Vision Every child in every district receives the

Vision: Every child in every district receives the instruction that they need and deserve…every day. Core Review Meetings Moving from Where We Are to Where We Want to Be (one grade level at a time)

Purpose: Core Review Meetings • Determine if the grade level is benefiting from core instruction AND • Refine core instruction to better meet the needs of ALL students at the grade level.

Why do we look at whole grade level data?

Why do we look at whole grade level data? 5% 25% 50% 10% vs 85% Is this a whole grade level need or a some students need?

Change is Messy

Target Understand how to use the problem solving steps for Core Review Meetings

How: Installation Matrix

Installation Matrix

What we hear…. • • • Our kids are different They have more issues My class is fine…. It’s the other teachers Our core doesn’t work My kids need help…. From someone else

Just Do It!

Just Do It! • Professional Learning impacts Skills • Skills impact Practice • Improved Practice s e c i Pract improves Implementation f • Improved Implementation e i l Be impacts student outcomes on i t s enta • Better student outcomes m e l p Im shift Beliefs

Installation Matrix

General Features When: 3 times per year (following collection of your schoolwide screening data) Who: Principal Grade level team Literacy Specialist/Title I Counselor Could include SPED, ELL, School Psychologist, Paraprofessionals

General Features What: Use schoolwide screening data to answer questions about core instruction Outcomes: Identify which of the 5 Big Ideas need additional focus AND develop a plan (with a goal) for improving grade level achievement

Core Review Meetings PLCs Purpose Improve the instruction for the grade level To ensure students have learned the content taught Who is discussed ? • Grade level or grade bands (no students names) • Grade level classes (students) Who attends Grade level team Principal Grade level team and others Literacy Specialist/Title I/Literacy Guru as invited Others as determined by Building Leadership Team Frequency • 2 to 3 times a year (following Universal • Weekly/bi-weekly Screening) Data DIBELS/AIMSweb/easy. CBM grade level reports (Risk Analysis) SBAC Common Formative Assessments Professional development Grade level agreements around Differentiated instruction within the classroom based Outcomes

Installation Matrix

Core Review Meeting Process

Step 1: Problem Identification 1. Problem Identification Improved Student Achievement 18 What is the problem?

1. Problem Identification Where we want to be At least 80% at benchmark on screening data Grade Level Where we are Determine percentage of students at benchmark from screening data

Is the grade level where we want them to be? 5% 15% 25% Is it a whole grade level need or a some kids need? At least 60% Where we are 80% Where we want to be

Core Review Meetings Grade 1. Problem ID 2. Problem Analysis 3. Plan 4. Evaluate Screening Data Low (Whole grade level need)

Problem Identification How well are you using your screening data to look at the effectiveness of your core?

The Problem Solving Process 1. Problem Identification Improved Student Achievement 2. Problem Analysis Why is the problem occurring? 23

2. Problem Analysis Why is the problem happening? * What is the grade level’s priority skill need(s)? – Comprehension – Vocabulary – Fluency – Phonics – Phonemic Awareness

Why is the problem happening? Foundational Skills Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary Reading Comprehension Oral Reading Accuracy & Fluency

What is the priority skill need? 5 Big Ideas Percentage of Students at Benchmark Comprehension 57% Vocabulary 75% Fluency 65% Phonics 60% Phonemic Awareness 85% We want the priority skill to be close to 80% (at least)

Core Review Meetings Grade 1. Problem ID 2. Problem Analysis 3. Plan 4. Evaluate Screening Data Low (Whole grade level need) Phonics need

Problem Analysis What problems can develop if the grade level does not focus on the appropriate skill need? E. g. , comprehension when they need phonics

Step 3: Plan Development 1. Problem Identification Improved Student Achievement What are we going to do about the problem? 29 3. Plan Development 2. Problem Analysis

3. Plan Identification *How should we address the priority skill need(s)? • Make common agreements

3. Plan Identification: *Make common agreements around: Curriculum Instruction Environment (We can control these things) And provide professional learning opportunities to allow staff to implement these agreements

Student Learning Instruction: How you teach Environment: Where you teach 32 Curriculum: What you teach Learner: Who you teach

Student Learning Curriculum: What you teach Foundational Skills Oral Reading Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary Reading Comprehension 33 Accuracy & Fluency What you teach

Common Curriculum Needs • How much does your curriculum address the priority skill need? • Do you need to spend more time focused on the priority skill(s).

Student Learning Instruction: I DO WE DO YOU ALL DO How YOU DO How you teach What do we need to enhance in our instruction of the skill need? 35

Importance of Active Engagement How many times it takes to learn something new? 4 -14 times • Above Average Learner 14 -250 times • Average 250 -350 times • Truly disabled student Jo Robinson (2008)

Common Active Engagement Strategies How we keep students involved • Oral Responses • Written Responses • Action Responses How should we increase our active engagement of the priority skill need?

Student Learning Environment: Where you teach Behavioral Strategies Classroom Set Up Reinforcement Where. Systems you teach Routines What do we need to enhance? 38

Core Review Meetings Grade 1. Problem ID 2. Problem Analysis Screening Data Low (Whole grade level need) Phonics need Spend more time teaching 3. Plan phonics & increase I do and we do instruction 4. Evaluate

Talk Time Why is having common agreements for curriculum, instruction, and environment helpful?

3. Plan Identification: *Make common agreements around: Curriculum Instruction Environment (We can control these things) And provide professional learning opportunities to allow staff to implement these agreements

Do teachers have the skills to implement the changes? • Model lessons by coach or peer • Peer lesson observation • Visit high performing schools within the district or area • In-school experts training at staff meetings • Instructional highlights at staff meetings • Don’t forget Paraprofessionals!

Ensure…. . Staff know how to make the changes that they have agreed to. Administrators know what to look for.

Fidelity to the Core • You have to inspect what you expect – Principal walkthroughs – Core program fidelity checks – Are we all doing what we agreed to do?

Step 4: Plan Implementation & Evaluation How is it working? 4. Plan Implementation & Evaluation 1. Problem Identification Improved Student Achievement 3. Plan Development 45 2. Problem Analysis

4. Plan Evaluation Did we improve?

4. Plan Evaluation 12% 15% 25% 18% 60% 70% Where we were Where we are now

Core Review Meetings Grade 1. Problem ID 2. Problem Analysis 3. Plan Screening Data Low (Whole grade level need) Phonics need Spend more time teaching phonics & increase we do and you do instruction Screening data have increased 4. Evaluate (still grade level need)

Installation Matrix

Disaggregated Data Template

Improving Your Core Common Environmental Strategies Common Curriculum Supports Monitor Common Instructional Strategies

Installation Matrix Data Day: January 25 th, 2018

This can get emotional!

What to Expect… Considering data that is close to home often triggers a sort of “grief-cycle” which can impede a team’s ability to effectively solve the problem(s) at hand • Denial (The data can’t be true/right!) • Anger (How dare they/you suggest we had anything to do with this!) • Bargaining (Maybe if we could just get the data to go away, everything could go back to normal. ) • Sadness (How could this have happened? ) • Acceptance (Ok, if these are the facts, let do something about it. ) Anticipate and recognize these emotional reactions as part of the process, but do not allow them to slow down or stop the process from moving forward

Look at your data….

Core Review Meetings What response(s) do you anticipate from your staff? and How might you respond? (Will it be hard to talk about the whole grade level rather than individual students. )

Change is Messy • Outcomes don’t change unless teaching and learning changes. * We may need to teach the core “on steroids” • Core Review Meetings support improved instruction!

Even with experience… there’s room for improvement