kes sbkh touchpoint 1 ppt
TRANSCRIPT
Kamehameha Elementary
Schools SBKH Touchpoint 1
Wednesday, November 30, 2011
KES-Kapälama
8:00 am – 3:00 pm
Welcome
Pule, Breakfast
Introductions
Overview
Housekeeping
Kamehameha Elementary
Schools SBKH Touchpoint 1
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G
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D
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Aloha Oÿahu
Aloha O`ahu lei ka `ilima lāGreetings to O`ahu and its lei of `ilima blossoms
Kohu manu `ō`ō hulu melemeleLike the golden feathers of the `ō`ō honeycreeper
Oÿahu
Pilina• Tutu Lady and Papa met
(Chels)
• KS connection (Nalani)
• Father from Wahiawa
(Mai)
TURN & TALKWhat’s your Oÿahu pilina?
1. Read
2. Track your thinking…
3. Turn & talk with
Pilina with Literature Melissa &
Kristy
THE CIRCUS WATCHERI wear red to match the airthat comes over the fence
and fills the jar in which I keep the day.I say every dog looks like no otherbut that isn’t true. Not entirely.
Difference is slippery, I say.
Just look at my head, how it tilts to look upat these over-large leaves. They’re large
and blue, the better to be seenby my pincushion eye, so bright in the light.
I am sad. I am happy. I keep busy.I count the eight legs of the tick
on the table. Arachnid and such. The book I leave open, the wind blows it shut.
In late April I make a schedule: Juneto July, July to August. I begin to realizethe circus will be places, minds, people,
pleasure. The drumming of all these.
I practice, when I’m not sure of myself,this repetition: know, know, know, knew.
I think that chaos fascinates me. I say,I am part of that,
one of the characters in a cage.
---- Mary Jo Bang - The New Yorker - July 4, 2011
Mary Jo
Bang•Graduated from Polytechnic of Central London and Columbia University
•Professor at Washington University in St. Louis, Missouri
• Winner of numerous awards and recognitions
•Author of more than 10 published books on literature and poetry
•Known best for her elegies which examine grief through poetry
•This poem, “The Circus Watcher” was written after her son’s death
Reading is
thinking
to get BIG IDEAS!
MAKANA
MANA`ONalani
pilina with
WEO &
literature
SBKH Purpose
Goal: – Develop a tri-campus cyclical process that
results in common student exit outcomes for KS graduates
– Work with tri-campus teachers to develop and implement rigorous, enduring and relevant benchmarks and rubrics
– vertically align content standards and rubrics embedded in the Working Exit Outcomes (WEO) that have ‘ike Hawai‘i and 21st
century skills
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Campus Spring Experiences
Initial WEO Unwrapping
Tri-Campus Summer Experience
1st Iteration Benchmarks
TouchpointsTri-Campus Summer
Experience 2
Tri-Campus Summer Experience 3
Collaborate1st Iteration
Rubrics
Touchpoints Collaborate
Project Roadmap
Elementary Draft BenchmarksK •Use schema to make connections
•Ask questions to build schema•Become aware of thinking about the meaning of text
1 •Use schema to make relevant connections•Ask questions to clarify meaning•When meaning breaks down, stop and refocus thinking
2 •Use schema and text to infer big ideas•Use visualization strategies to understand text•Recognize when meaning breaks down and use strategies to repair meaning
3 •Use schema and text to make inferences and gain deeper meaning•Monitor comprehension using a variety of strategies for purposes of meaning-making•Determine and justify big ideas
K-5 Draft Benchmarks4 •Determine importance of information presented to formulate a
main idea and state supporting details•Sift and distinguish between reader’s thinking and author’s message•Examine, identify, and paraphrase important information and present it in a condensed form
5 Sort and sift information to construct main ideas (determining importance)Identify and paraphrase important information and present it in a condensed form (summarize)Synthesize big ideas and issues from a collection of facts (synthesizing)
6 •put information into one’s own words to demonstrate understanding (paraphrase/summarize)•merges thinking with the textual information to get the big idea (synthesize)
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Working Exit Outcomes
Strands
Benchmarks
Rubrics
Touchpoint 1
• Re-establish WEO as our foundation
• Share successes, challenges and questions
• Share lessons/resources/materials/people
16
Touchpoint 2
• Alignment check with WEO: Are we addressing 21st century skills and ÿike Hawaiÿi?
• Begin evaluation of (1st iteration) of benchmarks: What are the common elements found in student work? Apply WEO (ÿike HI, 21st c, rigor) to develop/refine elements and/or criteria. How do we know the benchmark is grade level appropriate? Revise/refine benchmark as needed.
• Begin assessment of student performance on benchmark to use for rubric building in the summer.
17
Summer Experience
• Save the dates for Summer
Experience
• June 2-6, 2012
• Keauhou-Kahaluÿu (Keauhou Beach
Resort)
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How are we bringing the WEO
to
life in our classrooms?
Discuss Seeking Knowledge
benchmarks successes and
challenges
Share Seeking Knowledge
benchmark resources
Curricular Articulation Focus:
ADD BENCHMARK
Share GL mana`o and chart at end of day
9:45 – 10:00 am BREAK
10:00 – 12:30 pm GL curricular articulation
12:30 – 1:30 pm LUNCH
1:30 – 2:15 pm GL curricular
articulation cont.
2:15 – 2:45 pm K-6 Sharing
2:45 – 3:00 pm Next Steps
Implement lessons for 3 benchmarks
Continue infusing WEO into
classrooms
Gather student work samples
Touchpoint 2: April 4, 2012, KES
Hawaii
Next Steps
Mahalo nui
loa,
Pauahi
smiles
today.
Please help yourself to makana.