Transcript Teaching and Learning - Des Moines Public Schools

Teaching and Learning
4.16. 13
Plymouth Church
Agenda for Today
I.
Welcome & Outcomes for our Work Today
II. Data Teams in Action
a)
b)
c)
d)
Literacy Data Teams Guided Practice
Math Data Teams Guided Practice
What will be needed to move forward with this model?
Collaborative Action Planning
III. Supporting Instructional Coaches: 2013-2014
Framework
IV. Special Education Service Model – Considerations
for 2013-2014
But First… A Pep Talk
BALANCING OUR
PRIORITIES
Journeys and Data Teams
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 Heard in September…
• According to our September survey monkey, 61%
of buildings felt they were in Stage 1.
• Teachers and leaders were 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.
Goals for Moving Forward with
Data Teams
• Ensure that teams have assessments that
support instructional decision making in both
literacy & math.
– “This teacher-created assessment may consist of entirely original items, or of
items available through sources like online databases and ancillary materials, or
of a combination of original and non-original items. However, it's critical that the
team agrees that the items on the assessment accurately measure the
"unwrapped" standards.” ~ Peery, pg. 22
• Implement a data analysis process to ensure that
we are modifying instructional practices based
on student needs.
LITERACY
DATA TEAMS
MODEL
Grade 4 Unit 5
Step #1: Focusing our Instruction
Literature Standards
Informational Standards
Literature 2: Determine a theme of a story, drama, or poem from details in the text;
summarize the text.

I can determine the theme of a story, drama, or poem.

I can list details from the story, drama, or poem to defend the theme I
determined.

I can create my own summary using the theme of the story, drama, or poem
and the details to support it.
Literature 9: Compare and contrast the treatment of similar themes and topics (e.g.
opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths,
and traditional literature from different cultures.

I can identify patterns of events that help me determine the themes and topics
in stories, myths, and traditional literature.

I can explain similarities and differences in themes, topics, and patterns of
events among stories, myths, and traditional literature from different cultures.
Literature 1: Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.

I can use details from the story to explain what the text says explicitly.

I can draw inferences from the story using what the text says combined with
my own thinking.

I can explain details and provide examples from the text to support the
inferences I made.
Informational 3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific
information in the text.

I can explain important events or ideas in a text and support my
explanation with details from the text.

I can explain important events or ideas in a text and what caused them to
occur.

I can explain procedures from a text and identify signal words that
supported my understanding.

I can explain the relationship of ideas in a text by examining how they are
alike and different. (BUILDING CAPACITY FOR GRADE 5
INFORMATIONAL 3)
Informational 5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text
or part of a text.

I can identify signal words or features for different text structures.

I can identify the structure used to organize a text.

I can identify text or graphic features and their purpose. (REVIEW from
GRADE 3 INFORMATIONAL 5)
Focusing our Instruction
1.
2.
3.
I can use the details explicitly stated in the story and inferences I have made
to determine the theme of the story.
I can create my own summary using the theme of the story and details to
support it.
I can identify patterns of events and explain similarities and differences in
themes in stories from different cultures.
1.
2.
I can explain the connection between important events or ideas in a text
and support my explanation with key details from the text. (cause effect,
sequencing, and compare and contrast)
I can identify the text structure using signal words and text features in the
text.
Goal for Step #1: Focusing our Instruction
Promote teacher conversation & understanding
of the grade-level standards:
– What does the standard expect of students?
– How do the different standards fit together?
– What does this standard look like at previous or future
grade levels?
Great resource to promote this conversation:
Step #2: Create the Pre/Post
Common Formative Assessment
Goals for Step 2: Create the Pre/Post
Common Formative Assessment
• Assessment items directly aligned to prioritized I Can
Statements.
• Assessment items are designed to highlight the strengths
and needs of students.
• Assessment passages are grade level text.
• Assessment length is reasonable.
Resources to Support:
– Journeys passages (practice book, projectable, unit assessments)
– Read Works Website
– District provided options
Step #3: Set the SMART Goal
The percentage of students scoring proficient or
higher on our prioritized I Can Statements will
increase from ________% to ________%
measured by the posttest administered on
___________________________.
Step #4: Identify Strengths and Needs
•
•
Identifying the text structure
Identifying signal words that helped them
know the text structure.
Needs/
•
Implications •
Explaining cause/effect relationships
THEME and identifying supporting details
Strengths
Goals for Step #4: Identify
Strengths and Needs
• The group analyzes the pre-assessment data to
determine student strengths and areas of need, in
reference to the team “I Can” statements.
• Direct analysis of student work is necessary to
complete this step.
Step #5: Planning for Instruction
Lesson
Genre
Prioritized I Can Statements (* focus)
I can use the details explicitly stated in the
story and inferences I have made to
determine the theme of the story. **
Whole Group Considerations
** DEFINE THEME/LESSON FOR STUDENTS
Use the handouts from Bobbi (In server folder)
Student-friendly Themes Poster (from last year)
Teacher Read Aloud: Questions 1, 3, 4
I can create my own summary using the
Question 4: What is the theme of this text? What details support this theme?
theme of the story and details to support it. **
21
Literature
I can identify patterns of events and explain
similarities and differences in themes in
stories from different cultures.
Introduce Comprehension: Use Practice Book pg. 241 (Tues.). Use projectable 21.2 (Wed.)
Main Selection: (Thursday)
Theme Graphic Organizer (In server folder)
** “Let’s track how the author worked toward building a theme.
Deepening Comprehension: (Friday) Use the Guided Practice to have students “track” the
development of theme on pg. 541-545.
Text Structure Anchor Chart:
Teacher Read Aloud: All of the questions – identifying the cause and the effect.
22
Informational
I can explain the connection between
important events or ideas in a text and
support my explanation with key details
from the text. (cause effect, sequencing, and
compare and contrast)
I can identify the text structure using signal
words and text features in the text.
Projectable 22.2: (t-93)(Tuesday) Stick with Cause/Effect Flow Chart. Add a box: identify
signal words (as a result, which, because). Practice substituting other signal words in the text
to “test” whether they are true signal words.
Add another effect box: women got the right to vote.
Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages summary so
students know what the main events are in the story (T95). Read pages 562-563 (t96- t97) and
complete projectable 22.3a. Read pages 565 (t99) –first 3 paragraphs (stop at the #4) complete
the cause & effect on t98.
(Thursday) –continue to 567-569 (t101-103) complete the projectable 22.3b –use explicit details
from the story.
CAT—(Thursday) Complete practice book pg. 253 (t93) Elizabeth Cady Stanton
Goals for Step #5: Planning for Instruction
• The group determines implications for whole group and small
group instruction based on the team “I Can” statements and
the pre-assessment student data.
• Specific materials for use, teacher actions and student actions
are articulated.
• The group reviews the available materials within Journeys and
determines what modifications to instruction and teacher
language are necessary to accomplish our team “I Can”
statements.
Resources to Support:
– JOURNEYS
– The Common Core Book
COLLABORATIVE PRACTICE
1. Select the Grade 2 or Grade 5 Sample to work with.
2. Complete Step #1 by discussing the grade level standards and
determining what your team “I Can” statements will be. You
may wish to use the Common Core Lesson Book as a resource.
3. Design a Common Formative Assessment that aligns to your
team “I Can” Statements. You may wish to you’re a passage from
the Journeys materials or from a website (*ensure grade level text
complexity).
When you are finished – take a BREAK!
(We will reconvene at 10:10am)
MATH DATA TEAMS
MODEL
Math Data Teams Model
• Math data teams will share a similar format to
literacy.
• Literacy – I Can Statements
• Math – I Can Statements
• The new curriculum guide structure
• Today’s focus: Data Teams Model
Math Data Teams Model
• First page of the new guides
Number
Compareand
twoOperations
decimals to
in hundredths
Fractions 7: by reasoning
• about
I can compare
their size.two
Recognize
decimals
that
to comparisons
the same whole.
are
•valid
I can
only
record
whenthe
theresults
two decimals
of comparisons
refer to with
the same
the
whole.
symbols
Record
>, <,the
= and
results
prove
ofwith
comparisons
a model. with the
•symbols
I can compare
>, = or < two
and decimals
justify thetoconclusions,
hundredths ex.
place
by
by looking atusing
their asize.
visual model.
Elementary Math + The Common Core
Elementary Mathematics Common Core
Standards
FOCUS
COHEREN
CE
RIGOR
Elementary Math + The Common Core
Vertical Connections
All standards in
mathematics have a
connection to earlier
and subsequent
concepts
and skills.
PRIOR
STANDARD
PRIOR
STANDARD
PRIOR
STANDARD
CURRENT
STANDAR
D
FUTURE
STANDARD
FUTURE
STANDARD
FUTURE
STANDARD
Fractions Progression
K-2
3-5
Equal Partitioning
Rates, Proportional and
Linear Relationships
Unitizing in Base
10 and in
Measurement
Number line in
Quantity &
Measurement
Properties of Operations
6-8
Rational Number
Fractions
Rational
Expressions
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Elementary Math + The Common Core
Math Data Teams Model
MATH DATA TEAMS
MODEL
Math Data Teams Model
Elementary Math + The Common Core
Des Moines Public Schools Mathematics Expectation
All students will demonstrate mastery of the rigorous
Common Core Standards for Mathematics.
Math Data Teams Model
• I Can Statements will not be merged.
• Teachers will be expected to teach all I Can
Statements.
• Priority vs. Supporting Standards
– All standards will be equal in priority next year.
– Amount of standards/I Cans are being taken into
consideration in the guide revisions.
– Suggested/Optional Unit Lesson Progression will be
available to assist with time management.
Fractions Progression
K-2
3-5
Equal Partitioning
Rates, Proportional and
Linear Relationships
Unitizing in Base
10 and in
Measurement
Number line in
Quantity &
Measurement
Properties of Operations
6-8
Rational Number
Fractions
Rational
Expressions
©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services
Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.
Math Data Teams Model
Elementary Math + The Common Core
Des Moines Public Schools Mathematics Expectation
All students will demonstrate mastery of the rigorous
Common Core Standards for Mathematics.
Math Data Teams Model
Step 1: Pretest
Teams will evaluate district posttest before administering as
a pretest. Teams may add or delete problems to fit student
needs. Pretest will be administered on _____________.
Pretest will be used to inform instructional decisions.
Math Data Teams Model
2013 – 2014 District Unit Math Assessments
• All standards will be represented on the assessments.
• Assessments will be diagnostic.
– Level 2 and 3 questions
• Aid teachers in identifying student needs: foundational, application, reading,
etc…
• Teachers will use the District Unit Math Posttests as the
pretests for the units.
– Teams can add, delete, change problems for the pretest.
– Teams will use pretest data to plan instruction.
– Small formative assessments will be done throughout the unit to
gauge student understanding.
Math Data Teams Model
Step 1: Pretest
Teams will evaluate district posttest before administering as
a pretest. Teams may add or delete problems to fit student
needs. Pretest will be administered on _____________.
Pretest will be used to inform instructional decisions.
Math Data Teams Model
Step 2: Score the Pretest – Set Smart Goal
The percentage of students scoring proficient or higher on
our I Can Statements will increase from ___ to ___
measured by the posttest administered on ___________.
Math Data Teams Model
• Teachers will collect data in a way that works for them.
• Based on the data from the pretest teams will identify
strengths/needs.
Math Data Teams Model
Math Data Teams Model
•
Over half of the students have scored proficient on the 5 questions on G.1 which is
identifying shapes. This standard will need to be taught in small group work.
•
Most of the students were able to identify what a pentagon was and also (in question
3) the number of sides in a triangle and then apply the knowledge by subtracting.
•
Most students can define hexagon.
•
Kaitlyn may need more of a challenge
•
Students failed to answer correctly and explain their answers in questions 6 – 10
which were written based on G.3.
•
G.3 brings in many concepts: fractions, division, shapes, application, explanation.
•
Whole group instruction: write a fraction that represents a whole, recognizing equal
shares of a shape – can look different, dividing shapes in halves, thirds and fourths.
Strengths
Needs/
Implications
Math Data Teams Model
Math Data Teams Model
It is not about the form…
• The focus should be on the data teams process.
• Planning for units/weeks of study should include:
– Daily Math Review
FOCUS / I Can
– Mental Math
Statements
– Whole Group Considerations
– Small Group Considerations (Differentiation/Scaffolding)
– Fact Fluency
– Formative Assessment
Math Data Teams Model
Math Data Teams Model
• Focus of the week
• Whole group lesson focus
• Could be a focus in Daily
Math Review
• Could be a focus in Mental
Math
• Formative assessment
Math Data Teams Model
•
•
•
What
do we
do when a large majority of the class did
Prerequisite
skills
Review
from previous
unit on the unit posttest? Do we just
not
master
a concept
Schools use DMR differentlymove
– use it on?
where it make sense.
Math Data Teams Model
• Should be relevant to current or previous unit of study.
• Reminder – bank of questions available on math webpage.
Math Data Teams Model
• Decisions based around unit pretest and formative assessment data.
•
Suggested/Optional Unit Lesson Progression will be available to assist
with time management.
• New curriculum guide format will assist in the planning process.
Math Data Teams Model
Math Data Teams Model
Math Data Teams Model
• Decisions based around unit pretest and formative assessment data.
•
Suggested/Optional Unit Lesson Progression will be available to assist
with time management.
• New curriculum guide format will assist in the planning process.
Math Data Teams Model
• Decisions based around unit pretest and formative assessment data.
• New curriculum guide format will assist in the planning process.
Math Data Teams Model
2013 – 2014 Math Data Team Model
• All standards will represented in the guides and assessments.
• Teachers will use I Can Statements to revise the district posttest to be used as
unit pretest.
• Teachers will identify strengths and needs based on pretest data.
• Teachers will plan the unit based on pretest data and formative assessments
along the way.
• Instruction will include:
– Daily Math Review
– Mental Math
– Whole Group Instruction
– Small Group Instruction
– Fact Fluency
May - Teaching + Learning
• New curriculum guides
– All standards are now priority
– I Can Statements
– Suggested/Optional Unit Lesson Progression
• Example of assessment revisions
ACTION STEPS FOR
IMPLEMENTATION
What will be necessary to implement this
Data Teams Model?
1. Time…
– Approximately 30-45 minutes for Step #1
– Approximately 45-60 minutes for CFA Creation
– Appropriately scheduled time for pre-assessing and planning for instruction.
2. Grade Level Passages for CFAs
 Working to create options available in addition to the Journeys materials.
3. Scaffolded conversations around the grade-level standards and
effective instructional practices.
–
1:1 Coaching provided by Instructional Coach through the NTC Model.
2013-2014 Curriculum Guides
• The Literacy Curriculum Guides will
be available by May 1st.
• If you would like support in leading a
team through this process in May,
please contact me!
COLLABORATIVE
ACTION PLANNING
At our building, what will be our
next step in moving forward with
the Data Teams process?
MENTORING AND NEW
TEACHER INDUCTION
New Teacher Center (NTC)
Advancing New Teacher Practice
• We will begin to transition to a new model in
the 2013-14 school year
• All first year teachers would begin under the
new induction program
• Continue with current JTE Mentoring program
for all second year teachers. Mentors would
continue to operate under their current
guidance and stipend.
Teacher Induction:
What it looks like in practice
• Full-release Coaching: 1:1 coaching guided
by an individual learning plan
–10 coaches working with approximately 150 new
teachers, averaging 3 to 4 interactions of 90 minutes
each per month
–Each visit utilizes NTC tools and builds on the
prior visit
–Each interaction is recorded in a coaching
database, which allows us to report on service levels
and inform mentor practice
WHAT DOES THIS
MEAN FOR OUR
INSTRUCTIONAL
COACHES?
Goals for our Instructional Coaches Model
1. To support instructional coaches in focusing their
efforts on improving teacher practice and accelerating
student achievement.
2. To support on-the-spot teacher instructional decision
making by providing 1:1 coaching that promotes
reflection and scaffolding of our district Guiding
Principles for Instruction.
3. To build the collective capacity of our district in
regards to effective instruction and scaffolding student
learning.
Building Structures Needed to Implement
this Coaching Program…
•
8 full-day training academies over the course of the year.
Release Time
•
Monthly forums from 1:30-3:30pm on the Friday following our T & L
Meetings
Defined Roles &
Responsibilities
•
Alignment of the Instructional Coach’s roles and responsibilities at the
building to our district job description.
•
An Instructional Coach that is capable of devoting a minimum of 6
hours per week to 1:1 coaching of 2nd year classroom teachers or
instructional staff (6 hours will include 90 minutes per week with 4
different teachers).
•
Use of the NTC tools and protocols for coaching, which include
conferencing, goal setting, lesson planning, analyzing student work,
modeling and observing.
•
Coaching interactions are recorded in a coaching database, which
allows us to report on service levels and inform mentor practice
1:1 Teacher
Coaching
District Support that will be Provided to
Implement this Coaching Program…
Training
• 8 full-day training academies that are targeted towards
instructional coaching. These sessions will be provided by NTC
staff and will provide coaches and mentors with the tools they
need to successfully coach teachers.
• Monthly forums which work to create a Professional Learning
Community for risk-free practice of specific coaching strategies
and tools. This time will include reflection on successes,
Collaboration
challenges, next steps and problem solving in cohorts of coaches.
• You will be assigned to a cohort of instructional coaches that form
a support network or peer-coaching and support.
Support &
Feedback
• 10 hours per year of onsite coaching and support provided by
district leadership and a cohort of fellow coaches. This time will
include peer coaching, goal setting and reflective conversations.
• Coaching Professional Standards and rubrics that articulate the
roles and responsibilities of building instructional coaches.
Questions for Reflection
• Does the instructional coach currently have 6 hours per
week that can be dedicated to 1:1 teacher coaching using the
NTC tools and protocols?
–
–
–
–
Full Time vs. Part time?
Leading all Data Teams?
Providing direct services to students?
Other responsibilities in the building?
• What modifications will be needed to current roles and
responsibilities of the instructional coach?
SPECIAL EDUCATION
Special Education Considerations
• Multiple data points must be used to determine where
students fall within the Service Model.
 Special Education Support Teachers can provide building assistance with
this data analysis collection and process.
• Students who are placed in the “Yellow” portion, must be
provided the Journeys “On Level” reader.
 Support for special education teachers on how to scaffold this text will be
provided during district PLCs next year.
• Students who are placed in the “Orange” portion must be
provided the Journeys “Intervention Tab” for 45 min. per day.
 Support for special education teachers on how to use these materials will
be provided during district PLCs next year.
Student Growth
Student
Year’s Growth
during 10-11
Year’s Growth
during 11-12
Year’s Growth during
12-13 (as of March)
Student 1
Student 2
Student 3
.4
.4
.5
.8
.1
1.2
1.2 (+227 on SRI)
1.4 (+63 on SRI)
1.9 (+65 on SRI)
Student 4
Student 5
NA
.3
.6
.4
1.9 (+136 on SRI)
1.4 (SRI +146)
Trend Data:
• 0% of students made 1+ years growth in 2010-2011
• 11% of students made 1+ years growth in 2011-2012
• 63% of students made 1+ years growth (as of March 1, 2013)
Next Steps
• Develop a progress-monitoring system that
supports the use of the Journeys instructional
materials. (Yellow and Orange)
• Determine what instructional practices,
progress-monitoring systems, and materials
will be effective for students placed in the
“Red” portion of the Service Model.
In Conclusion…
• Our data is telling us that if we implement the
intervention tab in the Journeys materials, students will
make growth.
• Implementation of this will require a 45 minute time
allocation identified in your master schedule.
• While there is additional work that must be done to
support the overall structure of Special Education, we
are all committed to moving forward. Please reach out
to our team.
Coming in May…
• 2013-2014 Curriculum Guides
• District Assessment Plan
• District Professional Development Plan