English Curriculum Standards Office

Coordinators` MeetingSecondary & Preparatory Stages

By the end of this session, you will have…

used data driven from result analysis to define areas of weakness.

discussed the main components of an action plan.

been introduced to samples of actions, success indicators…etc

decided on some actions (for your school).

Cyclical process

Planning

Teaching

Assessment

Discuss in groups:

What skills are needed to design an action Plan?

Creative visualization

Organization …….. etc…..

Who designs the plan?

Working together to develop a planbuilds stronger relationships and a deeper shared understanding of what needs to be done, so if unexpected things happen individuals can make good decisions.

A study on 1979 Harvard MBA students asked them, "Have you set clear, written goals for your future and made plans to accomplish them?"

Only 3% of the graduates had written goals and plans; 13% had non-written goals and 84% had no specific goals at all.

Ten years later, they were interviewed again. The 13% of the class who had goals were earning, on average, twice as much as the 84% who had no goals. And the 3% who had clear, written goals were earning, on average, ten times as much as the other 97% put together

General plan:

Offer office hours

Strengthen partnership between school and parents

Implement a “fill the gap” program.

After school hours

Improvement of instructional strategies

Extended learning time

Teachers plan with differentiation in mind

Cross-age tutoring

Conduct parent conferences/ meetings

Develop a supportive Environment

Remedial plans

Target weak CS that students failed to achieve/ meet.

Remedial Action plans could be for

Individual students

focused groups of students chosen for a certain purpose

Whole classes

Action planning is an essential phase within the entire Strategic Management process. It is the bridge between:

needs assessment & needs fulfillment.

What do we need to do before writing our action plan?

Visit classrooms that had the weakest results to observe “the students”. Watch: “how do they perform in class?

Have a discussion with class leaders or weak students to ask them about the test:

Which questions were easy?Which questions were difficult?What was difficult in the questions?

Staff meets to read result analysis for each grade and identify which areas of weakness the action plan will include.

http://www.kent.ac.uk/careers/sk/skillsactionplanning.htm

It involves:

Identifying your objectives

Setting objectives which are achievable & measurable.

Prioritizing your tasks effectively.

Identifying the steps needed to achieve your goals.

Having a contingency(emergency) plan

An action plan is used to formally and systematically lay out the steps that need to be taken for successful implementation.

This is why an action plan is frequently also called an implementation plan. In essence, an Action Plan is a tool used in anyendeavor to accomplish goals. Action Planning is a process which will help an organization focus its ideas and decide whatsteps it needs to take to achieve specific goals.

To be effective, action plans must be made in writing and should present a set of clearly defined steps that contain a concrete timetable to help the organization reach its objectives. Without this documentation of a systematic process, the organization will meander(roam) aimlessly wondering what to do next.

A proper action plan should always include at least:

Clear objectives Prioritized actions Responsibilities Time schedules Resources Deliverables/results

THERE IS NO BEST MODEL

AS A COORDINATOR YOU ARE THE PROJECT LEADER

CS Targeted

Objectives

Actions

Responsibilities

Time-date

Target audience

Resources

Success Indicators Status &

Result

Pro

ble

m a

rea

/C

S t

arg

ete

d

Ob

jecti

ves

Acti

on

s

Resp

on

sib

ilit

ies

Time / dates

Target audience

Resources required

Success indicators

Sta

tus

A period of a

month or a

week or a single block....etc

The tool

used to measur

e the utility of the action

It could be a

class or a

focused group or

an individu

al

Main Goal: to enable underperforming students to meet standards.

Review your

progress

A classroom library

Diaries for journalsFiles for

Results:

Expected result

Actual result

3.1. Understand and respond to narratives, anecdotes, stories, plays and films:

• understand gist;

• follow dialogue;

• discern speakers‟ moods, relationships and intentions;

• express opinions and connect to personal experiences.

How to divide a standard?Grade 10:3- Listen and respond

3.1. Understand and respond to narratives, anecdotes, stories, plays and films:

1• understand gist;

2• follow dialogue;

3• discern speakers‟ moods, relationshipsand intentions;

4• express opinions and connect to personal experiences.

How to divide a standard?Grade 10: 3- Listen and respond

Grade 12A

Speaking

Reading Listening Writing mechanics

Writing

Questions 1 2 3 4 5 A

lecture

B Topic 1

Topic2

CS 5.9Conductinterviews

1.2Voc

6.4.2GR

6.7.2

6.9.6

7.2.4

7.3.1mood

7.3.2intention

3.3.1

3.4.4

9.2Imagined story

9.2Personal experience

Total of rightanswers

%

pp.328-336

Narratives

How to calculate the percentage of achieving the standards?

Total no. of right scores 5

___________________ = ___ x 100 = 16%

Total no. of class 30

Dalia Nabeel

Gr81.2

Speaking

Reading Listening Writing

Questions

1 2 3 4Constructive responseOut of 1

10 A5 Q

B5Q

Topic1

CR

Topic2

CR

CS 5.5 1.1

6.3 6.5.1

7.1.1Mainidea

7.1.1detail

7.1.2

3.1conversation

3.1announcement

9.2 9.3

1 x . x x 0.5 x x x x

2 . x x x x x . . x

3 . . x x 1 x . . x

4 . . x x 1 x x . .

5 x . . x 0.75 x x . x

Total of rightanswers

3 4 1 0 4 0 2 4

% 80%

20%

0% 40% 20%

. . x x . x x

Information textsp.176

How to calculate the percentage of achieving the standards?

Total no. of right scores 10

___________________ = ___ x 100 = 33%

Total no. of class 30

Dalia Nabeel

Objectives

Problem area/target

Objectives Action

Listening:3.1. Understand and respond to, stories:1• understand gist;2• follow dialogue;3• discern speakers’ moods, relationships and intentions;4• express opinions and connect to personal experiences.

Grade 10 A

13.1.1

23.1.3

MoodRelationshipintention

3

7.7 Read and understand a variety of persuasive texts presenting and arguing for a particular point of view:

• understand a range of purposes for persuasive writing;to complain or criticise, to argue an issue of concern, to plead for support, to

defenda point of view, to expose an injustice, to publicise, to sell• identify typical contexts where persuasion would be used;letters to newspapers, evidence to enquiries, leaflets, advertisements, touristpublicity• distinguish between fact and opinion in reading, referring to the text forevidence;• understand how persuasive arguments are typically organised– an opening statement,People should cut down the use of cars.– a sequence of supporting arguments,In the first place, they overcrowd the roads. As well as that, they pollute. If

fewerpeople used their cars …– reiteration of the case to persuade;It is obvious that …• read and evaluate a variety of publicity and advertising texts noting theuse of persuasive language, how facts can be manipulated and half truthspresented as facts, referring to the texts for evidence.

Another standard from Grade 10 that students could not be achieved by students:

Objectives

Problem area/target

Actions(Tasks)

Success Indicator

Res

ult

Reading: 7.7.3

7.7 Read and understand a variety of persuasive texts presenting and arguingfor a particular point of view:

3• distinguishbetween fact and opinion in reading, referring to the text forevidence;

1Use a List of phrases containing a number of easy to detect opinions and facts and ask students to underline the fact and circle the opinion.

Checking results by circulating and monitoring.

When success indicator is achieved, move to the following action.

Alm

ost

all

answ

ers

are

corr

ect

2 Use one simple paragraph containing 1 opinion and 2 facts where students had to again recognize where is the opinion and where are the facts.

Check results producedby students

3 Use a longer paragraph with more facts and more opinions and ask students to distinguishthe difference.

A reading quiz where this CS is assessed.

%

Action 1 Alternative Action

Circle the opinion & Underline the fact

Write 2Facts

Write 2opinions

I am 162 cm tall

You are nice

She came after 7! She is late.

She won`t take the job

What do you think of this action?

9.4 From Grade 9, extend writing of persuasive texts, which argue for or against a particular view on an issue of topical, or personal interest, in a variety of forms:

Letters to newspapers, statements of evidence to enquiries, fliers and leaflets to lobby views, short essays on given topics, scripts for oral presentation

• use titles and introductory statements to capture the reader’s attention and win sympathy for the arguments;

• articulate a clear position in an introduction;

• provide supporting arguments (e.g. as points plus elaboration);

• support points using personal views, anecdotes and evidence as appropriate;

• conclude by reiterating or summarising;

• use ICT to organise and present persuasive writing to particular audiences

– use formatting to capture interest and emphasise key messages,– structure points and paragraphs,– illustrate,– compare.

Another standard from Grade 10 that was found weak:Writing:

Aspect No evidence Someevidence

evident

Use titles and introductory statements to capture the reader’s attention and win sympathy for the arguments;

Articulate a clear position in an introduction;

Provide # supporting arguments (e.g. as points plus elaboration);

Conclude by reiterating or summarising;

• use ICT to organise and present persuasive writing to particular audiences– use formatting to capture interest and emphasise key messages,

9.4 From Grade 9, extend writing of persuasive texts, which argue for or against a particular view on an issue of topical, or personal interest, in a variety of forms:

Objectives

Problemarea/target

Objectives Actions

(by chopping)

Steps!

Tim

e d

ate

Targ

et

au

die

nce

Success Indicator

Writing:9.4From Grade 9, extend writing of persuasive texts, which argue for or against a particular view on an issue of topical, or personal interest, in a variety of forms:

Ss write titles and introductory statements to capture the reader’s attention.

Ss win sympathy for the arguments.

Ss articulate a clear position in an introduction.

Dedicate 20 min each block for 3 days to tackle the bullets in the standard

Intr

oduction

Su

nd

ay 1

4th

of

Jan

10/COR

Focused group

Students produceappropriate titles and accepted introductory statements by the end of the 20 min.

Quality Assurance

To

accomplish

more difficult

tasks, break

them down

into

components.

Objectives

Action Steps Time –date

Target audience

Success indicators

Dedicate 20min each block for 3 days to tackle the bullets in the standard

OR

Dedicate 30 min each Thursday to tackle eachbullet in theStandard.

1Introduction

2- Provide #supporting arguments (e.g. as points plus elaboration).

Students produce at least one paragraph with 2 supportingpoints ORStudents produce 2 paragraphs with 2 supporting points each

3- Conclude by reiterating or summarizing.

Tu

esd

ay 1

6th

of

Jan

110-C

Ask students to writeconclusions by summarizing their points

Be realistic

when deciding your

expectations

Differentiation

All OR some OR few?

The quality of Conclusions!?

Problem area/target

Actions( one block approach)

Success Indicators

Speaking:

5.11Evaluatepersuasive texts:

• discuss merits, intentions,preferences

1-Introduce vocabulary related to merits, structure related to intentions and preferences

2-Provide students with a number of different newspaper adverts and ask them to use the language previously introduced in step one to evaluate them.

3 - Hand students 2 (500w) persuasive texts. Ask them toa. Give one meritb. Identify intentions of

both authors (SR)c. Decide( in groups)

which texts do they prefer and why?

What I like about this advert is…..The intention of the author here could be…. I prefer the first advert because….

Task:

Work in your groups to decide 3 success

indicators for these actions(5 minutes)

Listening Reading Speaking Writing

Assign specific H.Ws: listen to the news today and bring me tomorrow the most striking news

Reward students who Read short stories in the weekend

Prepare a mini play with simple roles to be memorized by Ss.

Provide students with a sample as a model

Motivate students to research: Look for a video of an announcement in the airport and bring it to class on a flash

Decorate the walls of the corridors with key words from the CS.

Establish „class TV‟:Allowing Students to present / Role play interviews,Scenes of films, critique films, weather broadcasts

Use mind mapping to help students outline their writing.

Samples of actions:

Objective Action/Activity Target dates Status

10/01/13 to 20-1-

2013

Ongoing

21-1-2013 to 31-1-

2013

Achieved

Postponed-

delayed

Failed

The follow up!

Action plan Enrichment plan

Objectives

action time Success indicator

Objectives

Action time Success indicator

Task In groups have a look at your result analysis

and choose one CS that was not achieved in listening by your students. then;a. set an objective.b. decide your procedure(s).c. decide appropriate success indicators. d. choose one to represent your group to read us your draft.

Listen to the presenters of the other groups and tell us what do you think?

Valid or not valid? Why?

Thank You

Best Wishes

ENGLISH DEPARTMENT

SEC