Elementary Teaching & Learning Moving Forward with Literacy

1.22.13

Plymouth Church

Agenda

I. Analyzing our Current Reality II. Reflecting on our Work in 2012 III. Building Cause & Effect Data Analysis: Action Planning IV. Looking Ahead to 2013

ANALYZING OUR CURRENT REALITY CAUSE & EFFECT DATA

January 2013

Journeys Implementation Survey

• • • • • The Numbers… Whole Group Comprehension: 70% Use daily & Feel Confident Small Group Leveled Readers: 74% Use daily & Feel Confident Word Study Spiral (Phonics): 68% Use daily & Feel Confident Word Study Spiral (Vocabulary): 58% Use daily & Feel Confident Writing: 35% Would like Additional Support (when applicable)

Journeys Implementation Survey

• The Big Ideas: “How to make journeys more in line with common core. It seems like lots of journeys we do not use because it does not go with the core.” • “I feel confident using Journeys but I have trouble getting it all in every day.”

K-2 Mid Year Comprehensive Standards Assessment

1%

Kindergarten

17% 4% 78% Proficient Close to Proficiency Far to go but likely Far to go

1st grade

6% 2% 25% 67% Proficient Close to Proficiency Far to go but likely Far to go

2nd grade

22% 7% 35% 36% Proficient Close to Proficiency Far to go but likely Far to go

3-5 Mid Year Comprehensive Standards Assessment 3rd grade

14% 3% 28% 55% Proficient Close to Proficiency Far to go but likely Far to go

4th grade 5th grade

4% 17% 38% 41% 2% 17% 41% 40% Proficient Close to Proficiency Far to go but likely Far to go Proficient Close to Proficiency Far to go but likely Far to go

Scholastic Reading Inventory: Fall to Winter Growth Grades 3-5

60% 50% 40% 30% 20% 10% 0%

17%

25% 36% 33% 30% 37%

12%

25% 4% 10% Advanced Proficient

Fall - 6,438 Students

Basic Below Basic

Winter - 1,728 Students

60% 50% 40% 30% 20% 10% 0%

Scholastic Reading Inventory: Fall to Winter Growth Grades 3-5 17%

36% 30%

15%

37% 10% Proficient

Fall - 6,438 Students

Basic

Winter - 1,728 Students

Current Reality “Big Ideas”

• The Journeys components are being implemented. More support is needed in alignment to the Common Core Standards and efficient use of the materials.

• We are increasing the percentage of students reading (and comprehending) grade level text according to the Scholastic Reading Inventory.

REFLECTING ON 2012

Balancing our Priorities

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.

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.

DEEPENING OUR UNDERSTANDING OF THE COMMON CORE STANDARDS

Deepening our Understanding…

The Common Core Ate My Baby and Other Urban Legends

by Timothy Shanahan. (Educational Leadership – January 2013)

THE “BIG VISION” IS NOT ABOUT “STANDARDS”…

IT IS ABOUT COLLEGE & CAREER READINESS!

The Primary Outcome:

Increased Math & Science proficiency by closing the

“text gap”

in content and comprehension.

Reading Standard Categories

• • • • Key ideas and details Craft and structure Integration of knowledge and ideas Range and level of text complexity

The Common Core Standards Students ability to determine key ideas and details in text.

Students ability to analyze text style and structure.

Students ability to take multiple texts and ideas and integrate this knowledge to form understanding.

Students ability to read grade level text.

Key Ideas and Details

• • What did the text say?

Students should be able to determine what texts say explicitly and be able to summarize them (including central ideas/themes, how ideas and characters develop and interact), making logical inferences, and citing textual evidence to support conclusions.

Craft and Structure

• • How did the text say it?

Students should be able to interpret the meanings of words and phrases and the structure of texts to determine how they affect meaning or tone, and how points of view and purpose shape content and style.

Integration of Knowledge and Ideas

• • What does the text mean? What is its value? How does the text connect to other texts? Students should be able to synthesize and compare information from print and digital sources, and critically evaluate the reasoning and rhetoric of a text.

Reading Challenging Text

• • Text difficulty is specified in the standards This means that children in grades 2-12 will be asked to read more challenging text (which means that we have to teach more challenging text than we have in the past)

Close Reading

Part 1: http://www.youtube.com/watch?v=5w9v6-zUg3Y Part 2: http://www.youtube.com/watch?v=JhGI5zdjpvc

How Does Journeys Fit into These Ideas?

• The texts provided in the Journeys materials are considered within grade level Lexile range and provide a “staircase” of text complexity as you move through the year and across grades.

• While the strategy of “Close Reading” cannot be found explicitly in the Journeys materials, the texts available can be used for this work.

Coming in February…

• We will further explore the alignment of Journeys and the Common Core Standards.

Please Bring:

– An example of “misalignment” that has been brought to you by a teacher. – Please bring the standard, the I Can Statements and the Journeys manual for that unit.

• We will also further explore the practice of “close reading”.

BUILDING DATA ANALYSIS

Collaborative Group Work

Data Analysis: Guiding Questions

• What does this data (and other informal data points) tell us about our current reality?

• What will be our top priority moving forward in 2013?

• What are 2-3 actions we can take to support our building’s growth and understanding of Journeys and the Common Core Standards?

LOOKING AHEAD TO 2013

Moving Forward with Data Teams

• We are currently working on a Data Teams process that works to streamline the following structures: – – – Analysis of Grade Level Content Standards Creation of Unit Pre/Post Common Formative Assessments Planning for Instruction using the Journeys Materials and Student Data • More information regarding this process will be shared this spring. If you’d like to get more information on this now, please contact Carlyn!

Student Reading Profiles

• • • • We are currently working on a structure to support consistent sharing of student data with parents district-wide. In your folder, you will find a DRAFT of our Student Reading Profiles. These Profiles will be added to our new literacy website in a word document format (for editing purposes).

You are free to edit them as you wish for spring 2013 reporting.

Please provide feedback regarding these forms this spring, so we can finalize a consistent form starting in the fall of 2013.

ANALYSIS OF THE SRI

(DUE FEBRUARY 1 ST )

Reports Handout

SUMMER PROFESSIONAL DEVELOPMENT

Handout

New Elementary Literacy Website!

SURVEY MONKEY

https://www.surveymonkey.com/s/ND258HN