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2SYSTEMSSU

PP

OR

T

1EN

GA

GE

D

LEARNING

3D

EE

PE

NE

D

COMMUNITY

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Grounding

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M A R C H S C H O O L P L A N N I N G D AY

With a colleague you don’t regularly see, share a picture (either on your phone or verbally describe an image) of one of your Spring Break highlights.

Today’s Agenda

Session Norms

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

M A R C H S C H O O L P L A N N I N G D AY

Appreciate one another’s expertise.

Engage fully in all learning experiences.

Invest in your own learning.

Open your mind to new ways of thinking.

Unite in purpose– improving student learning.

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W EST P OTOMAC H IGH S CHOOL2 0 1 5 - 2 0 1 6

1LEARNINGENGAGED

SYSTEMSSUPPORT

COMMUNITYDEEPENED

20

15

-20

16

SC

HO

OL

FO

CU

SA

RE

AS

1LEARNINGENGAGED

SYSTEMSSUPPORT

COMMUNITYDEEPENED

• Collaborative Teaming • School-Wide Literacy• AVID/WICOR Strategies • Service Learning• Inst. Tech. Integration• Problem/Project

Based Learning (PBL)• Horizontal Articulation

1LEARNINGENGAGED

SYSTEMSSUPPORT

COMMUNITYDEEPENED

• WT Intervention Period• Project AWARE• AVID Support Elective• Attendance-Focus• On-Time Grad. Initiative• Project Momentum• Responsive Instruction • Enhanced ESOL Model

• Cultural Competence• Parent Outreach• Renaissance/PBIS• Student Activities• Honor Council• Student Leadership• Digital Citizenship• Freshman Mentoring

WEST POTOMAC H IGH SCHOOLWorld’s Greatest High School – 2016-2017

Essential Thinking

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M A R C H S C H O O L P L A N N I N G D AY

The solution is not a program; it is a set of common practices relentlessly pursued.

Michael Fullan, All Systems Go

Focused practitioners, not programs, drive success. Professionals working together with focus is what counts.

1LEARNINGENGAGED

Today’s Focus M A R C H S C H O O L P L A N N I N G D AY

Literacy & WICOR

I Want to KnowM A R C H S C H O O L P L A N N I N G D AY

Do we have bigger problems?Academic Behavioral

Socio-Emotional

SYSTEMSSUPPORT

By improving tactical aspects of school function, we maximize time, energy, and effort for the academic supports that help students reach their full potential, even if they struggle.

F O C U S A R E A 2 : S U P P O R T S Y S T E M S

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What we’re doing about safety• Stating clear student behavior expectations• Disciplining strategically and effectively• Communicating clearly about resolutions• Mobilizing resources (e.g. extra security)

What we’re doing about attendance• Strengthening relationships• Rallying administrative support (e.g. surge)• Mobilizing resources (e.g. parent PASS program)

By improving tactical aspects of school function, we maximize time, energy, and effort for the academic supports that help students reach their full potential, even if they struggle.

F O C U S A R E A 2 : S U P P O R T S Y S T E M S

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

Safety & Attendance

1LEARNINGENGAGED

Today’s Focus M A R C H S C H O O L P L A N N I N G D AY

Literacy & WICOR

By increasing our focus on what and how we teach, and improving literacy, student performance is elevated so that all Wolverines are engaged towards post-secondary success.

F O C U S A R E A 1 : E N G A G E D L E A R N I N G

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

What is engagement, anyway?

Literacy & AVID: Everyone’s Job

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M A R C H S C H O O L P L A N N I N G D AY

Secondary Literacy

Framework

Leadership

Disciplinary Reading

Disciplinary Writing

Engagement and

Learning

Professional Learning

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M A R C H S C H O O L P L A N N I N G D AY

Wait, I have to teach reading?

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M A R C H S C H O O L P L A N N I N G D AY

Everyone, Please Stand

Remain standing if one of the following five components does not apply the classes you teach or your content area.

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

M A R C H S C H O O L P L A N N I N G D AY

Shouldn’t they know this?(you might ask)

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M A R C H S C H O O L P L A N N I N G D AY

Our School’s Biggest Strength…(remember)

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

M A R C H S C H O O L P L A N N I N G D AY

…Can also be very challenging(at times)

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M A R C H S C H O O L P L A N N I N G D AY

Our Strength is our Diversity

40% Free &

Reduced Price Meals

41% Non-Native

Speakers(12.3% in ESOL,

8% FLEP)

13% SPED, majority

serviced for learning disability

40% Have not been in

FCPS since kindergarten

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

M A R C H S C H O O L P L A N N I N G D AY

A Engagement Challenge Example

• In the Class of 2015 cohort, 46 students dropped out of West Potomac HS.

Grade Count Average Credits9 10 1.4

10 12 5.811 12 12.312 12 17

Total 46 10

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M A R C H S C H O O L P L A N N I N G D AY

A Literacy Challenge Example

• 23 of 46 drop outs were not fully proficient in English at the time of their exit.

• 15 of 46 drop outs were not even yet out of ESOL classes.

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M A R C H S C H O O L P L A N N I N G D AY

We Believe: Equity & Opportunity

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M A R C H S C H O O L P L A N N I N G D AY

We Rally Resources as Needed

# of Sect 2016 # of Stud 2016 # of Sect 2015 # of Stud 2015

Eng 11/12 1 17 1 18

Eng 12 GE Focus 3 45 2 35

Eng 12 TT focus 2 19 0 0

Dev Reading SPED 7 78 8 76

Dev Reading ESOL 2 16 2 14

Dev Literacies 4 65 2 34

Expanding Lit 2 48 1 16

Algebra 2 Strategies 1 16 2 25

Algebra 1 DB SC 2 14 1 7

Algebra 1 DB TT 3 34 0 0

Algebra 1 DB GE 3 30 2 38

Alg 1 ESOL DB 4 82 3 59

APEX Alg 2 n/a 17 n/a 26

Supports within the Master Schedule

• Expanded Literacy Support in the master schedule

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M A R C H S C H O O L P L A N N I N G D AY

And yes, we also each mustteach literacy.

So today, we will fill up our toolboxes…

So, I’m Teaching Literacy

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M A R C H S C H O O L P L A N N I N G D AY

Think about your journey as a reader…what is a text that strongly influenced you?

Text Demand Level by Grade

GradeTypical Text Demand

Approximate Middle 50%(from Lexile English Map)

1st Grade 200L to 400L

2nd Grade 300L to 500L

3rd Grade 500L to 700L

4th Grade 650L to 850L

5th Grade 750L to 950L

6th Grade 850L to 1050L

7th Grade 950L to 1075L

8th Grade 1000L to 1100L

9th Grade 1050L to 1150L

10th Grade 1100L to 1200L

11th and 12th Grade 1100L to 1300L

• Students’ Lexile measures can help predict how well they will be able to comprehend the texts they will face.

• Lexile researchers analyzed grade level texts to determine the text demands for different grade levels.

770L (4/5th)

560L (3rd)

820L (5th)

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M A R C H S C H O O L P L A N N I N G D AY

Sample Lexile Scores

1210L (11th/12th)

1200L (10th/11th)

1160L (9th/10th)

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M A R C H S C H O O L P L A N N I N G D AY

Sample Lexile Scores

• Sorcerer’s Stone

• Chamber of Secrets

• Prisoner of Azkaban

• Goblet of Fire

• Order of the Phoenix

• Half Blood Prince

• Deathly Hallows

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

M A R C H S C H O O L P L A N N I N G D AY

Readability of Harry Potter and the…

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M A R C H S C H O O L P L A N N I N G D AY

Readability of Harry Potter and the…

• Sorcerer’s Stone (880L)

• Chamber of Secrets (940L)

• Prisoner of Azkaban (880L)

• Goblet of Fire (880L)

• Order of the Phoenix (950L)

• Half-Blood Prince (1030L)

• Deathly Hallows (980L)

(all range from 6th through 9th grade levels)

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M A R C H S C H O O L P L A N N I N G D AY

Sample Lexile Scores

•Reuters (1440L)•NY Times (1380L)•Washington Post (1350L)•Wall Street Journal (1320L)•Chicago Tribune (1310L)•Associated Press (1310L)•USA Today (1200L/10th-12th)

Food for Thought

What might be the correlation between non-

fiction types of text and

Lexile scores?

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

High

School

Literature

College

Literature

High

School

Textbooks

College

Textbooks

Military Personal

Use

Entry-Level

Occupations

SAT 1,

ACT,

AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Low End of 11/12th Grade Reading Demand

Mid-Range AP/SAT Performance

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M A R C H S C H O O L P L A N N I N G D AY

Phases of Literacy Development

Shanahan & Shanahan, 2010 (Harvard Ed Review)

“As students move through the grades, the text becomes more complex. Even at the upper levels we lose kids because of they

don’t know the nuances of specialized text.”

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M A R C H S C H O O L P L A N N I N G D AY

Disciplinary LiteracyDefinition: Types of texts found in the world that literate adults can read and write to better their life (Tovani, 2016).

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M A R C H S C H O O L P L A N N I N G D AY

Tovani’s 4 Literacy Domains

Literary Historical

InformationalScientific/

Technical

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M A R C H S C H O O L P L A N N I N G D AY

Which text do you most use?

Literary Historical

Informational Scientific/Technical

Four CornersActivityWhen directed, move to the “corner” of the cafeteria that best applies to your subject area/courses taught.

Essential Thinking

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

M A R C H S C H O O L P L A N N I N G D AY

When students don’t know what else to do with something, they quit.

Cris Tovani, I Read It But I Don’t Get It

So, when teachers help students become better readers of their content (disciplinary text) they end up being able to cover more content in a year.

Essential Thinking

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M A R C H S C H O O L P L A N N I N G D AY

When teacher and students get stuck, get frustrated, and want to give up, we have to remember the power of one simple word:

Cris Tovani, I Read It But I Don’t Get It

YET

Parting Gifts

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M A R C H S C H O O L P L A N N I N G D AY

Literacy & AVID: Everyone’s Job

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

M A R C H S C H O O L P L A N N I N G D AY

Secondary Literacy

Framework

Leadership

Disciplinary Reading

Disciplinary Writing

Engagement and

Learning

Professional Learning

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

Return here at 10:30 a.m.

W E S T P O T O M A C H I G H S C H O O L • 2 0 1 5 - 2 0 1 6

http://goo.gl/forms/m6cqFAKCtL

M A R C H E D U C AT O R R A L LY

It’s a great time to be a Wolverine!

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