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Bexar PREP: Day 4
Instructional System One
Campus Vertical Alignment
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Module 1
Step 1:
Research and Vision
• The Three Essential Instructional Systems
Reminder
• System One: Module One: Vertical
Alignment
• Step One: Research and Vision
• System Three: RPM
The 3 Essential Instructional Systems
1). Vertical
Alignment
School
Culture
2). Instructional
Planning
3). RPM
(PLC Plus)
1). Vertical
Alignment




Drives the Other
2 Systems
A 4 Step Process
Provides the
“Why?”, the
Vision, the
“Where are we?”
& the Campus
Strategies
Done in Vertical
Families
Vertical
2). Instructional
Planning


A Weekly 5 Step
Process
Includes:




Deconstructing the
Standards
Creating
Assessments
Writing Essential
Questions
Determining
Learning Activities
or Strategies
Horizontal
3). RPM


The Implementation
System
Includes 3
Components



Continuous
Improvement Cycle
using Data & Student
Work (Monthly Mtg.)
Instructional Sweeps
Collaborative
Observation
Horizontal
The 3 Instructional Systems Create Full
Organizational Support for Teaching and Learning
Research
And
Data Dive
Analysis of
Student Work
Vision
The Vertical Alignment
Process
Vertical Problem
Solving to
Determine
Campus
Strategies
Research
And
Vision
The “Why”
The Vision
The “Where are We”
The Strategies

Insert Overview of
Campus Writing Data
SE Trends Across Data Sources
80%
70%
Students score
60%
4.15C
50%
4.15 D
40%
4.20B
4.18A
30%
4.22 A
20%
4.21 C
10%
4.22 C
0%
STAAR 2012 STAAR 2013 Spanish 2013
CBA 2012
Data Source
Consistently low Student Expectations
Insert Campus Writing
Goals- From CIP
Exploring the TEKS
Use pages 33-35 of the ELAR TEKS Vertical Alignment booklet
to answer the following questions:
1.
At which grade level does the writing process start?
2.
How does the creation of a first draft change over the grade
levels?
3.
How do the revision & editing standards change over the
grade levels?
4.
What are the steps to the writing process as outlined in the
TEKS?
5.
At what grade level does the student begin selecting the
writing genre?
6.
At what grade level does the student get to select both the
genre and the topic?
Exploring the Process TEKS
Planning
Steps to the
Writing
Process
Use pages 35-42 of the ELAR TEKS Alignment booklet to
answer the following questions:
1.
What do the TEKS in this section cover?
2.
What is something new you learned about the TEKS in
another grade level?
3.
Which TEKS in this section are the biggest challenge?
Exploring the Genre TEKS
1 Expository Essay
 1 Personal Narrative
 28 Multiple Choice
Questions

9 Revising
 19 Editing

What are the components of
the 4th Grade Writing Test?
How would the vertical
alignment of practice
help all of the students in
your school improve
their writing?
Whole Group Discussion
What are the
recommended
components of a
well-rounded
writing
program?

Process Writing [Writer’s Workshop]Required by the TEKS

Assessment Writing- Practicing the 26 lines and the time
allowed with STAAR; Applying knowledge from the writing
process
Content Area Writing- Expository Writing/Assessment Practice
to a prompt in Math, Science and Social Studies- also builds
stamina

Recommended Writing Components
Creating a Writing Vision
What are the
students
doing?
What is the
teacher doing?
What does
the
environment
look like?
Campus Vision for Writing
Hartman Vision for Writing
Our students will produce quality written work by engaging
in the Writing Process.
We believe that all students can and should write every day.
• Goal 1: All students will demonstrate understanding of the
writing process by producing 2 published papers per grading
period demonstrating developed editing and grammatical
skills that improve writing conventions complete with samples
of the steps taken.
• Goal 2: All students will have a writing portfolio that will
follow them from year to year.
• Goal 3: All students will meet or exceed the standards on the 4th
grade STAAR writing test.
Paschall Elementary writing vision- as a
Professional Learning Community, we will
guide student ideas and academic growth
through quality, meaningful writing across the
curricula, thereby, enhancing their abilities to
becoming life long writers


Writing Vision
writing vision next
new
Paschall Elementary students will engage in quality,
meaningful writing across the curricula involving content area
writing applying their knowledge from the writing process,
enhancing their abilities to becoming life long writers.

*All students will engage in periodic brief compositions with
a central idea, supporting sentences, and concluding
statements

*All students will engage in consistent revising and editing.

*All students will have a writing portfolio that will follow
them from year to year.

*All students will meet or exceed the standards on the 4th
grade STAAR writing test.
Research
And
Data Dive
Analysis of
Student Work
Vision
The Vertical Alignment
Process
Vertical Problem
Solving to
Determine
Campus
Strategies
Instructional System Three
Campus RPM
Monitoring
Implementation
The Continuous Improvement Model: PLC
(Monthly)
 The Instructional Sweep (20 Minutes of
Monthly RPM)
 Peer Observation and Research (Alternating)
 Mini-Teaches

The 4 RPM Components
Implementation
Component One: PLC
What does this look like in
a monthly RPM meeting?
*
Our 1 Month SMART Goal
To significantly
increase the amount of
writing in all students’
reading, math, and
science journals by having
students write a learning
goal at the beginning of
each lesson and by having
students summarize their
mastery of the goal at the
end.
Continuous Improvement Model
Plan
Act
CIM
Do
Study
Plan
Do
Study
Act
Before taking action
on an issue, a plan is
created that
describes the need
for improvement,
and states the goals
and intentions.
Decide on the
approach, action
steps to be taken,
and determine how
data will be
collected.
Review the data.
Decide what
worked and what
needs to be
changed.
If the data shows
improvement, then
the “Do” becomes
the best practice for
this goal. If the data
does not show
improvement, then
decide what will be
done differently to
meet the goal.
Include all stake holders
Nominal Data Reports
 Student Work
 Instructional Sweeps
 Collaborative
Observations and
Research

Learning
Communities are
Hungry for Data!
How can instructional
data be collected?
Component Two:
Instructional Sweep
TEKS Alignment
Looking
With a
New Eye
Component Three:
Collaborative Observation
Component Four:
Mini Teaches
Learning about Your
Teachers
Genre
Posters
A Teacher Tool Kit
The Inference
Piaget
You Only See What You
Know.
Have you ever learned a new word…
Verisimilitude
…and then it seems like you see it
everywhere?
“I forgot I was watching a play because the
set had such verisimilitude.”
The long ride
home with
Descartes and
Scottie Pippen!
Saturday Morning
What is the main idea?
What are the supporting details?
Fishing Worms
It is highly unsettling for some to
come into contact with them. It is far
worse to gain control over them and then
deliberately inflict pain on them. There is
revulsion caused by this punishment as
well as the rewards associated with both.
Then, there is another group of people
who shun the whole enterprise: contact,
punishment, and rewards alike.
An ant went to a river. He became carried away by the
rush of the stream and was about to drown. A dove was
sitting in a tree overhanging the water. The dove plucked a
leaf and let it fall. The leaf fell into the stream close to the
ant and the ant climbed onto it. The ant floated safely to
the bank. Shortly afterwards, a bird catcher came and laid a
trap in the tree. The ant saw his plan and stung him on the
foot. In pain the bird catcher threw down the trap. The
noise made the bird fly away.
Question 1: Why did the dove let the leaf fall
into the stream?
Question 2: What, do you think, did
the dove use to pluck the leaf?
Inferences
The Two Types of Inferences
Q1: Why did the dove let the leaf fall into the stream?
A: Because he wanted to save the ant. (Propositional)
Q2: What, do you think, did the dove use to pluck the leaf?
A: He used his mouth, beak, feet…. (Pragmatic)
Propositional
Logical, Text + Schema, Convergent
Pragmatic
Plausible, Schema, Divergent
Inference Practice