Teaching and Learning Elementary 3 11 14 Dean

Teaching and Learning Elementary 3. 11. 14 Dean Avenue Conference Center

Today’s Agenda Time Frame Agenda Item Area of Focus 8: 30 -8: 35 am Welcome and Overview of Agenda 8: 35 -9: 00 am Vision for Blended Learning and the Go Math! Materials Implementation Effective Instructional Practices 9: 00 -10: 00 am Deepening our Understanding of Blended Learning Effective Instructional Practices 10: 15 -11: 15 pm What will Blended Learning look like in DMPS? Effective Instructional Practices 11: 15 -11: 45 am Math Implementation Updates Effective Instructional Practices 11: 45 -12: 00 pm 2014 Summer Professional Development 12: 00 -12: 30 pm Planning for 2014 -2015 Collaborative Structures Effective Instructional Practices

Feedback and Questions https: //todaysmeet. com/gomath

VISION & GOALS: TECHNOLOGY INTEGRATION PLAN

Vision This shift is intended to make learning more productive by giving teachers… 1. better tools 2. more time 3. informative data

We know this will be a challenge… It will require us to focus on a small number of ambitious goals and make the integration of technology the daily agenda.

Goals for our Program • Support students in obtaining the Common Core Mathematics Standards through technology based instruction. • Utilize the Go Math materials upgrade to design a blended learning environment. • Provide students with personalized instruction, practice and formative feedback that support a competency based system.

Our Promise to You… • We will communicate timelines and expectations as soon as they are available. • We will provide you and your teachers with the training and onsite support necessary for success. • We will provide you with the tools and resources necessary to deepen this implementation at the building level.

DEEPENING OUR UNDERSTANDING OF BLENDED LEARNING

Blended Learning • Blended learning involves an instructional shift in some portion of the day to an online environment. • This shift is intended to make learning more productive by giving teachers… –better tools to deliver instruction –more time to meet individual needs of students –informative data to drive instruction and monitor progress

Blended Learning “Supplant vs. Supplement” –Digital learning implementation will require modifications to the curriculum to replace ineffective practices with those that best leverage the technology.

Drivers of Blended Learning

Theory & Rationale • According to the U. S. Department of Education and recent studies by the National Training and Simulation Association, technology based instruction can reduce the time students take to reach a learning objective by 30 to 80 percent.

Theory & Rationale If teachers use interactive technology during instruction… then their lessons will be more engaging… and student achievement and engagement will increase. Marzano Research Laboratory

Case Study: California Urban Elementary School Marzano Research Laboratory

Percent of Students Scoring Proficient on State Test Marzano Research Laboratory

Percent of Students Scoring Proficient on State Test Marzano Research Laboratory

Percent of Students with disabilities Scoring Proficient on State Test Marzano Research Laboratory

Percent of Students with disabilities Scoring Proficient on State Test Marzano Research Laboratory

California Urban Elementary School Marzano Research Laboratory

“Introduction to Blended Learning for Elementary Schools” 1 st Read: • Annotate: Make notes in the margins of questions, ideas, etc. • What is blended learning? • What are the benefits of blended learning? Reflect for 2 minutes with an elbow partner. • What did you learn about blended learning? • What advantages does blended learning provide for students and teacher?

What is Blended Learning? • Some of the students’ learning and practice takes place in an online environment. • The teacher still plays an important role in delivering face-to-face instruction. • Teacher integrates technology into instruction.

What are the Benefits of Blended Learning? • http: //youtu. be/d 27 Sbl. Mbza. I

What are the Benefits of Blended Learning? Better Tools More Time Informative Data Differentiated Instruction Data-based Decisionmaking Ownership for Learning Increased Engagement

Introduction to Blended Learning for Elementary Schools 2 nd Read (page 4 -5 “The Blended Learning Solution” Section): • Annotate: Underline key words or phrases that describe blended learning. • Write a short summary of what blended learning looks like in a classroom based on the information presented. Use the key words you underlined. Scaffold: Use one of the following sentence frames: • Blended learning includes _________ • Blended learning looks like students ______ • A blended classroom would include _______

Introduction to Blended Learning for Elementary Schools Blended Learning looks like online individualized learning combined with classroom instruction from the teacher. A blended classroom would include high-quality learning experiences during whole group instruction, as well as student-centered learning with a teacher in small groups. It would also include components of personalized learning happening with laptops, tablets, or other devices.

Introduction to Blended Learning for Elementary Schools 3 rd Read (page 4 -5 “The Blended Learning Solution” Section): • What examples of blended learning have you seen in DMPS classrooms? –Annotate: Circle elements that you have seen in DMPS classrooms. • How might we increase technology integration in classrooms to increase student achievement?

Blended Learning in Action • http: //youtu. be/zz 5 s. Wx. A 0 JWM

BREAK! 15 min.

WHAT WILL BLENDED LEARNING LOOK LIKE IN DMPS?

CRITICAL SUCCESS FACTORS FOR IMPLEMENTATION

DISTRICT

Critical Success Factors for Implementation

Critical Success Factors - District 1. We are currently working through the buildings to establish installation needs and requirements based on classroom and building structures.

Critical Success Factors for Implementation

Critical Success Factors - District 2. PD opportunities (Teachers) – – Summer PD Future PLC’s The KITE project SMART website trainings

Critical Success Factors for Implementation

Critical Success Factors - District 3. PD opportunities (Leadership) – – Summer PD 2014 -15 Teaching and Learning Meetings The KITE project SMART website trainings

Critical Success Factors for Implementation

Critical Success Factors - District 4. Differentiated PD opportunities – – 2014 -15 PLC Structures The KITE project SMART website trainings Building specific PD’s to assist with Building Directed PD during the 2014 -15 school year

CLASSROOM

Critical Success Factors for Implementation

Critical Success Factors - Classroom 1. The “Engage” portion of the GO Math lesson will be shown for each lesson. • Increase student engagement and knowledge of the purpose • Increase teacher understanding of new technology and it’s operation

ENGAGE

Critical Success Factors for Implementation

Critical Success Factors - Classroom 2. The “i. Tools” application will be used by teachers • Increase student clarity of the lesson with consistency • Increase teacher understanding of new technology and it’s operation

i. Tools

Critical Success Factors for Implementation

Critical Success Factors - Classroom 3. Teachers will utilize the Problem Solving portion of the interactive lesson • Increase students’ interactivity with the lesson • Increase teacher understanding of new technology and it’s operation

Problem Solving

Critical Success Factors for Implementation

Critical Success Factors - Classroom 4. Identified students will utilize the “Personal Math Trainer” to reinforce the teacher instruction • Increase students’ interactivity with the lesson • Provide students with adaptive support and practice opportunities • Increase student understanding of the standard • Support the teacher instruction with alternative forms of instruction

Personal Math Trainer • Google: HMH Personal Math Trainer

SMART CERTIFICATION TRAINING

SMART Certification Training Phase 1 A core team of people will receive the SMART certification training this year. This team will begin working to create opportunities for our teachers to be as effective as possible with the resources they are being given. 1. EQ PD Day 2. The KITE Project 3. Building Directed PD 4. Summer PD 5. District PLC sessions

SMART Software • Teachers will need to load the software to their laptop –Directions and PD will be provided to ensure success –Software will be required to use the GO MATH interactives –We will be purchasing the SMART Notebook 14, which is not currently available

DISTRIBUTION AND INSTALLATION

Distribution and Installation What will a general education classroom look like next year?

Equipment • Teacher Laptop (Currently in place) • Document Camera (Currently in place) • Interactive Projector • SMART Software (To be downloaded to the teacher’s laptop) • 6 student devices per classroom

Interactive Projector

Additional Projector Information • Wall mounted projector –Wiring must be run for data and electricity • Uses existing whiteboards as interactive displays –We may need to replace some existing boards –Also includes a MAGIC BOX!!! • Installation into buildings will be done in the most efficient manner. –Schedule will be provided after Spring Break

Additional Projector Information • Projector will be touch enabled, no need for an IR pen –IR Pen is still included and available as a fallback resource

Additional Projector Information • Location will be predetermined –Standardization of the equipment is important to our success –Each classroom presents it’s own set of circumstances –This is a collaboration between, Technology, Facilities, and Curriculum

Timeline • RFP for projector is due March 21 st • Taken to the board on April 1 st • RFP for the installation is due April 7 th • Taken to the board on April 15 th along with Software (SMART Notebook) • The installation will begin as soon as we have delivery of the projectors

Student Devices • Each classroom will be provided with 6 student devices –Emphasis has been placed on consistent materials with the math adoption –PD for these devices and their uses will be extensively provided –This would be a great opportunity for us to evaluate our current technology realities and distribute them to best enhance our new reality

Student Devices • The devices are to be distributed 6 per classroom for math instruction

What about the old stuff? • Getting rid of equipment that will no longer be needed – Interactives – Projectors • Keep a few for emergencies – Various other equipment Equipment Transfer Form on Sharepoint

PROFESSIONAL DEVELOPMENT PLAN

Professional Development Plan The technology is not seen as a separate entity or as an add on to instruction. This is how we are changing our instruction and how it will be implemented with our math resources.

T&L 2014 -15 • Teaching and Learning sessions will be full days in 2014 -15. • Mornings will reflect current structures for Principals and instructional coaches. • Afternoons will reflect more of a PLC structure for instructional coaches. There will be a focus on blended learning. Principals are welcome to attend.

Summer Math PD • All of the summer math PD opportunities will have technology embedded into the content. • Teachers will learn how to integrate and use the technology hand in hand with the new math materials. • These are not separate entities, but rather enhance one another.

Summer PD • The Literacy and content Summer PD opportunities will also include integration ideas along with blended learning guidance

SMART Software SMART software has an extensive warehouse of online trainings and materials for teachers and buildings to utilize. This does require a creation of a SMART user account. Directions and training will be provided. http: //smarttech. com/Resources/Training

The KITE Project The KITE project will begin working on creating modules to support the math adoption along with additional technology PD opportunities.

BUILDING ACTION PLANNING

Build Action Planning • Discuss at your tables the following topics: –What does my staff need? (Training…) –What does my building need? (Power supply…) –How can the leadership team support this? • Please utilize the Todays. Meet site to post questions so that they may be addressed to the group

RESPONSE TO QUESTIONS

Summary • Supplant vs. Supplement • Installation timeline will be provided after Spring Break • Begin to address other building needs • This is a true team effort: Facilities, Technology, Curriculum, Building Leadership, Classroom Teachers

GO MATH! IMPLEMENTATION UPDATES

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GO MATH! COMMON QUESTIONS

Go Math: Common Questions Expectations Daily Math Review Special Education Materials Summer Professional Development Technology

Go Math: Common Questions Expectations Will teachers be expected to teach the lesson word for word out of the books? Expectations No. The prompts are available for teachers to use in the planning process and are optional in teaching the lesson. Will teachers use additional outside resources to teach lessons? Go Math will be the primary resource for teaching elementary math in DMPS. If time and necessity allow – other resources may be utilized. Will we post the Essential Questions or the I Can Statements? The Essential Question is written in student-friendly language. The I Can Statement/Lesson Objective is for teacher use. It is not required by our district that teachers post either, although it is crucial that the teacher is communicating the learning goal with the students daily.

Go Math: Common Questions Daily Math Review Does Daily Math Review have to be part of the math block of time? No. Daily Math Review and Mental Math can be a stand alone – similar to this year. When does Kindergarten start DMR? Kindergarten does not need to start DMR until the beginning of 2 nd semester. Will the purpose and expectations of Daily Math Review be the same as this year? The purpose remains the same – which is to review prerequisite skills or skills that were not mastered in a previous Chapter.

Go Math: Common Questions

Go Math: Common Questions http: //elementarymath. dmschools. org/

Go Math: Common Questions Special Education • What if a Special Education student is out of the room during whole group? • Can a Special Education student miss Daily Math Review? • Where do Special Education minutes fit into The Math Framework? • What might the classroom look like during the additional 15 -20 minutes of Intervention? • What are Tier 3 SPED students missing during intervention?

Go Math: Common Questions Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 minifmaximum) What a Special Education student is Can a SPED student What if a Special miss Daily Math Education student is Review in order to out of the room during whole group? receive SPED students will be in services? the classroom for Coreon Maybe. It depends Whole Group Instruction. the student and their needs and ability level. Whole Group Concept Development Differentiated Instruction ENGAGE Small Group Instruction EXPLORE Independent / Collaborative (20 min) EXPLAIN (20 min) Personalized Learning Core Whole Group Instruction Problem Solving (15 min)

Go Math: Common Questions Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Differentiated Instruction (35 -40 (20 min) Problem Solving (15 min) Math Intervention: 15 -20 minutes/day (**only for students in need of intensive support) Where do Special Education minutes fit into The Math Framework? Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time. What might the classroom look like during the additional 15 -20 minutes of Intervention? What are Tier 3 SPED students missing during intervention? One option would be to add 15 -20 minutes to the Differentiated Instruction time for Math Intervention. The teacher would be working in small groups and students would be in centers.

Go Math: Common Questions Next Steps with Special Education Scheduling If you need assistance in creating your master schedule to support Special Education students – please contact Special Education Support Staff. Math Binders and Checklists A committee will be working beginning in May and through the summer on aligning Special Education Resources to Go Math. The committee will also be working on a Special Education Framework for teaching elementary math. If you have a 5 th grade student with a math goal to complete 2 nd grade standards, will teachers be using the 2 nd grade Teacher Edition? No. Unless on alternative assessment, a 5 th grade student in Special Education will use the 5 th grade resources.

Go Math: Common Questions Materials Will we get consumable student editions for more than one year? Materials Yes. We are purchasing the consumable student editions for seven years. What is our districts protocol for consumables when we receive new students or students move schools? If a new student arrives at your school, a new consumable will be ordered through Central Stores. If a student moves to a new school – the consumable will be bag mailed to the new school.

Go Math: New Available Resources http: //elementarymath. dmschools. org/

Go Math: New Available Resources Blank Planning Template

Go Math: New Available Resources http: //elementarymath. dmschools. org/

Go Math: New Available Resources Iowa Core Standards Book

Go Math: New Available Resources http: //elementarymath. dmschools. org/

Go Math: New Available Resources Year at a Glance

2014 SUMMER PROFESSIONAL DEVELOPMENT Handout

2014 -2015 UPDATES

SCIENCE AND SOCIAL STUDIES ALIGNMENT Handout

2014 -2015 Social Studies • Social Studies has added one unit to Kindergarten and taken away one unit from 1 st grade. (3 Science & 3 Social Studies in each grade) • We will be tightening up our I Can Statements for each standard to support instruction. • Each Social Studies unit will include resources to support instruction and student learning. These will be accessible via the literacy weebly and the social studies weebly in folders on Share. Point organized by grade level and unit. (Available in May)

2014 -2015 Science • Balance and Motion Kit is back in 1 st grade, and the Variables kit is back in 5 th grade. Please make sure they come out of storage and are refilled for next year. • Please make sure ALL kits that are being used are refilled this year for next year’s use. • Please spend all building science supply budgets by May 1. Money does NOT carry over from year to year.

DATA COLLECTION

Infinite Campus Starting in the fall of 2014, we will utilize Infinite Campus as our Data Collection System for all district assessments. This change will allow us to… –Be more cost effective –House all of our data in 1 place –Prepare for Standards-Referenced Grading & Reporting

Transition • As a result of this transition, we will not have access to Data. Director starting in the fall. • We will be providing more information regarding this transition at the May 21 st Teaching + Learning Meeting. • Please note: we will be providing classroom teachers with the training and technical support needed to make this transition.

K-3 EARLY LITERACY LEGISLATION

K-3 Early Literacy Legislation Iowa Code § 279. 68 Section 279. 68 of Iowa Code was passed during the 2012 legislative session, but it was not until the spring of 2013 that $8 million was appropriated to enact this law, which focuses on the following: • State-Approved Screening & Progress Monitoring Assessments • Documented Interventions provided to students identified as at-risk of or having a substantial reading deficiency • Summer School & Retention starting in the summer of 2017

What will this mean for DMPS? In order to begin our implementation of this legislation… Starting in the Fall of 2014, we will implement the Fast early. Reading Assessment in Grades K-1. *This will replace our use of the Emerging Literacy Survey and the PA Profile.

What is Fast? • FAST's early. Reading assessment is comprised of twelve subtests. A composite with a specific combination of four assessments per screening period is typically completed in 5 -10 minutes per student. • The early. Reading assessments are individually administered. The teacher (or other staff) marks student responses electronically as the student completes the brief assessment.

What is Fast? K 1 Fall Concepts of Print (8) Letter Names (25) Onset Sounds (12) Letter Sounds (10) Early. Reading Composite (40) Sight Words-150 (14) Word Segmenting (27) Nonsense Words (5) Sentence Reading (18) Early. Reading Composite (28) Winter Word Segmenting (15) Nonsense Words (5) Onset Sounds (15) Letter Sounds (28) Early. Reading Composite (47) Sight Words-150 (44) Word Segmenting (30) Nonsense Words (14) CBM Reading (43) Early. Reading Composite (37) Spring Word Segmenting (32) Nonsense Words (8) Sight Words -50 (39) Letter Sounds (42) Early. Reading Composite (60) Sight Words-150 (61) Word Segmenting (32) Nonsense Words (17) CBM Reading (68) Early. Reading Composite (51)

Kindergarten Comparison Current (ELS) Rhyming Discrimination Rhyming Production Segmenting Sentences Segmenting Compound Words Blending Compounds and Syllables Blending Phonemes Concepts of Print Uppercase and lowercase letters Consonant Sounds Short Vowel Sounds Long Vowel Sounds Sight Word Recognition Sentence Dictation Accuracy Retell Comprehension Nonsense Words Fast (Fall) Fast (Winter) Fast (Spring) X X X X X X (40) X (50) X X (W, S) X X

Grade 1 Comparison Current (PA, BRI) Graphemes (sounds) FAST (Fall) Fast (Winter) (Spring) X (PA) Decoding (nonsense words) X (PA) X X Sight Words X (150) Word segmenting X X X Sentence reading with pictures X Fluency (WPM) Accuracy Comprehension X (BRI-S) X (BRI-F & S) X (SR) X (CBM)

Next Steps • More information regarding our implementation of Fast will be provided this spring. • Please note: We will be providing ½ day training sessions to all K-1 instructional staff on the administration of the Fast Assessment.

ONLINE PD MODULES

Close Reading Survey • Link to survey: https: //www. surveymonkey. com/s/closerea dingmodules