THE ADMINISTRATORS GUIDE TO MONITORING AND IMPROVING

SECONDARY ENGLISH AND READING INSTRUCTION

http://blogs.henrico.k12.va.us/hcpsenglish-staff

Secondary English Non-Negotiables

Instructionalnon-negotiables

Research based rationale Monitoring schools’ implementation

Our Secondary English Teachers will—

General Instructional PracticesUnpack the standards at the beginning of each year—focusing on Bloom’s level of Understanding

According to VDOE, Common Core sites and Understanding by Design, unpacking the standards allows a careful reading of the standards documents to ensure clarity about the end results and an understanding of how the pieces fit together.

Color coded items from Unpacking sessions should be found in teacher plan book/e-file.

Create Unit lesson plans using the English Unit Planning Template and County Pacing Documents

From Eduplace: “There are many advantages to integrating the language arts. First, children learn all aspects of language by using language in purposeful situations (Halliday, 1975)…By integrating the language arts for classroom instruction, we put children in situations that match the way in which they naturally learn and use language. Second, by integrating the language arts, children and young adults develop better critical thinking abilities. This is especially true when reading and writing are taught together (Tierney & Shanahan, 1991).”

Admin checks lesson plans using the template

- Focus on skills and rigor - objectives should focus on skills, not stories

- Create integrated, theme-based lessons

- each item in planning list should be filled

- Integrate non-fiction and poetry into every unit

- planning list should show specific non-fiction and poetry items

Vocabulary Instructional PracticesTeach vocabulary in context using authentic texts, not merely word lists.

From Reading Rockets: Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning (National Reading Panel, 2000).

From The Reading Teacher: Most of the academic words and challenging multisyllabic words in English are derived from Latin and Greek (Author, 2008).

Vocabulary should be taught integrally in a meaningful language context, and attention should be paid to cultural connotation (Ramirez 1995).

Admin checks of lesson should show where in the text the vocabulary has been taken from

Emphasize common Greek and Latin roots and affixes.

Admin checks of lesson should show this study (both in and out of the context of the texts)

Have students differentiate between denotation and connotation.

Admin checks of lesson should show graphic organizers, annotation exercises or tasks examining vocabulary at this higher level

Close Reading Instructional PracticesChoose richly-layered texts for the skill(s) they teach

From ASCD: Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)

Lesson plans should indicate a variety of skills for each text taught

Use a graphic organizer or annotation strategy with every selection

Teacher should attach graphic organizers to lesson plans

Include before, during, and after reading strategies.

Evident in lesson items and organizers

Emphasize making inferences and drawing conclusions.

Evident by the graphic organizer/strategy attached to lesson plan

Include emphasis on text structures and organizational patterns.

Evident in lesson items and organizers

Grammar Instructional PracticesTeach grammar in the context of professionally-written texts.

From NCTE Brief: Effective writing instruction and assessment incorporates many different facets of writing that have traditionally been taught in isolation, including grammar, syntax, spelling, mechanics…

Evident in lesson items --DOL and other grammar sentences can be found in the reading/writing

Hold students accountable for the grammar they are taught in the writing they produce.

Evident in lesson items --Editing, Peer conferences sheets and teacher conference sheets should indicate usage/mechanic items

Writing Instructional PracticesCreate daily writing opportunities From NCTE Brief: The growing

demand for good writers requires more time and attention devoted to writing instruction and assessment in order to prepare all students for a changing world…Students who create high quality writing plans… produce stronger papers. Teachers can help students with this process by examining and responding to prewriting…

Evident in lesson items and organizers- Have students constantly

writing (short items) to gauge comprehension

- Focus on pre-writing strategies and skills (especially 6th -7th)

Model writing techniques and strategies

Evident in observations

Use mentor texts for writing Evident in lesson items and organizers

Research Instructional PracticesStress citation of primary and secondary sources.

From Empowering Struggling Readers: “the Internet inquiry process is a challenging task…(Eagleton 2003) *as such, it needs to be approached weekly in small segments instead of one large project

Evident in lesson items

Provide mini research skill items each unit, not just one big research project each year

Evident in lesson items

Assessment PracticesEnsure assessments focus more on skills than on content.

From ASCD: Assessment becomes responsive when students are given appropriate options for demonstrating knowledge, skills, and understanding.

Admin pulls and reviews assessments during monthly content meetingsUse "Cold" reading passages for

most assessments.

Instructional Look-Fors in Secondary English

Description of Practice

Pres

ent

Not

Pre

sent

N/A

Comments

General Instructional Practices (see Project Graduation items on state site)The three strands of instruction - Close Reading, Grammar, and Composition - are taught together rather than in isolation.Lessons are theme based—a variety of fiction and non-fiction is used.The focus of instruction is skills over content.Emphasis is on critical thinking, problem solving, and accountability.Vocabulary Instructional Practices (click for training PPT)Lessons use authentic texts, not merely word lists.Instruction emphasizes common Greek and Latin roots and affixes.Instruction includes word study in authentic texts.Instruction includes differentiation between denotation and connotation.Close Reading Instructional Practices (see sample lessons)Richly-Layered Texts are chosen for the skill(s) they teachText Annotation is taught, modeled, and expected of students.The function of literary devices to develop the meaning is valued more than memorizing their definitions in isolation.Instruction includes before, during, and after reading strategies.Text study emphasizes making inferences and drawing conclusions.Instruction includes emphasis on text structures and organizational patterns.Study of media passages includes identification of author, audience, content, persuasive techniques and purpose.Grammar Instructional Practices (refer to Killgallon texts in English offices)Grammar is taught in the context of professionally-written texts.Students are held accountable for the grammar they are taught in the writing they produce.The function of syntactical devices to develop the meaning of a text is valued more than memorizing definitions in isolation.Writing Instructional Practices (see writing resources)Daily writing opportunities are required.Writing revolves around mode, purpose, audience, and processTeachers stress “real life” writing opportunities~ not merely literary analysisInstruction emphasizes elaboration, unity, central idea, organization, tone, and voiceSyntax and sentence variety are emphasized in lessonsArgumentative, persuasive, and analytical writing is emphasized in high school courses—focus on a sound argument and counterclaims.Self- and peer-editing opportunities for students are stressed.Research Instructional Practices (see research resources)Media Literacy is incorporated into research.Citation of primary and secondary sources is stressed.Consequences of plagiarism, following ethical and legal guidelines for gathering and using information, are emphasized.MLA or APA documentation is incorporated in grades 9-12Students critically evaluate the accuracy, quality, and validity of the informationStudents frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledgeAssessment Practices (click for training document)Assessments focus more on skills than on content."Cold" reading passages are used for most major assessments.Assessments contain question stems sent to teachers from the specialist.Multiple choice questions contain multiple answers to mimic new SOL tests.

Instructional Look-Fors in Secondary Reading

Description of Practice

Pres

ent

Not

Pre

sent

N/A

Comments

General Instructional Practices (click for training PPT)Differentiated Instruction/ActivitiesStudent Choice of Texts/Novels/Independent ReadingLessons are theme based—a variety of fiction and non-fiction is used.The focus of instruction is skills over content (mini-lessons are frequent).Emphasis is on critical thinking, problem solving, and accountability (pair and small group discussions are apparent in lesson).Vocabulary Instructional Practices (click for training PPT)Lessons use authentic texts, not merely word lists.Instruction emphasizes common Greek and Latin roots and affixes.Instruction includes word study in authentic texts.Lessons use authentic texts, not merely word lists.Multiple/repeated exposures to vocabulary.Use of graphic organizers.Fluency Instructional Practices (click for training PPT)Model Fluent Reading (i.e. read-alouds, audio texts).Do Guided Fluency Practices (i.e. choral reading, echo reading, reader’s theatre).Reading activities with a focus on pacing, phrasing and punctuation.Weekly opportunities for oral practice (students).Use of high frequency words.Close Reading/Comprehension Instructional Practices (click for training PPT)Text Annotation is taught, modeled, and expected of students.Instruction includes before, during, and after reading strategies.Text study emphasizes making inferences and drawing conclusions.Focus on Reading Comprehension Strategies—Making Connections, Visualizing, Asking Questions, Inferring, Determining Importance, Synthesizing.Limit whole class novel study.

Graphic organizers to accompany texts/reading.Writing/Grammar/Research Instructional Practices (click for strategies/tools)Daily writing/journaling to prepare and reflect on reading selections.Opportunities to reflect on reading selections through short writing assignments.Grammar instruction embedded in reading selections.Research is an extension of reading selections.Assessment Practices (click for training document)Formative and ongoing assessments (click for cheat sheet).Assessments focus more on skills than on content."Cold" reading passages are used for most major assessments.Assessments contain question stems sent to teachers from the specialist.

Guide for English/Reading Instructional Planners

Teacher: Reporting Category: Unit Name: Duration of Unit:Grade Level: Content Area(s): Class: School: Date(s):

STAGE 1: DESIRED RESULTS - What will students learn?BIG IDEA/GOAL: (Put in themes for MP and Big Question for that theme for this unit)

TARGETED LEARNING OBJECTIVES/SOL(s): (Put in SOL; For electives without standards, put SWBAT)

UNPACK THE LEARNING OBJECTIVES(Highlight verbs from the standards)

Indicate Verb(s) Level Bloom’s Taxonomy

Arrange, Collect, Compile, Compose, Craft, Create, Develop, Draft, Elaborate, Enhance, Expand, Explain, Gather, Generate, Improve, Make, Organize, Plan, Prepare, Revise, Summarize, Synthesize, Write

6 Synthesis(Create)

Conclude, Defend, Describe, Determine, Discriminate, Establish, Evaluate, Explain, Interpret, Summarize, Suggest, Support, Verify

5 Evaluation(Evaluate)

Analyze, Clarify, Compare, Confirm, Contrast, Critique, Differentiate, Distinguish, Eliminate, Examine, Identify, Illustrate, Infer, Narrow, Outline, Relate, Select

4 Analysis(Analyze)

Adapt, Apply, Choose, Cite, Credit, Demonstrate, Edit, Find, Gather, Illustrate, Predict, Produce, Proofread, Read, Research, Use, Write

3 Application(Apply)

Clarify, Comprehend, Describe, Discuss, Explain, Extend, Give, Paraphrase, Recognize, Report, Understand

2 Comprehension (Understand)

Define 1 Knowledge (Remember)

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ACQUIRE:What do students need to

learn, …

Dri

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UNDERSTAND:… process, and make meaning

of, in order to…

TRANSFER:… apply and connect their

understandings to the real world?

A A

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STAGE 2: ASSESSMENT USING MULTIPLE SOURCES OF EVIDENCEHow will students apply and connect their understanding of the learning goals to the real world?

Summative Assessment(s): (Please highlight all the elements that will be used in your unit/lesson assessment and give a brief summary)

Essay Fill in the blank Matching Multiple Choice Open Book Performance Task Portfolio Presentation Project Report Research Project Short Answer Take-Home True/False Other: Other:

Please highlight or attach the rubrics to be used for your assessments:6-Traits Scoring Rubric Annotation RubricAP Scoring Rubric Rhetorical Précis RubricSOL Domain Scoring Rubric Other: Project Rubric

Sources to make your rubrics:http://staffdev.henrico.k12.va.us/eng_rubric/index.htmlhttp://rubistar.4teachers.org/

Evidence of Mastery:

STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTSTexts, Materials, Resources, Etc.

General/Texts: Notes/Handouts: Web Items:

STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTSHow will students acquire, understand, and transfer new knowledge?

How will the delivery of instruction be sequenced and differentiated to optimize achievement for all learners?Indicate

Instructional Delivery

Minutes Cognitive Level(s)

Description of the Differentiated Instruction,Embedded 21st Century Skills, and Supporting Resources

Formative Assessment(s)

Evidence of Mastery

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Date Intro/Activate/Engage Direct Instruction Guided Practice Independent Practice Other ____________ Summary/Closure

6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember

Teacher Reflection/Effectiveness of Learning:

Student Growth Measures

Here are the latest items for the teacher evaluation for Secondary English based on student growth! Let’s start with the general points:

All teachers must conduct growth assessments and collect data  All students/all core classes have to be part of the data collection Middle school teachers need to decide which domains to focus their data collection (you can use overall and

vocabulary; or you can use vocabulary and non-fiction, etc.) Any activities you have done in class to enrich/assess the skills should be added to the excel document as

proof of growth (four practice items are suggested) The extra activities can be proof of growth if the Post-assessment did not go up only if there is steady

progress from practice 1 to practice 4 You may create any chart you like, but here are the basic elements needed for each measure

(exception=drama):

Student Last

Student First

Class Level (AP, IB, Honors, Reg., IEP)

Pre-Assessment Score

Practice 1

Practice 2

Midterm/ Benchmark Item (optional)

Practice 3

Practice 4

Post-Assessment Score

Did Student Grow?

As administrators, you need to make sure you remember that:

It is the specialist part of the SGM process to produce standardized data collection lessons and tools for teachers to use at our schools and collect summary data at the end of the year.It is your part of the SGM process to:

Ensure all teachers are completing the growth measures for all students in all classes Talk about results of the pre-assessment and what measures teachers plan to take to ensure student

growth (w/teachers on-cycle) Talk about student progress as interim assessments are given in class (w/teachers on-cycle) Collect and talk about data sheets at the end of the year and address any students who were below the

benchmark at the beginning of the year who remain below benchmark at the end of the year (in other words—find out why students showed no growth from the beginning to the end of the year).

Please note:  Except for drama, teachers are not required to keep student samples, jus the data collection sheet.

Middle School

Grades 6-8, Reading, RTI Reading

Measure 1:  NWEA pre and post RIT scores (overall or specific category)Measure 2: NWEA pre and post RIT scores (overall or specific category)*Grade 8 (additional tracking for schools which chose to participate): Direct Writing Score from HAT to SOL

Remember—(except for the HAT Writing item that will be coming to you after the scoring session) you are pulling the data reports from the NWEA program.   Teachers are asked to pull the NWEA Student Growth Summary Report and NWEA Student Progress Report.  Most important will be for teachers to look at Des Cartes in the NWEA reports and focus on the skills that students are weak in as they plan lessons to ensure students will grow and do well on both the SOL and NWEA at the end of the year.   

Administrators will want to look at the Achievement Summary Report to get an overall look at growth at the end of each year.  The focus of the pre-conference PGEP documents should be the MAPs scores and standards.

Teachers are asked to please keep track of students’ growth this year by using an excel spreadsheet. Here is an example of what can be used:

High School

Grades 9-12 (regular, honors, AP, IB)Measure 1:  AnnotationMeasure 2:  Précis Statement or Summary Statement*Grade 10 (additional tracking for schools which chose to participate): Direct Writing Score from HAT to SOL

Teachers may use one of the provided samples or may choose a selection that is part of the current unit. Teachers just need to make sure that the piece selected is “rich” with literary elements and style choices. The assessments should be administered “cold” in the fall (students should be given a passage they are unfamiliar with and should not be given a rubric to clue them in on proper annotation and précis/summary writing. At the spring administration, students may use any tools they have been taught during the school year to complete the post assessment.

HCPS Annotation Rubric   HCPS Rhetorical Precis Guide    HCPS Rhetorical Precis Rubric

Drama   (only for those drama teachers who do not teach English/Reading or another core)

Measure One: Theatre SOL Tracking ChartMeasure Two: Student Portfolio

HCPS Literacy Coach(Assigned to Specific School Improvement Sites: Elko, Fairfield, Rolfe;

Works with other SI sites as needed for PD and lesson ideas)

We are so fortunate to have a new literacy coach with a middle school, high school and reading background. Here is information for you on how our new coach will help to improve our department!

Why do we have a literacy coach? We have many schools struggling due to

o having low-socio economic students who have started behind the average studento having high teacher and student turn-overo not having teachers with a reading specialist endorsement for content support

We have schools in School Improvement who need to regain state accreditation With over 350 English/Reading teachers, the content specialist needs support to address the needs of all

schools

What will the literacy coach do? Work with specified school improvement sites on a weekly basis Provide classroom support and assist classroom teachers with planning daily instructional activities Assist teachers with the development and implementation of instructional strategies that support

differentiated instruction to meet the needs of remedial, average, and advanced students    Identify, locate, and /or create a variety of instructional materials to stimulate learning and meet the

needs of all students Help create remediation and tutoring materials and programs Meet with teacher teams to analyze and interpret school and division data, utilizing this analysis to

identify areas of need in the core program Conduct classroom visitations (informal observations for data purposes and to inform teacher

trainings/meetings) Conduct demonstration lessons that model best practices Meet with teacher teams to analyze and interpret school and division data Provide professional development and specified training to enhance literacy content and pedagogical

skills (some will occur during the summer) Participate in Academic Achievement Team/Leadership Team meetings and RTI, where applicable

The county literacy coach will not— Teach classes Cover classes Serve as a remediation tutor Serve as a pull-out or push in tutor

Here is a breakdown of key items the literacy coach will be involved in during the school year:

Month Activities Data to share with specialist and principalsAugust Assist with County-wide Reading Training

Meet with English Admins at School-Improvement Sites

Look at Data to determine which teachers to focus on initially

Set up Book Rooms (Elko, Rolfe, Wilder) and train teachers on how to use them

Meet with teachers and start building relationships

*Areas of focus—admins at each school will determine the initial list of teachers to focus on and needs in addition to the content focus areas.

September County-wide informal observations Work with teacher teams on instructional planning

items Work with schools on focus for School based PD day

(Sept. 25—half day)

Use walkthrough sheet to share which best practices and reading strategies are (and are not) being used in classrooms

October Informal observations and teacher coaching with UR staff and county specialist

Work with teacher teams on instructional planning items

Provide PD/Demonstration lessons Score County HAT—8th and 10th

Conduct session at October SD (October 13—full day county English training)

Use walkthrough sheet to share which best practices and reading strategies are (and are not) being used in classroomsShare coaching tips

November Help set up first round of remediation/tutoring using HAT and NWEA data

Informal observations and teacher coaching Work with teacher teams on instructional planning

items Provide PD/Demonstration lessons

*Note large remediation/tutoring programs should occur by November 10 with a focus on 8th and 10th grade writing*In-class and afterschool sessions should be set for reading and SOL English classes

December Informal observations and teacher coaching Work with teacher teams on instructional planning

items Provide PD/Demonstration lessons

Use walkthrough sheet to share which best practices and reading strategies are (and are not) being used in classroomsShare coaching tips

January Help set up second round of remediation/tutoring using benchmark data

Informal observations and teacher coaching Work with teacher teams on instructional planning

items Provide PD/Demonstration lessons

*Note large remediation/tutoring programs should occur by February 2 with a focus on 8th and 10th grade writing*In-class and afterschool sessions should be set for reading and SOL English classes

February Informal observations and teacher coaching Work with teacher teams on instructional planning

items Provide PD/Demonstration lessons Work with schools on focus for School based PD day

(February 16—full day)

Use walkthrough sheet to share which best practices and reading strategies are (and are not) being used in classroomsShare coaching tips

March Help set up third round of remediation/tutoring using benchmark data and teacher data

*Note large remediation/tutoring programs should occur by April 13 with a focus on 6th-8th reading

April Informal observations and teacher coaching Work with teacher teams on instructional planning

items Provide PD/Demonstration lessons

Use walkthrough sheet to share which best practices and reading strategies are (and are not) being used in classroomsShare coaching tips

May Informal observations and teacher coaching Work with teacher teams on instructional planning

items Provide PD/Demonstration lessons

Use walkthrough sheet to share which best practices and reading strategies are (and are not) being used in classroomsShare coaching tips

June Work on updating county curriculum items and summer trainings

Decide on additions for book rooms Evaluate RTI and reading resources for upcoming

year

n/a