1. Early Childhood

2. 2 Introductions

3. 3 Norms Be actively engaged. Be actively engaged. Share your best thinking. Share your best thinking. Listen actively. Listen actively. Take care of your needs. Take care of your needs. Enjoy the Day!

4. 4 Today’s Goals Teachers will Teachers will examine critical features and enhancements of the HISD curriculum documents. examine critical features and enhancements of the HISD curriculum documents. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in the classrooms. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in the classrooms. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs.

5. 5 Graphic Organizer for Personal Goal Setting and Feedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction

6. Personal Goal Setting and Feedback Organizer 6

7. Category My current understanding of the purpose of this component My understanding at the end of the day of this component Learning Focus Key Concepts/Key Skills ELPS/CSLAEKS LLTW strategies Essential Understandings Guiding Questions Formative Assessments PK Assessment 7 Personal Goal Setting and Feedback Organizer

8. Learning Goals Reflect on the Graphic Organizer Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum. Based on your reflection, write at least one learning goal for your work today. 8

9. Critical Features and Enhancements of the HAPGs 9

10. Enhanced Components For 2009-2010 Key Concepts English Language Proficiency Standards (ELPS) Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies (LLTW) 10

12. Learning Focus Each content area HAPG in PK has the same Learning Focus to make it easier for the teacher to integrate learning using thematic units.

13. Learning Focus is the same for all content areas in PK.

14. Key Concepts Concepts share common attributes, and are timeless, universal, abstract, and broad. 14

15. 15 Key Concepts tell what will be taught during a particular learning focus.

16. YAAG

17. 17  English Language Proficiency Standards (ELPS) Purpose Purpose Make content comprehensible by Make content comprehensible by o Pairing content and language objectives o Building academic language o Addressing students’ language levels

18. 18 English Language Proficiency Standards (ELPS) 18

19. 19 ELPS Correlation Practice Choose an objective from the HAPG with an ELPS correlation. Choose an objective from the HAPG with an ELPS correlation. Read the Instructional Considerations and Strategies columns. Read the Instructional Considerations and Strategies columns. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Use a Think-Aloud to explain your reasoning. Use a Think-Aloud to explain your reasoning.

20. Formative Assessments 20 Formative assessments: are an ongoing process are used to monitor and adjust instruction provide multiple examples of student work to measure the extent to which students have made progress toward a learning target

21. 21

23. 23 Essential Understandings reflect the deeper understandings associated with specific factual content. can be tested against and supported by facts.

24. 24

25. Guiding Questions engage student thinking at the factual level or higher in PK engage student thinking at the factual level or higher in PK facilitate students’ thinking towards the Essential Understandings. facilitate students’ thinking towards the Essential Understandings. Guiding Questions are not about getting the “right answer” but addressing the importance and academic benefit of the process of using higher level questioning skills in the classroom. 25

26. 26

27. 27 Literacy Leads the Way 10 Best Practice Strategies Same across all content areas for student mastery Same across all content areas for student mastery Aligned to Marzano’s nine categories Aligned to Marzano’s nine categories Linked to Literacy Leads the Way flipchart with English Language Learner accommodations Linked to Literacy Leads the Way flipchart with English Language Learner accommodations

28. 28 Literacy Leads the Way 10 Best Practice Strategies KWL Think-Pair-Share Frayer Model Summary Frames Two-Column Notes Rubrics Think-Aloud RAFT Anticipation Guide Graphic Organizers

29. 29 Literacy Leads the Way (LLTW)

30. 30

31. LLTW Strategies with ELL Accommodations 31

32. PK Assessment

35. Review Enhanced Components Using Two-Column Notes Key Concepts English Literacy Proficiency Standards Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies PK Assessment 35

36. Assessment Assessment FOR Learning Assessment OF Learning 36

37. Assessment Formative and Summative Assessments in the Classroom by Catherine Garrison and Michael Ehringhaus

38. Research behind Formative Assessments: Research indicates that formative assess- ment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003). Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press, 2003. 38

39. Amy Brad Connie Diego Emma x x xx xx xx x xx x x x xxxx x

40. Assessments 274 Bilingual Students Beginning of Year Middle of Year End of Year Letter ID – 61 Possible [1] [1] 43045 Book and Print Awareness – 13 Possible 31013 Write Name – 5 Possible 245 Writing Vocabulary014 Clapping Syllables – 5 Possible 035 Beginning Sounds – 5 Possible 024 [1] [1] Bilingual Letter ID (61) – 92% of students EOY score knew more than 14 letters. 59% knew more than 45 letters. 38% knew more than 56 letters. Assessments 120 Regular (English) Students Beginning of Year Middle of Year End of Year Letter ID – 54 Possible [1] [1] 123241 Book and Print Awareness – 13 Possible 4911 Write Name – 5 Possible 234 Writing Vocabulary013 Identifies Rhymes – 5 Possible 045 Produces Rhymes – 3 Possible 022 Clapping Syllables – 5 Possible 034 Beginning Sounds – 5 Possible 024 [1] [1] English Letter ID (54) – 97% of students EOY score knew more than 12 letters. 65% knew more than 40 letters. 35% knew more than 50 letters.

41. 41 Summary Frame The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The PK Assessment provides teachers ________. The PK Assessment provides teachers ________. The teacher should use the data from the PK Assessment to _________. The teacher should use the data from the PK Assessment to _________.

42. LLTW

43. Instruction Using the HAPG for Effective Lesson Planning 43

44. 44 Schema for Lesson Planning Using a Think Aloud Strategy G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize

45. 45 Schema for PK Lesson Planning G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize Multiple HISD Objectives

46. 46 Schema for PK Lesson Planning G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize Formative Assessments Interaction with students LLTW

47. 47 Schema for PK Lesson Planning G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize Objectives; Instructional Considerations and Strategies Whole Group Instruction

48. 48 Schema for PK Lesson Planning G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize Small Group Instruction; Instructional Strategies

49. 49 Schema for PK Lesson Planning G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize Work Stations

50. 50 Lesson Planning Use multiple PK content HAPGs and the GANAG process to develop an integrated lesson.

51. 51 Graphic Organizer for Personal Goal Setting and Feedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction

52. How Do I Find It?

53. Links to Department Websites www.houstonisd.org/portal/site/Curriculum Literacy Commitments and LLTW website Curriculum Documents; Power Objectives; Links to TEA 53

54. 54 Parent Letters Homework Calendars

56. Feedback in CLEAR Online HAPG Feedback Form Complete and submit 56

57. We want to hear from you. You will be receiving a survey. Please respond. Thank You! 57