Transcript Elementary Teaching & Learning Moving Forward with Literacy

Elementary Teaching & Learning
Moving Forward with Literacy
10.23.12
Plymouth Church
Agenda
I.
Update on our Progress
II. Balancing our Priorities: Data Teams and the
Journeys Materials
III. Removal of Houghton Mifflin Reading (©2008)
Materials
IV. Survey Monkey
ELEMENTARY DISTRICT
PLCS:
Supporting our Shared Responsibility
What We Learned Through our First PLC
• While we wanted teachers to have an opportunity
to collaboratively prepare Common Formative
Assessments with other grade level teams, we
learned that:
–We have such varying levels of understanding of the
Common Core Standards that creating an assessment
from scratch was very difficult.
–We are still developing our understanding of the
Journeys materials, and until this foundation is built, we
need to focus on our implementation of these materials.
What We Learned Through our First PLC
• Therefore, we will not be CREATING
Common Formative Assessments during this
time. Instead, we will:
–Support the different components of the Journeys
materials and discuss grade level specific
implementation.
–Provide teachers with an opportunity to share
Common Formative Assessments that they are
using.
The Purpose of the District PLCs
** Please Share This With Your Staff **
• To discuss the implementation of our common
district initiative. (2012-2013: Journeys Implementation)
• To provide teachers with an opportunity to
share ideas and collaborate with colleagues
from around the district about commonalities.
The Role of the PLC Facilitator
** Please Share This With Your Staff **
• To communicate a common message about lessons learned
and expectations.
• To provide an example of implementation specific to each
grade level.
• To facilitate group discussions and maintain an appropriate
time schedule.
• The facilitators are not responsible for responding to
building specific questions or concerns. These should go
directly to Carlyn Cox and building leadership.
What we need from building leaders…
1. Say Something…
– If you see someone at a PLC acting inappropriately or steering the
conversation towards negativity, please redirect the conversation or
remind them of the norms (even if they are from another school).
– Empower your teachers with this same message.
2. Ensure teachers know the purpose of these
meetings and the role of the facilitator before the
next session.
3. Contact me if there are any questions or concerns
about the message teachers are returning with.
COMMON QUESTIONS FROM THE
K-2 PLCS & BUILDING VISITS
Grade 1: Basic Reading Inventory
Why are we administering an end of the year assessment
at the beginning of the year?
The Purpose of the Grade 1 Fall BRI:
• To provide a Pre/Post measure that we can report on to
our external stakeholders.
• To provide us with an opportunity to show growth
achieved through Grade 1.
• To allow us to look at trend data around the number of
students leaving kindergarten and arriving at Grade 1 ready
to read a Lexile Level 190 passage.
Grade 1: Basic Reading Inventory
We must also consider the text complexity required
by the Common Core (Lexile 190-530) and recommended
by Fountas and Pinnell (Oct – E/F/G) for Grade 1.
Spotty Swims is a Lexile Level 190.
Guided Reading Level
Lexile Level
D
E
F
G
220-500
* Please reference the following link for more information:
http://www.heinemann.com/fountasandpinnell/supportingMaterials/bas/10MonthProgressByInstructionalLevel.pdf
Scholastic Reading Inventory
What we’re hearing…
• Teachers are liking the convenience and
objectivity of the assessment.
• Scores are lower than we may have expected.
• Building would like to give it more frequently.
Scholastic Reading Inventory
What we’re learning…
• There is a direct connection between the results of
the SRI and proficiency on the Iowa Assessment.
–38% of 4-5 student were NOT proficient on the Iowa Assessment
–33% of 4-5 students were identified as Below Basic
• When analyzing some of the Iowa Assessment
passages for a Lexile level, we found that most fell
into what would be considered “Basic” on the SRI.
• GOAL = Reduce the number of students in the
Below Basic category.
Scholastic Reading Inventory
Take a moment to look at your building
SRI and Iowa Assessment data.
–What trends are you noticing?
–What might be your next step to support
your work?
Next Steps with the SRI…
• We are preparing a set of testing
recommendations that will be used in Journeys.
Please provide any feedback you have
regarding environment suggestions that
have worked for you. These may include:
–Providing breaks.
–Identifying students who need a teacher or associate
“buddy” to keep them on track during testing.
–Articulating what students should do when they’re
finished with the assessment (not computer games).
Next Steps with the SRI…
• We are also considering the number of
times teachers are “allowed” to administer
the SRI and whether this might be an
appropriate assessment for Grade 2 students.
Cross-School Collaboration
Work Together to Identify:
• 1 common celebration regarding what is working.
• 1 common question relevant to Elementary Literacy.
BALANCING OUR
PRIORITIES
Journeys and Data Teams
Assessing the Balance: Stage 1
Starting
Implementati
on of the
Journeys
Materials
Minimal
Understandin
g of the
Common
Core
Standards
Action Plan:
• Focus on the use of Journeys.
• Implement the Weekly Skill
Assessments as progress
monitoring and focus on the
reteaching lessons after analysis
of this data.
• Planning for instruction includes
additional engagement
techniques that could be used
with the Journeys materials.
Assessing the Balance: Stage 2
Strong
Implementation
of the Journeys
Materials
(Look Fors)
Progressing
Understanding
of the Common
Core Standards
Action Plan:
• Continued focus on the use
of Journeys.
• Building professional
development and PLC time
dedicated to:
– understanding what student
proficiency looks like for each
CC Standard through the initial
creation of CFAs for mastery
standards.
– designing instruction based on
student data using the Journeys
materials.
Assessing the Balance: Stage 3
Strong
Understanding of
what Journeys has
to Offer & How
we Can Improve
its Effectiveness
Well Developed
Understanding
of the Common
Core Standards
(What instruction looks
like. What student
proficiency looks like.)
Action Plan:
• Continued focus on the use
of Journeys in conjunction
with additional resources
that support student
obtainment of the CC
Standards.
• Building professional
development and PLC time is
dedicated to the creation,
revision and analysis of CFAs.
What We’re Hearing…
• According to our last survey monkey, 61% of
buildings feel they are in Stage 1.
• Teachers and leaders are overwhelmed trying to
manage the implementation of Journeys with the
creation of Common Formative Assessments.
• We are struggling to implement the Data Teams
model as we have previously known it to be.
Implement the Data
Teams process using
district assessment and
design instruction
without core materials
Become familiar
with what works for
kids in the Journeys
Materials
Use assessments
from the Journeys
Materials and
implement a
modified Data
Teams Cycle
Work to create CFAs aligned
to the CC Standards to build
a deeper understanding of
these standards
Goal: Implement the CC Standards with teacher created assessment to
use during the Data Teams process. Deepen our Data Teams process
by using student data around the standards to plan for instruction using
Journeys as a starting point.
WHAT DOES
WHOLE GROUP & SMALL GROUP
INSTRUCTION LOOK LIKE?
Handout
How do we fit it all in???
The Role of this Document
• To provide a possible framework for teachers and
leaders working through the pacing and
scheduling of the Journeys components.
• To scaffold the collaborative conversation for the
implementation of Journeys and provide a
“starting point”.
• To deepen our understanding of all of provide
components and how they fit together.
Collaborative Group Work
• Using this document, go into the Journeys
manual and locate the components present.
–What pieces have you seen teachers using?
–What concerns have you heard from teachers that
you can problem solve using this document?
WHAT COULD DATA TEAMS
LOOK LIKE IN STAGE 1?
What Assessment Could We Use?
Options:
– Weekly Skill Assessment**
• Add a WTL prompt
– Day 3 Deepening Comprehension Practice
Book Page**
– Weekly graphic organizer with a passage from the
Benchmark/Unit Assessments
How Might Data Teams Look Different?
2011-2012
2012-2013
Chart and Collect
Pretesting may not be appropriate for CFAs that are given weekly
Analyze Strengths
and Needs
While our assessments will be smaller, we can still have conversations about
the student data and what it tells us about their strengths and needs.
Consider setting a goal for increasing the percentage of students scoring
proficient each week based upon your current proficient.
SMART Goal
Use the SRI as your 8 week SMART goal (if given 5 times a year) and use
Weekly Skill assessments as checkpoint towards progress.
Designing
Instruction
Because we are planning instruction using the Journeys Materials, we can
focus our conversations around how to get more kids engaged in our teaching.
How Might Data Teams Look Different?
• Pretesting may not be appropriate for CFAs
that are given weekly, therefore, setting a
SMART goal will look different.
– Consider setting a goal for increasing the
percentage of students scoring proficient each
week based upon your current proficient.
– Use the SRI as your 8 week SMART goal (if given
5 times a year) and use Weekly Skill assessments
as checkpoint towards progress.
How Might Data Teams Look Different?
• Having conversations around what
instruction will look like at the teacher and
student level.
– Engagement techniques
– Opportunities for collaborative practice
– Opportunities for authentic practice and an
inquiry based approach
The Purpose of Data Teams Remains the Same
Having conversations about the student data
and what it means for our instructional
practices.
CAUSE DATA COLLECTION
Common Cause Data Collection Tool
• For our 1st collection of Cause Data around
the Implementation of the Journeys Materials,
we will stick to the Critical Success
Factors.
• However, please keep record of the additional
components you observe in classrooms and
their impact on student learning.
Collaborative Group Work
• With your team, discuss how and when you will
collect this cause data.
• Please bring this data back to November 27th
Teaching and Learning Meeting, where we will analyze
this and look for common implications.
HOUGHTON MIFFLIN 2008
MATERIALS
Josh Khan
SURVEY MONKEY
https://www.surveymonkey.com/s/W6VFB6K