1. Concept English Meeting
Winter 2014
St. Louis

2. Processing the Day Concept English
Rigor in the teaching of thinking skills
Scaffolding – solve a problem in 3 ways, categorize, evaluate
Metacognition and process lead to application
3 or 4 conceptual takeaways (enduring understanding)

3. Fall Review 2013 English Curriculum
10 ELA team members created or adapted units for 2014/2015 (6 more since Coordinators Meeting)
53% of teachers adapting our Atlas Units
139 questions/requests for help regarding curriculum (125 teachers,8 coordinators, 4 directors, 2 coaches)
37 telephone conversations/Webinar - additional resources
I can statements - 73% of lessons/units reviewed
11 schools - Scope and Sequence/Writing alignment documents (3 more since Coordinators Meeting)
39 compliments, 4 complaints

4. English Documents
ELA Scope and Sequence

5. English Documents
ELA Writing Assessment Alignment

6. English Materials
ELA Writing

7. Fall Review 2013 Teacher Evaluations 101 evaluations
88 post evaluation meetings
2 rejected/revised evaluations
Average rating:4.30
Lowest score: 3.55
Trends:
New teachers are strong
Management in year 2 teachers improving
I cans helping focus content instruction
Strategies more strongly linked to instruction

8. I Can Report Atlas

9. I can write routinely over shorter time frames
27 teachers used I cans
3 teachers assessed I cans

10. I Cans and Assessments Sample targeted I cans vs measured I cans
I can write routinely over shorter periods of time.
27 teachers in K-5 have indicated this is what they have taught
3 teachers in K-5 have indicated that this has been measured
I can answer questions about what I read.
366 teachers in K-5 have indicated this is what they have taught
199 teachers in K-5 have indicated that this has been measured

11. I Cans and Assessment continued
I can explain which parts of a text I understand and which parts I don’t. [RL.1.10]
[ Targeted Standards:15 Assessments:5 ]
I can think about questions I have about a text and ask for help in order to understand parts of a text that are too difficult for me. [RL.1.10]
[ Targeted Standards:10 Assessments:2 ]
Top 5 Schools Interim 1-2– Belmont (24%), Columbus (22%), Lorain (20%), Noble Cleveland (20%)

12. Fall Review Assessments Interim 1 & 2
18 schools show gains between Interim 1 and 2 (scores include Extended Response with Different weights)

13. Fall Review
Extended responses averages by school - when you look at writing 2 of our high schools went down between 1 and 2 and 3 went up

14. Fall Trends Inclusion of I cans… Interim 1 and 2 2012/2013 (2-14)
Schools with the most gains
Focus on collaboration, professional dialogues
Focus on deeper inquiry into Common Core Standards
Focus on process and product – metacognition
Focus on writing instruction – explaining learning

15. Fall Review 2013
Programs
Spelling Bee – December 7, 2014

16. 320 Entries

17. May 3, 2014

18. Preview 2014 Curriculum/Resources
Resource review/decision on additional or new textbooks by April 1, – New list May 31, 2014
Continued focus on writing instruction for 2014/2015
Continued focus on teacher adapted units using
balanced literacy and gradual release models
Teaching and Learning Writing – Admin Handout
Disciplinary Literacy Template all subjects

19. On-line resources http://english.conceptschools.org/

20. Preview 2014 Special Events Writing Competition – “Rally for Writing”
Prompts sent out December 15th and submissions due February 25th
Spoken Word Competition – “Words on Fire”
Prompts published March 1st
Submissions tentatively due March 21st
Event May 3rd – Columbus Museum of Art

22. Requests From Concept English
Please submit requests for new resources to Andy by March 15th – request a resource rubric at
Encourage regular meetings/professional dialogues and ask teachers to complete scope/sequences as well as writing alignment
Hold monthly department meetings with agendas, and submit meeting notes with action steps to