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MAKING THE CONNECTIONS

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									    CLEAR/PASS/PGP
       TRAINING

Scroggins Elementary School

     January 3, 2005
MAKING THE CONNECTIONS
       Objectives
 To improve navigation of CLEAR and
  PASS

 To utilize CLEAR and PASS to
  enhance student achievement

 To introduce the mechanics in the
  development of students’ Personal
  Graduation Plans (PGP)
Making the Connections


 Scavenger Hunt

                 Activity
                 20 minutes
        CLEAR
                  MAKING THE CONNECTIONS




C – Clarifying
L – Learning
E – Enhance
A – Achievement
R – Results
                                                 MAKING THE CONNECTIONS




                     CLEAR
Content Specifications
Details what content should be taught to meet
intent of objective

Prerequisites and Instructional Considerations
Checks for knowledge and concepts developed in
prior grades and contains strategies

Assessment Considerations
Features different types of assessments

Connections to Other Objectives
List objectives that are linked to other objectives
                           MAKING THE CONNECTIONS




            CLEAR Online
Syllabus Planner
•   Unit Titles
•   Objectives
•   Assessment Plans
•   Unit Resources
•   Unit TEKS
•   Unit TAKS
•   Model Lessons
           CLEAR Online
                            MAKING THE CONNECTIONS




         CLEAR Curriculum
•   Objectives by Strands
•   Course Resources
•   TEKS
•   TAKS
•   Reports
•   Search
                   MAKING THE CONNECTIONS




         PASS

P – Profiler for
A – Academic
S - Success of
S - Students
                 PASS                   MAKING THE CONNECTIONS




                Features
• Can access academic performance
  indicators
• Includes performance data and analyses
  for all tests -TAKS, TPRI/ Tejas-Le,
  Stanford 10/Aprenda, Snapshots, etc.
• Capable of conducting customized analyses
  using advanced query capabilities
                                      MAKING THE CONNECTIONS




          PASS – cont.
                Features
• Aligned and connected to TEKS and CLEAR
  curriculum

• Promotion Standards (Grades 1-8)
                           MAKING THE CONNECTIONS




   CONNECTIONS

How will you utilize and
CLEAR/PASS in Planning
    Instruction?
                                     MAKING THE CONNECTIONS




        INSTRUCTION
• Access past, current, and future
  needs of students
• Diagnose the strengths and
  weaknesses of students to guide
  instruction
• Develop lesson and unit plans
• Flexible grouping
• Determine if goals are being met
                                   MAKING THE CONNECTIONS




        INSTRUCTION
• Identify root causes of problems
• Align instruction to state standards
• Provide personalized instruction to
  students
• Assess students on stated objectives
                                 MAKING THE CONNECTIONS




          INSTRUCTION
•   Looking at teaching styles
•   Traditional instruction
•   Textbook learning
•   Standards vs. variance
                         MAKING THE CONNECTIONS




   INSTRUCTION


Making the Connections
     3 scenarios


                   Activity 2
                                          MAKING THE CONNECTIONS




           INSTRUCTION
                  Teacher #1

•   Not differentiated
•   Does not respond to student differences
•   Lacks engagement
•   Learning not appealing
•   Memorizing data
                                     MAKING THE CONNECTIONS




         INSTRUCTION
                Teacher #2

• No meaningful objectives/goals
• Activities not really focused or tied
  together
• No skills derived from projects
• Tasks different not differentiated
• Some engagement/little understanding
                                          MAKING THE CONNECTIONS




           INSTRUCTION
                  Teacher #3

•   Key concepts
•   Developed principles of concepts
•   Defined essential terms and facts
•   Engaging
•   Assesses
•   Modifies instruction/differentiates
Learning Cycle and Decision Factors Used in Planning and Implementing
                      Differentiated Instruction


 • Learning Cycle and Decision Factors
   Used in Planning and Implementing
   Differentiated Instruction
                      MAKING THE CONNECTIONS




    INSTRUCTION



Making the CLEAR/PASS
       Connection

               Activity 3
                                        MAKING THE CONNECTIONS




         INSTRUCTION
• Select content
• Choose objective from CLEAR
• Select 3-5 students from class
• Go to PASS
• Review data (TAKS, etc) on each student
• Group based on data
• Make a lesson plan using form on Clear
  Online
• Differentiate instruction
                       MAKING THE CONNECTIONS




    INSTRUCTION


FOLLOW-UP DISCUSSION AND
       DISCOVERIES
 PERSONAL GRADUATION
        PLAN
• State mandate
• Plan will address individual needs
• Developed for students in junior high,
  middle school, and high school who do not
  perform satisfactorily on TAKS or is not
  likely to graduate with a high school
  diploma before the fifth year following the
  student’s initial enrollment in 9th grade
 PERSONAL GRADUATION
        PLAN                         MAKING THE CONNECTIONS




• HISD – Every secondary student will
  have an assigned advocate
• School principal designate guidance
  counselor, teacher, or other
  appropriate individual as advocate to
  develop and implement a PGP.
    PERSONAL GRADUATION
         PLAN - cont
                                       MAKING THE CONNECTIONS




           Duties of the advocate
•   Analyze data related to attendance,
    academics, standardized test scores,
    special needs identification/discipline
    records
•   Meet with student/s regularly
•   Get to know students
•   Select appropriate interventions
PERSONAL GRADUATION PLAN –
                                   MAKING THE CONNECTIONS




           (cont)
• Prepare a PGP

• Share with students

• Meet with parents

• Monitor plan for effectiveness
   Options for Assigning
                               MAKING THE CONNECTIONS




        Advocates
• Allow students to choose
  advocate
• Allow advocate to choose
  students
• Random assignments
• Special needs with special
  certifications
To develop an effective PGP         MAKING THE CONNECTIONS




• Use the data available for each
  student

• Prioritize student needs

• Match interventions to student
  needs
To develop an effective PGP
                              MAKING THE CONNECTIONS




• Establish timelines and
  methods for monitoring
  student progress.

• Revise and/or add
  interventions as appropriate.
             PGP Activity
          (Activity sheet in packet)

• Select a student to practice completing a
  PGP Plan
• Go to PGP Screen on PASS and review
  pertinent data(achievement, attendance,
  conduct, etc.)
• Based on data, prioritize student’s
  intervention needs
• Identify appropriate intervention activities
       PGP Activity – cont.
• How will the effectiveness of intervention
  activities be measured?
• List activities for monitoring student
  progress
• Additional information needed to develop
  PGP
                                         MAKING THE CONNECTIONS




         PGP Benchmarks

• November 15, 2004 – all advocates trained
  by campus designee on use of the PGP
  software

• Northeast District training – November 16,
  2004, 8:30 – 10:00, and 10:30 – 12:00

• Two representatives from each campus
         PGP Benchmarks
                                          MAKING THE CONNECTIONS




• December 1, 2004 – All secondary students
  will be assigned an advocate

• January 15, 2005 – Every student will have
  a completed PGP

• Every advocate will have received the
  Advocacy II training

• May 15, 2005 – Advocate will have at least
  one meeting with a parent of each student
  assigned

								
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