1. GEE 21 Focused-Learning Lessons
Introductions and review of the contents of the packet of handouts
Purpose
- Share purpose and structure of the lessons
- Highlight some important features about the lessons; go over sample lessons
- Offer suggestions for preparing for and teaching remediation lessons.
Overview of the workshop – 4 parts

2. Thank you for having the courage, patience and dedication to take on the job of teaching students we have not yet been able to reach.
Importance of teaching the students who need us the most
- Students must know that you care
- Students must know that you believe they will succeed
You can make a big difference for these students in a short period of time. “Change occurs slowly, carefully, and all at once!”
What’s it all about?

3. Support Teachers of remediation classes need support
- from other teachers, staff, LDE site visits
- for this project
- your suggestions for improvements, resources, additional activities, and resources will be greatly appreciated
- revisions and additions will be available on LDE Web site
Support

4. Remediation Policy 8th Grader who scores Unsatisfactory
District must offer 50 hours of summer remediation
There are 3 types of remediation and many are confused about the policies.
8th grader who scores Unsatisfactory
- District must offer 50 hr. of summer remediation
Students who score Un. on summer retest or do not take summer retest
- Option 1 – 8th grade campus
- Option 2 – High school campus
These students must pass either ELA or math & participate in both summer remediation and summer test

5. Remediation Class for Option 1 and Option 2 Students
Focus on 8th Grade LEAP 21
Elective credit possible
Students may earn Carnegie credit for he elective remediation provided they pass the class and score Basic or above on GEE 21

6. High School Remediation Course
For students promoted to the 9th grade without having passed either the ELA or math 8th grade LEAP 21
Focus – preparing students for high school level math or English courses
Students MUST pass this course before enrolling in required math or ELA courses.
What students does this include?
- Students held back a year in Op. 1 or 2 who never passed ELA or math
- Sp. Ed., waivers, exemptions, appeals, etc.
For ELA, this course may be Reading I.
For math, schools were allowed to use Introductory Algebra/Geometry for this course. This policy was changed because districts did not have enough time to develop a new course. Districts should now have locally-initiated electives in place for this course.

7. GEE 21 Remediation
Students who score Unsatisfactory shall be provided remediation.
Districts decide the type and length.
Policies regarding GEE 21 remediation have not changed.
Students are NOT required to attend or pass a GEE 21 remediation class before advancing to higher courses.
Districts are required to provide remediation of some type for any student who fails any GEE 21 test.
Districts offering GEE 21 summer school –
- doesn’t have to be 50 hours ( only if ½ Carnegie credit is being given)
- If Carnegie credit is being given, must meet all other summer school requirements – students must be assessed and given grades.

8. Focused-Learning Lessons Purpose and Structure
The goal of these lessons is to help all the students progress as well as to provide remediation in the content areas of English and math.
Districts have varied requirements, and students have different needs. Therefore, these lessons provide a range of complexity in their design.
At the same time, the structure of each lesson follows the same format in order to make them easier to use by all teachers.

9. Purpose Develop conceptual understanding Focus on “missed learning”
Practice skills
Build competency
We want each student to develop an understanding of the concept presented. The focus is on those concepts that the student did not grasp the first time around in the classroom, “missed learning.” These lessons narrow the focus to meet the needs of the individual student.
Two examples: In learning to use correct punctuation, we want to develop the concept of punctuating for meaning and clarity. In reading for understanding, what does this mean and what does it involve?
The purpose is to build competency, and students do this through practice – focused practice.

10. Structure Assessment Component Translating Standards into Instruction
Sources of Evidence of Student Learning
Attributes of Student Work at the “Got It” Level
GEE 21 Connection
Recommended Materials/References
The structure of each lesson follows the same outline listed on this slide. Our goal has been to make it possible for the teacher to pick up any lesson and use it independently as needed for the individual student.

11. Structure Assessment Component English Language Arts Math
Reading and Responding
Composition/Proofreading
Using Information Resources
Math
Strands
Standards and Benchmarks
Focus of Lesson
The assessment component gives the concept being addressed in each lesson.
In English Language Arts that includes Reading and Responding (covering Standards 1,6,7); Composition and Proofreading (covering Standards 2,3); and Using Information Resources (covering Standard 5).
In math the components are listed by strands.
All lessons include the standards and benchmarks being addressed as well as the specific focus of each particular lesson. Throughout the lessons the writers chose strategies they found helpful themselves in helping students understand concepts.

12. Structure Translating Standards into Instruction
Specific instructional strategies
Examples
Models
In this component, listed as Roman Numeral I on each lesson, we have provided clear directions and unique strategies to help the teacher in the remediation classroom. This section of each lesson offers ways to actually proceed with the instruction.

13. Structure Sources of Evidence of Student Learning Anecdotal data
Individual assignments
Problem solving/critical thinking
Group work
Peer coaching/editing
Sources of evidence of student learning such as those listed on this slide are described under Roman Numeral II of each lesson. This section includes activities the teacher can use to help measure the progress of each student in understanding the focus of the lesson. Examples are given of indicators of student understanding.
Examples: The student will participate in discussion activities.
The student will work on small group answer forms or
products.

14. Attributes of Students at the “Got It” Level (Content-Specific)
Recognizes the concept
Applies the concept
Extends the concept
This section, formatted as Roman Numeral III, indicates what you should be seeing the students do when they have learned the concepts in the lessons.
It helps the teacher focus on whether or not the students are drawing it all together, and how they are making meaning of the concept on which the lesson is focused.

15. Structure GEE 21 Connection
Alignment to Teachers’ Guide to Statewide Assessment
References to released items
Links to assessment practices
This component, listed as Roman Numeral IV, links the concept of each focused-learning lesson to assessment practices through the Teachers’ Guide to Statewide Assessment, and it references released items where appropriate.

16. Structure Recommended materials/references Texts Online sources
Technology
Handouts/Blackline Masters
Teacher Reference Sources
Recommended materials, Roman Numeral V in these focused lessons, lists the various materials teachers have used in their lesson planning, items that are needed to present the lesson.
Copies of the passages used are unable to be provided due to copyright law, but reference sources are given.

17. Mathematics Lessons Focus of mathematics standards: ALL students
doing meaningful mathematics
using appropriate tools.
Overview of this part of workshop:
Review Table of Contents & Writers
Go over a few of the lessons – emphasize important features
Point out where lessons overlap
Suggestions for using the lessons
Using writing in remediation classes
Solving Contextual Mathematics Problems – Instructional Model Combining Reading Strategies and Problem Solving

18. Strands Strand % on GEE 21 Lessons 10% 4 15% 6 20% 8
Number and Number Relations
10% 4
Algebra
15% 6
Measurement
Geometry
20% 8
Data Analysis, Probability and Discrete Math
Patterns, Relations and Functions
Review Table of Contents – Topics chosen based on the Teachers’ Guide to Statewide Assessments – skills being tested at grade 10.
The lessons focus on skills students need to score at the Approaching Basic Level.
Writers used strategies they found helpful.

19. Acknowledgements Strand Writer Number and Number Relations
Allie Pearson
Southeastern Louisiana University
Algebra
Ellen Lee
St. Joseph’s Academy, Baton Rouge
Measurement
Scott Moreau
DEEP into Math Leader, St. Landry
Geometry
Lisa Taylor
West Monroe High School
Data Analysis, Probability and Discrete Math
Zoe Harrell
LSU Lab School
Patterns, Relations and Functions

20. Number and Number Relations Lesson 1: Fractions, Decimals and Percents
Selected Content Standards
Benchmarks Assessed
Specific focus for the lesson
Skills listed in the Teachers’ Guide
Translating Content Standards into Instruction
Teaching strategies focus on conceptual understanding
Teacher Blacklines and Student Worksheets
Sources of Evidence of Student Learning
Sample test items similar to GEE 21
Attributes of Student Work
This strand is tested extensively in the 4th and 8th grade tests.
Recommend using 8th grade materials for students still having difficulty with these concepts.
Notice we are trying to review fractions, decimals and percents in one lesson.
Writers tried to use strategies that they thought would helps students understand concepts.
Go through the percent problems as an example of this type of strategy.
HAVE PARTICIPANTS WORK THROUGH A FEW OF THE PROBLEMS.

21. Algebra Lesson 4: Solving and Graphing Linear Equations
Use of questions
Connections between problem situation, equation, and graph
Good contextual problems
Questions for teachers to use in leading students to understand connection between an equation and its graph
Uses examples and discussion questions to helps students see connections between a problem situation, the equation that represents the situation, and its graph.
Excellent problems with good questions – very similar to problems on GEE 21
HAVE PARTICIPANTS READ THROUGH AND DISCUSS.

22. Measurement and Geometry
Measurement lessons focus on “hands-on” activities
Concepts of perimeter, area, volume, etc.
Size of units
Use of correct units
Geometry lessons focus on key concepts
Properties of figures
Pythagorean theorem
Transformational geometry
Measurement lessons have section at the end of strand with sample GEE 21 items with student work.
Geometry lessons – short, instructional strategies focus on conceptual understanding.

23. Data Analysis, Probability and Discrete Math
Constructing and using different types of charts and graphs
Measures of central tendency
Two-variable data
Probability
Organizing information – tree diagrams, Venn diagrams, counting techniques
Making Inferences
Lessons in this section are rich and rather extensive—could be used for regular classes
Students need to be able to read, analyze, and interpret large amounts of data.

24. Patterns, Relations and Functions
Understanding patterns in lists, graphs, and tables
Linear Functions
Rate of change
Linear regression
Translations of linear functions
Parameters of real-life linear functions
Lesson on linear regression is an excellent introduction to graphing calculators for teachers who have not used them before and may not be comfortable with them.
Last few lessons show how graphing calculators can be effectively used to help students understand concepts.
Note on use of graphing calculators:
NOTE: A graphing calculator is NOT required for GEE 21, but it is recommended provided students are instructed on its use. The calculator that the student uses as part of his/her regular mathematics instruction is the calculator that should be used on statewide assessment.
The Louisiana Mathematics Framework states:
Appropriate calculator and computers should be available for all students. Appropriate use of technology should be naturally integrated into the teaching of mathematics to assist the student to investigate and solve problems, not simply to check answers or to practice skills. (Pg. 18)
Parameters of real-life functions – meaning of slope, y-intercept in problem situations

25. Overlapping Topics in Lessons
Tables
Graphing
Graphing and solving linear equations included in Algebra & Patterns and functions
Interpretation of graphs in three strands
Problem-Solving and Analysis
Number – Lesson 4
Geometry – Lesson 6
Data – Lesson 8
Unavoidable that lessons will overlap – there is a great deal of overlap in our standards
Concepts are presented in a different way in each strand. This is a strength.
May help meet needs of different students
Help students gain deeper insight – connections across mathematics, uses of concepts and skills
Higher Order Thinking Skills – specifically emphasized in some lessons
Geometry lesson on mathematical justification – two-column proof will not be tested on GEE 21
- Emphasize that students should be aware of different ways to justify or explain their answers.
- They should use the method that makes sense to them and that accurately and completely answers the question.
Data lesson – Interpreting data given in tables, charts and graphs
& making predictions based on probability calculations or experimental data

26. Using the Focused-Learning Lessons
Analyze student scores
Be familiar with the lessons
Decide which lessons to teach and when
Integrate these lessons with other resources using your own teaching strategies
Lessons – know prerequisite skills for each lesson
District curriculum should be helpful
Lessons learned from 4th and 8th grade summer remediation:
- Districts summer schools that focus on teaching concepts and used effective hands-on teaching strategies were most successful; district summer school that had students doing worksheets with “sample LEAP problems” with little or no actual teaching were least effect.
Journal Writing:
-Helps establish a relationship with the student
-Pinpoints student difficulties
- Deepens understanding
- Assess student knowledge
- Evaluate instruction

27. An Instructional Model for Solving Contextual Mathematics Problems
Four steps to solving mathematics problems
For each step
Student actions
Skills used by the student
Instructional intervention strategies
Developed by Kim Gattis – Math consultant in Kansas – worked with special ed and reading specialists on alternate assessment
Basis for three-hour workshop
Helps teacher pinpoint where students are having difficulty
Offers possible strategies to use

28. Focused-Learning Lessons
English Language Arts
Focused-Learning Lessons
In developing the English Language Arts Focused-Learning Lessons, we concentrated on teaching/learning lessons that would demonstrate what standards implementation looks like at the classroom level.
Some of these lessons can be used to supplement regular classroom instruction as well as to build on concepts that were not mastered during regular classroom instruction. Very importantly, the students are asked to do what the benchmarks state.

29. Acknowledgements Assessment Component Writer Introduction Shelby Dupuy
Poland Junior High
Reading and Responding
Casey Matthews
Sammie Whittington
Covington High School
Composition/Proofreading
Cynthia Teasley
Anacoco High School
Using Information Resources
Catherine Cosper
Ouachita High School
Introduction is forthcoming. Read slide.

30. Reading and Responding
20 Lessons
Poetry
Short Story
Nonfiction
These 20 lessons measure Standards 1, 6, and 7.
They look at literary passages, literary devices - symbolism, metaphors, story structure- vocabulary, connecting literary text to real-life experiences, elements of both fiction and non-fiction.

31. Compostion/Proofreading
10 lessons
Brainstorming, clustering
Paragraph development
Multi-paragraph compositions
Mechanics
Sentence structure
In this section we focus on Standards 2 and 3.
Standard 3 is measured in the proofreading component of GEE 21 by itself, but it is also measured integrated into the composition component.
Concepts that have given students most difficulty are addressed in these lessons. Therefore, the focus of the lessons ranges from brainstorming, clustering/topic sentences, paragraph development, and multi-paragraph compositions to mechanics such as capitalization, subject/verb agreement, and sentence structure.
To help students improve in these areas, the lessons break apart the pieces, isolating the pieces that have been missed by the students, and then, bring them back together.

32. Lesson Focus: Punctuation
Students will develop a basic understanding of the accurate use of punctuation marks in sentences and paragraphs to convey meaning.
Here is one example of a Standard 3 lesson. It’s focus is punctuation.

33. You may be one of those people who has problems with words such as two too and to and and but both conjunctions are easy to correct when you learn the simple rules in the usage of each although you may find it is easier to replace the word with a less confusing term some words cannot be substituted
This lesson focuses on the importance of punctuation in conveying meaning.
Have someone read the slide without stopping.

34. You may be one of those students who has problems with words such as two, too, and to. And and but, both conjunctions, are easy to correct when you learn the simple rules in the usage of each. Although you may find it is easier to replace the word with a less confusing term, some words cannot be substituted.
Allow the audience to fill in punctuation as they see appropriate.
Ask for volunteers to read these words following the appropriate punctuation stops.
Emphasize conveying meaning.

35. Using Information Resouces
Outlining
Topic sentence
Organizational skills
Graphic organizers
Bibliographical entries
Parenthetical citations
Works Cited Page
Table of Contents/Index
Internet Sources
Some students find this one of the most challenging components of GEE 21 because it requires using multiple sources.
Some of the activities in the guide provide practice in using either individual references and/or collective references and focus on key elements of research writing.
Read this slide aloud for emphasis if necessary.

36. Sample Guiding Questions
What is the purpose of the Works Cited page?
How are entries listed?
How is the author’s name listed?
How are titles of books and periodicals treated?
Where are periods placed?
Use the Works-Cited Lesson for this example.
Refer the audience to the sample guided-question handout which is copied from this slide, and ask participants to respond individually on the handout.
Note to presenter: Observe the interaction of the audience. Note the collaboration that occurs naturally. Point this out to the audience as a natural process of learning with adults as well as children.

37. Works Cited
Apply format used in a model into an original works cited page
Refer audience to a copy of the model works-cited page from the released items from a previous GEE 21 test. Emphasize that students are provided model pages on the test to use in responding to works-cited items.

38. Contact Information
Nancy Beben
Mathematics Program Coordinator
Taylor Powers
English Program Coordinator
These are state contacts. Local contacts can be added as well.