Teaching and Learning Elementary 1 21 14 Dean

Teaching and Learning Elementary 1. 21. 14 Dean Ave. Conference Room

Today’s Agenda Time Frame Agenda Item Area of Focus Presenter 8: 30 -8: 35 am Welcome and Overview of Agenda 8: 35 -8: 45 am Update on our Progress: Data-Driven Decision Making Carlyn Cox 8: 45 -10: 45 am Moving Forward with Data Teams Data-Driven Decision Making Carlyn Cox & Liz Griesel 10: 45 -11: 00 am Looking Ahead to 2014… Standards Referenced Grading Data-Driven Decision Making Carlyn Cox 11: 00 -11: 40 am Math Updates: Effective Instructional Practices Anna Taggart & Christi Donald 11: 40 -12: 00 pm Scholastic Updates Data-Driven Decision Making J Starr 12: 00 -12: 15 pm Updates: Collaborative Structures Carlyn Cox 12: 15 -12: 30 pm Gifted & Talented Survey Data-Driven Decision Making Mary Grinstead Carlyn Cox

PROGRESS UPDATE

Goal #1: District PLCs 90% of teachers indicate satisfaction with the quality of District PLCs as measured by the teacher feedback survey administered three times throughout the year (Oct, Feb, May).

How satisfied are you with the PLC sessions? Very Dissatisfied 7% Dissatisfied 15% Neutral 22% Very Satisfied 20% Satisfied 36%

Goal #2: Support to Schools At least 50% of coordinators’ time will be devoted to direct support for teachers and leaders as monitored by personal time analyses conducted three times throughout the year. 65% of elementary coordinators’ time has been spent providing direct support to teachers and school leaders.

TEACHER INDUCTION PROGRAM SURVEY

On average, my mentor and I meet… 3, 0% 4, 1% weekly 18, 8% 74, 1% every two weeks monthly or less often never

Collaborating with families to support student learning Working with English language learners and/or special needs students 35, 4% Analyzing student performance data Lesson planning Emotional support 54, 0% Classroom management 70, 0% 60, 0% 50, 0% 40, 0% 30, 0% 20, 0% 10, 0% Accessing materials or resources When I meet face-to-face with my mentor, our work MOST often focuses on… 58, 7% 46, 6% 27, 0% 15, 9% 1, 6%

My mentor and I have developed a trusting, confidential relationship. 2, 1% 1, 1% 2, 6% Strongly agree Agree 33, 9% 60, 3% Disagree Strongly disagree Does not apply

My work with my mentor influences my teaching practice. 3, 2% 2, 1% 4, 8% Strongly agree Agree 50, 3% 39, 7% Disagree Strongly disagree Does not apply

My mentor meets my needs as a growing professional. 3, 7% 2, 1% 5, 3% Strongly agree Agree 41, 8% 47, 1% Disagree Strongly disagree Does not apply

Mid-Year Mentor Meetings • Your mentors will be contacting you to set up a brief mid-year meeting to discuss: – Your school goals for the 2 nd semester – Specific areas where you’d like your 1 st year teachers to focus – Any questions you have about our mentoring program

MOVING FORWARD WITH DATA TEAMS

Essential Beliefs • Creation of CFAs is not the same as the creation of a formal test. • Teacher-created assessments drive instruction. • Assessments should mirror instruction. • Teachers build a greater understanding of the standards through collaborative conversations (teamwork).

Celebrations from December 3 rd • We had 50 Teachers, Instructional Coaches and Building Principals attend. • “I wanted you to know how valuable I found our session yesterday at the Botanical Center. Really digging into the standards and having qualities discussions about assessments helped change my way of thinking and teaching! ~DMPS 4 th grade teacher • “I am very appreciative of our ability to have one teacher per grade attend yesterday's meeting. All staff following the meeting spoke about how worthwhile the meeting was in allowing them to think differently about the process – a notable accomplishment. This provided unique leverage moving forward. I wish I could have every classroom teacher have the same experience. ” ~DMPS Principal

Products from Dec. 3 rd

Goals for Moving Forward with Data Teams (April 2013) • 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 nonoriginal 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.

STEP 1: FOCUSING OUR INSTRUCTION

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:

Explaining the Process What it is… • • Discussing how the standards are connected throughout the unit. Defining Learner Outcomes that we will work towards throughout the unit. What it is not… • Selecting 1 “I Can” from each standard. • Creating 1 big “I Can” statement for each standard. • Selecting 1 or 2 Standards to work on (i. e. bold)

Analyzing Step 1 • Read through the transcript of Step 1. • Put a #1 next to areas where you see the team discussing what the standard expects of students. • Put a #2 next to areas where you see the team discussing how the standards are connected. • Put a #3 next to areas where you see the team discussing what the standard looks like at previous or future grade levels.

Analyzing Step 1 • Review the transcript for a 2 nd time. • What prompts did the coach use to facilitate the conversation around our 3 goals?

STEP 2: DESIGNING A CFA

We’ve got our “Focused I Can Statements”… Now what? Assessment is a direct, logical step in the instructional process that is necessary to ensure that students achieve the outcomes our learner objectives describe. ~ Anne Reeves (Where Great Teaching Begins – pg. 111)

The Best Value in Formative Assessment by Stephen Chappuis and Jan Chappuis The Bottom Line: Ready-made benchmark tests cannot substitute for day-to-day formative assessment conducted by assessment-literate teachers.

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

Assessment items directly align to prioritized I Can Statements. • Go back and read through I can statements to check questions for alignment • “For Teacher Use” section can help desegregate data by the I can statements • Team should agree upon proficient answers together

Assessment items are designed to highlight the strengths and needs of students. • Could incorporate a pre-requisite skill if we know they will not understand the question • What do we need to know in order to effectively enter into instruction? • Students should take pre-test and posttest –If pre-test is different, modify question as 0 so that data reflects the growth • Use the same language, organizers, sentences frames as instruction

Assessment passages are grade level text. • Keep it at the rigor level you set your I can statements. • If already progress-monitoring because they are 2+ years below, know that the CFA will not give you very much data.

Assessment length is reasonable. • One fiction passage. One non-fiction passage. • Could be just 4 -5 questions and graphic organizer • Less than 30 minutes to complete

Resources to Support: – Journeys passages (practice book, projectable, unit assessments) – Read Works Website – District provided options

Visualize: What will student success look like? • What can the student do to show me that they have achieved the objective? –What can this student say, write or create? –What questions can be answered? –What tasks can be performed? • Given the kind of thinking the objective describes, how can the student prove that they are doing that thinking? ~ Anne Reeves (Where Great Teaching Begins – pg. 111 -112)

Think Aloud: The What & How

Think Aloud: The Passage • Journeys • Read. Works. org • District Options

Think Aloud: The Organizer • Journeys • Common Core Book • Other Resources

Think Aloud: The Answers • Team agreed upon proficient answers • Might help revise to have clearer questions

Think Aloud: Website Resources • CFA Resources page for grades 2 -5 • Passages • Question Stems

Think Aloud: Format of Questions • What do we need to know in order to effectively enter into instruction?

Think Aloud: Back to I cans • Check for I can statement alignment • Desegregate data

ANALYZING THE EFFECTIVENESS OF OUR DATA TEAMS

Things to Listen for in your Data Teams… Step 1: – team discussing what the standard expects of students – team discussing how the standards are connected – team discussing what the standard looks like at previous or future grade levels Step 2: – team discussing what students will do to show they “CAN” do what we’ve articulated – team discussing what instruction will look like (i. e. graphic organizers, language frames, anchor charts) – team discussing how they want students to answer each question – what is proficient?

Action Planning for Next Steps • Where is our understanding of the goals for Steps 1 -2 in the Data Team process? • What teams would benefit from the opportunity to script and analyze their Data Team conversation? • How might we collect this data? • What will be our next steps?

LOOKING AHEAD TO 2014… Standards Reference Grading

Timeline & Action Plan • Spring 2014: Collect names of interested individuals to serve on a 2014 -2015 Task force • Fall 2014: Convene a Task Force to: – Preparent and community communications regarding rationale and process. – Prepare a reporting structure using Grade Level CC Standards – Define the “Body of Evidence” for each grade level in regards to our CC Standards – Identify support and professional development structure • Fall 2015: Roll-out of new reporting structure K-5

What will be necessary to move forward with Standards Reference Grading? • A collaboration structure for scoring of our “body of evidence” (Data Teams) • Common Assessments that can be used in our “body of evidence” (Data Teams – Step 2) • Strong teacher knowledge of the Iowa Common Core Standards and what proficiency looks like (Data Teams – Step 1)

MATH UPDATES

Elementary Math Materials Upgrade Houghton Mifflin Go Math! (© 2015) Comprehensive Mathematics Program

Elementary Math Materials Upgrade Go Math! ORGANIZATION: Iowa Core Critical Areas Domain Standard

Elementary Math Materials Upgrade Go Math! ORGANIZATION: Iowa Core Critical Area Domains Standards

Elementary Math Materials Upgrade Go Math! ORGANIZATION: Practice Standards

Elementary Math Materials Upgrade Go Math! BALANCED MATH Go Math lessons are designed for 45 – 60 minutes of instructional time. • We will continue to implement Daily Math Review and Mental Math into our daily math block. • Go Math presents a balance between conceptual understanding, application and procedural skill and fluency when called for in the Iowa Core.

Elementary Math Materials Upgrade Go Math! PROBLEM SOLVING Students will be PROBLEM SOLVING daily with Go Math.

Elementary Math Materials Upgrade Go Math! GRADUAL RELEASE Daily lessons are set up to support whole group, small group, and intervention. Application Whole Group Small Group Instruction Guided Practice + Formative Assessment

Elementary Math Materials Upgrade Go Math! TECHNOLOGY Go Math lessons are rich with technology. The 2015 copyright will include new technology… Interactive Whiteboard Lessons Math On The Spot Videos Mega Math Animated Math Models i. Tools Personalized Math Trainer Program Interactive Student Edition Go Math App

Elementary Math Materials Upgrade More Information Coming Soon… The Teaching and Learning in February will be dedicated to the implementation plan for Go Math. • • • Designing your Instructional Day Professional Development Plan Data Teams and Assessment Plan Summer Training Materials Delivery Grade Level Planning and Curriculum Guides The remainder of District Math PLC Meetings this year will be dedicated to orientation of Go Math.

District PLC Update • Focus on Math Practice Standards and continuing to grow the teachers’ capacities to teach math through problem solving. • Science and Social Studies Units and Available Resources • Opportunities to collaborate, discuss, and share ideas. • Feedback has been positive and constructive.

Elementary Math: Feedback from December 3 rd Feedback: Why are we no longer being trained in CGI and instead focusing on the Math Practice Standards? • Based on the requirements of the Iowa Core – we are moving forward with professional development with the Mathematical Practice Standards which correlates well with the practices of CGI. • Our district supports all who have been trained and continue to implement the practices of CGI. • In the past, our district was awarded a grant to help train teachers in CGI. Unfortunately, the funding is no longer available. • 1, 000 elementary teachers in DMPS have various levels of understanding of CGI ranging from zero to deep implementation. • If you are interested in beginning or continuing training in CGI – please check the AEA summer course offerings.

DMPS MIDDLE SCHOOL MATH PROGRAM Christi Donald Secondary Mathematics Curriculum Coordinator

Middle School Math Task Force Christi Donald –Sec. Math Curriculum Coordinator Debra Mishak – Gifted and Talented Noelle Tichy – Director of T&L Sec. Anna Taggart – Elem. Math Curriculum Coordinator Alex Hanna – Principal at Merrill Cheryl Modlin – SIL at Callanan Thomas Hoffman – Principal at Brody Zac Christensen – Math Coach at Perkins Tony Voss – GT Consultant Ryan Baumgartel – GT Consultant

DMPS Middle School Math Program

Timeline and Resources Date Communication Plan January • Elementary T & L – Share plan and logistics • Secondary T & L – Share plan and logistics • Middle School District PLC – Share plan and logistics with teachers February • 5 th Grade District PLCs – Share plan, logistics, and resources with teachers • Resources sent out through CIA e. Blast • Information emailed to all middle school math teachers through monthly Math e. Blast • Brochures sent to each elementary building Feb/March • Brochures handed out at Spring Conferences • Letter sent home with all 5 th Graders • Teachers share information with students April/May • • June • Data collected and sent to middle schools Iowa Assessments SMI – Due 5/16/14 DMPS 5 th Grade Math Assessment – Due 5/23/14 Teacher Recommendation – Due 5/23/14

SCHOLASTIC UPDATES

SRI & SMI testing • The deadline for SRI & SMI testing is January 31 st. Please be sure to have testing completed at this time. • We have scheduled upgrades and updates to the system for the first week in February. It is very important to have testing completed to not experience a loss in services during that time.

SRI & SMI reports • Many of us will be looking for “Growth” reports in the coming weeks. Please be mindful of the following: – Growth data requires 2 or more tests during the time period selected. – Your time period window can be manipulated to see data from specific dates.

SRI & SMI reminders • The data ranges for the SRI and SMI reports are end of the year ranges. • Your default dates for data reports are this school year. If you want further data, you may change the date ranges. • Your data is only as consistent as IC. If you are looking at data within SAM, it is up to date as of midnight.

Common Issues • Many have received emails regarding multiple students with the same user ID. – This is how the system is supposed to work. – It reflects a change in the IC data over a course of time. (Name change, spelling, etc…)

Common Issues • Fastt Math notifications can be received weekly to monitor use of the software at a building level. – If you do not desire these emails, you can change the notification settings within SAM or your dashboard. – These notifications reflect the usage for the past week. They can be cross-referenced with student or class specific reports.

SAM Information • Please remember that there is a complete training module dedicated to SAM (SRI, SMI, Fastt Math, Fraction Nation) on the KITE project. • This is available at any time for any staff member.

UPDATES

SUMMER 2014 PROFESSIONAL DEVELOPMENT Handout

Literacy Feedback

February T & L Meeting Our February Teaching & Learning meeting will be dedicated to the Math Materials upgrade and corresponding technology integration plan. We hope to be able to share with you: –Timeline –Critical Success Factors for Implementation –Aligned Assessment Plan –Professional Development / Support Structures

GIFTED AND TALENTED PROGRAM EVALUATION Principal Survey

Process Evaluation • Are the gifted and talented structures in place effective? • Purpose: –Align gifted and talented programming to district curriculum/initiatives –Improve gifted and talented services to schools and students

Data • Document review (identification process, activities offered) • GT consultant activity logs –Traveling, administrative tasks, direct services to schools and students –What type of services are being provided? • Principal survey

Survey • www. surveymonkey. com/s/dmpsg t

Next Steps • Compile information this spring • Present findings to administration • Implement changes (timeline will depend on findings)