Transcript Continuous Calendar District Literacy PLC: K-2

Teaching and Learning
5.21. 13
Plymouth Church
Agenda for Today
I.
Emily Thatcher – Department of Education
II.
2013-2014 Curriculum Guides
III. 2013-2014 Elementary Assessment Plan
IV. 2013-2014 Elementary PD Plan
V.
School Choice – Wilma
VI. Text Book Inventory
VII. Increased Needs
VIII. Final Reflections and Questions
Students with Significant Disabilities
Complex Support Needs
Iowa Core
One Curriculum for “All” Students
Sea Change
5/9/2013
6
Alternate Assessment
Consortium
Next Generation Alternate
Assessment
Embracing the New, Transforming the Old
Dynamic Learning Map Consortium
http://dynamiclearningmaps.org/
Learning Maps
• http://dynamiclearningmaps.org/secure/unc/i
ndex.html
– Multiple pathways to learning
Dynamic Learning Maps (DLM)
Dynamic Learning
Maps
Assessment
Consortium
Common Core
Essential Elements
Specific Statements
Next Generation
Alternate Assessment
Built upon the
Learning Maps
Dynamic Learning Maps (DLM)
Dynamic Learning
Maps
Assessment
Consortium
Common Core
Essential Elements
Specific Statements
Next Generation
Alternate Assessment
Built upon the
Learning Maps
Common Core Essential Elements
Grade Level, Standard-Aligned Instruction
• Definition:
The Common Core Essential Elements
(CCEE) are specific statements of the
content and skills that are linked to the
Common Core State Standards (CCSS) grade
level specific expectations for students
with significant cognitive disabilities.
Iowa Core Essential Elements
Are:
• Align directly with the Common Core
Standards at each grade
• Statements of content and skills that
provide a bridge for students with SCD
to achieve grade differentiated
expectations
• Provide challenge and rigor appropriate
for students with SCD in consideration
of the significance of their disabilities
• Emphasize Learning Across the
Grades
Are not:
• Downward Extension to pre-K
• General Essence Statements
• Statements of Functional Skills
English Language Arts Standards:
Reading (Literature)
For Discussion Purposes Only- Not For Dissemination
Iowa Core Essential Elements
• Timeline/Release
– Late Spring/Early Summer
• DE Iowa Core Webpage
– Self Directed Online Modules
» Common Core Overview
» Common Core Essential Elements
Dynamic Learning Maps (DLM)
Embracing the New - Transforming the Old
Dynamic Learning
Maps
Assessment
Consortium
Common Core
Essential Elements
Specific Statements
Next Generation
Alternate Assessment
Built upon the
Learning Maps
ELA Sample Learning Map
http://dynamiclearningmaps.org/assessment/samplemap.html
What’s New?
Extension of Depth of Knowledge (DOK) taxonomy
Process
Definitions
Pre-intentional
Behavior reflects a general state but does not reflect intentional
behavior. Intent is inferred by others (e.g., teachers, parents)
through facial expressions, movements, or sounds.
Attend
Orients to objects, people or activity. Indicates selective attention
to stimuli in the academic learning environment.
Respond
Intentional response using any mode of expression. Indicates
joint attention to materials and activities in the academic learning
environment.
Replicate
Perform rote task in familiar or practiced context.
Remember
Retrieve relevant knowledge from long-term memory in a novel
context.
Foundation Node Example
F-99
Respond
to stimuli
F-107
Preintentionally
expresses
discomfort
F-108
Preintentionally
expresses
comfort
F-31
Anticipates
Consequences
of Actions
F-55 Can
seek
objects
F-94
Expresses
Preferences
F-18
Seeks attention
of others to get
desired objects
F-109
Preintentionally
expresses
Interest in others
F-106
Selectively
attends to
stimuli
F-46
Expresses
interest in
people
F-68
Can respond to
bids for attention
from others
Questions….
Contact Information
Emily Thatcher
Consultant, Alternate Assessment
[email protected]
515-281-3500
DESIGNING THE
INSTRUCTIONAL DAY
Handout
Designing the Instructional Day
The Purpose of this Document:
– Time allotments across content areas
– Instructional components of each content area
– Starting point for grade-level conversations
about the distribution of the instructional day
Elementary Literacy
2013 – 2014
Curriculum Guides
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data
Teams process (Focusing our Instruction)
• Refine the alignment with the Journeys
materials & further support the instruction of
the CC Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening standards
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data
Teams process (Focusing our Instruction)
• Refine the alignment with the Journeys
materials & further support the instruction
of the CC Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening standards
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data
Teams process (Focusing our Instruction)
• Refine the alignment with the Journeys
materials & further support the instruction of
the CC Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening standards
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data Teams
process (Focusing our Instruction)
• Refine the alignment with the Journeys materials &
further support the instruction of the CC
Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening
standards
Frequently Asked Questions
1. Why can’t the district provide the “team I Can
statements”?
2. If consistency is our goal, why aren’t we
providing common assessments for each unit?
3. What does this look like in K-1?
Question #1: Why can’t the district
provide the “team I Can statements”?
The purpose of the “team I Can statements”:
– Build a deeper understanding of the grade-level
standards
– Promote teacher conversation regarding what
this standard looks like through instruction and
assessment
– Team and teacher ownership of the “I Can”
statements, common formative assessments, and
instructional practices
Question #2: If consistency is our goal, why
aren’t we providing common assessments?
The Purpose of team created CFAs:
– To drive daily instruction in the classroom
(…it's critical that the team agrees that the items on the
assessment accurately measure the standards ~ Peery)
– Team and teacher ownership of what we want our
students to know and be able to do regarding the
ICC standards
The purpose of our CFAs is not to compare schools or
student progress. (**The Balanced Assessment System)
Question #3: What does this
look like in K-1?
Kindergarten
– The “Focusing our Instruction” portion of the guides
should be used to promote conversation around
standards students have already mastered (i.e. front
cover, back cover; author, illustrator; etc.)
– In some cases, pretesting may not be appropriate
– Foundational skills should be our main focus for
Data Teams
– The “Progress-Monitoring Booklet” from Journeys
provides 2-week checks for the foundational skills
instructed during that time
Question #3: What does this
look like in K-1?
Grade 1
– The “Focusing our Instruction” portion of the guides
should be used to promote conversation around
standards students have already mastered
– During the first few months of grade 1, foundational
skills should be our priority during Data Teams.
(Progress-Monitoring booklet from Journeys)
– Moving into mid-year, Common Formative
Assessments should include grade-appropriate text
with opportunities for students to demonstrate an
understanding of the reading standards
Elementary Math
2013 – 2014
Curriculum Guides
Des Moines Public Schools Mathematics
Expectation:
All students will demonstrate mastery of the
rigorous Common Core Standards for
Mathematics.
Consistent DMPS Math Framework
and Materials to Support
Balanced Assessment System + Use
of Data to inform instruction
Rigorous instruction focused around
the Mathematical Practice Standards
Alignment/Availability to Resources
to the Iowa Core Standards
Deepen Teacher Content Knowledge
+ Understanding of Iowa Core
Teachers
2013 – 2014 Math Curriculum Guides
Deepen Teacher Content Knowledge
+ Understanding of Iowa Core
Learner Objectives / I Can Statements
Your Thoughts…
“I can statements are needed and would benefit each grade level so that students and
staff alike understand what their target learning skills are.”
“Teachers mentioned on multiple occasions how much they would love to have them for
math. They already see the power of “I Cans” with literacy and it would be a natural
transition to have them for math.”
“Would be great if the math guides were similar to the literacy guides for consistency.”
“I would like to then move to a process in the district of identifying focus (I Can)
statements for our math standards that can be shared across all buildings and send a
consistent, instructional message due to our high mobility rate.”
Standard
2.OA. 1
Math Data Teams Model
•
•
•
•
•
•
•
I Can Statements
Deepen Teacher Content Knowledge
Student Friendly Language
Prerequisite Skills
Daily Math Review
Mental Math
Small Group Work
Intervention
Coherence Across Grade Levels
•
•
•
Looking Ahead
Small Group Work
Enrichment
Coherence Across Grade Levels
Math Data Teams Model
Priority + Supporting
Standards?
2013 – 2014 Math Curriculum Guides
Balanced Assessment System + Use
of Data to inform instruction
Priority + Supporting Standards
Your Thoughts…
“Many teachers only teach to the benchmark tests, so the students will have gaps in their
learning next year.”
“MDP’s are difficult to teach because of time and lack of resources. It would be especially
difficult for a new teacher.”
“Our teachers are very adept at designing problems to teach to the priority standards.”
“Our math curriculum has a lack of some life skills. The areas I'm referring to are telling
time and counting money.”
“Teachers rarely use the guides, but rather look at the assessments and teach those skills,
not necessarily relying on the guides.”
Math Data Teams Model
Priority
+ Supporting
Iowa Common
Core
Standards
• Priority + Supporting Language will not be used.
• All standards will be taught and assessed.
• The amount of standards/I Cans were taken
into consideration.
• Optional Unit Lesson Progression is available
to assist with time management.
• Some standards will require more whole group
instructional time than others.
• Some standards will also be represented more on
the assessments than others.
Standard Progressions
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you
have?
2013 – 2014 Math Curriculum Guides
Deepen Teacher Content Knowledge
+ Understanding of Iowa Core
Understanding Math Content
Your Thoughts…
“Our teachers need strategies to help them explicitly teach students to fill in the gaps.”
“The most significant aspect of PD is growing the content knowledge and pedagogical
skill sets of our most valuable resource: our staff. This includes curriculum, assessment,
and instruction.”
“Teachers need more assistance in understanding the Common Core. Our professional
development should revolve around the core and strategies to teach it.”
Math Data Teams Model
Math Data Teams Model
What does this standard mean the students
will know and be able to do?
Deepen Math Content Knowledge
• Mini-PD sessions for coaches + teachers
• 2013 – 2014 PD Plan
• Strategies
• Examples
• Practice
• Collaboration
Elementary Math Summer PD
Elementary Math + The Elementary Math + The
Common Core
Common Core
June 24th + 25th
8:00am – 4:00pm
Location: Gloria Dei
June 17th + 18th
8:00am – 4:00pm
Location: Plymouth
Multiplication and
Division
June 10th + 11th
8:00am – 4:00pm
Location: TBD
Target Grade Level: K – 1st
Target Grade Level: 2nd – 3rd grade Target Grade Level: 2nd – 3rd grade
This session will focus on
implementation of the Common Core
content standards, as well as, the
Mathematical Practice Standards.
Teachers will examine strategies for
kindergarten and first grade students
to develop tools to think of numbers
in many ways and contexts. There will
be frequent opportunities for peer
collaboration and planning for
implementation.
This session will focus on
implementation of the Common Core
content standards, as well as, the
Mathematical Practice Standards.
Teachers will examine strategies for
2nd and 3rd grade students to
develop tools to think of numbers in
many ways and contexts. There will
be frequent opportunities for peer
collaboration and planning for
implementation.
This session will focus on
implementation of the Common Core
content standards, as well as, the
Mathematical Practice Standards.
Teachers will examine strategies for
4th and 5th grade students to develop
tools to think of numbers in many
ways and contexts. There will be
frequent opportunities for peer
collaboration and planning for
implementation.
2013 – 2014 Math Curriculum Guides
Alignment/Availability to Resources
to the Iowa Core Standards
Instructional Materials
Your Thoughts…
“The Expressions books don’t align well to the Common Core standards. It is
overwhelming for teachers to skip around in the book and search for all the additional
resources. The teachers get stressed about finding all the additional activities.”
“Expressions jumps around A LOT. Are there instructional materials already tied to the
core that are more sequential and have more of the lessons already included?”
“It takes hours to write and plan lessons that last about 5 minutes. Too many places to
pull materials from. “
“HM books are for the most part not being used in classrooms because they don’t
support what we’re doing.”
“Our teachers are trying very hard to teach what they are supposed to, but it’s hard
because the materials don’t lend themselves to easy support. It seems our teachers are
often searching for or creating their own materials to supplement their instruction.”
Math Data Teams Model
Hyperlinks
Lessons and Resources for Base Ten 2
Linked to Sharepoint –
Teachers will need to
sign in using their DMPS
username and password.
2013 – 2014 Math Curriculum Guides
Instructional Materials Review and Adoption
• If you have teachers who you would like to be
part of this process – please send names and
grade levels to Anna.
2013 – 2014 Math Curriculum Guides
Rigorous instruction focused around
the Mathematical Practice Standards
Mathematical Practice Standards
Your Thoughts…
“We need to develop ‘I Can’ Statements around the Mathematical Practice Standards.”
“Teachers need to be identifying the mathematical practices involving in solving
problems.”
Math Data Teams Model
Emphasized Standards for Mathematical Practice
Hyperlinks
Mathematical Practice Standards
• Located on the Math Website
• Specific by Grade Level
• Focus of 2013 – 2014 PD
• Strategies
• Examples
Math Curriculum Guides
Consistent DMPS Math Framework
and Materials to Support
“ITeachers
really see thewill
valueuse
of Daily
Review,
but Iprocess
do not havearound
time to dopreit.
theMath
Data
Teams
With only 35 minutes for math, it is not possible to implement Daily Math
and post-test data to inform instructional planning.
Review.”
- Feedback from a 5th Grade Teacher after Early out PD
Classrooms will include:
•
•
•
•
•
•
Daily Math Review
Mental Math
Whole Group Instruction
Small Group Instruction
Fact Fluency
Formative Assessment
75 – 90
60
Minutes
(Approximate)
CONTINUED WORK…
• The Unit One Guides are available on the Math Website.
• Links
• Mathematical Practice Standards
• Grade Level Progressions
• Guides will be posted on the math website as soon as
completed.
• Year at a Glance forms are available to outline unit changes.
• Assessment work is currently be completed.
• Instructional Materials
SCIENCE &
SOCIAL STUDIES
Science and Social Studies Alignment
• Science and Social Studies units will be
aligned to correspond to literacy units for
2013-2014
• Each unit will be 6 weeks in length
• Unit guides will be available for each unit
with resources and “I can” statements
aligned to current Iowa Core.
Science
• All resources will be posted by
July 1st
• http://science.dmschools.org/
• FAQ sheet
• Foss Kit realignment
• Ordering of materials/kits
• Ongoing professional
development
– June elementary meetings
–August video overview
–PLC meetings as needed
–Elementary T & L meetings
as needed
• NGSS to be considered by Iowa
for pending adoption in
December 2013
Social Studies
• All resources will be posted by
July 1st
• http://socialstudies.dmschools.org/
• Ongoing professional development
meetings
–June elementary meetings
–August video overview
–PLC meetings as needed
–Elementary T & L meetings
as needed
Foss Kit Realignment
• Some kits have moved grade levels
• All kits are still within appropriate grade bands
(variables moving from 5th to 3rd)
• Some kits will not be used next year (please
retain for future years)
• New Plants kit to be shared between K and 1st .
• 2 new kits (not required)
–Animals 2 x 2 (490.00)
–Five Senses Discovery Kit for PK-K (75.00)
Sample Guide Format
Literacy
Unit
2
Theme
The 5 Senses
Iowa Core Standard
K-2

Understand
and apply
knowledge of
basic human
body
structures
(human body
parts and their
functions)
I Can Statements
Materials/ Resources
Project Ideas
I can identify the 5
senses and the
associated body part.
Delta Education Body and
Senses Discovery Kit
http://www.deltaeducation.com/productdetail.a
spx?Collection=N&prodID=340
6&menuID=
Delta Education Body and Senses Discovery Kit
http://www.deltaeducation.com/productdetail.aspx?Collection=N&prodID=3406
&menuID=
I can use my 5 senses
to make observations
of an object or
situation.
I can use tools such
as rulers, and
magnifiers to extend
my senses and my
abilities to gather
information.
Order non-fiction books from
Heartland AEA
http://media1.aea11.k12.ia.us/
display/041/wwk770?kw=the+
senses&au=P&submit=1
Video resources:
5 senses song:
https://www.youtube.com/wa
tch?v=lvBXWMvOGOk
More ideas:
http://www.littlegiraffes.com/f
ivesenses.html
More Lesson Plan ideas for
each sense:
http://www.squidoo.com/how
-to-teach-the-5-senses-to-kids
Supplemental Project Ideas
Let’s Make Sensory Books!
http://www.scholastic.com/teachers/lessonplan/let%E2%80%99s-make-sensory-books
Create Exploratory Centers such as:
Touch Center
Touch and feel bags - Have 12 bags filled with different items. The
students put their hands into the bags and draw what they think
are in the bags. Create a sheet with 12 boxes for recording
drawings.
Sound Center
Sound Matching- Use dark colored film canisters and put objects
into them. On the bottoms of the canisters put colored dots with
letters on them. Make two full sets so that a group of 4 could play
in teams of two. The canisters are in pairs with matching objects
inside and matching letters on the bottom. The children take turns
choosing one container and then shaking the rest to find the one
that matches. Then their partner takes a turn. They confirm the
match via the letters on the bottom.
Guess that Sound – Use opaque containers to make “mystery
containers”. Each container contains an object that is unknown to
the students. The students shake and then draw a picture of what
they think is in the container.
Smell/Taste Center
What’s That Smell??- Make up containers Styrofoam cups covered
with aluminum foil with different smells. Poke holes in the top of
the foil so students can smell but not see the contents. (Be aware
of any allergies that may be present in your class). Have enough
sets for each group of students to share. We do this as a whole
class activity - guessing smells, etc.
My Jelly-Belly tastes like. . . - Using jelly-belly beans; have the
students hold their nose and chew on a jelly bean. You have a
sugar sensation but no taste. After they chew for about 20 seconds
I tell them to let go of their nose and they get a blast of flavor.
Discuss the role of our nose with taste.
Vocabulary
needed
Taste, touch,
smell, sight,
hear, sense,
observe, predict,
nose, eyes, ears,
tongue, skin
HEALTH
2013-2014 ELEMENTARY
ASSESSMENT PLAN
Handout
2013-2014
PROFESSIONAL
DEVELOPMENT PLAN
Handout
School Choice
2013-14 School Year
May 2013
School Choice Notification
• Shift from August notification to spring
• Goal: those opting for School Choice will
be able to attend their new school on the
first day of the 2013-14 school year
School Choice Timeline
• Letters/Forms ready to send out the
week of Tuesday, May 28
• School Choice Request Forms deadline:
–July 1 for continuous calendar schools
–August 1 for all other schools
School Choice Details
• See this week’s CIA eBlast
• Please share with Office Managers
• CIA will be personalizing letters/Request
Forms for each school
• Mail letters/Request Forms to those not in
attendance when they were sent home with
students & to incoming kindergartners
School Choice Details, continued
• Send home letters/Request Forms of any
of your school’s Title I feeder pattern
schools to 5th and 8th graders
• Include letters/Request Forms in
registration packets
• Welcome Center will be provided with
letters/Request Forms
Questions?
Contact Wilma Gajdel at
[email protected]
Email is best
TEXT BOOK INVENTORY
Handout
INCREASED NEEDS
Handout
WHAT QUESTIONS REMAIN?
Collaborate with your team…
What questions remain regarding
Curriculum Guides, Balanced
Assessment Plan and Professional
Development Structure for 2013-2014?