1. Leading literacy
Data Analysis for Driving the Acceleration of Student Learning
Leadership Institute | November 8, 2011

2. “I am always doing that which I can not do, in order that I may learn how to do it.” ~Pablo Picasso
Model being fully present
Model intellectual humility
Model intellectual perseverance
Model confidence in reason
1 minute
This is a learning year. The focus is not perfection. The focus is getting better.

3. Session goal
Leaders will deconstruct the RIT Scale trends in a single grade level using NWEA resources to practice generating a literacy acceleration plan with their leadership team.
Recap the learning thus far…
September – Teacher eval tool
October – unit planning so they can lead it
November – planning to accelerate learning so they can lead it

4. Marzano Vocabulary Method Steps 1-3 of 6
RIT Scale
Word (Phrase): 1
Description 2
Restate in your own words
Based on item response theory and the work of Georg Rasch—a renowned psychometrician. RIT is a Rasch unit. The units are equal intervals that tell us 2 things: the difficulty of a test item and the student’s achievement level toward that item.
Marzano Vocabulary
Method
Steps 1-3 of 6 3
Construct a picture, symbol or graphic representation of the term
10 minutes
After the process, distribute the handout.
Explain that there is deeper instruction, but first teachers need to get good at this before we introduce deeper vocabulary instruction.
Reflect on the process of Marzano Vocabulary instruction as it relates to benefiting students.
Show the resources and share about already sending an .

5. Level 2 Close Read: explicating the thesis of a paragraph
State the main point of the paragraph in one or two sentences
Then elaborate on what you have paraphrased (“In other words, …”)
Give examples of the meaning by tying it to concrete situations in the real word. (For example…)
Generate metaphors, analogies, pictures or diagrams of the basic thesis to connect it to other meanings you already understand
The SEEI Model
From the
September Inquiry
15 minutes
Turn to Research
Work in journal.
Reflect on the process of Level 2 close read as it relates to benefiting students.
Show the resource can be found on the NWEA after clicking on the DeCartes link.
Read from “RIT scores represent…” to “…contain a fallacy.”

6. Research-Based Practices Matter!50 62 83
Percentile rank on test
Research-Based
Practices
(the “why”)
Matter!
5 minutes
Talk about the normal distribution—go back to college. 
Use vocabulary instruction as an example to show the probability of growth
Use generating and testing hypothesis as the second example
Use DQ2 as a 3rd example to drive home the point of apply the science of our practice to our practice and understanding the “why” behind our practice
Use Goal Strand as example for how to inform practice. Locate learner, align to common core

7. Math scenario: sixth grader in the 191-200 RIT score range
The student’s RIT Score is 193.
What is her percentile rank?
What RIT score are we aiming for if we set the goal her reaching the 35th percentile?
What would be her grade level equivalent with her new RIT score?
How much would her chance of passing the standardized assessment increase?
Use Ratios and Proportional Relationship CCSS for 6th grade
Locate a standard that aligns with a related skill/concept
Propose how her teacher can scaffold the learning so that the student can have access to the grade level standard.
10 minutes

8. The Increasing Specialization of Literacy Development
Disciplinary Literacy
Intermediate Literacy
Basic Literacy
Literacy skills specialized to history, science, mathematics, literature, or other subject matter.
Disciplinary Literacy
Intermediate Literacy
Basic Literacy
Generic comprehension strategies, common word meanings and basic fluency
Decoding
Knowledge of high frequency words
Early Literacy Instruction
Later Literacy Instruction

9. Data Workshop: data analysis to accelerate learning
Most students need explicit teaching of sophisticated genres, specialized language conventions, disciplinary norms of precision and accuracy, and higher-level interpretive processes. Simply put, sound later-reading instruction needs to be built on a solid foundation of sound early- reading instruction if students are going to reach higher literacy levels
Disciplinary Literacy
Intermediate Literacy
Basic Literacy

10. Disciplinary literacy demands
Discipline
Intellectual Values of the Discipline
Disciplinary Strategies
Mathematics
Creation of errorless proofs
Emphasis on rereading and close reading level 1 and 2
Chemistry
Create new knowledge through experimentation
Emphasis on visualization during recursive reading and applying alternative representations (pictures, graphs, and charts)
History
Create knowledge based on document analysis (to include films, interview protocols, primary, secondary, and tertiary documents)
Close reading level 3 and 4: Reading with a view in which both the author and the reader are fallible and positioned.

11. Next steps Monitoring tool inserted Coming in December
Grade level teams can complete the literacy acceleration plan
Will use what’s in the box to complete for when she comes

12. Start where they are
“Instead of focusing on what’s wrong in the workplace, learn about and build upon what works.”
2 minutes

13. Session goal
Leaders will deconstruct the RIT Scale trends in a single grade level using NWEA resources to practice generating a literacy acceleration plan with their leadership team.
1 minute
Recap the morning.

14. Dr. Brown and Ms. Butler