Transcript INSTRUCTIONAL ROUNDS - Stephen M. White Middle School

INSTRUCTIONAL ROUNDS
WHAT’S THIS?
INSTRUCTIONAL LEADERSHIP
TEAM
STEPHEN WHITE MIDDLE SCHOOL
EDUCATIONAL ROUNDS
Group Members
DRAFT
SCHEDULE
GROUP MEMBERS
INCLUDE:
AN ADMIN
MEMBER
COACH OR
COORDINATOR
COLLEAGUES
RSP SPECIALISTS
WE HAVE ROOM
FOR MORE
GO KNIGHTS!
Tues. 02/21/2012
Wed. 02/22/12
English /ELD / ELA 6TH Social Studies
Mathematics / 6TH Mathematics Science
DN. Charnofsky-23(1)
JZ. Sales-69(none)
LE. Gibson-70(2)
MC. Lam-35(4)
FK. Inabu-05(5)
KN. Peck-09(1)
Thurs. 02/23/12
Science / 7TH Social Studies
Dr. Burems
R. Boller
Ms. Barnes
Conf.Per.1 M Kresner, M
Santos
CP 2. Pm McLaurin
CP3. SL Astle
CP4
CP5 TA Rubio, SS Wilson
CP6 JM Badar
P. Croft-29 (1)
SL. Brothers-41(1)
ME. O’Brien-42(3)
AL.Silva-Sotelo-62(3)
S. Betancourt-63(3)
K. Shilling-67(2)
CL. Jackson-53(6)
C. Dean-61A(2)
R. Williams-73(4)[7th 1,2,3]
G. Kaloostian
N. Mac Ainsh
Ms. Gonzalez
Conf. Per. 1 Z. Luna, AM
Sterling, ME Tarango
CP2. K Shilling
CP3.AM Miller
CP4JW Reece
CP5 T. Perry
CP6 MCKINNEY
JM. Badar-07 (5/6-IB)
JS. Truitt-G(2)
SF. Kelter-04(4)
NA. Searchwell-12(4)
BT. Williams-74(5)
DA. Davidock-11(6)
M. Ross
N. Bell
Ms. Hall
Conf. Per. 1 M. Pena
CP2. AS Scrima
CP3.
CP4 NA Searchwell
CP5 JM Badar
CP6 Pedroza
M. Santos-26(1)
RA. Burke-D**(1)
DL. Duncan-27(5)
M. Pena-39B*
MR Riley-36(2)
Y Rende-3
DM Harris-06(2)
NE. Jantzen-21(6)
W. Rodriguez-24(3)
JF. Matthews-51(4)
AD. Daley-55(4)
K. Risberg-E!
SS. Skegas-38(5)
AN Kim-15(none)
AM Miller-25(3)
ML Rudisill-19(2)
PJ Kakita-50*(3)
D. Matthews
M. Masongsong
Conf. Per. 1 KN Peck,
Y.Rende
CP2. SJ Koontz
CP3.AL Silva-Sotelo
CP4
CP5 K.Risberg
CP6. JR Sarian
MC Monzon-30*(1)
S. Clifford-37***(2)
CN. Cox-10**(4)
JW. Reece-13(4)
K. Risberg-E!(5)
LR. Smith-8(5)
MC. Curtis-60(2)
CP Vreeland-31(1)
D. Amador-65(3)
E. Hayes-66*(1)
MA. Arzola—71(5)
CR Jackson-56(5)
JR. Sarian-32(6) p3geom
PM McLaurin-64*(2)
Y. Rende-03*
Fri. 02/24/12
Physical Education, Electives, 8th Social Studies
TL. Carter-16 (none)
JM Ambord-PE(3)
CL. Jackson-02,53(6) Per. 1 Only
Computer Elective
AD. Daley-55(4) Period 5 Only Horticulture
RA Burke-D**p.4leadership
Z. Luna-57(1)
C. Reyes-72(3)
TM Perry-20(5)
R. Arias-Vasquez-59(6)
JR. Manuel-C(none)
AM Sterling-PE(1)
DM Harris-6 Per 1 only
RY Barton-PE(none)
ME Tarango-61B(2)
SF. Kelter-04[Spanish Periods 3,5,6]
ME. O’Brien-42(3)[Spanish periods 5-6]
AT. McKinney-58 [Exploration Science
p.2,AVID P.3,Robotics period 4]
M. Santos-26 [p4yearbook]
AS Scrima-PE(2)
ML Zuravel-PE(none)
SS Baylor-ADPE
ONLY 1-2
JM Shoemaker-F(2)
TA Rubio-28(5)
M. Kresner-14 [p5 only journalism]
RD. Kiehm-PE(6)
H. Anderson-76(6)
1=Need for Improvement
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Ca. Standard
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2=Moving to Satisfactory
No evidence of the standard being posted
anywhere in the classroom
Students are not aware of the standard and do
not know the meaning of it.

NO evidence of the objective being posted
anywhere in the classroom
Students are NOT aware of the objective or what
they are expected to learn
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Teacher does NOT use access strategies (SDAIE,
CRRE, Marzano, etc.) to access the content.
NO evidence of differentiated instruction
Teacher does NOT show evidence of planning for
Relevance, Rigor and Relationship Building
Excessive time is spent on meaningless
activities/transitional periods and/or most
students are disengaged
Students are in rows, uninvolved with each
other, teacher rarely visits students while they
work independently, there is no evidence of
group work at all.
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3=Moving to Exemplary
Standard is posted and visible to too few
students
Most students are aware of the standard.
However, not all students can articulate what
the standard is asking them to know and do.

Objective(s) is posted
Some students are aware of what the objective
is, however, they CAN NOT all articulate what
they are expected to learn.

Teacher uses “few” access strategies (SDAIE,
CRRE, Marzano, etc.) to access the content.
Teacher attempts to differentiate instruction
Teacher has started to incorporate Relevance,
Rigor and Relationship Building into their daily
classroom instruction
Transitions are somewhat seamless with a
moderate amount of disengagement
Some interaction student-to-student, teacherstudent, and students interact with text,
technology and other realia
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Standard is posted and clearly visible to all
students
Students are aware of the standard and are able
to articulate what the standard is asking them to
know and do
RUBRIC
ANONYMOUS
How Many ___
Classes had
All the nonnegotiables?
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Objective(s)
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Instructional
Planning and Delivery
Academic Engaged Time
AET
Interaction
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How many of
the ______
classes had
what
percentage of
interaction?
Assessment
Progress Monitoring
PM
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Checking for Understanding
CFU
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There is NO evidence of any form of assessment,
PM or CFU
There is NO evidence of planned strategic
intervention for individual students or groups of
students
Students are NOT given feedback regarding their
progress toward meeting stated objective(s)
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____ of _____ students are fully engaged, while
_________students are not engaged in any
instructional activity.
There is minimal evidence of assessment and /or
limited “checks-for-understanding” and only to a
select number (_____) of students
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Teacher rarely monitors student’s progression of
learning
And there is little evidence of “established interventions” or
“enrichment activities” for students based on need and
provided through Progress Monitoring
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Objective(s) is posted and clearly visible to all
students
Students are aware of the objective(s) and have
a clear understanding of their expected learning
outcomes
Teacher uses an array of access strategies
(SDAIE, CRRE, Marzano, etc.) to access the
content
Teacher differentiates instruction
Constant appropriate interaction student-tostudent, teacher-student, and students interact
with text, technology and other realia
3 R’s (Relevant content is incorporated, Rigorous
instructional practices are observed &
Relationship Building is evident student/student
& student teacher)
Seamless Transitions are evident through
routines and structure
___of____ Students are Engaged in learning
Teacher uses multiple ways to assess student
learning
Teacher monitors student progress during class
and establishes intervention or enrichment for
students who are in need
Intervention are strategically planned for
individuals or groups of students
Reflective Questions to Guide Us
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The following are the guiding questions for successful and reflective practice during lesson planing.
Ca. Standard:
What is the standard(s) asking students to know or be able to do?
What skills do students already have or need to have to master the standard?
What background knowledge do the students have or need to have in relation to the standard?
Objectives:
What is it we expect students to learn?
What content knowledge must students know?
What skills must the students utilize?
What higher order thinking skills will be developed?
What are the reading, Writing, Listening and/or Speaking objectives?
Instructional Strategies:
How will you engage students?
How will you support students’ learning?
What instructional access strategies will be used?
How will you support Literacy (writing, reading, listening and speaking)?
How will you differentiate learning?
How will you respond to students that don’t learn?
How will you respond when students learn?
Assessment:
How will you monitor students’ progress?
How will you assess student learning?
How will students reflect on their own learning?
How will students receive feedback?