Teaching and Learning Elementary 10 15 13 Dean

Teaching and Learning Elementary 10. 15. 13 Dean Ave. Conference Room

Today’s Agenda I. Welcome & Outcomes for our Work II. School Improvement Plans: Process for Monitoring Data Teams III. Close Reading Task Force IV. Supporting Science & Social Studies Instruction V. District PLC Session VI. Updates

RESTRUCTURING

DMPS Collective Commitments, 2012 -13 1. We will function as a professional learning community 2. We will develop leadership capacity 3. We will be data driving in our decisionmaking 4. We will establish clear expectations and regularly monitor progress 5. We will provide support and resources to sustain school improvement 6. We will share and celebrate success

Objectives for the Central Office Reorganization, 2013 -14 1. Dramatically accelerate and improve student achievement district-wide 2. Redesign the district central office to support, scale, and sustain school improvement efforts 3. Create greater coherence in alignment in and among departments within the district central office 4. Increase central office collaboration and customer service, ensuring that all activities are student-centered and resultsoriented 5. Establish shared accountability for student and school success by clearly articulating the roles and functions of each department 6. Strategically reallocate resources in an effort to maximize the return on investment and realize cost savings

Creating Coherence Across Departments, 2013 -14 Office of Schools and CIA Elementary and Secondary Foci • Instructional Effectiveness • Data Driven Decision Making • Collaborative Systems • Access and Equity

We believe that we have the right people, the right ideas, and are in the process of building the right tools

Multi-Tiered System of Support • Redesigned School Improvement Plan template and planning process • Systemic coaching structure for new principals and teachers • School visits by Office of Schools • Metric which identifies schools within a structure of intervention levels: Universal, Watch, Targeted, and Intensive • Application of school-level standard treatment protocol at the Targeted and Intensive levels • District-level data team process to analyze student achievement and culture/climate data in order to monitor and adjust school-level standard treatment protocol interventions and support to schools

Multi-Tiered System of Support School-level Standard Treatment Protocols are identified by Curriculum, Instruction, and Assessment and the Office of Schools and will focus on: –effective instructional practices –data-driven decision-making –collaborative structures –equity and access –culture and climate.

District-Level Data Team Purpose: To build collective capacity to problem-solve and to monitor and adjust interventions (standard treatment protocol) Description: Will meet a minimum of three times each year to analyze academic and culture/climate data for all DMPS schools Membership: District administrators from the Office of Schools; Curriculum, Instruction, and Assessment (CIA); Student and Family Services; Learning Services Format: Analysis of data elements, identifying trends, inferring of strengths and needs, and inferring root cause

Multi-Tiered System of Support This meets DE requirements for SINA 4+ schools related to Restructuring

Title I Schools: C-Plan • AYP letters – by October 25 • C-Plan Word document will be emailed • Copy and paste responses to C-Plan questions from the Word document • Certify the SINA C-Plan before Monday, October 28 • Email Wilma if you need help

SCHOOL IMPROVEMENT PLANNING

SIP UNDERSTANDINGS • Working document for schools – an action plan and a guide for schools to monitor their implementation of the plan • Includes information needed by schools and the district to plan, act, and monitor for school improvement • Data should engage all staff in the school improvement work

SIP Progress Monitoring The new SIP template is designed to support a focus on progress monitoring New elements to the SIP • Quick Win Indicators • Long Term Indicators

SIP Action Plan: Quick Win Indicators Describes what schools monitor periodically during the year (approximately every 6 weeks) toward meeting Long Term Indicators and SMART GOALS • Every initiative must have a Quick Win Indicator for at least one adult action (implementation data) and one student action (student performance data) –monitoring tool –metric (level of proficiency) –frequency of monitoring • Does not need to be stated as a SMART goal

SIP Action Plan: Long Term Indicators Describes what schools monitor periodically during the year (once or twice each year) towards meeting the SMART goals • Every initiative must have a Quick Win Indicator for at least one adult action (implementation data) and one student action (student performance data) –monitoring tool –metric (level of proficiency) –frequency of monitoring • Must be stated as a SMART goal

Data Teams 85% of schools formally identified Data Teams as one of their SIP initiatives

Data Analysis TODAY: Provide support related to your work on progress monitoring your SIP – Data Teams process • Data analysis is required • Progress monitoring of your SIP is required • A specific process is NOT required

DATA TEAMS

What we have learned so far… • The work done last spring and summer allowed many teams to start this process during Unit 1! • Data Team Form Templates are available on the website – these are meant to be modified to meet your school needs. • Largest area of concern continues to be the creation of Common Formative Assessments – We are continuing to add passages to our website to support this process.

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 theme of a story, drama, or poem. I can list details from the story, drama, or poem to defend theme I determined. I can create my own summary using 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 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 theme of the story. I can create my own summary using 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 (available on the elementary literacy website)

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) Whole Group Considerations I can use the details explicitly stated in the story and inferences I have made to determine theme of the story. ** ** 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 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. 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. 22 Informational I can explain the connection between important events or ideas in a text and support my explanation with key details from Add another effect box: women got the right to vote. the text. (cause effect, sequencing, and compare and contrast) I can identify the text structure using signal words and text features in the text. Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages summary so students know what the main events are in the story (T 95). Read pages 562 -563 (t 96 - t 97) and complete projectable 22. 3 a. Read pages 565 (t 99) –first 3 paragraphs (stop at the #4) complete the cause & effect on t 98. (Thursday) –continue to 567 -569 (t 101 -103) complete the projectable 22. 3 b –use explicit details from the story. CAT—(Thursday) Complete practice book pg. 253 (t 93) 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

MONITORING OUR IMPLEMENTATION OF DATA TEAMS

The Monitoring Tool – Page 1

The Monitoring Tool – Page 2

Expectations for Implementation • Timeframe: October 28 th – November 22 nd • Minimum Number of Observations: 2 per grade level team (literacy and/or math) = 12 total • ** Email Carlyn with 3 Participants in the Study: dates & times for an Elementary Director to –School Principal –Instructional Coach (*optional) provide an onsite observation. –Released Deans (*optional) –Elementary Directors

How will this data be used? • At School Level: School Improvement Plan Monitoring –What areas of the Data Teams process are working –What additional supports may be necessary for individual teams –What teams are ready for a “gradual release” • At the District Level: –Determine areas of need for Teaching & Learning meetings –Identify specific supports that can be provided by the Elementary Directors during site visits

Action Planning • Self-Assessment: What is our current reality? What teams or subject area do we want to focus on? • Planning: When will we complete these observations? Who will participate? • Email Carlyn: 3 dates & times for an Elementary Director onsite observation.

CLOSE READING PD MODULES

Building our Capacity • Purpose of Close Reading is to provide a teaching framework for teachers to support complex text, as required by Common Core.

Using the Modules • Designed to be facilitated at the school level. – Whole Staff Professional Development – Grade Level Team Meetings / PLCs – Teacher-Led

Close Reading PD Modules • Power. Point format housed on Sharepoint • Accessed by facilitator through www. elementaryliteracy. dmschools. org ; Click PD tab:

Format of a Typical Module… • 30 minute sessions • Supported by theory and rationale • Include practical application examples, – including video demonstrations – structure for implementation – sharing artifacts • Include related article excerpts • All articles, videos, and other resources needed will be embedded into the Power. Point to make facilitating the sessions very simple.

Module Overview • Module 1: What is Close Reading? (Tentative Outline) • Module 2: Choosing the Text • Module 3: Pre-Reading • Module 4 -5: Text Dependent Questions • Module 6: Managing the Learning Environment during Close Reading • Modules 7 -9: Scaffolded Reading Instruction • Module 10: Demonstrating Understanding and Assessing Performance

Launching the Modules November Teaching & Learning: – We will engage in Module 1 together – We will further discuss implementation of the Modules – Modules 1 -5 will be available for school use

SUPPORTING SCIENCE IMPLEMENTATION

What we’ve learned so far… • Focus should be on science skills within the context of the content • Important skills include claims/evidence writing, summarizing, data collection and interpretation, measurement and critical thinking/questioning • The content is a vehicle to teach these skills. Teachers should let the student’s questions guide the learning within the unit • The “I can” statements guide the teacher in the ending knowledge and skills for that unit • Teacher collaboration is key

Next Generation Science Standards • The NGSS has not yet been adopted by Iowa • So far 8 states have adopted, many are considering • Iowa has assembled a task force which is currently evaluating the NGSS and the current Iowa Core • Adoption or rejection should be announced by January • We will have a 2 -3 year implementation plan in Iowa if the standards are adopted • You can view the standards at: http: //nextgenscience. org

Going Forward Things to consider: 1. Keep all Foss Kits in your building. We may need them in the future. 2. There will be full scale PD for elementary teachers in science this summer. 3. Please use your science budget to fill Foss Kits first before using it for other science related expenses. 4. If you would like assistance in working with your staff during PD or collaboration opportunities, do not hesitate to contact Kim O’Donnell or Rob

SUPPORTING SOCIAL STUDIES IMPLEMENTATION

Current Reality • We are required to have implementation of the Iowa Core • Since 2006 -2007, curriculum guides have been tied to the adopted materials • Iowa Core in the Social Studies is grade-banded: K-2 and 3 -5 • Materials from that adoption exist – to varying degrees in our schools. In some cases, there are no materials. • Standards are divided into the following categories: behavioral sciences, economics, geography, history and political science • We needed a way to help teachers with resources until the next adoption

Unit Guide Structure Each unit guide includes the following support structures: – A unit theme – “I Can” statements organized by topic These are what students are expected to know and be able to do as a result of your instruction - Suggested Pacing by Week - Suggested Resources

Example: 5 th Grade, Unit 4

The “What” vs. the “How” • The “what” of Social Studies is non-negotiable. –The learner objectives or “I can” statements • The “how” of Social Studies is up to your team. –Teacher teams can get creative with the units they design and the instructional strategies they select. • For example, all 5 th graders will explore multiculturalism in the early U. S. using the learner objectives in the middle column • But how students learn is up to the teacher teams (they could write an ABC book, they could role play, they could do a gallery walk, a simulation, etc. )

Social Studies Alive! – TCI • The company is providing us with two demo accounts for this year. . . –per grade level –per school • Identify two “lead” teachers at each grade level in your school to create accounts –They will share access with others on the team –Username: work email address –Password: (make it easy; i. e. morris)

www. teachtci. com

Create an account & Add the program “Add” the correct program to your account: • K – SSA! My School and Family • 1 – SSA! My School and Family • 2 – SSA! My Community • 3 – SSA! Our Community and Beyond • 4 – SSA! Regions of Our Country 5 – SSA! America’s Past

What next?

Click on a Lesson

Top 3: Procedures, Materials, Presentations

1. Procedures

2. Materials

3. Presentations*

Questions/Help: Amber Graeber K-12 Social Studies and Advanced Placement amber. graeber@dmschools. org

DISTRICT PLCS

Feedback from the September 18 th PLC • Registration, attendance and participation was much improved from last year! • Positive feedback regarding time to explore and discuss Health Teacher. com. (** Usage reports will be emailed to school leaders today!) • Participants expressed a need for additional support with Social Studies instruction. • Positive feedback regarding the use of teachers as PLC facilitators this year.

Moving Forward… • More time during our PLC sessions will be dedicated to supporting the areas of Science and Social Studies. • Additional support will also be provided in the area of math – specifically, the Mathematical Practice Standards.

October 30 th Agenda 2: 30 pm Welcome & Sharing Successes “We need more time to collaborate and less time to sit and get. ” 2: 40 pm Introduction to the Mathematical Practice Standards “I want to learn about the changes in math and how it will make me a better teacher. ” “I am excited to dive deeper into the Mathematical Practice Standards!” 3: 10 pm Supporting Science OR Social Studies Implementation “I need more help with finding and using Social Studies materials. ” 3: 40 pm Wrap-Up and Exit Slip 3: 45 pm Dismissal

INTRODUCTION TO THE MATHEMATICAL PRACTICE STANDARDS

Math Education: Why Change? Many of us do not recall being taught math through a standards-based approach. • Math was a series of topics. • Math was skills to memorize. • Math was chapters in a book. • Math was worksheets. • Math was teacher-directed. • Math was measured by correct answers to formulas and algorithms.

Math Education: Why Change? “I was taught math that way – and I know math – so why can’t I teach my students that way? ” Our world has changed since we were in school… Our students have changed… • Diversity If we didn’t change • Working parents math education… • Family make-up what would happen? • Technology Exxon Mobil Commercial

Math Education: Why Change? Why does 25 th place matter? In our world today – in order to get a job in the United States – a person does not have to live in the United States. With technology – businesses now hire the best – no matter where he or she is from.

Math Education: Math Matters We need to give our students the best math education starting in kindergarten – so they can achieve their goals in the global market. Math in the real world is so much more than memorizing formulas and algorithms. Math is… • Problem Solving • Application • Accuracy and Precision • Estimation • Reasonable

Math Education: Math Matters How does this affect my work as a teacher in DMPS? In 2013, 17% of 11 th grade students tested as “collegeready” in the area of math on the ACT. If Area is l x w, what is the area of a rectangle with the a length of 7 cm and a width of 5 cm? In your table groups – make a list of skills (both mathematical and practical) that students would need in order to solve this task. Be ready to share a few ideas.

Mathematical Practice Standards 8 Mathematical Practice Standards 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Mathematical Practice Standards The Mathematical Practice Standards… • Highlight the level to which math content must be known. • Brings rigor into the math classroom. • Focuses on application, reasoning, communication and representation. • Elevates students’ learning from knowledge to application. • Presents a roadmap for the development of mathematically proficient students. • Ensures that students have optimal experiences in our math classrooms and emerge with solid skills that are indispensable as they continue to explore math at higher levels. O’Connell, S. , & San. Giovanni, J. (2013). Putting the Practices into Action: Implementing the Common Core Standards for Mathematical Practice K-8. Portsmouth, NH: Heinemann.

Mathematical Practice Standards: Digging Deeper Mathematical Practice Standards – I Can Statements • Read over the MPS assigned to your table. • As a group, develop ONE I Can Statement for your MPS for your grade level. Ex. What does this look like in 3 rd grade? • 8 minutes to read and develop – then share with the group. • Share overall summary of your group standard. • Share your I Can Statements can easily be “Googled” but the purpose of the activity is not to practice writing I Can Statements for the MPS, but rather to dig deep into what are these standards actually asking me to do with my students. 36 out of 37 school leadership teams, indicated that teachers at their schools needed more professional development on the Mathematical Practice Standards. - Math Needs Assessment 2013

Mathematical Practice Standards: For Next Time Work on the Mathematical Practice Standards has just begun! • • Time on MPS is not wasted with a materials adoption – math best practices are not dependent on materials. If between now and November you would like more information on something shared today – please contact your instructional coach. We will get you more info and resources! Our work today… • • Facilitators will compile a list of the I Can Statements by grade level. Eight statements will be chosen per grade level and created into posters that can be posted in your classroom! The posters will be available by the November session. November – May Sessions… • • • We will begin to look at grade level specific Problem-Based Tasks that can be implemented into your classroom. Tasks will include components of the Mathematical Practice Standards. Teachers will have the opportunity to collaborate and discuss the MPS and tasks as they pertain to their grade level.

KITE PROJECT

Kite Project Updates Highest Scoring Performers on Flight School • Garton Elementary –Ethan Woodward –Jenny Inman Completing Document Cameras and Projectors within 3 days of publishing • Garton • Findley • Morris X @

Challenges Individual Challenge ends October 14 th. Challenge: Completion of Flight School Building Challenge ends October 24 th. Challenge: Highest percent of certified staff that have completed Flight School.

Ideas for implementing at your building Implementation • First 5 minutes or last 5 minutes of Building PD • First 5 minutes or last 5 minutes of collaboration times • Dedicated morning meeting time Incentives • Cover a recess duty • Cover a bus duty • Teach a lesson for the teacher • Note of appreciation • Recognition at staff meeting or announcements

GALLUP

AMERICORPS