Transcript Teaching and Learning Elementary

Teaching and Learning
Elementary
3.11.14
Dean Avenue Conference Center
Today’s Agenda
Time Frame
Agenda Item
Area of Focus
8:30-8:35am
Welcome and Overview of Agenda
8:35-9:00am
Vision for Blended Learning and the Go
Math! Materials Implementation
Effective Instructional Practices
9:00-10:00am
Deepening our Understanding of Blended
Learning
Effective Instructional Practices
10:15-11:15pm
What will Blended Learning look like in
DMPS?
Effective Instructional Practices
11:15-11:45am
Math Implementation Updates
Effective Instructional Practices
11:45-12:00pm
2014 Summer Professional Development
12:00-12:30pm
Planning for 2014-2015
Collaborative Structures
Effective Instructional Practices
Feedback and Questions
https://todaysmeet.com/gomath
VISION & GOALS:
TECHNOLOGY
INTEGRATION
PLAN
Vision
This shift is intended to make learning more
productive by giving teachers…
1. better tools
2. more time
3. informative data
We know this will be a challenge…
It will require us to focus on a
small number of ambitious goals
and make the integration of
technology the daily agenda.
Goals for our Program
• Support students in obtaining the Common Core
Mathematics Standards through technology
based instruction.
• Utilize the Go Math materials upgrade to design a
blended learning environment.
• Provide students with personalized
instruction, practice and formative feedback
that support a competency based system.
Our Promise to You…
• We will communicate timelines and
expectations as soon as they are available.
• We will provide you and your teachers with the
training and onsite support necessary for
success.
• We will provide you with the tools and
resources necessary to deepen this
implementation at the building level.
DEEPENING OUR
UNDERSTANDING
OF BLENDED
LEARNING
Blended Learning
• Blended learning involves an instructional shift
in some portion of the day to an online
environment.
• This shift is intended to make learning more
productive by giving teachers…
–better tools to deliver instruction
–more time to meet individual needs of students
–informative data to drive instruction and monitor
progress
Blended Learning
“Supplant vs. Supplement”
–Digital learning implementation will require
modifications to the curriculum to replace
ineffective practices with those that best leverage
the technology.
Drivers of Blended Learning
Theory & Rationale
• According to the U.S. Department of
Education and recent studies by the National
Training and Simulation Association,
technology based instruction can reduce the
time students take to reach a learning
objective by 30 to 80 percent.
Theory & Rationale
If teachers use interactive technology during
instruction…
then their lessons will be more engaging…
and student achievement and engagement will
increase.
Marzano Research Laboratory
Case Study:
California Urban Elementary School
Marzano Research Laboratory
Percent of Students Scoring Proficient on
State Test
Marzano Research Laboratory
Percent of Students Scoring Proficient on
State Test
Marzano Research Laboratory
Percent of Students with disabilities
Scoring Proficient on State Test
Marzano Research Laboratory
Percent of Students with disabilities
Scoring Proficient on State Test
Marzano Research Laboratory
California Urban Elementary School
Marzano Research Laboratory
“Introduction to Blended Learning for
Elementary Schools”
1st Read:
• Annotate: Make notes in the margins of
questions, ideas, etc.
• What is blended learning?
• What are the benefits of blended learning?
Reflect for 2 minutes with an elbow partner.
• What did you learn about blended learning?
• What advantages does blended learning provide for
students and teacher?
What is Blended Learning?
• Some of the students’
learning and practice
takes place in an online
environment.
• The teacher still plays an
important role in
delivering face-to-face
instruction.
• Teacher integrates
technology into
instruction.
What are the Benefits of Blended
Learning?
• http://youtu.be/d27SblMbzaI
What are the Benefits of Blended
Learning?
Better Tools
More Time
Differentiated
Instruction
Data-based Decisionmaking
Ownership for Learning
Informative Data
Increased Engagement
Introduction to Blended Learning for
Elementary Schools
2nd Read (page 4-5 “The Blended Learning Solution” Section):
• Annotate: Underline key words or phrases that describe
blended learning.
• Write a short summary of what blended learning looks
like in a classroom based on the information presented.
Use the key words you underlined.
Scaffold: Use one of the following sentence frames:
• Blended learning includes _________________
• Blended learning looks like students ____________
• A blended classroom would include _____________
Introduction to Blended Learning for
Elementary Schools
Blended Learning looks like online individualized learning
combined with classroom instruction from the teacher.
A blended classroom would include high-quality learning
experiences during whole group instruction, as well as
student-centered learning with a teacher in small groups. It
would also include components of personalized learning
happening with laptops, tablets, or other devices.
Introduction to Blended Learning for
Elementary Schools
3rd Read (page 4-5 “The Blended Learning Solution” Section):
• What examples of blended learning have you
seen in DMPS classrooms?
–Annotate: Circle elements that you have seen in
DMPS classrooms.
• How might we increase technology integration
in classrooms to increase student
achievement?
Blended Learning in Action
• http://youtu.be/zz5sWxA0JWM
BREAK!
15 min.
WHAT WILL
BLENDED
LEARNING LOOK
LIKE IN DMPS?
CRITICAL SUCCESS
FACTORS FOR
IMPLEMENTATION
DISTRICT
Critical Success Factors for
Implementation
Critical Success Factors - District
1. We are currently working through the
buildings to establish installation needs and
requirements based on classroom and
building structures.
Critical Success Factors for
Implementation
Critical Success Factors - District
2. PD opportunities (Teachers)
–
–
–
–
Summer PD
Future PLC’s
The KITE project
SMART website trainings
Critical Success Factors for
Implementation
Critical Success Factors - District
3. PD opportunities (Leadership)
–
–
–
–
Summer PD
2014-15 Teaching and Learning Meetings
The KITE project
SMART website trainings
Critical Success Factors for
Implementation
Critical Success Factors - District
4. Differentiated PD opportunities
–
–
–
–
2014-15 PLC Structures
The KITE project
SMART website trainings
Building specific PD’s to assist with Building
Directed PD during the 2014-15 school year
CLASSROOM
Critical Success Factors for
Implementation
Critical Success Factors - Classroom
1. The “Engage” portion of the GO Math lesson
will be shown for each lesson.
• Increase student engagement and knowledge
of the purpose
• Increase teacher understanding of new
technology and it’s operation
ENGAGE
Critical Success Factors for
Implementation
Critical Success Factors - Classroom
2. The “iTools” application will be used by
teachers
• Increase student clarity of the lesson with
consistency
• Increase teacher understanding of new
technology and it’s operation
iTools
Critical Success Factors for
Implementation
Critical Success Factors - Classroom
3. Teachers will utilize the Problem Solving
portion of the interactive lesson
• Increase students’ interactivity with the lesson
• Increase teacher understanding of new
technology and it’s operation
Problem Solving
Critical Success Factors for
Implementation
Critical Success Factors - Classroom
4. Identified students will utilize the “Personal Math
Trainer” to reinforce the teacher instruction
• Increase students’ interactivity with the lesson
• Provide students with adaptive support and
practice opportunities
• Increase student understanding of the standard
• Support the teacher instruction with alternative
forms of instruction
Personal Math Trainer
• Google:
HMH Personal Math
Trainer
SMART
CERTIFICATION
TRAINING
SMART Certification Training
Phase 1
A core team of people will receive the SMART
certification training this year.
This team will begin working to create opportunities for
our teachers to be as effective as possible with the
resources they are being given.
1. EQ PD Day
2. The KITE Project
3. Building Directed PD
4. Summer PD
5. District PLC sessions
SMART Software
• Teachers will need to load the software to
their laptop
–Directions and PD will be provided to ensure
success
–Software will be required to use the GO MATH
interactives
–We will be purchasing the SMART Notebook14,
which is not currently available
DISTRIBUTION
AND
INSTALLATION
Distribution and Installation
What will a general education classroom
look like next year?
Equipment
• Teacher Laptop (Currently in place)
• Document Camera (Currently in place)
• Interactive Projector
• SMART Software (To be downloaded to the
teacher’s laptop)
• 6 student devices per classroom
Interactive Projector
Additional Projector Information
• Wall mounted projector
–Wiring must be run for data and electricity
• Uses existing whiteboards as interactive displays
–We may need to replace some existing boards
–Also includes a MAGIC
BOX!!!
• Installation into buildings will be done in the most
efficient manner.
–Schedule will be provided after Spring Break
Additional Projector Information
• Projector will be touch enabled, no need for
an IR pen
–IR Pen is still included and available as a fallback
resource
Additional Projector Information
• Location will be predetermined
–Standardization of the equipment is important to
our success
–Each classroom presents it’s own set of
circumstances
–This is a collaboration between, Technology,
Facilities, and Curriculum
Timeline
• RFP for projector is due March 21st
• Taken to the board on April 1st
• RFP for the installation is due April 7th
• Taken to the board on April 15th along with
Software (SMART Notebook)
• The installation will begin as soon as we have
delivery of the projectors
Student Devices
• Each classroom will be provided with 6
student devices
–Emphasis has been placed on consistent materials
with the math adoption
–PD for these devices and their uses will be
extensively provided
–This would be a great opportunity for us to
evaluate our current technology realities and
distribute them to best enhance our new reality
Student Devices
• The devices are to be distributed 6 per
classroom for math instruction
What about the old stuff?
• Getting rid of equipment that will no longer be needed
– Interactives
– Projectors
•
Keep a few for emergencies
– Various other equipment
Equipment Transfer Form on Sharepoint
PROFESSIONAL
DEVELOPMENT
PLAN
Professional Development Plan
The technology is not seen as a separate entity
or as an add on to instruction. This is how we
are changing our instruction and how it will be
implemented with our math resources.
T&L 2014-15
• Teaching and Learning sessions will be full days
in 2014-15.
• Mornings will reflect current structures for
Principals and instructional coaches.
• Afternoons will reflect more of a PLC
structure for instructional coaches. There will
be a focus on blended learning. Principals are
welcome to attend.
Summer Math PD
• All of the summer math PD opportunities will
have technology embedded into the content.
• Teachers will learn how to integrate and use
the technology hand in hand with the new
math materials.
• These are not separate entities, but rather
enhance one another.
Summer PD
• The Literacy and content Summer PD
opportunities will also include integration
ideas along with blended learning
guidance
SMART Software
SMART software has an extensive
warehouse of online trainings and
materials for teachers and buildings to
utilize.
This does require a creation of a SMART
user account. Directions and training will
be provided.
http://smarttech.com/Resources/Training
The KITE Project
The KITE project will begin working
on creating modules to support the
math adoption along with additional
technology PD opportunities.
BUILDING ACTION
PLANNING
Build Action Planning
• Discuss at your tables the following topics:
–What does my staff need? (Training…)
–What does my building need? (Power supply…)
–How can the leadership team support this?
• Please utilize the TodaysMeet site to post
questions so that they may be addressed to
the group
RESPONSE TO
QUESTIONS
Summary
• Supplant vs. Supplement
• Installation timeline will be provided after
Spring Break
• Begin to address other building needs
• This is a true team effort: Facilities, Technology,
Curriculum, Building Leadership, Classroom
Teachers
GO MATH!
IMPLEMENTATION
UPDATES
+ Feedback:
3.5.14 District PLC
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cross curricular material
with Go Math!
I am excited about getting to use
this new math program and
integrating technology and
manipulatives.
I am glad to know as much
as I know at this time.
I enjoyed the new curriculum
resource and the workbooks (20).
I like the layout for each lesson
and the problem solving.
GO MATH!
COMMON QUESTIONS
Go Math:
Common Questions
Expectations
Daily Math
Review
Special
Education
Materials
Summer
Professional
Development
Technology
Go Math:
Common Questions
Expectations
Will teachers be expected to teach the lesson
word for word out of the books?
Expectations
No. The prompts are available for teachers to use in the
planning process and are optional in teaching the lesson.
Will teachers use additional outside resources
to teach lessons?
Go Math will be the primary resource for teaching
elementary math in DMPS. If time and necessity allow –
other resources may be utilized.
Will we post the Essential Questions or the I Can Statements?
The Essential Question is written in student-friendly language. The I Can Statement/Lesson
Objective is for teacher use. It is not required by our district that teachers post either, although it
is crucial that the teacher is communicating the learning goal with the students daily.
Go Math:
Common Questions
Daily Math Review
Does Daily Math Review have to be part of the
math block of time?
Daily Math
Review
No. Daily Math Review and Mental Math can be a stand
alone – similar to this year.
When does Kindergarten start DMR?
Kindergarten does not need to start DMR until the
beginning of 2nd semester.
Will the purpose and expectations of Daily
Math Review be the same as this year?
The purpose remains the same – which is to review
prerequisite skills or skills that were not mastered in a
previous Chapter.
Go Math:
Common Questions
Go Math:
Common Questions
http://elementarymath.dmschools.org/
Go Math:
Common Questions
Special Education
Special
Education
•
What if a Special Education student is out of the
room during whole group?
•
Can a Special Education student miss Daily
Math Review?
•
Where do Special Education minutes fit into
The Math Framework?
•
What might the classroom look like during the
additional 15-20 minutes of Intervention?
•
What are Tier 3 SPED students missing during
intervention?
Go Math:
Common Questions
Math Block: 75 – 90 minutes/day
Daily Math
Review +
Mental Math
(15 minifmaximum)
What
a Special
Education student is
Can
a SPED
student
What
if a Special
miss Daily
Math
Education
student
is
Review
in order
to
out
of the room
during
whole
group?
receive
SPED
SPED students
will be in
services?
the
classroom
for Coreon
Maybe.
It depends
Whole Group Instruction.
the student and their
needs and ability level.
Whole Group
Concept
Development
(20 min)
Differentiated
Instruction
Problem
Solving
(20 min)
(15 min)
ENGAGE
Small Group
Instruction
EXPLORE
Independent /
Collaborative
EXPLAIN
Personalized
Learning
Core Whole Group
Instruction
Go Math:
Common Questions
Math Block: 75 – 90 minutes/day
Daily Math
Review +
Mental Math
Whole Group
Concept
Development
(15 min maximum)
(20 min)
Differentiated
Instruction
Problem
Solving
(35-40
(20 min)
min)
(15 min)
Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)
Where do Special Education minutes fit into The Math Framework?
Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time.
What might the classroom look like during the additional 15-20 minutes of
Intervention? What are Tier 3 SPED students missing during intervention?
One option would be to add 15-20 minutes to the Differentiated Instruction time for Math Intervention.
The teacher would be working in small groups and students would be in centers.
Go Math:
Common Questions
Next Steps with Special Education
Scheduling
If you need assistance in creating your master schedule to support Special
Education students – please contact Special Education Support Staff.
Math Binders and Checklists
A committee will be working beginning in May and through the summer on
aligning Special Education Resources to Go Math. The committee will also be
working on a Special Education Framework for teaching elementary math.
If you have a 5th grade student with a math goal to complete 2nd grade
standards, will teachers be using the 2nd grade Teacher Edition?
No. Unless on alternative assessment, a 5th grade student in Special Education
will use the 5th grade resources.
Go Math:
Common Questions
Materials
Will we get consumable student editions for
more than one year?
Materials
Yes. We are purchasing the consumable student editions for
seven years.
What is our districts protocol for
consumables when we receive new
students or students move schools?
If a new student arrives at your school, a new consumable
will be ordered through Central Stores. If a student moves
to a new school – the consumable will be bag mailed to the
new school.
Go Math:
New Available Resources
http://elementarymath.dmschools.org/
Go Math:
New Available Resources
Blank Planning Template
Go Math:
New Available Resources
http://elementarymath.dmschools.org/
Go Math:
New Available Resources
Iowa Core Standards Book
Go Math:
New Available Resources
http://elementarymath.dmschools.org/
Go Math:
New Available Resources
Year at a Glance
2014 SUMMER
PROFESSIONAL
DEVELOPMENT
Handout
2014-2015
UPDATES
SCIENCE AND
SOCIAL STUDIES
ALIGNMENT
Handout
2014-2015 Social Studies
• Social Studies has added one unit to Kindergarten and
taken away one unit from 1st grade. (3 Science & 3
Social Studies in each grade)
• We will be tightening up our I Can Statements for each
standard to support instruction.
• Each Social Studies unit will include resources to
support instruction and student learning. These will be
accessible via the literacy weebly and the social studies
weebly in folders on SharePoint organized by grade
level and unit. (Available in May)
2014-2015 Science
• Balance and Motion Kit is back in 1st grade, and
the Variables kit is back in 5th grade. Please make
sure they come out of storage and are refilled for
next year.
• Please make sure ALL kits that are being used are
refilled this year for next year’s use.
• Please spend all building science supply budgets
by May 1. Money does NOT carry over from
year to year.
DATA
COLLECTION
Infinite Campus
Starting in the fall of 2014, we will utilize Infinite
Campus as our Data Collection System for all
district assessments.
This change will allow us to…
–Be more cost effective
–House all of our data in 1 place
–Prepare for Standards-Referenced Grading & Reporting
Transition
• As a result of this transition, we will not have
access to DataDirector starting in the fall.
• We will be providing more information regarding
this transition at the May 21st Teaching + Learning
Meeting.
• Please note: we will be providing classroom
teachers with the training and technical support
needed to make this transition.
K-3 EARLY
LITERACY
LEGISLATION
K-3 Early Literacy Legislation
Iowa Code §279.68
Section 279.68 of Iowa Code was passed during the
2012 legislative session, but it was not until the spring
of 2013 that $8 million was appropriated to enact this
law, which focuses on the following:
• State-Approved Screening & Progress Monitoring Assessments
• Documented Interventions provided to students identified as
at-risk of or having a substantial reading deficiency
• Summer School & Retention starting in the summer of 2017
What will this mean for DMPS?
In order to begin our implementation of this
legislation…
Starting in the Fall of 2014, we will implement
the Fast earlyReading Assessment in
Grades K-1.
*This will replace our use of the Emerging Literacy
Survey and the PA Profile.
What is Fast?
• FAST's earlyReading assessment is comprised of
twelve subtests. A composite with a specific
combination of four assessments per screening
period is typically completed in 5-10 minutes
per student.
• The earlyReading assessments are individually
administered. The teacher (or other staff) marks
student responses electronically as the student
completes the brief assessment.
What is Fast?
Fall
Winter
Spring
K





Concepts of Print (8)
Letter Names (25)
Onset Sounds (12)
Letter Sounds (10)
EarlyReading
Composite (40)





Word Segmenting (15)
Nonsense Words (5)
Onset Sounds (15)
Letter Sounds (28)
EarlyReading
Composite (47)





Word Segmenting (32)
Nonsense Words (8)
Sight Words -50 (39)
Letter Sounds (42)
EarlyReading
Composite (60)
1





Sight Words-150 (14)
Word Segmenting (27)
Nonsense Words (5)
Sentence Reading (18)
EarlyReading
Composite (28)





Sight Words-150 (44)
Word Segmenting (30)
Nonsense Words (14)
CBM Reading (43)
EarlyReading
Composite (37)





Sight Words-150 (61)
Word Segmenting (32)
Nonsense Words (17)
CBM Reading (68)
EarlyReading
Composite (51)
Kindergarten Comparison
Current (ELS) Fast (Fall)
Rhyming Discrimination
Rhyming Production
Segmenting Sentences
Segmenting Compound Words
Blending Compounds and Syllables
Blending Phonemes
Concepts of Print
Uppercase and lowercase letters
Consonant Sounds
Short Vowel Sounds
Long Vowel Sounds
Sight Word Recognition
Sentence Dictation
Accuracy
Retell
Comprehension
Nonsense Words
Fast (Winter) Fast (Spring)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X (40)
X (50)
X
X (W, S)
X (W, S)
X (W, S)
X
X
Grade 1 Comparison
Current
(PA, BRI)
Graphemes (sounds)
X (PA)
Decoding (nonsense words)
X (PA)
FAST
(Fall)
Fast
(Winter)
Fast
(Spring)
X
X
Sight Words
X (150)
X (150)
X (150)
Word segmenting
X
X
X
Sentence reading with pictures
X
Fluency (WPM)
X (BRI-S)
X (SR)
X (CBM) X (CBM)
Accuracy
X (BRI-F & S)
X (SR)
X (CBM) X (CBM)
Comprehension
X (BRI-F & S)
Next Steps
• More information regarding our
implementation of Fast will be provided this
spring.
• Please note: We will be providing ½ day
training sessions to all K-1 instructional staff
on the administration of the Fast Assessment.
ONLINE PD
MODULES
Close Reading Survey
• Link to survey:
https://www.surveymonkey.com/s/closereading
modules