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Teaching and LearningElementary
10.15.13
Dean Ave. Conference Room
Today’s Agenda
I. Welcome & Outcomes for our Work
II. School Improvement Plans: Process for Monitoring Data Teams
III. Close Reading Task Force
IV. Supporting Science & Social Studies Instruction
V. District PLC Session
VI. Updates
RESTRUCTURING
DMPS Collective Commitments, 2012-13
1. We will function as a professional learning community
2. We will develop leadership capacity
3. We will be data driving in our decision-making
4. We will establish clear expectations and regularly monitor progress
5. We will provide support and resources to sustain school improvement
6. We will share and celebrate success
Objectives for the Central Office Reorganization, 2013-14
1. Dramatically accelerate and improve student achievement district-wide
2. Redesign the district central office to support, scale, and sustain school improvement efforts
3. Create greater coherence in alignment in and among departments within the district central office
4. Increase central office collaboration and customer service, ensuring that all activities are student-centered and results-oriented
5. Establish shared accountability for student and school success by clearly articulating the roles and functions of each department
6. Strategically reallocate resources in an effort to maximize the return on investment and realize cost savings
Creating Coherence Across Departments, 2013-14
Office of Schools and CIA
Elementary and Secondary Foci
• Instructional Effectiveness
• Data Driven Decision Making
• Collaborative Systems
• Access and Equity
We believe that we have the right people,
the right ideas, and are in the process of
building the right tools
Multi-Tiered System of Support
• Redesigned School Improvement Plan template and planning process
• Systemic coaching structure for new principals and teachers
• School visits by Office of Schools
• Metric which identifies schools within a structure of intervention levels: Universal, Watch, Targeted, and Intensive
• Application of school-level standard treatment protocol at the Targeted and Intensive levels
• District-level data team process to analyze student achievement and culture/climate data in order to monitor and adjust school-level standard treatment protocol interventions and support to schools
Multi-Tiered System of Support
School-level Standard Treatment Protocols are identified by Curriculum, Instruction, and Assessment and the Office of Schools and will focus on:–effective instructional practices–data-driven decision-making–collaborative structures–equity and access–culture and climate.
District-Level Data Team
Purpose: To build collective capacity to problem-solve and to monitor and adjust interventions (standard treatment protocol)
Description: Will meet a minimum of three times each year to analyze academic and culture/climate data for all DMPS schools
Membership: District administrators from the Office of Schools; Curriculum, Instruction, and Assessment (CIA); Student and Family Services; Learning Services
Format: Analysis of data elements, identifying trends, inferring of strengths and needs, and inferring root cause
Multi-Tiered System of Support
This meets DE requirements for SINA 4+ schools related
to Restructuring
Title I Schools: C-Plan
• AYP letters – by October 25
• C-Plan Word document will be emailed
• Copy and paste responses to C-Plan questions from the Word document
• Certify the SINA C-Plan before Monday, October 28
• Email Wilma if you need help
SCHOOL IMPROVEMENT
PLANNING
• Working document for schools – an action plan and a guide for schools to monitor their implementation of the plan
• Includes information needed by schools and the district to plan, act, and monitor for school improvement
• Data should engage all staff in the school improvement work
SIP UNDERSTANDINGS
SIP Progress Monitoring
The new SIP template is designed to support a focus on progress monitoring
New elements to the SIP
•Quick Win Indicators• Long Term Indicators
Describes what schools monitor periodically during the year (approximately every 6 weeks) toward meeting Long Term Indicators and SMART GOALS
• Every initiative must have a Quick Win Indicator for at least one adult action (implementation data) and one student action (student performance data)–monitoring tool–metric (level of proficiency)–frequency of monitoring
• Does not need to be stated as a SMART goal
SIP Action Plan: Quick Win Indicators
Describes what schools monitor periodically during the year (once or twice each year) towards meeting the SMART goals
• Every initiative must have a Quick Win Indicator for at least one adult action (implementation data) and one student action (student performance data)–monitoring tool–metric (level of proficiency)–frequency of monitoring
• Must be stated as a SMART goal
SIP Action Plan: Long Term Indicators
Data Teams
85% of schools
formally identified
Data Teams as one of their
SIP initiatives
Data Analysis
TODAY: Provide support related to your work on progress monitoring your SIP – Data Teams process
• Data analysis is required
• Progress monitoring of your SIP is required
• A specific process is NOT required
DATA TEAMS
What we have learned so far…
• The work done last spring and summer allowed many teams to start this process during Unit 1!
• Data Team Form Templates are available on the website – these are meant to be modified to meet your school needs.
• Largest area of concern continues to be the creation of Common Formative Assessments – We are continuing to add passages to our website to support this process.
Step #1: Focusing our Instruction
Literature Standards Informational StandardsLiterature 2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. I can determine the theme of a story, drama, or poem. I can list details from the story, drama, or poem to defend the
theme I determined. I can create my own summary using the theme of the story, drama,
or poem and the details to support it.
Informational 3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. I can explain important events or ideas in a text and support my
explanation with details from the text. I can explain important events or ideas in a text and what caused
them to occur. I can explain procedures from a text and identify signal words
that supported my understanding. I can explain the relationship of ideas in a text by examining how
they are alike and different. (BUILDING CAPACITY FOR GRADE 5 INFORMATIONAL 3)
Literature 9: Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures. I can identify patterns of events that help me determine the themes
and topics in stories, myths, and traditional literature. I can explain similarities and differences in themes, topics, and
patterns of events among stories, myths, and traditional literature from different cultures.
Literature 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. I can use details from the story to explain what the text says
explicitly. I can draw inferences from the story using what the text says
combined with my own thinking. I can explain details and provide examples from the text to support
the inferences I made.
Informational 5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. I can identify signal words or features for different text
structures. I can identify the structure used to organize a text. I can identify text or graphic features and their purpose.
(REVIEW from GRADE 3 INFORMATIONAL 5)
Focusing our Instruction1. I can use the details explicitly stated in the story and inferences I
have made to determine the theme of the story.2. I can create my own summary using the theme of the story and
details to support it.3. I can identify patterns of events and explain similarities and
differences in themes in stories from different cultures.
1. I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast)
2. I can identify the text structure using signal words and text features in the text.
Goal for Step #1: Focusing our Instruction
Promote teacher conversation & understanding of the grade-level standards:
– What does the standard expect of students?– How do the different standards fit together?– What does this standard look like at previous
or future grade levels?
Great resource to promote this conversation:
Step #2: Create the Pre/Post Common Formative Assessment
Goals for Step 2: Create the Pre/Post Common Formative Assessment
• Assessment items directly aligned to prioritized I Can Statements.
• Assessment items are designed to highlight the strengths and needs of students.
• Assessment passages are grade level text.
• Assessment length is reasonable.
Resources to Support:
– Journeys passages (practice book, projectable, unit assessments)
– Read Works Website– District provided options (available on the elementary literacy
website)
Step #3: Set the SMART Goal
The percentage of students scoring proficient or higher on our prioritized I Can Statements will increase from ________% to ________% measured by the posttest administered on ___________________________.
Step #4: Identify Strengths and Needs
Strengths• Identifying the text structure• Identifying signal words that helped them
know the text structure.
Needs/Implication
s
• Explaining cause/effect relationships• THEME and identifying supporting details
Goals for Step #4: Identify Strengths and Needs
• The group analyzes the pre-assessment data to determine student strengths and areas of need, in reference to the team “I Can” statements.
• Direct analysis of student work is necessary to complete this step.
Step #5: Planning for Instruction
Lesson Genre Prioritized I Can Statements (* focus) Whole Group Considerations
21 Literature
I can use the details explicitly stated in the story and inferences I have made to determine the theme of the story. ** I can create my own summary using the theme of the story and details to support it. ** I can identify patterns of events and explain similarities and differences in themes in stories from different cultures.
** DEFINE THEME/LESSON FOR STUDENTSUse the handouts from Bobbi (In server folder)Student-friendly Themes Poster (from last year)Teacher Read Aloud: Questions 1, 3, 4Question 4: What is the theme of this text? What details support this theme? Introduce Comprehension: Use Practice Book pg. 241 (Tues.). Use projectable 21.2 (Wed.) Main Selection: (Thursday)Theme Graphic Organizer (In server folder)** “Let’s track how the author worked toward building a theme. Deepening Comprehension: (Friday) Use the Guided Practice to have students “track” the development of theme on pg. 541-545.
22 Informational
I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast) I can identify the text structure using signal words and text features in the text.
Text Structure Anchor Chart: Teacher Read Aloud: All of the questions – identifying the cause and the effect. Projectable 22.2: (t-93)(Tuesday) Stick with Cause/Effect Flow Chart. Add a box: identify signal words (as a result, which, because). Practice substituting other signal words in the text to “test” whether they are true signal words. Add another effect box: women got the right to vote. Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages summary so students know what the main events are in the story (T95). Read pages 562-563 (t96- t97) and complete projectable 22.3a. Read pages 565 (t99) –first 3 paragraphs (stop at the #4) complete the cause & effect on t98. (Thursday) –continue to 567-569 (t101-103) complete the projectable 22.3b –use explicit details from the story. CAT—(Thursday) Complete practice book pg. 253 (t93) Elizabeth Cady Stanton
Goals for Step #5: Planning for Instruction
• The group determines implications for whole group and small group instruction based on the team “I Can” statements and the pre-assessment student data.
• Specific materials for use, teacher actions and student actions are articulated.
• The group reviews the available materials within Journeys and determines what modifications to instruction and teacher language are necessary to accomplish our team “I Can” statements.
Resources to Support:
– JOURNEYS– The Common Core Book
MONITORING OUR IMPLEMENTATION OF DATA TEAMS
The Monitoring Tool – Page1
The Monitoring Tool – Page 2
Expectations for Implementation
• Timeframe: October 28th – November 22nd
• Minimum Number of Observations: 2 per grade level team (literacy and/or math) = 12 total
• Participants in the Study:–School Principal–Instructional Coach (*optional)–Released Deans (*optional)–Elementary Directors
** Email Carlyn with 3 dates & times for
an Elementary Director to provide
an onsite observation.
How will this data be used?
• At School Level: School Improvement Plan Monitoring–What areas of the Data Teams process are working–What additional supports may be necessary for individual teams–What teams are ready for a “gradual release”
• At the District Level:–Determine areas of need for Teaching & Learning meetings–Identify specific supports that can be provided by the Elementary Directors during site visits
Action Planning
• Self-Assessment: What is our current reality? What teams or subject area do we want to focus on?
• Planning: When will we complete these observations? Who will participate?
• Email Carlyn: 3 dates & times for an Elementary Director onsite observation.
CLOSE READING PD MODULES
Building our Capacity
• Purpose of Close Reading is to provide a teaching framework for teachers to support complex text, as required by Common Core.
Using the Modules
• Designed to be facilitated at the school level.– Whole Staff Professional Development– Grade Level Team Meetings / PLCs– Teacher-Led
• PowerPoint format housed on Sharepoint
• Accessed by facilitator through www.elementaryliteracy.dmschools.org; Click PD tab:
Close Reading PD Modules
• 30 minute sessions
• Supported by theory and rationale
• Include practical application examples,
– including video demonstrations
– structure for implementation
– sharing artifacts
• Include related article excerpts
• All articles, videos, and other resources needed will be embedded into the PowerPoint to make facilitating the sessions very simple.
Format of a Typical Module…
• Module 1: What is Close Reading?
(Tentative Outline)
• Module 2: Choosing the Text
• Module 3: Pre-Reading
• Module 4-5: Text Dependent Questions
• Module 6: Managing the Learning Environment during Close Reading
• Modules 7-9: Scaffolded Reading Instruction
• Module 10: Demonstrating Understanding and Assessing Performance
Module Overview
November Teaching & Learning:
– We will engage in Module 1 together
– We will further discuss implementation of the Modules
– Modules 1-5 will be available for school use
Launching the Modules
SUPPORTING SCIENCE
IMPLEMENTATION
What we’ve learned so far…
• Focus should be on science skills within the context of the content
• Important skills include claims/evidence writing, summarizing, data collection and interpretation, measurement and critical thinking/questioning
• The content is a vehicle to teach these skills. Teachers should let the student’s questions guide the learning within the unit
• The “I can” statements guide the teacher in the ending knowledge and skills for that unit
• Teacher collaboration is key
Next Generation Science Standards
• The NGSS has not yet been adopted by Iowa
• So far 8 states have adopted, many are considering
• Iowa has assembled a task force which is currently evaluating the NGSS and the current Iowa Core
• Adoption or rejection should be announced by January
• We will have a 2-3 year implementation plan in Iowa if the standards are adopted
• You can view the standards at:
http://nextgenscience.org
Going Forward
Things to consider:
1. Keep all Foss Kits in your building. We may need them in the future.
2. There will be full scale PD for elementary teachers in science this summer.
3. Please use your science budget to fill Foss Kits first before using it for other science related expenses.
4. If you would like assistance in working with your staff during PD or collaboration opportunities, do not hesitate to contact Kim O’Donnell or Rob Kleinow.
SUPPORTING SOCIAL STUDIES IMPLEMENTATIO
N
Current Reality
• We are required to have implementation of the Iowa Core
• Iowa Core in the Social Studies is grade-banded: K-2 and 3-5
• Standards are divided into the following categories: behavioral sciences, economics, geography, history and political science
• Since 2006-2007, curriculum guides have been tied to the adopted materials
• Materials from that adoption exist – to varying degrees in our schools. In some cases, there are no materials.
• We needed a way to help teachers with resources until the next adoption
Unit Guide Structure
Each unit guide includes the following support structures:– A unit theme
– “I Can” statements organized by topicThese are what students are expected to know and be able to do as a result of your instruction
- Suggested Pacing by Week
- Suggested Resources
Example: 5th Grade, Unit 4
The “What” vs. the “How”
• The “what” of Social Studies is non-negotiable.
–The learner objectives or “I can” statements
• The “how” of Social Studies is up to your team.
–Teacher teams can get creative with the units they design and the instructional strategies they select.
• For example, all 5th graders will explore multiculturalism in the early U.S. using the learner objectives in the middle column
• But how students learn is up to the teacher teams (they could write an ABC book, they could role play, they could do a gallery walk, a simulation, etc.)
Social Studies Alive! – TCI
• The company is providing us with two demo accounts for this year . . .
–per grade level–per school
• Identify two “lead” teachers at each grade level in your school to create accounts
–They will share access with others on the team–Username: work email address–Password: (make it easy; i.e. morris)
www.teachtci.com
Create an account & Add the program
“Add” the correct program to your account:
• K – SSA! My School and Family
• 1 – SSA! My School and Family
• 2 – SSA! My Community
• 3 – SSA! Our Community and Beyond
• 4 – SSA! Regions of Our Country
5 – SSA! America’s Past
What next?
Click on a Lesson
Top 3: Procedures, Materials, Presentations
1. Procedures
2. Materials
3. Presentations*
DISTRICT PLCS
Feedback from the September 18th PLC
• Registration, attendance and participation was much improved from last year!
• Positive feedback regarding time to explore and discuss Health Teacher.com. (** Usage reports will be emailed to school leaders today!)
• Participants expressed a need for additional support with Social Studies instruction.
• Positive feedback regarding the use of teachers as PLC facilitators this year.
Moving Forward…
• More time during our PLC sessions will be dedicated to supporting the areas of Science and Social Studies.
• Additional support will also be provided in the area of math – specifically, the Mathematical Practice Standards.
October 30th Agenda
2:30pm Welcome & Sharing Successes
“We need more time to collaborate and less time to sit and get.”
2:40pm Introduction to the Mathematical Practice Standards
“I want to learn about the changes in math and how it will make me a better teacher.”
“I am excited to dive deeper into the Mathematical Practice Standards!”
3:10pm Supporting Science OR Social Studies Implementation
“I need more help with finding and using Social Studies materials.”
3:40pm Wrap-Up and Exit Slip
3:45pm Dismissal
INTRODUCTION TO THE MATHEMATICAL
PRACTICE STANDARDS
Math Education: Why Change?
Many of us do not recall being taught math through a standards-based approach. • Math was a series of topics.
• Math was skills to memorize.
• Math was chapters in a book.
• Math was worksheets.
• Math was teacher-directed.
• Math was measured by correct answers to formulas and algorithms.
Math Education: Why Change?
“I was taught math that way – and I know math – so why can’t I teach my students
that way?”Our world has changed since we were in school…Our students have changed…• Diversity• Working parents• Family make-up• Technology
If we didn’t change math
education… what would happen?
Exxon Mobil Commercial
Math Education: Why Change?
Why does 25th place matter? In our world today – in order to get a job in the United States – a person does not have to live in the United States.
With technology – businesses now hire the best – no matter where he or she is from.
Math Education: Math Matters
We need to give our students the best math education starting in
kindergarten – so they can achieve their goals in
the global market. Math in the real world is so much more than memorizing formulas and
algorithms.
Math is…• Problem Solving• Application• Accuracy and Precision• Estimation• Reasonable
If Area is l x w, what is the area of a
rectangle with the a length of 7cm and a
width of 5cm?
Math Education: Math Matters
How does this affect my work as a teacher in DMPS?
In 2013, 17% of 11th grade students tested as “college-ready” in the area of math on the ACT.
In your table groups – make a
list of skills (both
mathematical and practical) that students would need in
order to solve this task. Be ready to share a few ideas.
Mathematical Practice Standards
8 Mathematical Practice Standards
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematical Practice Standards
The Mathematical Practice Standards…• Highlight the level to which math content must be known.
• Brings rigor into the math classroom.
• Focuses on application, reasoning, communication and representation.
• Elevates students’ learning from knowledge to application.
• Presents a roadmap for the development of mathematically proficient students.
• Ensures that students have optimal experiences in our math classrooms and emerge with solid skills that are indispensable as they continue to explore math at higher levels.
O’Connell, S., & SanGiovanni, J. (2013). Putting the Practices into Action: Implementing the Common Core Standards for Mathematical Practice K-8. Portsmouth, NH: Heinemann.
Mathematical Practice Standards: Digging Deeper
Mathematical Practice Standards – I Can Statements
• Read over the MPS assigned to your table.
• As a group, develop ONE I Can Statement for your MPS for your grade level. Ex. What does this look like in 3rd grade?
• 8 minutes to read and develop – then share with the group.• Share overall summary of your group standard.• Share your I Can Statement.
I Can Statements can easily be “Googled” but the purpose of the activity is not to practice writing I Can Statements for the MPS, but rather to dig deep into what are these standards actually asking me to do with my students.
36 out of 37 school leadership teams, indicated that teachers at their schools needed more professional development on the Mathematical Practice Standards.- Math Needs Assessment 2013
Mathematical Practice Standards: For Next Time
Work on the Mathematical Practice Standards has just begun!• Time on MPS is not wasted with a materials adoption – math best practices are not
dependent on materials. • If between now and November you would like more information on something
shared today – please contact your instructional coach. We will get you more info and resources!
Our work today…• Facilitators will compile a list of the I Can Statements by grade level. Eight
statements will be chosen per grade level and created into posters that can be posted in your classroom!
• The posters will be available by the November session.
November – May Sessions…• We will begin to look at grade level specific Problem-Based Tasks that can be
implemented into your classroom. • Tasks will include components of the Mathematical Practice Standards. • Teachers will have the opportunity to collaborate and discuss the MPS and tasks as
they pertain to their grade level.
KITE PROJECT
Kite Project Updates
Highest Scoring Performers on Flight School
• Garton Elementary
–Ethan Woodward–Jenny Inman
Completing Document
Cameras and Projectors within 3 days of publishing
• Garton
• Findley
• Morris X @
Challenges
Individual Challenge ends October 14th. Challenge: Completion of Flight School
Building Challenge ends October 24th.
Challenge: Highest percent of certified staff that have completed Flight School.
Ideas for implementing at your building
Implementation
• First 5 minutes or last 5 minutes of Building PD
• First 5 minutes or last 5 minutes of collaboration times
• Dedicated morning meeting time
Incentives
• Cover a recess duty
• Cover a bus duty
• Teach a lesson for the teacher
• Note of appreciation
• Recognition at staff meeting or announcements
GALLUP
AMERICORPS
