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Provincial

Workshop April 24th, 2017

Agenda Welcome/Introductions/Opening

Comments

PLT Greetings

SK Reads Implementation

Extending SK Reads to other Grade levels

Connecting SK Reads to other areas

SK Reads connected to Writing

Provincial Writing Outcome

Website Update

Wrap up

Jim Jutras, Ph. D.

Formative Assessment of the

Implementation of

Saskatchewan Reads

Background

Purpose The appreciative inquiry:

is intended to inform the next steps in bringing Saskatchewan Reads to life;

provides information regarding the progress made;

identifies, analyzes and describes exemplary practices that might be replicated in the province;

Identified challenges and sought advice of participants; and

identified the value and impact of Saskatchewan Reads to date.

Participants 3 school divisions:

strong initial implementation work and some growth in student reading achievement;

a significant proportion of First Nations and Métis students;

varying student enrolment sizes;

different geographical areas of the province;

varying approaches to implementation; and

willingness to participate.

Methodology

Rubrics and conversation outlines

Progression (4-step)

Teacher Classroom Practices Rubrics

Leadership and Implementation Rubrics

Data collection

Data analysis

Limitations

General Finding:

Progress to Date

Strong start.

Sustainable improvement takes time and focus.

General Finding:

Classroom Practices

Consistent, coherent teaching practices

Shared teaching practices

New teachers

Teacher collaboration

Instructional goal

General Finding:

Leadership Practices

“Compelling Why and Shared Beliefs”

Individual and collective efficacy

Focus and alignment

The role of Lead Learner

Ongoing, intensive, job-embedded, and

collaborative learning opportunities

General Finding: Leadership Practices

Strong professional community

Using data to inform instruction, professional

learning, and school and division planning

Professional learning of principals and vice-

principals

Teamwork

General Finding: The Value and

Impact of Saskatchewan Reads

High value on Saskatchewan Reads

Practices outlined in Saskatchewan Reads

validate and clarify their developing teaching

practices and affirm the work of their school and

division

“Sharp focus” and the common language for

instruction

Resources are accessible, useful, and especially

helpful for new teachers

Frequent visits to the website to access

demonstration videos and other resources.

Shine a Light

Recommendations

Research

Recommendation #1

Invest in More Powerful,

More Coherent Teaching Practice

“The quality of teaching is the most important in-school factor that affects student learning and achievement.”

(Fullan & Hargreaves, 2016, p. 1)

“Coherence of an instructional program matters to students and teachers. Students achieve more in schools

with more coherent instructional programs” (Robinson, 2011, p. 83-84)

Recommendation #2:

Persist

“… we are beginning to appreciate that successful

schools, districts, and larger systems have “resolute

leadership” that stays with the focus,

especially during rough periods …” (Fullan, 2010, p. 4)

Recommendation #3:

Focus, align and monitor in pursuit of the

reading goal

“The compelling conclusion of the research is that

schools with higher levels of focus not only have

higher levels of student achievement but also are

better able to implement other essential leadership

and teaching strategies.” (Reeves, 2011, p. 51)

Recommendation #4:

Develop leaders of learning

The most powerful way that school leaders can make

a difference to the learning of their students is by

promoting and participating in the professional

learning and development of their teachers.

(Robinson, 2011, p. 104)

Recommendation #5:

Instill shared beliefs and efficacy

When we expect that we have an impact on student

achievement, we are right. When we expect that we

are impotent, we are also right.” (Reeves, 2008, p.7)

Collective efficacy – the shared belief among

teachers that they can make a positive difference for

all their students together – has one of the largest

effect sizes of any improvement strategy and

intervention. (Fullan & Hargreaves, 2016, p. 14)

Recommendation #6:

Engage teachers in powerful professional

learning

“Rigorous research suggests that sustained and

intensive professional learning for teachers is related

to student-achievement gains.” (Darling-Hammond et al., 2009, 9)

“Processes for active inquiry, learning and

experimenting have to become teachers’ core

business of thinking as a professional.” (Timperley, 2011, xviii)

Recommendation #7:

Build strong professional communities

“ … we emphasize the importance of professional

community, largely because accumulating evidence

shows that it is related to improved instruction,

students’ achievement, and shared leadership, …” (Leithwood & Louis, 2012, p. 33)

“For all systems, make collaborative professionalism

the centerpiece of your strategy.” (Fullan & Hargreaves, 2016, p. 22)

Recommendation #8:

Employ data to improve teaching, learning

and implementation “ … to optimize classroom teacher effectiveness, we need to

know on an ongoing basis that every child is learning by making ongoing assessments and by incorporating that information

about each child’s learning into daily instruction …” (Sharratt & Fullan, 2010, p. 29)

“ … data are meaningless unless we consider the causes that lead to the outcomes – that is the actions of teachers, school

leaders, and policymakers.” (Reeves, 2011, p. 29)

Recommendation #9:

Address all elements of implementation

“The nine high-focus schools that did especially well

were initially among the lowest performing schools in

the district, yet they moved beyond the state and

district averages in a relatively short time and

sustained their achievement levels. The explanation

for better performance in our view lies in more

carefully focused attention to the details in each of

the 14 improvement areas, or what we call the 14

parameters.”(Sharratt & Fullan, 2012, p. 9)

Recommendation #10:

Develop a provincial perspective

Teachers and leaders who participated in this study have

noted that it is important to be a part of a provincial

initiative and see Saskatchewan Reads as a unifying force

across the province. (This study p. 8)

“ … LftM [Leadership from the Middle] involves

strengthening districts and networks of schools, working

together on specific problems to build pedagogical

capacity and collective expertise linked to measurable

impact on student achievement.” (Fullan, 2015, p. 1)

Conclusion

Saskatchewan Reads is off to a good start

and holds great promise.

The sector must persist in its efforts to

develop classroom and leadership

practices that will bring Saskatchewan

Reads to life and thus ensure our students’

learning success.

Connecting Saskatchewan

Reads to Other Areas Kira Fladager – Regina Public School Division

Kathy Robson – Chinook School Division

Purpose

Celebrate

Reflect

Learn

Libraries – Book Trailers

Independent Reading

Book Talks

Storyboard Example

Lesson Plan

Book Trailers

Responding to Reading

Book Posters

Connecting to Early

Intervention Resource

Profile

Principles of Effective Reading Instruction

Classroom Instruction

Individual/Small Group Instruction

Integrating Early Literacy skills in context

Early Literacy Intervention in

Context

Classroom Library

Community Partnership Physical space

Print rich environment

Fostering a reading environment

Partnership with U of R Sask Reads shared with ERDG 310 course

Observations of literacy block in a school

Preparation and delivery of reading lessons

with a teacher mentor

Interventions in Content

Area Instruction

Workshop with High School content area teachers:

Key elements of Tier 1 Interventions

Gradual release of responsibility

Tier 1 instructional strategies

“We are ALL reading teachers!”

“The first and most important line of instruction is always the

classroom…no series of interventions; even highly effective

ones can take the place of good classroom

instruction.” (Fountas and Pinnell, 2009, p. 497)

Saskatchewan School Library

Association (SSLA)

Brainstorm in your team

• How have the principles and instructional approaches included in Saskatchewan Reads impacted…..

• What specific elements of Saskatchewan Reads and Saskatchewan Reads for Admin transferred to…..

• Record a different idea on each sticky note

Teaching in the content areas

School Libraries

Family Engagement

Providing Interventions

Professional Learning of Teachers

Community Engagement

Other

Summarize Team members choose different charts.

Divide up equally

Choose a facilitator for each group

Categorize sticky notes - Write a key word

above each group of sticky notes

Summarize ideas on graphic organizer

Record an idea(s) that you find interesting

to share back with your division team

Table Share

Go back to your table and share your

idea with the rest of your team/table

The Reading-Writing

Connection

“ I’m still studying writing as a reader.”

-Jhumpa Lahiri

Lisa Wotherspoon – GSSD

Dawn Paylor – Northwest

4 Corners North - “Writing can contribute to the building of

almost every kind of inner control of literacy learning that is needed by the successful reader” (Clay, 1998)

South - “Students need to write about the thinking they

do while reading” (Book Love, p.99)

East - “Children’s writing reflects the quality of the

reading they do” (Writing Essentials, p. 123)

West - “Writing can foster reading competence and

vice versa if the learner becomes aware of the reciprocal nature of these acts. Reading and writing can be learned concurrently and interrelatedly” (Clay, 1998 and Johnson & Keier)

The Reading Writing Relationship

“Reading and writing are different processes that

share a reciprocal relationship” (Johnson & Keier, 2010)

Reading-Writing Connection within the Balanced Literacy Framework

“A teacher must be knowledgeable about this reciprocal

relationship and scaffold instruction in a way that supports struggling

readers to use what they know in reading to help then in writing,

and vice versa”

(Johnson & Keier, 2010)

Quick Win Use literature as a

springboard for writing. Read aloud a picture

book or informational book and use the text to spur similar but original

text. Write Essentials, p. 123

Quick Win Bridge the gap between

writing and thinking about reading with

notebooks. Have adolescent and teenaged students write about the

thinking they do while reading. Have students consider the questions

the author is asking in the book and what they think

about these questions. Book Love, p. 99

“Integrating reading and writing leads to more authentic teaching, better reading and writing, and

higher scores on tests.” Routman, 2005

Reading/Writing Connection

In Action

Must Reads

Writing Reading, Writing and Math Outcome, ESSP, April 24, 2017

Kelly Gallagher

Writing is not simply a vehicle that allows students to express

what they know; writing is a tool that

generates new thinking.

ESSP Outcome

By June 30, 2020, 80% of students

will be at or above grade level in

reading, writing, and math.

Purposes of the Writing Outcome

1.To collect student data once a year indicating the degree to which students are writing at grade level in grades 4, 7, and 9

2.To provide a catalyst for investigation of the best ways to develop strong writers at every grade level

Timelines

2016 – 17 Experimentation with the draft documents

Spring 2017 Optional feedback session regarding documents and processes

2017-18 Draft designation is removed. Instruction and supports as usual, local work

Spring 2018 Reporting on SDS (by student)

Documents Supporting

Writing

Rubrics – one for each grade, holistic, 1-4 scale (with 3 being independently proficient), criteria matched to grade-level curricula, applied to multiple samples across multiple contexts, most recent and most consistent evidence honoured Writing continuum (1-12) –

clarifying grade level tasks and specific criteria Eligible students for data

collection – connection to reading Exemplars – as needed (SPDU)

French Immersion/Fransaskois

Update

By June 2017: Writing packages will include rubrics, tasks, examplars (expository and literary texts)

Posted online in the Writing Section of the French Assessment Unit website

French Immersion Gr. 2-12; Fransaskois Gr. 1-12

“Draft” until December 2017

To complete the packages, teachers are encouraged to submit exemplars by December 2017

Also available online: o Sample French Immersion package with brief

explanations in English

oWriting Continua (will be updated as renewed curricula become available)

Grades Data collection

4 French Immersion and 4 Fransaskois

4, 7, 9 English

June 2018

4, 7, 9 All Programs June 2019

Checking in Holistic rubric/ holistic assessment

Analytical rubric/ analytical assessment

Artifact

Independence

Summative assessment/ Formative assessment

6 strands

Most consistent data/ Most recent data

Exemplar

Professional judgement

Triangulation

Table Talk

Clarification?

Are there terms we need to clarify right

now?

Group discussion

and system

reflection

Harvesting Ideas

Quick Math

Update

A draft version of a holistic rubric has been created by a team of teachers from around the province

A series of grids have been drafted, connecting the criteria within the rubric (key mathematical foundations) to the contexts (outcomes)

The group of teachers will meet again in May to create exemplar prompts to reflect both the rubric and the outcome contexts at each grade level

The process for reporting up in Math (grades 2, 5, and 8) will reflect that of writing (year end, holistic decision based on the professional judgement of teachers)

This reporting will begin in the spring of 2018-19

For further

questions and/or

feedback, contact:

Don Rempel (North East School Division)

rempel.don@nesd.ca

Saskatchewan Reads La Saskatchewan lit (Fr.

Immersion) La Saskatchewan lit

(Fransaskois)

Saskatchewan Reads for Administrators

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