Transcript Document

Elementary
Teaching + Learning
September 16, 2014
Getting Connected and Getting Involved
https://www.youtube.com/watch?v=1eF9sb4ovF8
Getting Connected and Getting Involved
https://www.youtube.com/watch?v=1eF9sb4ovF8
Leading Simply
Model
high quality
PD
Connect
resources to
practice
Involve
all
stakeholders
Big Picture for T + L Meetings
MORE
• Defining desired
outcomes
MORE
• Shared learning
and collaboration
MORE
• Purposeful and
focused evidence
collection
LESS
• Specific direction
on methodology
LESS
• Passive sharing
of information
LESS
• Random data
collection +
assumptions
Instructional Framework
Common
Language
Defines how
each school can
leverage
strengths to
drive outcomes
Instructional
Framework
Foundation for
collaborative
inquiry
Coherence
around
curriculum and
instruction
Shared vision
of quality
teaching and
learning
It’s Already Here…
There is no “Ta Da”
It must become embedded in our
culture
It is not a ‘program’ but a tool to be
utilized
It will help us define effective
instruction
An Instructional Framework is like:
Instructional Framework: Personal Planner
In order to use the tool effectively,
you need an orientation to its
components...
November T + L will provide a full day
from Marzano’s Research Lab on how to
use the tool.
TEACHING
+
LEARNING
2014-2015
Agenda
I. English Language Learner Services
II. Technology Integration & Blended Learning
III. School Improvement Plan – Peer Review
IV. Organizational Updates - Q & A
V. Next Steps
2014-2015 Teaching + Learning Outcomes
• Effective Teaching in Every Classroom
–Technology Integration + Blended Learning
–Go Math! Implementation
–ELL Instruction
–Chapter 62 Early Literacy Implementation (ELI)
–Instructional Framework
• Standards Referenced Grading
–Grading Practices
–Conditions (i.e. PLCs, Data Teams, CFAs, Infinite Campus)
STRUCTURES OF
SUPPORT
Handout
SUPPORTING
ENGLISH LANGUAGE
LEARNER SERVICES
Effective Teaching in Every Classroom
Outcomes for our Work Today
• Identify the factors that are impacting our work
with English Language Learners and the support
structures that are in place for 2014-2015.
• Begin to develop an understanding of the
differences between ELL and non-ELL students.
• Begin to develop an understanding of the levels of
English language proficiency.
Why are things changing in the
ELL department?
• Recent federal and state visits highlighted areas
in need of improvement
• Upcoming English Language Proficiency
Standards
• Evolving research in effective ELL teaching
• Priority Performance Indictor was identified for
ELL student achievement
• New positions within the ELL department
Support Structures
• Teaching & Learning Meetings: Continue our
work in developing our understanding of ELL
Services through shared learning experiences.
• District PLCs: Support ELL teachers in developing
expertise in language acquisition instruction. (*handout)
• On-site Support: Cindra will be visiting schools to
discuss unique needs, gather feedback and data
and assist with problem-solving.
How is learning different for an
English learner?
• English learners have different linguistic, cultural
and education backgrounds.
• English learners arrive at our schools having
already developed pre-literacy skills in one or
more languages that are not English.
• Learning an additional language does not follow
the same processes as when learning a first
language.
IMMERSION
Video
http://www.mediathatmattersfest.org/watch/9/immersion
Media That Matters: IMMERSION
An image captures a feeling, a story shares a message, a movie becomes a
movement. Media That Matters brings you 12 inspiring shorts by filmmakers
committed to changing the world.
Read more...
Table Discussion…
• What was an idea you gathered from
this video that you have not
considered before?
• What would have helped Moises be
more successful in this classroom?
Meet Samuel
BRI
Accuracy = 85%
WPM = 50
Comprehension = 50%
Meet Allison
BRI
Accuracy = 90%
WPM = 40
Comprehension = 60%
What influences primary
language development?
Communication
Styles
Social Mores
Communication
Styles
Social Mores
Print
Sounds
Print
Sounds
Family language
Family language
Comparison Chart
of Literacy Development
Native English Speaker
English Learner
When enter school, already able to use
all modes of language.
Use modes of first language to interact in
school, and acquire modes of English
gradually.
Acquisition of language modes is
sequential.
Acquisition of 4 modes of new language
is simultaneous.
Academic vocabulary influenced by SES
and education of parents.
Academic vocabulary may be present in
first language; learn how to express
knowledge in English
How is language teaching different from
mainstream teaching?
• ELL teachers are teaching both language and content, but
ELL teachers are foremost, language acquisition teachers.
• English language is the invisible medium for most classroom
teachers.
• Teach language acquisition, built on SLA (Second Language
Acquisition) and Linguistics theories.
–Stephen Krashen – Major 5 Hypothesis
–Noam Chomsky’s LAD
Isn’t ELL teaching just
“good teaching practices”?
• ELL teaching = Good teaching practices + explicit
language instruction
• ELL teaching does not assume that students have
the language and cultural knowledge to
comprehend a task
• ELL teaching uses knowledge of L1 as a
foundation for English acquisition
READ THE EXCERPT ON
YOUR TABLE…
Use the following to code your
excerpt and guide discussion:
+ If you agree with the idea presented
? If you are unsure about an idea
- If you disagree with an idea
UNDERSTANDING
THE DIFFERENCES IN
OUR ELL STUDENTS
Types of English Learners
Type of English Learner
Indicators
Simultaneous Bilinguals
• Born in the U.S.
• Exposed to two languages in the home
• May not have developed academic literacy in L1 or
L2
Long-term English Learners
• Have been in U.S. school more than 5 years
• Literacy skills are below grade level
• Have had ELL or Bilingual support
Newcomers with adequate
former schooling
• Been in the U.S. less than 5 years
• Developed a strong foundation in L1
• Have trouble with standardized tests
Newcomers with limited
former schooling
• Been in the U.S. less than 5 years
• Experienced interrupted schooling
• Have parents with low literacy skills
6 Levels of Language Proficiency
Level
Student Production
Instructional Approach
Starting
Non-verbal, limited words or
expressions
Gestures, visuals and
modeling.
Beginning
Some words, short phrases or
simple sentences
Yes/No questions, gestures,
modeling with visual
supports
Early Intermediate Complete simple sentences, some
errors
Simplified questions and
statements, modeling with
visual supports
Intermediate
Increasingly complex sentences,
some grammatical errors
Simplified questions and
statements
Advanced
Intermediate
Complete sentences, fewer errors,
approaching native-speaking
Routine clarification
Transitional
Near-native speaking
Grade level classroom
ELL student comparisons
Student 1
Student 2
Immigration Status
Refugee
Immigrant
Former Schooling
Sporadic
U.S. school since K
Parental education level No schooling
Schooling in native
country
Culture/ Affective Filter
Outgoing
culture/personally
reserved
If you only look at the
data, you are missing
important variables that
affect learning.
Reserved culture/
personally outgoing
Next Steps
• October 14 we will continue our work with
ELL services by examining differences among
ELL students.
• Please bring back all available data for 2 unique
ELL students in your school.
TECHNOLOGY
INTEGRATION AND
BLENDED LEARNING
Effective Teaching in Every Classroom
Closing the Digital Divide
www.learningforward.org
Six lessons for closing the digital divide…
–Begin with adult relationships
–Start with the trailblazers
–Focus on the lesson, not the technology
–Recognize that everyone is a learner
–Use what you have
Identifying the Trailblazers…
At your table, brainstorm…
Who are your trailblazers? Who do
you go to for support with
technology?
Closing the Digital Divide
www.learningforward.org
Six lessons for closing the digital divide…
Begin with adult relationships (Self Assessment Tool)
Start with the trailblazers (Self Assessment Tool)
Focus on the lesson, not the technology
(Principles for Effective Technology Integration Tool)
Principles for Effective Technology
Integration Tool
Focus on the lesson, not the technology
Tips for Use:
– Purpose: To promote reflection and guide
conversations
– Intended Audience: Use by instructional coach
during grade level planning sessions (future use
for classroom teacher self-reflection)
– Questions are not meant to have a right or
wrong answer
– Not all questions need to be utilized
VIDEO
DEMONSTRATION
Focus on the lesson, not the technology …
At your table, brainstorm…
When might this tool have been
helpful in a past situation? How will
you use this tool at your school?
TECHNOLOGY
INTEGRATION
+
BLENDED
LEARNING
Current Reality
How are you seeing the HP
Revolves and/or Epson Projectors
being used in the classroom?
Record each use on a separate
post-it note.
Teacher’s Role in
Technology Integration + Blended Learning
Utilizing available tools and
resources to enhance and
extend/support core instruction
Technology
Integration
Blended Learning
Utilizing software/technology
data to guide instruction for
students on an individual basis
Student’s Role in
Technology Integration + Blended Learning
Deepening their understanding
of core content through their
use of technology.
Technology
Integration
Blended Learning
Engaging in differentiated
instruction provided by the
teacher and/or technology that is
driven by their individual needs.
Fastt Math Example on the Continuum
Checking data
frequently &
adjusting their path,
pace, place, or time
Technology
Integration
Using as part of
a rotation
model.
Blended Learning
Categorizing Current Practices
Place your sticky-notes on the
“Technology Integration… Blended
Learning” Continuum.
Discuss reflections and next steps
to support your teachers.
For October 14…
• Before October T + L collect examples of
technology use in your classrooms.
• October 1 you will receive a survey asking you to
identify your greatest areas of need based on
these observations.
• Our October 14 session will work to provide
structures and tools to support these areas of
need.
Data Collection Tool (**Optional Tool)
• Is the projector turned on? Yes/ No
• Is the interactive portion of the projector being
utilized? Yes/ No
• Are the devices available for student use? Yes/ No
• Are students currently using the devices? Yes/ No
• If technology is being used, what content area? Math /
Literacy / Content Area / Other
• Teacher Question: In what area would you like more
support regarding technology? {open ended}
Coach’s PLC Agenda
I.
Meeting Structure and Expectations
II. Connector: Problem Posed/Problem Solved
III. New Learning: Technology Self-Assessment
IV. Preparing our District PLC: Interactive
Whiteboard Lessons
V. Closing: Next Steps
SCHOOL
IMPROVEMENT
PLAN
Peer Review
SIP Evidence & Alignment with
School Leadership Framework
Domain 1 A Data-Driven Focus to Support
Student Achievement
• Element 1 The school leader ensures clear and
measureable goals are established and focused on
critical needs regarding improving overall student
achievement at the school level.
• Element 5 The school leader ensures that
appropriate school-level and classroom-level
programs and practices are in place to help all
students meet individual achievement goals when
data indicate interventions are needed.
SIP Evidence & Alignment with
School Leadership Framework
Domain 4 Cooperation and
Collaboration
• Element 3 The school leader ensures
that teacher teams and collaborative
groups regularly interact to address
common issues regarding curriculum,
assessment, instruction, and the
achievement of all students.
SIP Peer Review Process
 Tell your partner which sections of the SIP you would like
feedback on
 Read through the section(s) of the SIP you have been asked
to review
 Each school will have 15 minutes to provide feedback
• Ask probing (essential) questions
• Each school will record the focused feedback from the
conversation pertaining to their school
• Be sure to include essential questions asked that may not
be able to be answered at this session, but will be
important to address with Leadership Teams
ORGANIZATIONAL
UPDATES
Question & Answer
NEXT STEPS
October
th
14 , 2014
GO MATH DISTRICT
OVERVIEW VIDEO
If you have not viewed this video, take
the time before 1:30pm to watch…
You will need the password. 
COACH’S
PLC
1:30-3:30pm
Agenda
I. Meeting Structure and Expectations
II. Connector: Problem Posed/Problem Solved
III. New Learning: Identifying Expertise
IV.Preparing our District PLC: IWB
V. Closing: Next Steps
MEETING
STRUCTURE &
EXPECTATIONS
Purpose of the Coach’s PLC
Purpose of the Coach’s PLC:
– Provide specific tools and structures that
coaches can take back to their school
– Provide an opportunity to problem solve
barriers with other coaches
– Practice the technology skills necessary for
coaches to support teachers with the prerequisite
skills necessary for success in our District PLCs
Meeting Structure
Each of our PLCs will include:
• An opportunity to connect with other
coaches regarding experiences and
implementation success/challenges
• Support for implementation of new
learning (ideas, tools and structures)
• Opportunities to prepare for and
practice the prerequisite skills
necessary for success in the district
PLC (in order to support teachers)
• Next steps and an implementation
expectation for our next session
Connector
New
Learning
Preparing
for District
PLCs
Closing
PROBLEM POSED
PROBLEM SOLVED
Connector
IDENTIFYING
EXPERTISE
New Learning
Closing the Digital Divide
www.learningforward.org
Six lessons for closing the digital divide…
Begin with adult relationships (Self Assessment Tool)
Start with the trailblazers (Self Assessment Tool)
Focus on the lesson, not the technology
(Principles for Effective Technology Integration Tool)
Self-Assessment
• Complete the Self-Assessment independently
Self-Assessment
• Complete the Self-Assessment independently
• Place your name on 6 different sticky notes
• For each skill on the assessment, place your
name on the continuum to indicate your level
of expertise
Table Discussion…
How will you use the selfassessment to develop a support
structure within your school?
INTERACTIVE
WHITEBOARD
LESSONS
Preparing for District PLCs
Prerequisites for Oct 29 District PLC
• Download a Go Math Interactive Whiteboard
lesson from Think Central.
• Download Smart Notebook software and know
how to open a saved lesson.
• Be familiar with the basic functions of the Epson
projector:
–On/Off and Volume
–Screen Resolution
–Interactivity
IWB LESSON
DEMONSTRATION
Preparing for District PLCs
Table Discussion
Between now and October 14, you will teach
and video use of an IWB lesson in a classroom.
Today…
– Select a colleague that you will peer coach during
our next session.
– Together, plan the logistics of your lesson and
work together to problem-solve any questions or
barriers.
IF YOU WOULD LIKE
ADDITIONAL SUPPORT
WITH THE LOGISTICS OF
TAPINGYOURSELF IN THE
CLASSROOM, PLEASE
HEAD TO COLLIN’S
SMALL GROUP SESSION
NEXT STEPS
Closing
Next Steps for October 14
• Utilize the self-assessment to support identification of teacher
expertise (*optional tool)
• Teach and Video an Interactive Whiteboard Lesson in a classroom.
• Bring your video and ear buds on Oct 14.
• Prepare teachers for the Oct. 29th District PLC Prerequisite Skills:
– Download a Go Math Interactive Whiteboard lesson from Think
Central.
– Download Smart Notebook software and know how to open a saved
lesson.
– Be familiar with the basic functions of the Epson projector:
• On/Off and Volume
• Screen Resolution
• Interactivity
SURVEY
https://www.surveymonkey.com/s/coachplc