January

1. January 2019 Departments • Standard-Based Instruction • Student Support Services • Multi-Lingual Services • Categorical Programs (Title/LAP) • Instructional Technology • HCP & Advanced Programs • BTAP • Assessment & Accountability • CTE Curriculum Connectors

2. update update TFL TFL Curriculum Connector Norms • Be present • Come prepared • Assume positive intent • Active listening • Maintain a learner stance • Be on time so we can start on time and end on time • Stay grounded in research and expertise in the field

3. update update TFL TFL Curriculum Connector Role Curriculum Connector Role • The Curriculum Connectors are part of the overall TFL communication plan to provide information and a forum to engage in reciprocal feedback on TFL initiatives. • The role of the Curriculum Connectors is to share information and updates to teaching staff at their school in partnership with the school leadership team.

4. update update TFL TFL Curriculum Connector Agenda • Curriculum Connector Feedback/Newsletters • Standards Based Grading and Reporting • Adoptions Update

5. update update TFL TFL Curriculum Connectors Feedback • Seated in grade levels for common conversations • Time in the meeting to read Newsletters • Email Communication Recap of Prioritized Essentials • Follow up email prepared with list of communication points • Identify information/resources to distribute • Prompts for specific feedback that may be needed • Include survey reflection link • Ensure time for processing

6. update update TFL TFL CC Feedback: Scholar Art in The City

7. update update TFL TFL Newsletters New TFL Newsletter: Condensed Version • Read and Provide Feedback • TFL will send out to key staff monthly Elementary Kelly Maloney and Lori Harrison, Math/SCI & ELA/SS K 5 ELA Tami Smith 6 – 12 ELA/SS MathAlisha Baldwin and Kimberly Tarnowieckyi, 6 – 12 Math Science Megan Walker, 6 – 12 Science CTE--Royce and Kristen Title I/LAPDr. Cherlyn Pijanowski, Director Title I/LAP BTAP Julie Mulyarchuk, Professional Learning/New Teacher Facilitator ELL/WL Stephanie Zikopoulos, Director Multilingual Services Instructional Technology/STEM Jane Miller, Director TFL IT AssessmentDiana Kasube, Coordinator Assessment and Accountability SSS Cathy Reesman, Executive Director SSS

8. update update TFL TFL Curriculum Connector Agenda • Curriculum Connector Feedback/Newsletters • Standards Based Grading and Reporting • Adoptions Update

9. TFL Mid and End of Unit Assessments • In an effort to support PLCs, TFL drops Mid and End of Unit assessments into the grade book • Teachers are informed in biweekly emails of upcoming assessment • The assessments are static in an effort to ensure when data is pulled it is accurate to support PLCs (dates and titles need to stay the same) A DREAM. A VOICE. A BRIGHT FUTURE.

10. TFL & SSS Accommodations & Modifications Toprovide professional learning on STANDARDS BASED GRADING AND REPORTING four GOAL CONTENT AREA COMPETENCE: PILLAR1 Standards-AlignedCulturally Responsive Teaching and Learning PILLAR2 Safe Climate and Strong Relationships with Families and Community PILLAR3 Effective, Caring, Culturally Competent Teachers, Leaders & Staff PILLAR4 Data Informed Continuous Improvement measuresofprogress Percent of scholars meeting grade-level standards in core subjects, as measured by state assessments

11. TFL & SSS Accommodations & Modifications A DREAM. A VOICE. A BRIGHT FUTURE.

12. TFL & SSS update Linking Previous Learning to Today’s Work TFL • Grades are more accurate and directly linked to what students need to know and be able to do (standards). • Provides students the practice they need, and more than one opportunity to show success of learning (standards). • Ensure students and families know what the next step is in student learning. • Report card that provides clear communication to families and separates behavior and academics. Why Standards Based Grading and Reporting?

13. TFL & SSS update RESEARCH BASED PRINCIPLES OF GRADING RESEARCH BASED PRINCIPLES OF GRADING TFL • Six Principles of Grading: Outline what the day to day practice of what classroom teaching looks like. Principle 3 Grading should be based on established criteria

14. TFL & SSS update RESEARCH BASED PRINCIPLES OF GRADING TFL • Review the handbook graphic that corresponds to Principle 3: Grades should be based on established criteria • Read the text that corresponds to Principle 3 (Tomlinson and McTighe) • ! With what you agree • ? Where you have a question • Write your questions down on an index card

15. TFL & SSS • PRINCIPLE 3 Link: ACCOMMODATIONS AND MODIFICATIONS TO ESTABLISHED CRITIERIA

16. TFL & SSS Accommodations vs. Modifications • Underline important words and phrases. • Circle the main differences.

17. TFL & SSS How do I know ? How do I know if I am providing an accommodation or a modification? • If you are changing what a scholar is expected to learn or accomplish, you are providing a modification. • If you are changing how a scholar is learning or demonstrating the learning of grade level standards, then you are providing an accommodation.

18. TFL & SSS How do I know ? update TFL

19. Quiz Time • You will hear a scenario, in which an accommodation or modification is provided… • Using in your accommodation and modification indicator cards, show what you believe is in place.

20. Quiz Time • Provide student with a graphic organizer 2. Provide calculator for a calculation assessment 3. Pre-teach vocabulary 4. Read Test Aloud 5. Oral Response

21. Quiz Time 6. Test is lowered to scholars independent reading level 7. Chunking assessment into 3 parts 8. Typing essay on computer that allows spell check and word prediction 9. Instead of a written response, students are allowed to draw their understanding

22. TFL & SSS FAQs – 20 words • Who should receive accommodations? • Who should receive modifications? • Why would you provide accommodations? Modifications? • How do I grade when I have provided a modification Nominate a Speaker Identify a writer You will have 5 minutes to do the following: • Come to a consensus on the answer to your group’s question. • Summarize the answer in 20 words or less on your poster.

23. TFL & SSS Answers... •  Any scholar needing additional support to access or demonstrate grade level content may receive an accommodation. •  Accommodations include scaffolding, which is a process teachers use to add supports for scholars that enhance learning and aid in the mastery of tasks. • Some examples of scaffolding are extra time, testing in a quiet environment, using a word to word glossary, chunking text, minimizing the number of similar math problems, using sentence frames, using graphic organizers, etc. • Accommodations can be used for any scholar and are essential for scholars who are learning English as a new language, have a disability and/or HCP designation.  Who should receive accommodations?

24. TFL & SSS Answers... • Assessments can only be modified for scholars who have an IEP and it is stated in the adaptation section. If you are providing modifications, please review the students IEP.  Who should receive modifications?

25. TFL & SSS Answers... • Accommodations remove the barriers between a scholars’ current learning, disability, and/or language acquisition level and their ability to have access to and demonstrate understanding of grade level content and skills. This provides all scholars with the opportunity to reach their maximum potential.  • We must provide the modifications that are determined by the IEP team to allow scholars the opportunity to access and demonstrate understanding of core content and skills. This provides scholars with the opportunity to reach their maximum potential. The IEP is a legal document that calls out what modifications need to be provided. They can be found in the adaptations section of the IEP and must be implemented in the general education classroom.  • Why should I provide accommodations? • Why should I provide modifications?

26. TFL & SSS Answers... • Prior to assessment, determine what type of change to the learning target or rigor is appropriate:  mastery level, cognitive level, or different grade level standard. Then grade the scholar based on the modified expectations.  • Grades based upon modified standards are indicated on the report card automatically. • Elementary modification box: for ELA and Math • Secondary IEP box: on Cover sheet  • “Comment” available to add to assignments with modifications How do I grade students that have modifications?

27. TFL & SSS Accommodations & Modifications A DREAM. A VOICE. A BRIGHT FUTURE.

28. SBGRupdate Upcoming Schedule • Join us for the SBGR Family/Community Forums! Time Frame: 6:00 – 7:30 • 3/13/19 at FWHS • 5/15/19 at Twin Lakes ES

29. update update TFL TFL Curriculum Connector Agenda • Curriculum Connector Feedback/Newsletters • Standards Based Grading and Reporting • Adoptions Update

30. update update TFL TFL Adoptions Update K – 8 PE/Health 6 – 8 Science & Biology and Advanced Programs Biology 6 – 12 Spanish & Advanced Programs Spanish (Year 2- Early Implementation) • Curriculum Guides are in development • Recruitment of Early Implementers • Approximately 50 K-8 PE Teachers are currently implementing PE Guides • We are hoping to recruit at least 5 Spanish teachers and 20 Science teachers to be early implementers for the Spring • Early Implementation in the Spring • PD is in development for 2019/20 SY • Full Implementation in the Fall

31. update update TFL TFL K-12 Math Adoption • January-April • PD provided for pilot teachers • Field Test-Resources • Survey pilot teachers and scholars (pre/post) • Families and community are able to review resources and provide feedback

32. update update TFL TFL Next Steps Share with Staff • SBGR Upcoming Events • Adoptions • Scholar Art in the City

33. Thank you for your partnerships!