District Job Alike Packet

EL PASO INDEPENDENT SCHOOL DISTRICT PRESENTS:
Franklin Job-Alike for
MS & HS ELA & S.S.
General Elem. 3– 5
SPED
EDUCATE, GRADUATE, EXCEL!
August 20, 2014
Table of Contents
Table of Contents
Welcome
Curriculum
Instruction
andMaria
Accountability
Department..……. .
Welcome from
to thethe
2014-15
school&year
letter from
Gutierrez……………...…….
Letter to Participants from EPISD’s Executive Directors C & I & Accountability..….
EPISD District Strategic Priorities…………………….……………………………..
Letter to Participants from EPISD’s Executive Director of Connecting Languages….
Schedule…………………………..…………………………………………………
Session Descriptions…………………………………………………………………
Writing
Across
the Group
Curriculum
Definition
of Group
2 and
3……………………………………………..…
33
4
5
4
6
7
5
Active Learning
Schedule
for Group 2…………………………………………...…………..
6
House Bill
Schedule
for5 Group 3…………………….………………………………….
7
K-5 Science
Textbook Adoption
EPISD Strategic
Priorities……………………………………………………………
8
1-5 Math Textbook Adoption and New Standards
SessionsSocial
Descriptions………………………………………………………………..
Studies: DBQ Project & Technology
9
Active
LearningInstruction
Differentiated
Writing Across the Curriculum
Active Learning……………………………………………………………………...
8-11
Science
Textbook Adoption
WritingK-5
Across
the Curriculum………………………………………………………
12
Math Curriculum
WritingKAcross
the Curriculum Article………….……………………………………
13-14
Kinder Spanish Math Curriculum
My Notes……….……………………………………………………………………
15
1-5 Math
Textbook Adoption and New Standards
House Bill
5………………………………………………………………………….
16-18
PreKUpdates………………………………………………………………….
Integrated Curriculum
Curriculum
19
Phonological Awareness
FranklinPreK
Map…………………………………………………………………………
20
Bilingual Program Model (1st—5th)
Acknowledgments…………………………………………………………………….
21
Active Learning…………………………………………………………………….
10
Classroom Observation Protocol……………………………………………………
13
Writing Across the Curriculum………………………………………………………
14
Curriculum Updates………………………………………………………………….
19
My Notes……….……………………………………………………………………
20
Reflection Section……………………………………………………………………
22
Acknowledgments…………………………………………………………………....
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Welcome
3
Letter to Participants
Dear EPISD Teachers:
We’d like to personally welcome each of you to the 2014 Job-Alike. It’s an exciting time of the year, as
we embark into the beginning of a year full of new experiences. Job-Alike promises to provide you with
valuable sessions that will enhance teaching and learning in your classrooms. The topics to be addressed
will explore the following:

Writing Across the Curriculum

Active Learning

House Bill 5 Updates

Curriculum Updates: Elementary Math & Science

Special Presentation by Collier & Thomas

Differentiated Instruction

Social Studies: DBQ & Technology
The sessions you will attend will provide valuable information. Numerous tools and insights will be
shared in a way that can truly help improve the teaching and learning of mathematics and science concepts
in our EPISD classrooms. Our presenters represent a wide range of highly qualified individuals who will
provide information in an engaging and meaningful way. We would like to thank everyone who assisted in
the development and implementation of this conference. Special thanks to the teachers, instructional
coaches and teacher leaders who worked hard and contributed to the outcome of this event, which builds a
culture of collaboration and effective learning in all K-12 EPISD schools. We also extend our appreciation
to the Franklin High School Panthers for their support in providing us with a great venue to accommodate
participants. As always, we encourage you to provide feedback. Your comments will enable us to continue
supporting our District’s teachers and students through effective, relevant, and meaningful staff development.
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District’s Strategic Priorities
5
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
GROUP 6
C&I AND ACCOUNTABILITY AND SPECIAL EDUCATION
JOB-ALIKE SESSIONS
August 20, 2014
MS & HS ELA/ESL, Middle School Connecting Language/ESL, SPED HS & MS ELA, Speech and Journalism
General Ed. Elementary (PK-5), Elementary SPED (3-5),
PPCD, Elementary Bilingual (PK-5)
Campus Leadership Teams: Principals, Assistant Principals, Counselors, At-risk Coordinators, Parent Engagement Leaders
MS & HS Social Studies (including SPED)
MS & HS Math and Science (including SPED)
GROUP 1
GROUP 2
Registration
7:30 a.m. – 8:00 a.m.
8:00 a.m. – 8:45 a.m.
Franklin- Session 1
Registration
7:30 a.m. – 8:00 a.m.
GROUP 5
8:00 a.m. – 9:00 a.m.
Chapin – General
Session
9:05 a.m. – 9:50 a.m.
Chapin- Session 1
Registration
7:30 a.m. – 8:00 a.m.
GROUP 6
GROUP 4
8:00 a.m. – 8:45 a.m.
Coronado- Session 1
8:50 a.m. – 9:35 a.m.
Franklin- Session 2
GROUP 3
8:50 a.m. – 9:30 a.m.
Coronado- Session 2
3:00 p.m. - 4:30 p.m.
Coronado-Campus
Leadership Session
Collier & Thomas
Ross Capshaw Fine Arts
Theater
AT-HOME
CAMPUS
9:55 a.m. – 10:40 a.m.
Chapin- Session 2
10:45 a.m. – 11:30 a.m.
Chapin- Session 3
9:35 a.m. – 10:45 a.m.
Coronado- Session 3
10:50 a.m. – 11:30 a.m.
Coronado- Session 4
Ross Capshaw Fine Arts Theater
2:35 p.m. – 3:20 p.m.
Coronado- Session 5
3:20 p.m. – 3:30 p.m.
Evaluations
3:15 p.m. – 3:30 p.m.
Evaluations
2:25 p.m. – 3:10 p.m.
Franklin- Session 6
3:25 p.m. – 3:30 p.m.
Evaluations
2:40 p.m. – 3:25 p.m.
Chapin- Session 6
Lunch: 11:30 a.m. – 12:50 p.m.
1:00 p.m. – 1:30 p.m.
1:00 p.m. - 1:45 p.m.
Franklin-General
Chapin- Session 4
Session
1:35 p.m. – 2:20 p.m.
1:50 p.m. – 2:35 p.m.
Franklin- Session 5
Chapin- Session 5
9:45 a.m. – 10:30 a.m.
Franklin- Session 3
10:40 a.m. – 11:30 a.m.
Franklin- Session 4
Note: Instructional Coaches, please select the group based on your content area and grade level.
Connections and Humanities teachers, please follow ELA groups for your grade levels.
Registration
7:30 a.m. – 8:00 a.m.
*1:35 p.m. – 2:20 p.m.
Session 3
*2:25 p.m. – 3:10 p.m.
Session 4
*3:15 p.m. – 3:30 p.m.
Evaluations
– 2 Grade Teachers & Pre-K-5 Bilingual Teachers: these sessions will be held at Coronado HS.
Grade Teachers: these sessions will be held at Franklin HS.
nd
PK-2 General Ed.
Ross Capshaw Fine Arts
Theater
*8:50 a.m. – 9:35 a.m.
Session 2
10:00 a.m. – 11:30 a.m.
Coronado- Collier &
Thomas Presentation
Registration
*7:30 a.m. – 8:00 a.m.
*8:00 a.m. – 8:45 a.m.
Session 1
8:00 a.m. – 9:30 a.m.
Coronado- Collier &
Thomas Presentation
Ross Capshaw Fine Arts
Theater
– 5
Lunch: 11:30 a.m. – 12:50 p.m.
*1:00 p.m. – 1:30 p.m. 1:00 p.m. - 2:30 p.m.
Coronado- Collier &
General Session
Thomas Presentation
10:00 a.m. – 10:45 a.m.
Franklin- Session 1
10:50 a.m. – 11:30 a.m.
Franklin- Session 2
1:00 p.m. – 1:30 p.m.
Franklin-General
Session
1:35 p.m. – 2:20 p.m.
Franklin- Session 3
2:25 p.m. – 3:10 p.m.
Franklin- Session 4
rd
th
3:15 p.m. – 3:30 p.m.
Evaluations
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*Pre-K
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Session Descriptions
Active Learning
What is Active Learning? During this session, participants will be provided an opportunity to explore what active
learning looks like in our classrooms. Participants will make cross-curricular connections and discuss the best practices that truly engage students in their learning.
Writing Across the Curriculum
In this session, participants will receive a basic introduction, read an article and engage in discussions to explore the
critical attributes of Writing Across the Curriculum (WAC). Outcomes of the discussions and feedback will be utilized
to further design this district initiative for implementation into all classrooms.
House Bill 5
In this session, participants will receive an overview of House Bill 5 to include the TEA's approved New Graduation
Plans. The new graduation plans will give our students an Endorsement and a Distinguish level of achievement on
their transcript making them eligible to enroll in any Texas University!
K-5 Science: Textbook Adoptions
This session will provide teachers with an overview of the new K-5 Science Fusion textbook that incorporates multiple learning options, such as an interactive and engaging write in student edition and virtual and hands-on labs.
Teachers will see how to begin each unit with big ideas and essential questions, promote active reading, integrate
math and writing in each lesson and gain a better understanding of the program technology, digital resources and
tools.
1-5 Math: Textbook Adoption & New Standards
This session will provide teachers with an overview of the new envision Math Adoption in 1st to 5th Grade that incorporates multiple learning options, such as Problem-Based Interactive Learning, and Visual Learning Animations,
and quick overview of the new Math Standards.
Social Studies
Social Studies participants will be able to get a range of offerings like the DBQ Project. This will provide teachers
with training that use best practices with engaging historical inquiry. The technology sessions will blend the latest
technological tools to promote and support transformational change in the classroom.
Differentiated Instruction
This session will provide a general introduction to the concept of differentiated instruction. Participants will explore
challenges, opportunities, and strategies with the goal of helping teachers begin the process in their own classrooms.
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Active Learning
Inspired Teachers– Personalized Learning
High Engagement and Challenge
Active Learning begins with
experiences that are…
 well-planned and well-executed
 high interest, relevant, and
rigorous
 interactive and small group
 customized
In the classroom it looks like…






Active learning is present in powerful
learning environments that embody…





active student engagement
rituals and routines
cross-disciplinary connections
respectful relations
digital experiences
In the classroom it looks like…








Active learning depends on good
teaching that…
Tools, technology, and resources are available and used
by students.
Digital learning is customized to the student.
Classroom arrangement is fluid with the teacher utilizing
different room configurations to meet the learning needs
of students. (Desks in triads, circles, rows…)
Students clearly understand learning objectives, whether
they are oral, posted, or formulated by the students’
themselves.
Teachers and students connect across one or more
discipline; interdisciplinary learning occurs.
Students are given opportunities to engage in problembased learning.
Students know how to complete routing tasks and utilize
systems in place to accomplish the tasks.
Students and teachers speaking in supportive, positive
tones; encouragement.
In the classroom it looks like…


 stresses facilitation over lecture
 is equitable
 is student-centered
Instruction is organized to facilitate small group
collaboration and learning.
Instruction is differentiated by content, product, process,
and/or environment to meet the needs and learning
profiles of students.
Lectures, activities, instruction, questions, student tasks
as well as student work product exhibit higher-order
thinking and are open-ended.
Pacing is appropriate for all levels of learners.
Students are frequently and consistently given time to
interact student-to-student, as well as to engage in
accountable talk.
Time is built in daily for student reflection and/or goal
setting.



Teachers are giving students frequent opportunities to
correct mistakes knowing that learning occurs when
students have multiple opportunities to self-correct.
Teachers are moving, watching, listening, and providing
continuous feedback to students in order to ensure that
students are engaged in the learning and to gauge where
students are in the learning process.
Teachers expect students to take ownership for their own
learning and are facilitating student-led learning.
Teachers are encouraging students to think on their own
and are promoting student questions.
Teachers use all class time as part of the learning
experience by capturing all available time for learning.
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Active Learning
Inspired Teachers– Personalized Learning
High Engagement and Challenge
 Active Learning begins with experiences that are…
 well-planned and well-executed
 high interest, relevant, and rigorous
 interactive and small group
Instruction that IS…
Instruction that is NOT…
Begin with the Standards; provide focus and depth
Favorite units; does not move beyond the stated TEKS
Organized to facilitate small group instruction
Independent or paired learning only
Differentiated by content, product, process, and/or environment
Students doing identical tasks and learning strategies with identical outcomes
Lower end of Bloom’s Taxonomy (knowledge, comprehension, application)
Higher-order/open-ended
Pacing appropriate for all levels of learners
Some students waiting for others to catch up, while others struggle to
keep up–everyone expected to move at same pace
Predominately teacher talking/student responding to teacher
Student-to-student interaction/accountable talk
Time for student reflection and/or goal setting
No provisions for students to ponder or have think time before responding; no opportunities for students to develop goals for learning and accomplishing tasks
Active learning is present in positive powerful learning environments that embody…
 active student engagement
 rituals and routines
 cross-disciplinary connections
 respectful relations
 digital experiences
A powerful learning environment DOES embody…
A powerful learning environment does NOT embody…
Tools, technology, and resources available and used by students
Basic tools such as textbooks and power points, etc. as the predominant
tools and resources for instruction
Fluid classroom arrangement (unless physically prohibited)
Chairs and desks in immobile rows
Blended learning
Technology used only by teachers to deliver content
Clear objectives
Students off-task and unclear
Interdisciplinary connections
All learning and teacher examples contained within the discipline of the
course
Worksheets, chapter questions, fill-in-the blanks as the sole mode of instruction in quiet classrooms
Problem-based learning
Students utilize systems in place to accomplish tasks
Disorderly transitions between tasks; numerous questions asked for clarification; loss of instructional time
Supportive positive tones
Sarcasm, yelling (raised voices), and/intimidation
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Active Learning
Inspired Teachers– Personalized Learning
High Engagement and Challenge
Active learning depends on good teaching that…
 stresses facilitation over lecture
 is equitable
 is student-centered
Good teaching IS…
Good teaching is NOT…
Teachers utilizing a variety of instructional strategies and appropriate
supports that promote rigor and engagement
Teachers utilizing one mode of instruction merely to insure that all students pass the test
Teachers giving students opportunities to correct mistakes
Teachers treating mistakes as failures that cannot be changed/corrected
Teachers moving and providing continuous feedback
Teachers remaining in one location with feedback being exclusively graded papers and tests
Teachers facilitating for student-led learning
Teachers delivering content with expectations that students are learning
Teachers encouraging and promoting student questions
Teachers accepting questions only for clarification
Teachers capturing all available time for learning.
Teachers utilizing instruction time predominately for teacher-directed
learning and tasks
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Active Learning
Date: _____________________
Start Time: _________________
End Time: __________________
Observed by: _______________
Inspired Teachers– Personalized Learning
High Engagement and Challenge
ACTIVE ENGAGEMENT OBSERVATION FORM
SCHOOL: ____________________________TEACHER: ______________________ GRADE: ________ROOM: _________
Please check all observed indicators for each component of Active Learning:
Active Learning begins with experiences
that are…
 well-planned and well-executed
 high interest, relevant, and rigorous
 interactive and small group
 customized






Begin with the Standards; provide focus and depth
Organized to facilitate small group instruction
Differentiated by content, product, process, and/or environment
Higher-order/open-ended
Pacing appropriate for all levels of learners
Student-to-student interaction/accountable talk
Active learning is present in positive
powerful learning environments that
embody…
 active student engagement
 rituals and routines
 cross-disciplinary connections
 respectful relations
 digital experiences







Tools, technology, and resources available and used by students
Blended learning
Fluid classroom arrangement
Clear objectives
Interdisciplinary connections
Problem-based learning
Students utilize systems in place to accomplish tasks
Active learning depends on good
teaching that…
 stresses facilitation over lecture
 is equitable
 is student-centered

Teachers utilizing a variety of instructional strategies and appropriate
supports that promote rigor and engagement
Teachers giving students opportunities to correct mistakes
Teachers moving and providing continuous feedback
Teachers facilitating for student-led learning
Teachers encouraging and promoting student questions




Feedback:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Version 2
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Build Fluency
 Developing oral language – students talk about
learning, share in complete sentences
 Expanding academic vocabulary: seeing and
using words; understanding use
Writing to Learn
 Writing to engage and participate in lessons
 Immediately relaying reactions and responses to
ideas presented
 Taking time to reflect and personally respond
Write in All Classes
 Using writing in all disciplines
 Keeping writing styles and formats consistent
Use a Common Language
 Ensuring cohesion between subjects and teachers
 Clarifies misunderstandings
Value Writing
 Place high value on writing throughout the school
 Acknowledging and celebrating good writing
 Demonstrating a reciprocal mastery of language
and writing between students and teachers
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Writing Across the Curriculum
http://gettingsmart.com/2014/06/writing-across-curriculum/
Writing Across the Curriculum
BLOG SERIES, LEARNING, LEARNING INNOVATIONS, PREK-12, SMART STUDENTS / June 29, 2014 BY Guest Author
51
SHARES
By: Ian Faley
Writing connects us. Through the formal articulation of thought, we collaborate ideas, defend viewpoints, and refine
our understanding. This is the impetus behind many attempts to “write across the curriculum.” Intended to present a
unified front with regard to student writing—and to stress the singular importance of the verbal tools in all areas of life
& study, the “writing across the curriculum” programs are being employed in schools across the country, and around
the world as the latest attempt to improve student achievement. These great programs, if rightly engaged, have much
to offer. Five key things to take away from the programs:
“Just write!” This mantra is a great rallying call for those just starting out. Turning every question, every thought,
every observation into a phrase, or sentence—paragraph, even. And this is where the power of writing begins.
In seeing the words, noting their use, and realizing that their ideas can be refined & improved with practice,
students buy into the process. Not just a “busy-work” assignment, writing becomes a skill that gives power to
the students—and ultimately, allows them to control & show mastery of their knowledge.
Write to learn. After the first step has been taken—bringing writing into the classroom, it’s crucial to maintain the
energy and momentum. Writing to learn is more of a pedagogical approach, and stresses the role of student
writing as a means for engagement, and participation in the “discussion” of a class or study. Like giving
pause to consider a question, or waiting for student feedback to a claim, “writing to learn” places a premium
on students immediately relaying their reactions & responses to the ideas presented in class. Instead of immediately asking whether students have questions about the material just taught, to make sure everyone understands—the proverbial “Are there any questions?” to which all students sit quietly, giving a few minutes for
students to write a brief summary of what was learned, or jotting down a few follow-up questions has tremendous benefits for students & teachers. The time to reflect & personally respond puts a premium on the student
wrestling with their knowledge and potential confusion, rather than leaving the teacher to wonder how effective they have been.
Write in the disciplines. More than just a tool for writing & humanities teachers to laud the merits of language & rhetorical flourish, an emphasis placed on writing in all subjects is the best way to show students that writing is
valued broadly. Working within each discipline to develop a common style, a common format, and a list of
accepted conventions will help students see that while writing a textual analysis essay may be different from
writing a geometrical proof, there is little variation within their English or Math-specific assignments. This
helps dissolve any student frustration between grades, and the age-old complaint, “but I learned it different
last year!”
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Writing Across the Curriculum
Draft
Develop a common language. If a common style, format, and conventional practice is important within the disciplines,
how much more so across the school! Developing a common language has the highest practical import in
easing any potential misunderstanding of students or teachers. One of the greatest impediments to a schoolwide writing program is the variety of terminology, and the breadth of definitions employed in each subject.
This is rarely due to subject-specific, differences, though, and more often due to lack of communication
across the disciplines. Developing a common language of writing, then, has an even greater accomplishment
than diminishing student frustration—as glorious, and singular an achievement, as it is. Developing a common language can develop cohesion between the subjects & faculty; antipathies are put to end.
Develop a culture of writing excellence. The final step is coordinating a “writing across the curriculum” program is to
highlight the mastery & achievement of students. John Henry Newman claimed that the best way to defuse
and dissolve prejudice was to “make them see you; make them know you.” This sentiment can be rightly applied to the success or failure of any writing program, as well. Do the students see the value of their writing,
and the corresponding accomplishment? They should. Acknowledge, then, the excellent writing—within each
subject, as well as across the school. In placing an observable value on the writing, students will feel the accomplishment, and seek to replicate it. While this does place a burden on the teachers & staff to demonstrate
a reciprocal mastery of language & writing, the culture that stems from such a community is of the highest
value.
For further information about “Writing Across the Curriculum,” and successful programs, see below.
Colorado State University program
Steve Peha’s manifesto on “Writing Across the Curriculum”
Purdue’s Online Writing Lab’s Overview
National Writing Project’s Resource Page on WAC
University of New Mexico’s “Writing Across Communities” Site
Ian Faley is a writing and development consultant, working with the National Writing Project and with individual
schools. He enjoys teaching the art & craft of writing.
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My Notes
15
House Bill 5
16
House Bill 5
Languages Other
Than English
Same Language
2.0 Credits
P.E. or P.E Equivalent
1.0 Credit
0.5 Health OR
1.0 Lifetime Nutrition
& Wellness OR
1.0 Health Science I
Communication Apps. OR
Professional Communication
0.5 Credit
Fine Arts Same Genre
1.0 Credit
Technology Credit
1.0 Credit
Elective Credit
0.5 to 1.0 Credit
English 1
English 2
English 3
Advanced English
Algebra 1
Geometry
Algebra 2
Advanced Mathematics
Biology I
One Adv. Science Course, Category 1
Two Adv. Science Courses, Category 2
World History or World Geography
US History
Government
Economics
Texas Education Code §39.0545, as added by House Bill 5, 83rd Texas Legislature, requires all
districts to evaluate the district’s performance and the performance of each campus in community and student engagement. All school districts and charters are required to assign a
performance rating of Exemplary, Recognized, Acceptable, or Unacceptable to the district
and each campus for overall performance and the following categories:
• Fine arts
• Wellness and physical education
• Community and parental involvement
• The 21st Century Workforce Development program
• The second language acquisition program
• The digital learning environment
• Dropout prevention strategies
• Educational programs for gifted and talented students
For additional information, visit http//www.tea.state.tx.us/index4aspx?id=25769811926
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House Bill 5
18
Curriculum Updates
19
MAP
Map
20
Acknowledgments
Franklin High School
El Paso Independent School District
We would like to thank Franklin High School
for hosting the 2014 Job-Alike!
Presenters:
A special thank you to all our presenters who gave effortlessly
of their time to help make job-alike a huge success! All their
hard work and dedication contributed to a successful Staff
Development.
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