Writing FELE – Flashcards

School Name 123 School Way, City, Florida 33333 850-400-5000; Fax: 850-401-5000

TO: Sally Joe, Principal FROM: Amanda Pike, Assistant Principal DATE: 10/23/16 SUBJECT: Professional Development Recommendations: Student Achievement Results. CONTENT (Opening Segment/purpose; Context/data revealed; Task/ Plan; Discussion/ Recommendations; Closing/invitation to collaborate) Attached: Data Analysis Results, January- May

October 16, 2016 Name High School - Executive Summary CONTENT (One-page statement of the problem; The purpose of the communication; Summary of the results; Conclusions; Recommendations" Summary prepared by: Amanda Pike, Assistant Principal Approved by: Janice Nores, Principal

School Name 123 School Way, City, Florida 33333 850-400-5000; Fax: 850-401-5000 Amanda Pike, Principal Michele Norton, Assistant Principal September 10, 2011 Dear Faculty and Staff,

3,500 character goal

Frame all statements according to learning gains (increased, decreased, no change)

FIRST Bullet data interpretation, explanation, and application in bullets SECOND Narrative of data; categorize as appropriate to present clearly

1. Stated topic with details and examples 2. Data interpretation, explanation/application 3. Described purpose 4. Reflects understanding of target audience 5. Presented overview for planned change 6. Maintained point of view 7. Logical organization 8. Grammar and syntax

school-wide, in-class, person specific

Marzano's (Nine) High-Yield Instructional Strategies By Robert J. Marzano; Adapted from the book: Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)

Thinking Maps, T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers; QAR (Question/Answer/Relationship), sketch to stretch, affinity diagrams, Frayer model (see below)

Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity diagrams, etc.

Hold high expectations, display finished products, praise students' effort, encourage students to share ideas and express their thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, high- fives, Spelling Bee, Constitution Day, School Newspaper, etc.

Retell, recite and review learning for the day at home, reflective journals, parents are informed of the goals and objectives, grade level teams plan together for homework distribution; SLCs; teacher email.

Visual tools and manipulatives, problem-solution organizers, spider webs, diagrams, concept maps, drawings, charts, thinking maps, graphic organizers, sketch to stretch, storyboards, foldables, act out content, make physical models, etc.

Integrate content and language through group engagement, reader's theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays, science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, Students tackle TAKS word problems in groups and explain their answers, etc.

Articulating and displaying learning goals, KWL, contract learning goals, etc. Teacher can display objectives on the in-focus projector and follow-up on the mastery of the objective at the end of the lesson.

Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author of a book, finding other ways to solve same math problem, etc.

Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, foldables, annotating the text, etc.

Question Answer Relationship (QAR); UNRAAVEL; GIST; Exit Ticket; Concept web or concept map; Cause and effect chart; Y- notes; Venn diagram; Small groups; Progress monitoring; Think-pair-share; Text marking; Writing across the curriculum; Interactive word walls; Use of interactive Smart Board Technology or Elmos; For ELL students - use of a Pictionary

1.) disaggregating data; looking at student learning over time 2.) trends guide decisions 3.) Classroom demographics: student teacher ratio; quality of curriculum materials 4.) Instructor demographics: teacher qualifications: experience, level of education, subject area knowledge 5.) Student demographics: socioeconomic factors; home literacy environment, family resources, student health

1.) Continuous- focused; long-term, ongoing, sequenced, and cumulative 2.) Collaborative- mentoring, teamwork; live modeling; PLC; peer review, coaching; shared responsibility for improving teaching and learning 3.) Classroom Focused- clear purpose; engagement workshops; research-based expectations; incorporates technologies; 4.) Relevant- teachers involved in PD design; understanding learning styles and profiles; evidence-based interventions; embraces the individual and collective goals; 5.) Timely- opportunities to examine, observe, practice, and receive feedback on their use of research-based instructional strategies

1.) Data-driven plan for change- research-based instructional strategies; development of the Continuous Improvement Plan; remediation program 2.) Classroom Focused- more extensive and diverse curriculum content; Differentiated Instruction; Integrating technology into the curriculum; whiteboards; iPad 3.) Instructor oriented- skills of expanded leadership; more individualized attention; 4.) Stakeholder Involvement- parent/teacher communication; parents/guardians in PTO, council, committee, clubs, socials; 5.) Personalized Learning- specialist/ tutoring support, blended learning, personalized edu plan; Multi-Tier Systems of Support; indiv. stu action plans; strive to provide engaging learn enviro; creation of small intervention groups (i.e., Response to Intervention Model)

1.) Classroom Focused- curriculum-based assessment drive instruction/differentiation of instruction- creation of small intervention groups- RtI; 2.) Teacher Specific- class visits observe/ discuss the teaching methodology; teachers examine, observe, practice, and receive feedback; Evaluation by competent supervisors and peers 3.) Student Centered- formative and summative evaluation; intervention groups based on student needs during progress monitoring 4.) Data Driven- begins with needs assessment; Class size; quality of curriculum materials; data analyzed as assessment periods are completed; systematic obs. protocols; well-developed, research-based criteria examine teaching; observations/ video classroom practice, teacher interviews, artifacts- lesson plans, assignments, samples of work; 5.) On-going- adjust intensity/ nature of interventions depending on student responsiveness; comprehensive system gives teachers guidance, feedback, supportive leadership, working conditions to improve

The data clearly shows that ...However, the students who are not exhibiting academic growth are ...students. As a result it is vital that there is a plan of action to increase academic success of our ...students. Our school community (front office staff, administrators, resource teachers, academic coaches, etc.) must be cognitive of our ...students. We must provide school wide accommodations for these learners, this will give them a sense of belonging to a community who cares about their academic success. ... students must have teachers who are effectively trained in the area of .... In addition, trained teachers must implement their learning in a non-threatening environment, where they are given feedback on their use of provided strategies and recommendations. Below you will find recommendations for professional development for teachers, in-class strategies for... learners, and school wide strategies for ... students.

1.) Curriculum Leadership Team (CLT) to map out a plan for success. 2.) High Yield Instructional Strategies learned at the professional development sessions 3.) The Florida Reading Institute (FRI) provided us with many strategies 4.) The High yield Instructional strategies are Question Answer Relationship (QAR), UNRAAVEL, concept map or web, GIST, cause and effect chart, Y-notes and text marking. 5.) Each classroom will incorporate small group instruction, think-pair-share and the use of interactive Smart board technology. 6.) Each week all classes will be writing across the content areas in the Florida Writes standards for writing. 7.) Please continue to have your students interact with the Word Walls and reflect daily using an Exit Ticket or reflection question.

1.) Review student work and common assessments to determine how students are progressing 2.) Together we can teach our students to achieve academic growth and success! 3.) Subject coaches will be responsible for collecting pre and post data and will analyze results with administration. 4.) Compare Year 3 statewide assessment data with Year 4 statewide assessment data 5.) School Advisory Council

maintaining a safe, respectful, and inclusive student- centered learning environment ...... recognizing and using diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning... And, it includes engaging faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps...identify processes that create and support sustainable, collaborative relationships.

1.) Student Learning Results -focused on outcomes that reflect student success; a variety of assessments. 2.) Student Learning is our Priority- sensitive to diverse student needs; efforts to close learning performance gaps. 3.)Instructional Plan Implementation- knowledgeable on the relationship between curriculum and state standards; data analysis for the purposes of instructional planning. 4.) Learning Environment - actively involved in cultivating a learning community; classroom practices that validate individuality while promoting unity. 5.) Faculty Development- skilled in hiring effective and committed partners in the learning process; timely feedback to faculty on instruction practices. 6.) Leadership Development- promote professional growth; cultivating emerging leaders. 7.) Professional and Ethical Behaviors- model values congruent with the school's vision; engaging in professional learning opportunities. 8.) Decision Making- employ data-driven logic; technology integration. 9.) School Management- maximize resources; appropriate deadlines. 10.) Communication- create an atmosphere of open-communication; engaging stakeholders.

Teacher-specific 1.) Book Study- Marzano, R. (2011). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. NY, NY: Publishing Press. 2.) District PD- How to differentiate Instruction - learning the tools that work best for scaffolding information for diverse students 3.) Increase High Yield Instructional Strategy use through team teaching, teacher mentorship and coaching. 4.) Target differentiated teaching in each class though: o Small groups, T-charts, and project-based learning

In-class strategies 1.) Scaffolding instruction by using graphic organizers, visual aids, and peer help 2.) Grouping students heterogeneously 3.) Install new Smart Board technology throughout the school along with computer-assisted learning stations. 4.) Enrich the learning environment through interactive word walls

School-wide 1.) Collaborative Professional Learning Community 2.) Offer additional workshops on accommodating [key] students. 3.) Learn about student cultures and languages, and use them as resources. 4.) Our school community (front office staff, administrators, resource teachers, academic coaches, etc.) must be cognitive of our [key] students

Plan to monitor 1.) Compare Year gains with Year gains 2.) Design and review pre and post assessments 3.) In class-observations which review application 4.) Review student work and common assessments

1.) academic standards and the district's adopted curricula 2.) work as a system 3.) student engagement in learning 4.) school climate 5.) high expectations for learning growth 6.) close learning perform gaps among student subgroups

1.) common language of instruction 2.) data analysis for instructional planning and improvement 3.) relationships among academic standards, effective 4.) instruction, and student performance 5.) rigorous and culturally relevant 6.) district's adopted curricula and state's adopted 7.) academic standards 8.) high quality formative and interim assessments 9.) system-wide strategic objectives 10.) Evaluates, monitors, 11.) provides timely feedback feedback 12. ) effectiveness of instruction

1.) standards-based content 2.) research-based pedagogy 3.) data analysis for instructional planning/ improvement 4.) instructional technology 5.) Provides resources and time for PD 6.) equitable opportunities 7.) foundation for a fulfilling life 8.) safe, respectful 9.) inclusive student-centered learning environment 10.) uses diversity as an asset 11.) validate and value similarities and differences 12.) continuous improvement processes 13.) students' opportunities for success and well-being 14.) recognizing and understanding cultural and developmental issues

1.) priority attention 2.) quality of student learning and teacher proficiency 3.) define problems and identify solutions 4.) implements follow-up actions/ revises as needed 5.) Empowers others and distributes leadership 6.) Uses effective technology integration 7.) cultivates potential and emerging leaders 8.) delegation and trust 9.) school leaders, parents, community, higher education and business leaders

1.) sustainable and supportive relationships 2.) clear objectives and coherent plans 3.) appropriate deadlines 4.) Manages schedules, delegates, and allocates resources 5.) promote collegial efforts 6.) fiscally responsible 7.) maximizes the impact of fiscal resources on instructional priorities 8.) Actively listens to and learns from 9.) Maintains high visibility 10.) constructive conversations about important school issues

1.) resiliency by staying focused on the school vision 2.) reacting constructively to barriers 3.) willingness to admit error and learn from it 4.) explicit improvement

college-going culture college awareness, college eligibility, and college preparation ongoing formal and informal conversations that prepare students for college

where and when the misbehavior occurs clearly specify expected behavior explaining on-task expectations modify the context (e.g., changes in instruction, tasks, schedules, seating arrangements) conduct behavior rehearsals (have students practice the appropriate behavior) provide strong reinforcement such as frequent and immediate praise regularly prompt expected behaviors collect data on student performance Behavioral Matrix would promote uniformity in responsiveness 1.) Student Characteristics, 2.) Issues, and Factors, 3.)Teacher/Staff Characteristics, Issues, and Factors, 4.) Environmental Characteristics, Issues, and Factors—Physical Plant and Logistics, and 5.) Incentives and Consequences Resources even if resources and incentives exist, they may not be used adequately clarify how re-organization and re-allocation of resources can enhance student behavior. Positive Behavior Support Systems (PBSS) incorporates many evidence-based methods Steps of establishing a PBSS: (a) creating a planning team, (b) defining school-wide behavioral expectations, (c) teaching behavioral expectations to students, (d) developing processes to acknowledge positive behaviors/ discourage inappropriate behaviors, and (e) collecting, monitoring and evaluating outcomes The two programs that most effectively involve parents/ families, school and community include 1.) Monthly contact meetings, and 2.) resource sessions. A SWOT analysis is a strategic planning tool used to identify the strengths, weaknesses, opportunities, and threats for a program or organization. School practices that include open communication, trust, high expectations, and non-judgmental exchanges enhance parent involvement help parents feel welcomed and trusting of school influence Haberman and Marzano Domains in Interview Questions three prong approach to creating the questions. One to promote analytical thinking: "What strategy", one to promote recall of specific instances: "Describe a time" and another to allow for generalization: "Give me an example". Teamwork is a major component of school success Establishing trust with and demonstrating respect for stakeholders

The data-driven decision needs assessment identifying the performance voids identifying how the personnel influences the job, the attendance, the discipline, and the alignment. determining the outcomes the long-range goals, clarifying the direction. Strategic planning must include where we are going and how we are going to get there. curriculum issues are determined by using the planning cabinet. cross-train personnel a growth model to target the greatest deficiencies pre-observation conference/hold a post-observation conference. reflect on the whole process Piaget's Cognitive Theory Bloom's Taxonomy and Webb's Depth of Knowledge. organize curriculum all teachers are reading teachers The reading diagnostic assessments are formal which are three times a year The informal assessments are progress monitoring ongoing daily academic improvement plan RtI is reviewed per student once a quarter at minimum. reading tiers less than 395 for an F to 525 and above for an A. culturally relevant and differentiated instruction A growth model is used to target teacher deficiencies.

The best practice for all subjects includes writing across the content; use of Internet for research, presentation, and creativity; cooperative learning groups; concept mapping; pro and con discussions; debate; story maps; use of technology, and hands-on activities. The requirement is to use differentiated instruction for students with IEPs and ELLs (English language learners). For improved reading questions, you want to provide additional reading resources, use lesson plans, and curriculum mapping. If a question is about safety and security, you need a broad answer. When asking about school climate, that refers to school-wide, not class or student. For the High School Components, include supports you plan to use to increase the graduation rate. This is a good place to include matching struggling students with mentors. No matter what decision-making model a principal is using, he or she should establish long- term and short- term goals, delegate duties whenever appropriate, and let those closest to the issue do it. For example, principals should not select textbooks; they don't use them, teachers do. Instead, let a committee of teachers select the textbooks. Equitable access to technology.

The first skill set is the ability to analyze and prioritize decisions and actions to minimize the impact of negative situations on the quality of student learning and teacher performance. The second is the ability to analyze and evaluate decisions to determine their level of effectiveness. In other words, what are the differences between the intended and the actual outcomes? Do they promote equity? What kind of follow-up actions or revisions are appropriate? Third, is the ability to identify effective strategies that will empower others through the distribution of leadership roles when appropriate. And fourth, is the ability to select appropriate steps in a change process to effectively facilitate the implementation of new policies or procedures.

The first thing educational leaders must do to effectively manage their schools is to know how to analyze and evaluate strategies for organizing time, tasks, technologies, and projects effectively using clear goals, objectives, and plans. The second is to identify roles, responsibilities, and practices to assure effective discipline and promote a safe learning environment for everyone. Third, leaders must be able to identify and evaluate appropriate actions assuring the health, safety, and welfare of all persons on campus. And fourth, they must be able to assess and analyze effective strategies for managing schedules and delegating responsibilities in ways that promote collegial efforts in school improvement and faculty development.

The second part of fulfilling Standard 8 is the knowledge of how to effectively utilize resources and fiscal management policies in ways that maximize a safe, effective learning environment. There are four parts to accomplishing this. Using available resources and fiscal management practices to maximize the learning environment calls for educational leaders to operate skillfully. First of all, they must identify and assess methods of maximizing the use of federal, state, and local fiscal resources for instructional priorities. This means effectively managing the school budget, grant funding, and so forth. Second, they must identify appropriate procedures to manage school fiscal resources - such as fundraisers, extracurricular activities, and athletics - and property in ways consistent with state guidelines and accounting practices. Third, they must identify the foundational concepts for the formula factors used in computing the Florida Education Finance Program allocations. And fourth, they must be able to identify and pursue funding sources available to schools outside the Florida Education Finance Program allocations.

Formative assessment is testing along the way to see what students know and how teachers should adjust their instruction and reteach. Quizzes and short-answer response are good examples of formative assessment. Summative testing is cumulative testing to see the end results. You do not do it often. Examples include end- of-chapter tests, end-of-course exams, or the FCAT.

When interviewing, the principal should: Establish a rapport with the applicant and thank the applicant for interviewing. Ask questions and listen to the applicant. Allow for questions from the applicant and let the applicant do most of the talking. Follow the same process and ask the same questions of each applicant. You must provide information concerning the position and the expected timeline for making an employment offer. The applicant's name If the applicant is 18 years of age What language the applicant speaks If the applicant is legally authorized to work in the U.S. The names of the applicant's relatives already employed by the school district If the applicant can perform the duties of the position If the applicant belongs to an organization relevant to the position If the applicant served in the U.S. military and if he or she received an honorable discharge And, what education the applicant has relevant to the position When verifying references by phone, principals should ask: What is the applicant's position title? Why did the applicant leave the position? Would you rehire the applicant? How would you evaluate the applicant's performance and professional judgment? Is there anything else you would like to share?

supervising students, protecting visitors, instructing students on proper safety procedures, equipping students with proper safety equipment, notifying parents if a student is hurt or when the student is making cries for help by acting out, such as making suicide threats.

When approaching a change initiative, ask four questions: What needs to be changed? What should it be changed to? How should the change occur? And, how will the change be sustained? Kurt Lewin provides a three-stage strategy for facilitating change

clearly communicated rules posted; a review at the beginning of class, such as bell work; the use of advanced organizers or graphic organizers, such as a Venn diagram or a T-chart. focuses on one question at a time and gives student think time use of correct reinforcement based on grade level student engagement activity, an evaluation or assessment based on teaching, and a review at the end of class, such as a wrap-up, gist, or exit tickets. overtly show knowledge of subject matter and pedagogy, friendly, but business-like good classroom management which should be preventative, not consequential. proximity and multitasking

Ralph Turner design vertical planning alignment, horizontal planning alignment, and Exceptional Student Education (ESE) and English language learner (ELL) accommodations.