THE JOURNEY TO EOG/EOC SUCCESS Planning for Corrective Instruction

Dorie HallAssessment for Learning Coordinator

Instructional and Area Facilitators’ MeetingMarch 9, 2012

SIGNS of EOG/EOC REVIEW• If you could choose a road sign representing

PAST EOG/EOC review seasons at your school, what would it be?

• Which sign represents your vision for the 2012 review season?

Today’s Learning Targets• I can identify the essential components of an

effective EOG/EOC corrective instruction plan.

• I can analyze data to identify– focus standards.– specific student misconceptions.– appropriate flexible groups.

• I can develop a corrective instruction plan.

AFL FRAMEWORK

DETERMINE MASTERY and COMMUNICATE RESULTSCorrective Instruction

EnrichmentFocused Revision Standards -Based Grading

ASSESS and ANALYZE DATA

Standards, Item Analysis, Student Responses

Looking at Student Work Teacher and Student Reflection

CALIBRATE RIGOR and DESIGN ASSESSMENT

Local Assessments Minute by Minute Assessments Common Assessments

PLAN and DELIVER INSTRUCTION

Descriptive FeedbackStudent Ownership and EngagementInstructional Strategies

Gradual Release of Responsibility

EXAMINE and UNPACK STANDARDS

Curriculum Overview Instruction and Assessment CalendarLearning Targets and

Progressions

FINAL DESTINATIONWhat are our student achievement goals? • Review – School Improvement Plan– SMART Goals

• Drill down the data to identify focus standards– Previous Goal Summary reports– SGA/CA comparisons – Cross reference with EOG/EOC Test Percentages

by Goal

CURRENT LOCATIONWhere are we now according to our data?

5th Grade Math CA22.01 Estimate the measure of an object in one system given the measure of that object in another system. 38.29%

2.02 Identify, estimate, and measure the angles of plane figures using appropriate tools. 60.00%

5.02 Use algebraic expressions, patterns, and one-step equations and inequalities to solve problems. 66.66%

5.03 Identify, describe, and analyze situations with constant or varying rates of change. 68.08%

5.01 Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols. 76.17%

CURRENT LOCATIONWhere are we now according to our data?

Address during Warm-upsAddress during Instruction

CLIMATEHow will review season feel?• Identify an engaging theme

• Set the stage– Pre-EOG/EOC Pep Rally– Bulletin Boards– Classroom Door Contest

4’s and 3’s On the EOGs/EOCs!!

PASSENGERSWhich stakeholders will be involved? • Students• Teachers (core and elective)• Parents• Tutors• Community

ROADMAPWhat are the focus standards for corrective instruction?

• Create grade level/course calendars (monthly snapshot)

• Create grade level plans (weekly snapshot)

• Create lesson plans (daily snapshot)

School Corrective Instruction CalendarWeek Date 6th Grade 7th Grade 8th Grade

1 April 19th- 23rd

2 April 26th – 30th

3 May 3rd – May 7th

4 May 10th – 14th EOGs

ROADMAPWhat are the focus standards for corrective instruction?

Grade Level Corrective Instruction Calendar

MAY21.03

31.03

42.01

53.02

63.02

93.02

105.04

115.04

125.04

135.04

*As determined by grade level/content area data.

ROADMAPWhat are the focus standards for corrective instruction?

5th Gr Reading PlanWeek Date Focus Genre/Math Goal Spotlight

1 April 19-23 2.08 a evaluate and exp. Relationship

2.01 metacognitive3.05 evaluate inferences

Nonfiction fiction

Monitor MeaningUsing question stems, highlighting evidence2 April 26-30 2.05 eval. Inf., concl., gen. and

inferences GR: 3.01 making conclusions,

gen., inferences2.07 evaluate usefulness2.01 metacognitive

- Fiction- Nonfiction

3 May 3-7 2.02 making connectionsGR: 2.04 autor’s choice of words,

tone, language 2.01 3.01g make inferences, etc.

- Poetry- fiction

ROADMAPWhat are the focus standards for corrective instruction?

THE SCENERYHow will instruction look?

• Identify specific student learning targets/misconceptions– Unpack if necessary!!

• Create weekly lesson outline

• Determine the structure– Flexible groups by teacher/student

• Develop training for tutors and elective teachers

IDENTIFY SPECIFIC STUDENT MISCONCEPTIONS• I can create cylinders and prisms using nets. • I can examine nets to visualize and calculate volume of prisms and cylinders.• I can describe volume as the measure of the interior space of an object. • I can develop formulas for calculating volume of prisms and cylinders.• I can identify the appropriate units for volume. • I can decompose composite figures into cylinders and prisms. • I can calculate the volume of composite figures. • I can use nets to visualize and calculate surface areas of prisms and cylinders.• I can describe surface area as the total area of the different surfaces of an object. • I can develop formulas for calculating surface area of prisms and cylinders. • I can identify the appropriate units for surface area. • I can decompose composite figures into cylinders and prisms. • I can calculate the surface area of composite figures. • I can differentiate between volume and surface area in the context of a problem. • I can create and solve problems using volume and surface area.

THE SCENERYHow will instruction look?

THE SCENERYHow will instruction look?

IDENTIFY SPECIFIC STUDENT MISCONCEPTIONS

Analyze Item Analysis Reports

to Identify Specific

Student Misconceptions

THE SCENERYHow will instruction look?

ResponseClass

PercentA 11.76%

B 35.29%C 35.29%D 17.65%

1. The data in the table represents the cost of dance tickets.

Which equation represents this function?A. c = n + 6B. c = 6n +1C. c + 6 = n + 1D. c + 6 = n

Number (n)

1 2 3 4 5

Cost (c) 7 13 19 25 31

What’s the misconception here?

THE SCENERYHow will instruction look?

Analyze Student ResponsesReport to

Identify Specific Student

Misconceptions

Weekly Grade Level OutlineGrade: 8 Goal: 5 Date: April 19-23

Obj: 5.01, 5.02, 5.03

Mon Tues Wed Thurs Fri5 Mins: Formula Frenzy15 Mins: EOG Practice Items (Non-Focus Standards)25-35 Mins: Review Lesson (Focus Standards) *Address Misconceptions*15 Mins: EOG Practice Items (Focus Standards)

Formula Frenzy

Poster Review

Formula Frenzy

Quiz

Suggested Resources: Calculator Practice, Toolkit Activities, DEPOT Lessons/Resources, Scavenger Hunts, Versatiles, DPI Problem Solving Cards, Week by Week Essentials, Math Stars, Interactive Chalkboard, Glencoe Online Quizzes, Study Island

Poster Components: Vocab, Visual Representation, Indicators, Sample EOG Problems

Question Banks: EOG ExamView Pro, ClassScape, Indicators, Achievement Series Resources

THE SCENERYHow will instruction look?

THE SCENERY How will instruction look?

FLEXIBLE GROUPING BY STUDENT

FLEXIBLE GROUPING BY TEACHERTeacher 1• Strength: Standard 10, 11, 12

Teacher 2• Strength: Standard 9,10, 11, 12

THE SCENERYHow will instruction look?

OPTION 1: TEACHERS ROTATE

– Assign focus standard to each teacher

– Teacher creates Corrective Instruction plans

– Teaches their class for days allotted and then rotates to next class

OPTION 2: TEACHERS SHARE LESSONS

– Assign focus standard to each teacher

– Teacher creates Corrective Instruction plans

– Teachers share plans with other teachers

THE SCENERYHow will instruction look?

FLEXIBLE GROUPING BY TEACHER

PACKINGWhich resources are needed?

• Inventory resources/materials

• Identify needs for all stakeholders– Students– Teachers (core and elective)– Parents – Tutors– Community

TRAFFIC SIGNSHow will instruction and assessment be monitored?

• Lesson plan submission and review• Weekly common assessments• Classroom visits• Self-assessment videos

PIT STOPSHow will implementation be assessed?

• Determine success criteria– Walk-thru data– Student feedback– Common assessment results

• Provide feedback and next steps– Weekly PLCs– Staff Meetings– Newsletters– Parent Communication

THE DRIVER(S) Who will create, execute, and monitor the plan?

• Establish a planning committee• Assign roles and responsibilities• Develop the plan• Hold a kick-off meeting to share the plan

CAUTION!!! Things to remember along the journey…

• Address specific student misconceptions

• Provide instruction on focus standards

• Include flexible grouping

• Use different strategies than initial instruction

The Plan SHOULD NOT• Address each and every curriculum

standard

• Focus only on test-taking strategies

• Be drill and kill, workbook/worksheet mania

• Consist of only doing practice problem, after problem, after problem

The Plan SHOULD

ABC Review• Select a letter card.

• Work with your table group to create a phrase/descriptor/example describing EOG/EOC Review.

EOG.EOC Resources on AFL Wiki

• http://dps-assessmentforlearning.wikispaces.com/

Let’s Brainstorm!!