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Upper Elementary Town Hall
Supporting Your Children’s Learning at Home
__________________________________________________________________________________________________
OCTOBER 2013
School Home
GOALS FOR THIS EVENING
1. Reflection on the mission of the school
2. Exploration of our opportunities to support the children’s learning
3. Reminder of our shared hopes for the children
4. Insight into current faculty initiatives
5. Experience of Question Formulation Technique
6. Analysis of shared goals as parents
7. Strategies for parents from parents
Mission
Our goal is to develop, in every child, a sound mind in a sound body
governed by a compassionate heart.
governed by a compassionate heart
a sound mindin a sound body
We balance traditional and innovative pedagogical approaches in providing
a well-rounded, challenging education.
innovativetraditional
We develop children's academic, intellectual, creative, athletic,
and social potential...
creative,athletic, social
academicintellectual
...through dynamic teaching and by actively engaging them
in their own learning and growth.
studentengagement
dynamicteaching
Accountability as
'Measurement'
Accountability as
'Responsibility'
Determined by
Teachers
Facilitated by
Teachers
Identification of
Deficits/Challenges
Identificationof
Strengths/Passions
DiscreteAcademic
Proficiencies
Social-Emotional Learning &
21c Skills
A Continuum of Assessment:
Intentional Culture
Accountability as 'Measurement'Accountability to External CriteriaSummative Assessment of Group PerformanceDetermined by TeachersIdentification of Deficits/ChallengesDiscrete Academic ProficienciesStandardized Testing & Benchmarks
Accountability as 'Responsibility'Accountability to Individual & Program GoalsFormative Assessment of Individual ProgressFacilitated by TeachersIdentification of Strengths/PassionsSocial-Emotional Learning & 21c SkillsStudent Self-Assessment & Goal Setting
CTPIV-STANINESCTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTSBENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENERWrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTSWRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICSASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTINGSTUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTSSTUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGSCONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCESTUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Measurement'Accountability to External CriteriaSummative Assessment of Group PerformanceDetermined by TeachersIdentification of Deficits/ChallengesDiscrete Academic ProficienciesStandardized Testing & Benchmarks
Accountability as 'Responsibility'Accountability to Individual & Program GoalsFormative Assessment of Individual ProgressFacilitated by TeachersIdentification of Strengths/PassionsSocial-Emotional Learning & 21c SkillsStudent Self-Assessment & Goal Setting
CTPIV-STANINESCTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTS
BENCHMARK ASSESSMENTS – READINGFALL ASSESSMENT SCREENERWrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTSWRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICSASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTINGSTUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTSSTUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGSCONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCESTUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Measurement'Accountability to External CriteriaSummative Assessment of Group PerformanceDetermined by TeachersIdentification of Deficits/ChallengesDiscrete Academic ProficienciesStandardized Testing & Benchmarks
Accountability as 'Responsibility'Accountability to Individual & Program GoalsFormative Assessment of Individual ProgressFacilitated by TeachersIdentification of Strengths/PassionsSocial-Emotional Learning & 21c SkillsStudent Self-Assessment & Goal Setting
CTPIV-STANINESCTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTSBENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENERWrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTSWRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICSASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTINGSTUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFS & REPORTSSTUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGSCONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCESTUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Measurement'Accountability to External CriteriaSummative Assessment of Group PerformanceDetermined by TeachersIdentification of Deficits/ChallengesDiscrete Academic ProficienciesStandardized Testing & Benchmarks
Accountability as 'Responsibility'Accountability to Individual & Program GoalsFormative Assessment of Individual ProgressFacilitated by TeachersIdentification of Strengths/PassionsSocial-Emotional Learning & 21c SkillsStudent Self-Assessment & Goal Setting
CTPIV-STANINESCTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTSBENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENERWrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTSWRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICSASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTINGSTUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTSSTUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGSCONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCESTUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Accountability as 'Measurement'Accountability to External CriteriaSummative Assessment of Group PerformanceDetermined by TeachersIdentification of Deficits/ChallengesDiscrete Academic ProficienciesStandardized Testing & Benchmarks
Accountability as 'Responsibility'Accountability to Individual & Program GoalsFormative Assessment of Individual ProgressFacilitated by TeachersIdentification of Strengths/PassionsSocial-Emotional Learning & 21c SkillsStudent Self-Assessment & Goal Setting
CTPIV-STANINESCTPIV-SCALED SCORES
STANDARDS-BASED MATH ASSESSMENTSBENCHMARK ASSESSMENTS – READING
FALL ASSESSMENT SCREENERWrAP WRITING ASSESSMENT
LEVELED LITERACY INTERVENTION (LLI)USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION
DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTSWRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING
ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICSASSESSMENT OF INCLUSIVITY & MULTICULTURALISM
FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTINGSTUDENT BLOGGING AND PEER FEEDBACK
REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTSSTUDENT AND ALUMNI SURVEYS
LE FEEDBACK MODEL & UE CLASS MEETINGSCONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'
STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCESTUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM
STUDENT ASSEMBLIES
Last Year’s Engagement with Parents, Students,
and Teachers
Driving Questions – Fall 2012
[ For details see: http://bit.ly/UETownHalls2012 ]
What words would describe the successful and empowered child who will emerge from the
best school we can continue to create together?
[ For details see: http://bit.ly/UETownHalls2012 ]
Driving Questions – Fall 2012
WHAT DO
YOUWANT TO BECOME?
Intelligent
Creative
Kind
Open-minded
Curious
Balanced
Flexible
Inspiring
Enthusiastic
Optimistic
Humble
Modest
Honest
Cooperative
Determined
STUDENTS DESCRIBE SUCCESSFUL STUDENTS
Compassionate
Cooperative
Courageous
Creative
Critically thinking
Curious
Empathetic
Expressive
Flexible
Happy
Kind
Resilient
Self-aware
Self-Reliant
Tolerant
TEAC
HER
S D
ESCR
IBE
SUCC
ESSF
UL
STU
DEN
TS
WHAT DO I WANT TO BECOME?
WHAT CAN I
DO?
CURTIS SCHOOL GOALS FOR LEARNING FRAMEWORK
CREATE: To make, to design, to connect, to perform, to solve
UNDERSTAND: To learn new ideas and skills, their connection to our lives, and their value to our community.
REFLECT: To explore, to examine, to identify, and to share our ideas and actions.
TRANSMIT: To present, to share, and to inform our learning, and to communicate effectively.
INCLUDE: To invite and to honor a wide range of people and points of view, and to collaborate productively.
STRIVE: To establish goals for learning and strategies to meet them.
This Year’s Engagement with Parents, Students,
and Teachers
How Might a Teacher . . .
1. CREATE an environment and climate conducive to learning?
2. UNDERSTAND and support the needs of each learner?
3. REFLECT with students on the purpose/objectives of instruction?
4. TRANSMIT new skills and understandings using a variety of instructional strategies?
5. INCLUDE all learners as active participants in their learning and community?
6. STRIVE to balance traditional and innovative pedagogical approaches?
How do teachers create
an environment and climate
conducive to learning?
How do teachers create an environment and climate conducive to learning?
ENVIRONMENT
SPACE
CLIMATE
RELATIONSHIPS
What have YOU noticed?
How can YOU help create an environment and climate conducive to
learning?
ENVIRONMENT
SPACE
CLIMATE
RELATIONSHIPS
A teacher creates an environment and climate conducive to learning.
FACES
PLACESCOLLABORATIVERELATIONSHIPS
ProtocolsVoiceNormsSupport
LEARNINGSPACE
ArrangementUse of areas
MaterialsMovement
#LearningCommunity
This Evening’s Goals
www.rightquestion.org
THE QUESTION FORMULATION TECHNIQUE™
www.rightquestion.org© 2001- 2012
RULES FOR PRODUCING QUESTIONS
Ask as many questions as you can Do not stop to discuss, judge or answer the questions Write down every question exactly as it is stated Change any statement into a question
www.rightquestion.org
RULES FOR PRODUCING QUESTIONS
Ask as many questions as you can Do not stop to discuss, judge or answer the questions Write down every question exactly as it is stated Change any statement into a question
What might be difficult about following these rules?
www.rightquestion.org
PRODUCING THE QUESTIONS
1. Follow the Rules for Producing Questions. 2. Number your questions.
Qfocus (A):
I create an environment and climate that supports
learning at home.
www.rightquestion.org
Qfocus (B):
I strive to balance order/structure with
independence/resilience.
IMPROVING THE QUESTIONS
You might have these two kinds of questions in your list:
• Closed-ended questions – they can be answered with “yes” or “no” or with one word.
• Open-ended questions – they require an explanation and cannot be answered with yes” or “no” or with one word.
www.rightquestion.org
IMPROVE YOUR QUESTIONS
Identify closed and open-ended questions.
1. Mark the closed ended questions with a C and the open-ended questions with an O.
www.rightquestion.org
IMPROVE YOUR QUESTIONS
2. Name advantages of asking closed-ended questions.
www.rightquestion.org
IMPROVE YOUR QUESTIONS
2. Name disadvantages of asking closed-ended questions.
www.rightquestion.org
IMPROVE YOUR QUESTIONS
2. Name advantages of asking open-ended questions.
www.rightquestion.org
IMPROVE YOUR QUESTIONS
2. Name disadvantages of asking open-ended questions.
www.rightquestion.org
IMPROVE YOUR QUESTIONS
3. Review your list of questions and change one closed-ended question into an open-ended.
Then, change one open-ended question into a closed-ended one.
www.rightquestion.org
PRIORITIZE YOUR QUESTIONS
Choose the two most important questions from your list.
Keep in mind the QFocus.
Mark each priority question with an “X”
www.rightquestion.org
Qfocus (A):
I create an environment and climate that supports
learning at home.
Qfocus (B):
I strive to balance order/structure with
independence/resilience.
SHARE YOUR QUESTIONS
Please share:• the questions you changed from closed to open-ended
and from open-ended to closed. Read each question as originally written and how it was changed,
• your two priority questions,
• your rationale for selecting those three.
www.rightquestion.org
NEXT STEPS
1. How are you going to use your two priority questions?
www.rightquestion.org
REFLECTION
1. What did you learn? 2. What value does it have?
www.rightquestion.org
Next Steps
1. Exploring your driving questions (2 x 7min)
Reflect on the reasons you chose these driving questions.
What are some of the opportunities or obstacles?
Name important core principles or criteria that should inform parents’ choices at home.
2. From ideas to examples (10 min)
Based on this discussion, look back at your group’s QFocus.
What does supporting your child’s learning at home ‘look like’? What have you done that has been successful? What could you do?
Name concrete solutions/strategies for other families to consider.
3. Report back (10 min)
Please share (1-2 min each) highlights of your group’s conclusions.
Q&A
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