Informational Text SLO Goal
Next Steps PD Session
Presented by
J. Lima Boyle and K. Erinakes
1.15.13
What Are Our Next Steps in the Effort to Help
Kids become Better Readers at CHS?
Today’s Session Objectives:
 Take stock of where we are with the Informational
Text SLO goal
 Deconstruct the language and expectations of the
generic assessment and rubric
 Consider ways to target learning gaps and tailor
instruction according to student need
 Identify “go to” strategies for annotation and text
analysis
 Identify how this work connects to the required
case study documents
Where Are We with this SLO Goal?
• Perhaps feeling a bit like this guy???
• Each teacher here, with the possible exception of
electives teachers planning to do so in semester two,
has given a baseline assessment and has scores for
the ONE class selected to be used as part of the
Informational Text SLO.
• Each teacher has considered the results of the
baseline assessment and has adopted strategies to
address learning needs of the class.
• Each teacher has been instructing on informational
text strategies whenever appropriate/possible.
We Recognize that the Cart Has Been a Bit
ahead of the Horse with this SLO Goal…
• For example, after the September 18th PD,
we selected informational text strategies
to use in our class before we truly had a
clear understanding of the strengths/
weaknesses of our students.
• We know that the varied texts we are selecting to assess students are
cause for consideration. Are they too hard? Too easy? What if my
results are skewed?
• As other components of the evaluation system are clarified, such as the
case studies, the gaps in support and choreography of this school-wide
goal draw attention to themselves.
• But there just may be a way forward.
Let’s Be Strategic in Our Efforts Here
We should each ask ourselves a few questions:
 Have I looked at my baseline assessment results and made
instructional decisions based on them in the interest of my
students?
 What are some of my conclusions?
 Am I planning instruction differently for individual students in my
class? How?
 Have I selected the two students about whom I will compose case
studies for this SLO goal?
 How might I document some of the interventions I have made for
these two students?
 If I cannot affirmatively or fully answer each of the above
questions, where can I get support to do so?
Consider the Two Parts of the Informational Text Rubric
• One way to identify students’ needs and to
shape decisions on instruction is to look at
how well kids are doing with annotation and
analysis questions.
• These two skills are rated separately on the
CHS Informational Text Reader Response
Rubric.
FOCUS ACTIVITY:
Find in your packets the sheet labeled “Examining Assessment Results Quick
Activity” and follow the directions provided.
Part ONE of the Rubric: ANNOTATION
4
EXCEEDS
(95)
3
PROFICIENT (85)
2
MEETS
(75)
1
BELOW
(60)
Student insightfully
annotates the text,
identifying
significant words,
essential terms, and
details. Student
work demonstrates
original thought and
analysis of the
elements of the
text.
Student annotates
the text, identifying
significant words,
essential terms, and
details. Student
work demonstrates
understanding and
some analysis of the
elements of the text.
Student makes
some attempt to
annotate the text,
identifying some
significant words,
essential terms, and
details. Student
work demonstrates
an attempt at
analysis of the
elements of the
text.
Student makes
little/no attempt to
annotate the text.
Student work
demonstrates little
comprehension of
the text.
Annotating the Text
RI. 9-10.1Determine a
central idea of a text and
analyze its development
over the course of the text,
including how it emerges
and is shaped and refined
by specific details; provide
an objective summary of
the text.
RI.9-10.2Analyze how the
author unfolds an analysis
or series of ideas or events,
including the order in which
the points are made, how
they are introduced and
developed, and the
connections that are drawn
between them.
What Can I Do to Help Kids
when Annotation Is the Challenge?
• Start small- try the Punctuation Strategy
(See handout)
• Step it up- provide them more detailed
guidelines on annotation and have them
practice using them. IE The Science Dept’s
“Annotation Guidelines” (See handout)
• Go large- practice using Cornell Notes
(See handout)
Part TWO of the Rubric: TEXT ANALYSIS
4
EXCEEDS
(95)
3
PROFICIENT (85)
2
MEETS
(75)
1
BELOW
(60)
Student clearly
responds to short
answer questions.
Responses include
some relevant detail,
analysis,
connections, and
explanation.
Student attempts to
respond to short
answer questions.
Responses include
little relevant detail,
analysis,
connections, and
explanation.
Student shows little
effort in responding
to short answer
questions.
Responses lack
relevant detail,
analysis,
connections, and
explanation.
Analysis of Text
RI.9-10.1 Cite strong and
thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RI.9-10.6Determine an
author’s point of view or
purpose in a text and
analyze how an author uses
rhetoric to advance that
point of view or purpose.
RI.9-10.8 Delineate and
evaluate the argument and
specific claims in a text,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning.
Student skillfully
and insightfully
responds to short
answer questions.
Responses include
relevant detail,
analysis,
connections, and
explanation.
What Can I Do to Help Kids
when Text Analysis Is the Challenge?
• Start small- use the “Elements of
Informational Text” Graphic Organizer (See
handout)
• Step it up- Adopt the Q.A.R strategy to
encourage students to categorize different
types and levels of questions (See handout)
• Go large- Practice using the double entry
journal to examine both explicit and implicit
ideas and how the author advances his/her
point of view (See handout).
This Work Connects to the Case Study Requirements
• We all must complete case study documents connected to
our SLO and PPPR goals.
• For the Informational Text SLO, we must complete one case
study sheet on two different students in the class we
identified as our target class.
The case study asks us to consider the following:
1. What interventions were employed as a result of the baseline data? Why did
you choose the intervention(s)?
2. What formative assessment strategies were employed?
3. Did you change the intervention at any point? If so, why? If not, why did you
continue to employ the same intervention?
4. If student DID NOT meet the target, what would you do differently next time?
5. How did you arrange this student’s grouping patterns based on formative
assessment and interventions?
Examine a Sample Case Study- Work Backwards
Case Study Form
(Evidence:2E, 2F, 2G, PDP, SLO)
1.
Jane Doe
2.0 = 65%
Elements of Info.
Text Graphic Org.
4/10
7/10
Punctuation
strategy x4
6/10
6/10
7/10
8/10
Reading for a
purpose x4
6/10
8/10
7/10
8/10
Jane’s average went
from 2.0 (75%) to 3.0
(85%).
Class average
went from 2.5
(80%) to 3.0
(85%).
What intervention(s) were employed as a result of the baseline data? Why did you choose the intervention(s)?
The baseline data showed that Jane struggled equally with annotating the text and responding to the questions.
Based on this data I used strategies with Jane to help her learn how to analyze text (identify main ideas, supporting
details, authors’ purpose, etc.) in the form of a graphic organizer and then implement these strategies to “read for a
purpose.” I then modeled how to use the read for a purpose strategies to annotate the text accordingly (underline
main ideas, question supporting details, agree/disagree with content/authors’ purpose, etc.). These interventions
were appropriate as a means to not only help Jane increase her comprehension of the text, but also to articulate her
strengths/weaknesses with such comprehension as annotations within the text. Jane could then more narrowly
focus her understanding of the material on her own annotations rather than trying to re-read the entire document.
What formative assessment strategies were employed? Why? Elements of Info. Text graphic organizer, punctuation
strategy, and reading for a purpose. As stated above the baseline data revealed equal weaknesses with annotation
and responding to questions. The above listed strategies provided Jane with a concrete means to comprehend the
text and annotate it in terms that she could understand and refer back to for continued comprehension. This also
helped Jane realize what she did not understand in the text and allowed her to focus her questions on her gaps of
knowledge.
Sample Case Study Continued
Did you change the intervention at any point? If so, why? If not, why did you continue to
employ the same intervention?
The interventions did not change because they were proving to be successful, but the
frequency of specific interventions did. For example, Jane demonstrated after two formative
assessments using the Elements of Info. Text graphic organizer that she was comfortable and
competent doing so, but needed more time with effectively using the punctuation strategy (4
formative assessments) and reading for a purpose/annotating (4 formative assessments).
Other students in the class may have needed more work with previewing text and less with the
punctuation strategy.
If student DID NOT meet the Target, what would you do differently next time?
Jane met the target 
How did you arrange this student’s grouping patterns based on formative assessment and
interventions?
I initially put Jane in a group of six students who all struggled with both annotation and
responding to questions. As I modeled for the group and she became proficient at previewing
text, she then became a peer tutor for other students who struggled in that group. Jane was
next placed in another group with students who excelled at annotation so they could model for
her. I changed Jane’s groups based on her formative assessment results to rotate through
groups where she could “teach” others at times, and then at other times “be the student” of
her peers. This simultaneously built confidence in her strengths while addressing her
weaknesses.
Our Next Action Steps- Short Term
 Meet in departmental groups during CPT tomorrow
to complete “Questions to Consider Before
Proceeding” Sheet and then work with colleagues
to plan instruction needed based on your
assessment results.
 Assess students formally using the generic
assessment according to the departmentally-based
timeline
Last week of January- ELA and SS
Second week of February- WL, SCI, and Business
Last week of February- PE, UA, ULSS, and
Career Center/Vocational
Our Next Action Steps- Longer Term
• IF the three percent improvement goal is NOT reached by
the second formal assessment, plan to give another
assessment by the second week in March.
• Remember that we have the half day with kids on March
26th and then the rest of that day (through 3PM) devoted
to work on the evaluation documents.
• Collect samples of student work/assessments to be used
as evidence and reflected upon in the case study
documents.
 Thank you for
your time,
patience, and
attention.