ENG II Teacher Collaboration meeting

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ENG II 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)
• Build school site capacity
• 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 ii
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ENGLISH II - end of Course13-14 Structure
Test Section Number of Points Suggested Testing Time
Section1 Writing 12 75 min
Section 2 Reading and Research 24 40 min
Section 3 Reading and Proofreading 22 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 II - 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 24 32 - 48 40 min
Section 3 Reading and Proofreading 22 28 - 44 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 II - end of Course13-14 Structure
Test Part Number of Points Weight
Writing 12 24
Language 6 12
Reading 24 48
Research 8 16
Total 50
Note Determined through comparison of December
2013 and May 2014 English II EOC Student Item
Analysis Reports.
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ENGLISH II - end of Course13-14 Structure
CCSS Domain Section(s) Points
Reading Literature (RL) Reading 15-16
Reading Informational (RI) Reading 7-8
Writing (W) Writing and Research 16
Language (L) Writing, Language, Reading 10-12
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Section 1 Writing

• Read 1 passage (fiction or nonfiction)
• Write expository essay that uses evidence from
  the passage
• Scored Content, Style, Conventions
• Standards Covered
• Writing W.9-10.2, W.9-10.4, W.9-10.9
• Language L.9-10.1, L.9-10.2, L.9-10.3

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Sections 2-3 Reading

• 4 passages (short story, novel, drama, paired
  poems, or nonfiction excerpts)
• Answer passage-based multiple-choice questions
• Standards Covered
• Reading Literature RL.9-10.1, 2, 3, 4, 5, 6, 10
• Reading Informational RI.9-10. 1, 2, 3, 4, 5,
  6, 8, 10
• Language L.9-10.4, L.9-10.5 (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.9-10.7, W.9-10.8

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Section 3 Language

• Read sentences to recognize or correct different
  kinds of errors
• Multiple choice questions
• Standards Covered
• Language L.9-10.1, L.9-10.2
• Writing W.9-10.5 (editing and revising)
• Grade 9-10 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 II Growth
Academic Year JPPSS Students Proficient State Students Proficient Difference
08-09 43 50 -7
09-10 46 54 -8
10-11 55 61 -6
11-12 63 66 -3
12-13 73 75 -2
13-14 71 72 -1
Note JPPSS ENG II is currently ranked 39th in
the state.
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ENG II Growth by schoolPercentage of students
proficient (Academies Excellent)
School 10-11 11-12 12-13 13-14 Difference
A 46 63 69 72 26
B 39 47 64 44 5
C 65 66 75 73 8
D 45 58 70 63 18
E 74 69 86 73 -1
F 75 73 81 80 5
G 49 48 65 62 13
H 50 72 77 75 25
I 73 77 78 87 14
J 38 54 58 61 23
K 80 88 76 91 11
L 73 69 74 58 -15
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School Performance By strand 13-14
School Writing / Language Conventions correct Reading correct Research correct
A 65 60 58
B 53 50 61
C 62 56 69
D 61 55 61
E 59 58 56
F 84 81 84
G 57 54 60
H 63 61 58
I 67 67 62
J 55 54 59
K 89 85 88
L 77 74 80
DISTRICT 66.0 62.9 66.3
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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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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 What is Rhetoric?
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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.

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Exit slip
Support MY SCHOOL Needs