of the rocket 1
  second after it was launched? Show your work.
• b. What was the height, in feet, of the rocket 6
  seconds after it was launched? Show your work.
• c. The value of h was 0 when the rocket hit the
  ground. How many seconds after the rocket was
  launched did it hit the ground? Show your work.
• d. How many seconds after the rocket was launched
  was the height of the rocket 160 feet? Show your
  work.

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• SAMPLE MCAS BIOLOGY QUESTION
• Corn snakes show variety in their skin color
  pattern. While the complete genetics of corn
  snake color are complex, the most common colors
  on normal corn snakesred and blackare each
  coded by one gene.
• For the red gene, the allele for the presence of
  red pigment (R) is dominant and the allele for
  the absence of red pigment (r) is recessive.
  Likewise, for the black gene, the allele for the
  presence of black pigment (B) is dominant and the
  allele for the absence of black pigment (b) is
  recessive.
• Draw the Punnett square for the cross of a snake
  that is homozygous dominant for the red color
  with a snake that is heterozygous for the red
  color. What percentage of the offspring is
  expected to have red pigment in their skin?
• b. Draw the Punnett square for the cross of two
  snakes that are heterozygous for the black color.
  What percentage of the offspring are expected to
  have black pigment in their skin?
• c. The parent snakes in part (b) that are
  heterozygous for black color are both homozygous
  recessive for the red gene. Each parent has
  genotype rr for the red gene. Based on this
  information, what percentage of their offspring
  are expected to lack both the red and black
  pigments in their skin? Explain your reasoning.

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• SAMPLE MCAS BIOLOGY QUESTION
• Corn snakes show variety in their skin color
  pattern. While the complete genetics of corn
  snake color are complex, the most common colors
  on normal corn snakesred and blackare each
  coded by one gene.
• For the red gene, the allele for the presence of
  red pigment (R) is dominant and the allele for
  the absence of red pigment (r) is recessive.
  Likewise, for the black gene, the allele for the
  presence of black pigment (B) is dominant and the
  allele for the absence of black pigment (b) is
  recessive.
• Draw the Punnett square for the cross of a snake
  that is homozygous dominant for the red color
  with a snake that is heterozygous for the red
  color. What percentage of the offspring is
  expected to have red pigment in their skin?
• b. Draw the Punnett square for the cross of two
  snakes that are heterozygous for the black color.
  What percentage of the offspring are expected to
  have black pigment in their skin?
• c. The parent snakes in part (b) that are
  heterozygous for black color are both homozygous
  recessive for the red gene. Each parent has
  genotype rr for the red gene. Based on this
  information, what percentage of their offspring
  are expected to lack both the red and black
  pigments in their skin? Explain your reasoning.

c. The parent snakes in part (b) that are
hetero-zygous for black color are both homozygous
recessive for the red gene. Each parent has
genotype rr for the red gene. Based on this
information, what percentage of their offspring
are expected to lack both the red and black
pigments in their skins. Explain your reasoning.
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• Eight Components of School Reform
• Embrace a Common Vision and Goals
• Inform Decisions Through Data Systems
• Empower Leadership Teams to Take Action and
  Innovate
• Clarify Student Learning Expectations
• Adopt Effective Instructional Practices
• Address Organizational Structures
• Monitor Progress/Improve Support Systems
• Refine Process on an Ongoing Basis

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• RIGOR HIGH standards, HIGH expectations for ALL
  students
• It all started with that!

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• The WHAT
• LITERACY for ALL
• Reading, Writing,
• Speaking, Reasoning

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• Two pronged approach
• 1. Literacy skills for ALL
• NO EXCEPTIONS!!!
• 2. Safety nets and interventions for stuggling
  learners (More later on that)

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How did we determine our focus? Literacy Skills
Drafted
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Our Mission LITERACY
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Faculty Meetings became Literacy Workshops
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• Our Professional Development Model
• Development of Scripts
• Train the Trainer
• Interdisciplinary and Dept.
• workshops
• Implementation calendar
• Assessing with rubric
• Monitoring/collecting
• student work

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OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION
CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3.
RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4.
READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT
RESPOND TO THE QUESTION. BRAINSTORM MAP
OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7.
WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS
A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM
THESIS IN YOUR BODY AND IN YOUR END
SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD
AND EDIT YOUR RESPONSE.
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• Our Professional Development Model
• Development of Scripts
• Train the Trainer
• Interdisciplinary and Dept.
• workshops
• Implementation calendar
• Assessing with rubric
• Monitoring/collecting
• student work

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• Implementation according to a specific timeline
• Example...

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As a follow up to this activity, I am requiring
Department Heads to collect from each teacher at
least one student sample from each of the
teachers classes. The student samples should
include Student Name Teacher
Name Date Course Name and Level Period A copy
of the reading selection and question Evidence
of the students active reading All pre-writing
work that the student has done, e.g. webs A copy
of the written open response The new scoring
rubric and completed assessment   After you have
collected the samples from each teacher and have
had the opportunity to review them for quality
and completeness, please send them to me in a
department folder with a checklist of your
teachers. Again, please be sure that your
teachers clearly label their student samples.
The Open Response calendar of implementation for
2009 is as follows Jan. 1216 Social Science,
Social Science Biling. Jan. 2023 Wellness,
JROTC Jan. 26-30 Final Exams /Beginning of
Term Feb. 2-6 Beginning of Term 3 Feb.
9-13 Science, Science Bilingual Feb.
16-20 VACATION Feb. 23-27 Business, Technology
and Career Ed. March 2-6 Math, Math
Bilingual March 9-13 Foreign Lang, Special Ed,
ESL Bilingual Mar. 16-20 Family Cons. Science,
Project Grads Mar. 23-27 Music, Art
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• So, HOW do we know our students are
  learning it?
• One method
• School wide rubrics

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• Assessment using our specific Open Response
  Writing Rubric
• Example...

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CONTENT FORM
8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4 Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material. Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with few or no errors.
6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3 Response contains adequate but simplistic use of transitions and strategic repetition. Response is organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with no distracting errors. LEGIBILITY 1 Easy to read 0 Difficult to read
4 Response contains a thesis but only partially answers the question. Response provides a mix of accurate and inaccurate textual evidence. Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2 Response contains some inappropriate use of transitions and strategic repetition. Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples. Response contains lapses in sentence structure that interfere with the clarity of thought.
2 Response contains a thesis but only minimally answers the question. Response provides insufficient and/or largely inaccurate textual evidence. Explanations of evidence are unclear and/or demonstrate minimal understanding of the material. 1 Response contains incorrect or inadequate use of transitions and strategic repetition. Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples. Response contains major errors in sentence structure. LENGTH 1 Sufficient 0 Insufficient
0 Response is incorrect. Response contains insufficient evidence to show understanding of the material. Response is off-topic and/or contains irrelevant content. 0 Response contains no evidence of transitions and strategic repetition. Response reflects no organization. Response contains little to no evidence of sentence structure.
Evaluated by Self Peer
Teacher (Circle One) SCORING 13-14
Advanced 11-12 Proficient 8-10 Needs
Improvement 0-7 Failing





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CONTENT FORM
8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4 Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material. Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with few or no errors.
6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3 Response contains adequate but simplistic use of transitions and strategic repetition. Response is organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with no distracting errors. LEGIBILITY 1 Easy to read 0 Difficult to read
4 Response contains a thesis but only partially answers the question. Response provides a mix of accurate and inaccurate textual evidence. Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2 Response contains some inappropriate use of transitions and strategic repetition. Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples. Response contains lapses in sentence structure that interfere with the clarity of thought.
2 Response contains a thesis but only minimally answers the question. Response provides insufficient and/or largely inaccurate textual evidence. Explanations of evidence are unclear and/or demonstrate minimal understanding of the material. 1 Response contains incorrect or inadequate use of transitions and strategic repetition. Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples. Response contains major errors in sentence structure. LENGTH 1 Sufficient 0 Insufficient
0 Response is incorrect. Response contains insufficient evidence to show understanding of the material. Response is off-topic and/or contains irrelevant content. 0 Response contains no evidence of transitions and strategic repetition. Response reflects no organization. Response contains little to no evidence of sentence structure.
CONTENT 8 Response contains a clear thesis
and insightfully answers all parts of the
question. Response provides relevant and specific
textual evidence. Explanations of evidence are
clear and accurate, and demonstrate superior
understanding of the material. 6 Response
contains a clear thesis and adequately answers
all parts of the question. Response provides
relevant but general textual evidence. Explanation
s of evidence are mostly clear and accurate, and
demonstrate good understanding of the material.
Evaluated by Self Peer
Teacher (Circle One) SCORING 13-14
Advanced 11-12 Proficient 8-10 Needs
Improvement 0-7 Failing





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CONTENT FORM
8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4 Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material. Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with few or no errors.
6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3 Response contains adequate but simplistic use of transitions and strategic repetition. Response is organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with no distracting errors. LEGIBILITY 1 Easy to read 0 Difficult to read
4 Response contains a thesis but only partially answers the question. Response provides a mix of accurate and inaccurate textual evidence. Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2 Response contains some inappropriate use of transitions and strategic repetition. Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples. Response contains lapses in sentence structure that interfere with the clarity of thought.
2 Response contains a thesis but only minimally answers the question. Response provides insufficient and/or largely inaccurate textual evidence. Explanations of evidence are unclear and/or demonstrate minimal understanding of the material. 1 Response contains incorrect or inadequate use of transitions and strategic repetition. Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples. Response contains major errors in sentence structure. LENGTH 1 Sufficient 0 Insufficient
0 Response is incorrect. Response contains insufficient evidence to show understanding of the material. Response is off-topic and/or contains irrelevant content. 0 Response contains no evidence of transitions and strategic repetition. Response reflects no organization. Response contains little to no evidence of sentence structure.
FORM 4 Response contains sophisticated and
effective use of transitions and strategic
repetition indicating complete control of the
material. Response is logically and effectively
organized in its thesis, paragraphing, and
sequencing of examples. Response contains clear
sentence structure with few or no
errors. 3 Response contains adequate but
simplistic use of transitions and strategic
repetition. Response is organized in its thesis,
paragraphing, and sequencing of
examples. Response contains clear sentence
structure with no distracting errors.
Evaluated by Self Peer
Teacher (Circle One) SCORING 13-14
Advanced 11-12 Proficient 8-10 Needs
Improvement 0-7 Failing





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CONTENT FORM
8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4 Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material. Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with few or no errors.
6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3 Response contains adequate but simplistic use of transitions and strategic repetition. Response is organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with no distracting errors. LEGIBILITY 1 Easy to read 0 Difficult to read
4 Response contains a thesis but only partially answers the question. Response provides a mix of accurate and inaccurate textual evidence. Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2 Response contains some inappropriate use of transitions and strategic repetition. Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples. Response contains lapses in sentence structure that interfere with the clarity of thought.
2 Response contains a thesis but only minimally answers the question. Response provides insufficient and/or largely inaccurate textual evidence. Explanations of evidence are unclear and/or demonstrate minimal understanding of the material. 1 Response contains incorrect or inadequate use of transitions and strategic repetition. Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples. Response contains major errors in sentence structure. LENGTH 1 Sufficient 0 Insufficient
0 Response is incorrect. Response contains insufficient evidence to show understanding of the material. Response is off-topic and/or contains irrelevant content. 0 Response contains no evidence of transitions and strategic repetition. Response reflects no organization. Response contains little to no evidence of sentence structure.
Evaluated by Self Peer
Teacher (Circle One) SCORING 13-14
Advanced 11-12 Proficient 8-10 Needs
Improvement 0-7 Failing
Evaluated by Self Peer
Teacher (Circle One) SCORING 13-14
Advanced 11-12 Proficient 8-10 Needs
Improvement 0-7 Failing





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• What gets monitored is what gets done!!!
• For the students AND the teachers

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MATH
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• Oral
• Presentation
• Rubric

33
(No Transcript)
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35

• Line Graphs
• Line graphs compare two variables. Each variable
  is plotted along an axis. A line graph has a
  vertical axis and a horizontal axis. So, for
  example, if you wanted to graph the height of a
  ball after you have thrown it, you could put time
  along the horizontal, or x-axis, and height along
  the vertical, or y-axis.

As I mentioned before, each type of graph has
characteristics that make it useful in certain
situations. Some of the strengths of line graphs
are that - They are good at showing specific
values of data, meaning that given one variable
the other can easily be determined. - They show
trends in data clearly, meaning that they visibly
show how one variable is affected by the other
as it increases or decreases. -They enable the
viewer to make predictions about the results of
data not yet recorded. Unfortunately, it is
possible to alter the way a line graph appears to
make data look a certain way. This is done by
either not using consistent scales on the axes,
meaning that the value in between each point
along the axis may not be the same, or when
comparing two graphs using different scales for
each. It is important that we all be aware of how
graphs can be made to look a certain way, when
that might not be the way the data really is.
Let's take a look at an example. In a few
years, you might be interested in getting some
kind of part-time job. You find the following
line graph, which plots the minimum wage versus
time from October, 1938, to September, 1997. What
kinds of things might you be able to tell from
it?
36

• Line Graphs
• Line graphs compare two variables. Each variable
  is plotted along an axis. A line graph has a
  vertical axis and a horizontal axis. So, for
  example, if you wanted to graph the height of a
  ball after you have thrown it, you could put time
  along the horizontal, or x-axis, and height along
  the vertical, or y-axis.

• They are good at showing specific values of data,
  meaning that given one variable the other can
  easily be determined.
• They show trends in data clearly, meaning that
  they visibly show how one variable is affected by
  the other as it increases or decreases.
• -They enable the viewer to make predictions
  about the results of data not yet recorded.

As I mentioned before, each type of graph has
characteristics that make it useful in certain
situations. Some of the strengths of line graphs
are that - They are good at showing specific
values of data, meaning that given one variable
the other can easily be determined. - They show
trends in data clearly, meaning that they visibly
show how one variable is affected by the other
as it increases or decreases. -They enable the
viewer to make predictions about the results of
data not yet recorded. Unfortunately, it is
possible to alter the way a line graph appears to
make data look a certain way. This is done by
either not using consistent scales on the axes,
meaning that the value in between each point
along the axis may not be the same, or when
comparing two graphs using different scales for
each. It is important that we all be aware of how
graphs can be made to look a certain way, when
that might not be the way the data really is.
Let's take a look at an example. In a few
years, you might be interested in getting some
kind of part-time job. You find the following
line graph, which plots the minimum wage versus
time from October, 1938, to September, 1997. What
kinds of things might you be able to tell from
it?
37
Teaching Students How to Interpret Line
Graphs Step One Students should read the title
and write what a graph is describing in their
own words using complete sentences. Step Two
Students should then explain what is being
described by each axis in complete sentences.
They should find the label and the unit of
measure on the horizontal axis (x-axis), and on
the vertical axis (y-axis). Be sure to use the
appropriate vocabulary with the students. If the
label or unit of measurement is not apparent,
the student needs to use the information in the
title and/or any descriptions provided to
determine this information. Be sure that
students can identify the type of measurement
units that are being used for each axis (days,
weeks, number, of people, etc.) Marks on each
axis must be evenly spaced and represent the
same number of units between each line that is
marked along the axis. Because the numbers on
axes do not always start at 0, you will
sometimes see a 0 followed by a zig- zag line
which indicates a missing potion of the
graph. Step 3 Students must mark data points
with visible dots. These dots can then be
labeled as an ordered pair (x-value,
y-value). Step 4 Students should be able to
create their own questions related to the
graph. Ultimately the students need to be able
to interpret and explain a line graph by
identifying The title The horizontal axis The
vertical axis Relationship between the axes
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Teaching Students How to Interpret Line
Graphs Step One Students should read the title
and write what a graph is describing in their
own words using complete sentences. Step Two
Students should then explain what is being
described by each axis in complete sentences.
They should find the label and the unit of
measure on the horizontal axis (x-axis), and on
the vertical axis (y-axis). Be sure to use the
appropriate vocabulary with the students. If the
label or unit of measurement is not apparent,
the student needs to use the information in the
title and/or any descriptions provided to
determine this information. Be sure that
students can identify the type of measurement
units that are being used for each axis (days,
weeks, number, of people, etc.) Marks on each
axis must be evenly spaced and represent the
same number of units between each line that is
marked along the axis. Because the numbers on
axes do not always start at 0, you will
sometimes see a 0 followed by a zig- zag line
which indicates a missing potion of the
graph. Step 3 Students must mark data points
with visible dots. These dots can then be
labeled as an ordered pair (x-value,
y-value). Step 4 Students should be able to
create their own questions related to the
graph. Ultimately the students need to be able
to interpret and explain a line graph by
identifying The title The horizontal axis The
vertical axis Relationship between the axes
Step 4 Students should be able to create their
own questions related to the graph. Ultimately
the students need to be able to interpret and
explain a line graph by identifying The
title The horizontal axis The vertical
axis Relationship between the axes
39
Labels and Titles Numerical Correctness
Visual Presentation
4 Points Graph is titled appropriately Graph is labeled correctly and appropriately placed Answers to interpretive questions are labeled with correct units 8 Points Numerical data is placed correctly on the graph. Graph scaled appropriately (no awkward jumps in values). Answers to interpretive questions are correct and complete.
3 Points Graph is titled appropriately Most labels are correct and placed appropriately Answers to interpretive questions are labeled with correct units in most cases. 6 Points Numerical data is placed on the graph correctly in most cases. Graph scaled appropriately (no awkward jumps in values). Answers to interpretive questions are mostly correct and complete. 2 Points Graph is neat and legible Reader is able to find values by looking at the graph. Interpretive questions are written neatly and in complete sentences.
2 Points Graph is not titled Some labels are correct and appropriately placed. Interpretive questions are labeled with correct units in some cases. 4 Points Numerical data is placed on the graph correctly in some cases. Graph scaling is attempted Answers to some interpretive questions are correct and complete.
1 Point Graph is not titled Most labels are incorrectly or inappropriately placed. Interpretive questions are labeled with incorrect units in the majority of cases. 2 Points Numerical data is placed on the graph incorrectly in most cases. Graph scaled incorrectly. Answers to most interpretive questions are incorrect and incomplete. 1 Point Neatness and legibility are lacking, but the graph is readable. Reader will have some difficulty finding values on the graph. Answers to interpretive questions need to be neater and complete sentences must be written
0 Points Graph is not titled. Labels are not present. No units are given with answers on interpretive questions. 0 Points No data placed on graph. Graph not scaled at all. Answers to interpretive questions entirely incorrect or missing
Evaluated by Self Peer
Teacher (Circle One) SCORING 13-14
Advanced 11-12 Proficient Comments 8-10
Needs Improvement _________Total Score

0-7 Failing
40
Labels and Titles Numerical Correctness
Visual Presentation
4 Points Graph is titled appropriately Graph is labeled correctly and appropriately placed Answers to interpretive questions are labeled with correct units 8 Points Numerical data is placed correctly on the graph. Graph scaled appropriately (no awkward jumps in values). Answers to interpretive questions are correct and complete.
3 Points Graph is titled appropriately Most labels are correct and placed appropriately Answers to interpretive questions are labeled with correct units in most cases. 6 Points Numerical data is placed on the graph correctly in most cases. Graph scaled appropriately (no awkward jumps in values). Answers to interpretive questions are mostly correct and complete. 2 Points Graph is neat and legible Reader is able to find values by looking at the graph. Interpretive questions are written neatly and in complete sentences.
2 Points Graph is not titled Some labels are correct and appropriately placed. Interpretive questions are labeled with correct units in some cases. 4 Points Numerical data is placed on the graph correctly in some cases. Graph scaling is attempted Answers to some interpretive questions are correct and complete.
1 Point Graph is not titled Most labels are incorrectly or inappropriately placed. Interpretive questions are labeled with incorrect units in the majority of cases. 2 Points Numerical data is placed on the graph incorrectly in most cases. Graph scaled incorrectly. Answers to most interpretive questions are incorrect and incomplete. 1 Point Neatness and legibility are lacking, but the graph is readable. Reader will have some difficulty finding values on the graph. Answers to interpretive questions need to be neater and complete sentences must be written
0 Points Graph is not titled. Labels are not present. No units are given with answers on interpretive questions. 0 Points No data placed on graph. Graph not scaled at all. Answers to interpretive questions entirely incorrect or missing
4 Points Graph is titled appropriately Graph is
labeled correctly and appropriately
placed Answers to interpretive questions are
labeled with correct units
8 Points Numerical data is placed correctly on
the graph. Graph scaled appropriately (no awkward
jumps in values). Answers to interpretive
questions are correct and complete.
3 Points Graph is titled appropriately Most
labels are correct and placed appropriately Answer
s to interpretive questions are labeled with
correct units in most cases.
6 Points Numerical data is placed on the graph
correctly in most cases. Graph scaled
appropriately (no awkward jumps in
values). Answers to interpretive questions are
mostly correct and complete.
Evaluated by Self Peer
Teacher (Circle One) SCORING 13-14
Advanced 11-12 Proficient Comments 8-10
Needs Improvement _________Total Score

0-7 Failing
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42

• Reading Workshop on TOVANIS
• I Read It But I Dont Get It
• and
• Do I Really Have to Teach Reading?

43
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44

• What gets monitored is what gets done!!!
• For the students AND the teachers

45

• So, HOW do we know our teachers are
  implementing this?
• Collection of student work and formal and
  informal evaluation

46
As a follow up to this activity, I am requiring
Department Heads to collect from each teacher at
least one student sample from each of the
teachers classes. The student samples should
include Student Name Teacher
Name Date Course Name and Level Period A copy
of the reading selection and question Evidence
of the students active reading All pre-writing
work that the student has done, e.g. webs A copy
of the written open response The new scoring
rubric and completed assessment   After you have
collected the samples from each teacher and have
had the opportunity to review them for quality
and completeness, please send them to me in a
department folder with a checklist of your
teachers. Again, please be sure that your
teachers clearly label their student samples.
47
As a follow up to this activity, I am requiring
Department Heads to collect from each teacher at
least one student sample from each of the
teachers classes. The student samples should
include Student Name Teacher
Name Date Course Name and Level Period A copy
of the reading selection and question Evidence
of the students active reading All pre-writing
work that the student has done, e.g. webs A copy
of the written open response The new scoring
rubric and completed assessment   After you have
collected the samples from each teacher and have
had the opportunity to review them for quality
and completeness, please send them to me in a
department folder with a checklist of your
teachers. Again, please be sure that your
teachers clearly label their student samples.
The student samples should include Student
Name Teacher Name Date Course Name and
Level Period A copy of the reading selection and
question Evidence of the students active
reading All pre-writing work that the student has
done, e.g. webs A copy of the written open
response The rubric and completed assessment
48
As a follow up to this activity, I am requiring
Department Heads to collect from each teacher at
least one student sample from each of the
teachers classes. The student samples should
include Student Name Teacher
Name Date Course Name and Level Period A copy
of the reading selection and question Evidence
of the students active reading All pre-writing
work that the student has done, e.g. webs A copy
of the written open response The new scoring
rubric and completed assessment   After you have
collected the samples from each teacher and have
had the opportunity to review them for quality
and completeness, please send them to me in a
department folder with a checklist of your
teachers. Again, please be sure that your
teachers clearly label their student samples.
After you have collected the samples from each
teacher and have had the opportunity to review
them for quality and completeness, please send
them to me in a department folder with a
checklist of your teachers. Again, please be
sure that your teachers clearly label their
student samples.
49
3 important criteria for collecting student
work 1. Specify what you want and by when 2.
Review the work using specific questions -
What is good enough? (use rubrics) - In what
ways does this work meet or fail to meet
the standard? - What do the student responses
indicate about the effectiveness of the
assignment? - How might the assignment be
improved? - Did you find evidence of growth
over time? - What did you notice about
consistency across classes, departments,
from teacher to teacher? 3. Provide feedback
to the teacher
50

• Its about teaching, stupid
• Mike Schmoker,
• Results Now

51
the single greatest determinant of learning is
not socioeconomic factors or funding levels. It
is instruction. Results Now by Mike Schmoker
The single most influential component of an
effective school is the individual teachers
within the school. Robert Marzano
52
teaching had 6 to 10 times as much impact on
achievement as all other factors combined
just three years of effective teaching accounts
on average for an improvement of 35 to 50
percentile points
the best teachers in a school have six times as
much impact as the bottom third on student
achievement
Results Now by Mike Schmoker
53

• Two ways to improve a school
• 1. Get better teachers
• 2. Improve the ones you have
• What Great Principals Do Differently by Todd
  Whitaker

54

• GET BETTER TEACHERS
• Are you always able to hire the BEST possible
  candidate in every area???
• Any ODGs???

55

• The
• Skillful
• Teacher
• Research for Better Teaching
• Jon Saphier Robert Gower

Skillful teachers are made, not born. So, how
does a teacher become more skillful?
56

• Keeping the Student at the Center of Evaluation
• is the courage to take an unpopular action when
  its the right thing to do.
• If these were my own kids, what would I do?

57
Attacking mediocre teaching

• The leader always needs to ask him/her self two
  questions
• 1. If I saw my childs name on this teachers
  class list, would I change my kids schedule???
• 2. How can we help this teacher improve
  instruction so his/her students improve their
  achievement?

58
Evaluations at Brockton High Back in the
Day (Sad, but true)
59
Evaluations at Brockton High Back in the
Day (This was my evaluation from when I was
teaching history)
60
Attacking Mediocre Teaching

• We had to do something!!!
• We needed
• Common vocabulary
• Common process
• Common evaluation standards

61
The Skillful Leader Research for Better
Teaching Jon Saphier
62
Excerpt from a Fine Arts Department Evaluation
2. Shows evidence of planning and organization of teaching activities X The class agenda and literacy objectives were clearly posted on the white board and articulated to students. We are also going to be writing in our reflection journals that will be collected next class. It was unclear what the objective of the class was. Scenic Design content objectives that outline what you want a student to know and be able to do as a result of the lesson or activity should be posted and be clearly articulated to your students. Requirements for a particular project including due dates and the assignment criteria must be conveyed both verbally and in writing
7. Maintains effective rapport with students X You pulled Marquis aside on a couple of occasions in an attempt to get him working. What are we going to be able to do to help you get this project done Marquis? How can I help you because you do not seem to be working during class? These personal interactions are important in getting students to focus on their work.
63
Excerpt from a Fine Arts Department Evaluation
2. Shows evidence of planning and organization of teaching activities X The class agenda and literacy objectives were clearly posted on the white board and articulated to students. We are also going to be writing in our reflection journals that will be collected next class. It was unclear what the objective of the class was. Scenic Design content objectives that outline what you want a student to know and be able to do as a result of the lesson or activity should be posted and be clearly articulated to your students. Requirements for a particular project including due dates and the assignment criteria must be conveyed both verbally and in writing
You pulled Marquis aside on a couple of
occasions in an attempt to get him working.
What are we going to be able to do to help you
get this project done Marquis? How can I help
you because you do not seem to be working during
class? These personal interactions are
important in getting students to focus on their
work.
7. Maintains effective rapport with students X You pulled Marquis aside on a couple of occasions in an attempt to get him working. What are we going to be able to do to help you get this project done Marquis? How can I help you because you do not seem to be working during class? These personal interactions are important in getting students to focus on their work.
64
An Excerpt from a Social Studies Department
Evaluation
3. Demonstrates effective instructional techniques. X Xxx instructional techniques are not effective. Time was spent at the beginning of class going over the homework from the night before. This homework consisted of a 14 question, fill-in-the-blank worksheet. Students used the textbook to find the answers. Students were asked to take out homework, it wasnt evident that xxx stopped to ensure that all students had completed their homework. Take out your homework and have a seat. Ladies, take a seat please. Take a seat and take out your homework. Take out your homework. I asked multiple times to take out the homework. We are going over it. XXX simply read each question out loud and students offered their one word answers. Students were allowed to grade their own paper. There was no mention of accountability. At 140, XXX distributed a one page handout describing 7 events pertaining to the rise of Hitler. He read through these to the class, and added supplementary information where he deemed appropriate. Students sat passively during this portion of the lesson. At the end of the handout with the 7 events, XXX posed a question Why did the rest of the world not stand up to Hitler and Mussolini? This would have been a great time to engage the students in a discussion, hypothesizing the reasons based on their prior knowledge of world history. Instead, XXX displayed notes on the overhead that students copied onto the notebook paper. The only time students were engaged with this lesson was when they were offering their response to questions posed by XXX. Otherwise, XXX merely fed information to the students as they sat passively in the classroom.
65
An Excerpt from a Social Studies Department
Evaluation
3. Demonstrates effective instructional techniques. X Xxx instructional techniques are not effective. Time was spent at the beginning of class going over the homework from the night before. This homework consisted of a 14 question, fill-in-the-blank worksheet. Students used the textbook to find the answers. Students were asked to take out homework, it wasnt evident that xxx stopped to ensure that all students had completed their homework. Take out your homework and have a seat. Ladies, take a seat please. Take a seat and take out your homework. Take out your homework. I asked multiple times to take out the homework. We are going over it. XXX simply read each question out loud and students offered their one word answers. Students were allowed to grade their own paper. There was no mention of accountability. At 140, XXX distributed a one page handout describing 7 events pertaining to the rise of Hitler. He read through these to the class, and added supplementary information where he deemed appropriate. Students sat passively during this portion of the lesson. At the end of the handout with the 7 events, XXX posed a question Why did the rest of the world not stand up to Hitler and Mussolini? This would have been a great time to engage the students in a discussion, hypothesizing the reasons based on their prior knowledge of world history. Instead, XXX displayed notes on the overhead that students copied onto the notebook paper. The only time students were engaged with this lesson was when they were offering their response to questions posed by XXX. Otherwise, XXX merely fed information to the students as they sat passively in the classroom.
Students were asked to take out homework, it
wasnt evident that xxx stopped to ensure that
all students had completed their homework. Take
out your homework and have a seat. Ladies, take a
seat please. Take a seat and take out your
homework. Take out your homework. I asked
multiple times to take out the homework. We are
going over it. XXX simply read each question out
loud and students offered their one word answers.
Students were allowed to grade their own paper.
There was no mention of accountability.
66
Remember C - Claim E - Evidence I
- Interpretation J - Judgment
67
Performance Improvement Plans

• THREE Ds
• DATA Gather the data from evaluations, both
  formal and informal
• DESCRIBE Precisely describe the problems that
  need to be addressed
• DESIGN the improvement plan specific goals to
  improve instruction and supports to make it happen

68

• Date September 26, 2008
• To Ms. Mediocre
• From Dr. Szachowicz
• Re Performance Expectations for the 2008 2009
  School Year
• I have outlined the following expectations for
  your performance as a XXX teacher for the 2008 -
  2009 academic year with the expectation that the
  points listed below will result in a successful
  and productive year.
• I. STATEMENT OF TARGET AREA 1 (Example
  Lesson planning)
• A . Refer to previous evals Ex On your
  evaluations from 10/14, 1/7, and 3/15 I noted
• (use quotes right off the evals.)
• B. State expectation Ex It is a contractual
  requirement that lesson plans be submitted
  weekly. Your evaluation must include both a
  literacy objective as well as your content
  objective, and not just be a listing of
  activities. Also, an assessment component must
  be included.
• C. Offer support Ex. I have attached for
  you electronically a lesson plan template that
  provides all of the necessary requirements.
  Prior to handing in your lesson plans, please
  meet with your mentor to review them to be sure
  that you have included all required elements
• II. STATEMENT OF TARGET AREA 2 (Example
  Varying instructional strategies)
• A. Refer to previous evals Ex On your
  evaluations from 12/16, and 2/7 I noted
• (use quotes right off the evals.)
• B. State expectation Ex In a sixty-six
  minute period, it is important to chunk the
  lesson in to time segments, plan smooth
  transitions from one activity to the next, engage
  the students, and vary the activities to include
  student voices.
• C. Offer support Ex. I will arrange for a
  professional day for you to observe some of your
  colleagues (I will provide you with a
  schedule). Also, Mr. IRS will meet with you to
  plan a lesson with you and model the transitions.
  And, next month the Instructional Resource
  Specialist will be offering a workshop on
  Classroom Activators and Summarizers this
  could help you vary your strategies.

DATA
DESCRIBE
DESIGN
69

• Date September 26, 2008
• To Ms. Mediocre
• From Dr. Szachowicz
• Re Performance Expectations for the 2008 2009
  School Year
• I have outlined the following expectations for
  your performance as a XXX teacher for the 2008 -
  2009 academic year with the expectation that the
  points listed below will result in a successful
  and productive year.
• I. STATEMENT OF TARGET AREA 1 (Example
  Lesson planning)
• A . Refer to previous evals Ex On your
  evaluations from 10/14, 1/7, and 3/15 I noted
• (use quotes right off the evals.)
• B. State expectation Ex It is a contractual
  requirement that lesson plans be submitted
  weekly. Your evaluation must include both a
  literacy objective as well as your content
  objective, and not just be a listing of
  activities. Also, an assessment component must
  be included.
• C. Offer support Ex. I have attached for
  you electronically a lesson plan template that
  provides all of the necessary requirements.
  Prior to handing in your lesson plans, please
  meet with your mentor to review them to be sure
  that you have included all required elements
• II. STATEMENT OF TARGET AREA 2 (Example
  Varying instructional strategies)
• A. Refer to previous evals Ex On your
  evaluations from 12/16, and 2/7 I noted
• (use quotes right off the evals.)
• B. State expectation Ex In a sixty-six
  minute period, it is important to chunk the
  lesson in to time segments, plan smooth
  transitions from one activity to the next, engage
  the students, and vary the activities to include
  student voices.
• C. Offer support Ex. I will arrange for a
  professional day for you to observe some of your
  colleagues (I will provide you with a
  schedule). Also, Mr. IRS will meet with you to
  plan a lesson with you and model the transitions.
  And, next month the Instructional Resource
  Specialist will be offering a workshop on
  Classroom Activators and Summarizers this
  could help you vary your strategies.

• STATEMENT OF TARGET AREA 1 (Example Lesson
  planning)
• A . Refer to previous evals Ex On your
  evaluations from 10/14, 1/7, and 3/15 I
  noted(use quotes right off the evals.)
• B. State expectation Ex It is a contractual
  requirement that lesson plans be submitted
  weekly. Your evaluation must include both a
  literacy objective as well as your content
  objective, and not just be a listing of
  activities. Also, an assessment component must
  be included.
• C. Offer support Ex. I have attached for you
  electronically a lesson plan template that
  provides all of the necessary requirements.
  Prior to handing in your lesson plans, please
  meet with your mentor to review them to be sure
  that you have included all required elements

DATA
DESCRIBE
DESIGN
70

• Fierce conversations are about moral courage,
  clear requests, and taking action.
• Fierce is an attitude.

71
(No Transcript)
72

• 3 parts of a Fierce Conversation
• 1. Opening Statement
• Describe issue clearly, cleanly, calmly
• Use example of what you want to change
• Identify your contribution to the problem
• Indicate your wish to resolve it
• Invite the person to respond

73

• 3 parts of a Fierce Conversation
• 2. Interaction
• You extend the invitation to a dialogue
• Now listen
• USE AND be prepared for SILENCE
• fierce conversations REQUIRE silence

74

• 3 parts of a fierce conversation
• 3. The resolution
• Make it clear the intent is to resolve the issue
• So where are we now? What have we learned? How
  do we move forward?
• End the fierce conversation with a plan

75

• Fierce Conversations Homework
• Think about a fierce conversation you need to
  have the office bully, the obnoxious colleague
  you have tolerated, perhaps even the principal
  who hasnt been a leader.
• Give yourself a date by which you will have had
  the conversation, then
• DO IT!

76

• Professional Dialogue
• Once a month evaluation discussions at Leadership
  Team meetings difficult cases discussed

77

• YOUR TURN Think about a person in your school
  whos struggling (either teacher OR
  administrator). Whats one thing you would like
  to do when you get back to try to help them?