The ultimate goal in school improvement is for the people attached to the school is to drive its continuous improvement

1. The ultimate goal in school improvement is for the people attached to the school is to drive its continuous improvement for the sake of their own children and students. --Dr. Sam Redding 1

2. The Virginia Model:Support for School Improvement Training for Instructional Leaders Session 2 PASS SCHOOLS October 20-21, 2010

3. Instructional Teaming and Instructional Planning 3

4. PMI Activity from Session 1Thinking about Effective Teaming and Instructional Planning • On the PLUS side: What worked well? What was easy? What was a quick win ? • On the MINUS side: What was difficult? What presented somewhat of a challenge? • What is INTERESTING that we didn’t expect? 4

5. Next Steps - Report Give a summary of your team’s response to the Next Steps for people at your table. Effective Teaming Instructional Planning • Complete the appropriate form at your table to identify the priority item for your school for each of the two topics listed above. • Post each summary under the appropriate category in our Gallery of Improving Practices. 5

6. Leveling Objectives • Target – on grade level • Prerequisite – approximately one grade level below target • Enhanced – related to the target but of a higher order, possibly a higher grade level. 6

7. Session 2 Objectives • Begin the process of collegial coaching that supports best practices. • Begin to develop an Instructional Team profile for examining student learning data • Apply the Mega System unit planning process to classroom culture • Explore monitoring and reporting student progress • Explore classroom management techniques for Work Time 7

8. Let’s Get Started!! In the Session 2 Manual, read pages 11 and 13 and complete the two questions in Think, Write, Share on page 13. 8

9. COLLEGIAL LEARNING “The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice.” James W. Stigler & James Hiebert from The Teaching Gap 9

10. Classroom Assessment Indicators • IIB03---Instructional Team reviews unit pre-post test results. • IIB04---Teachers individualize instruction based on pre-test results. • IIB05---Teachers re-teach based on post-test results. 10

11. Periodic Assessment Indicators IID08--- Instructional Teams usestudent learning data to assess strengths and weaknesses of curriculum and instructional strategies. IID09---Student learning data is used to plan instruction. IID10---Student learning data is used to identify students in need of support or enhancement. IID11---Pre-post test data is used to make decisions about curriculum and instructional strategies and to “Red Flag” students in need of intervention. 11

12. Ongoing Assessment • Determines learner readiness to work with essential knowledge, skills, and understandings • Before the unit begins (pre-assessment). • During the study of the unit with each prescribed SOL (formative). • After the unit concludes (summative). 12

13. Pre-assessments • These assessments are completed prior to teaching a unit. They • • Determine students’ current readiness for content and skill • development relevant to prescribed SOL and criteria for • mastery. • • Inform instructional decisions and planning for the • individual student. • • Are short and to the point; • • Focus on the essential knowledge, skills, and understandings, relevant to prescribed SOL in the unit. • • Are not graded. 13

14. Formative Assessments • These assessments are done frequently during work time. They provide • • Ongoing and helpful feedback. • • Information to modify instruction. • These assessments are usually not graded. 14

15. Summative Assessments These assessments are given to students at the endof the learning. They • Reflect the essential knowledge, skills, and understandings required by the prescribed SOL in the unit. • Can be differentiated products relevant to the learner’s needs. • Are graded. 15

16. Activity: Before, During, After, and More • As participants at each table, • Review the statements on the placards that have been placed on your table. • Determine whether they apply to the ongoing assessment of students • Prior to instruction. • During instruction. • After appropriate instruction. • Associated with teachers’ involvement in school and district decision-making (More). 16

17. Putting it all together… • Participants remaining at their tables will • Locate the self-check sheet with the Before, During, After, and More statements. • Highlight on the self-check sheet the statements that are not aligned with the placement of the placards. • Discuss and justify the reason for placement of placards that differ from the self-check sheet. • Recognize and respect differing views of team member. 17

18. Differentiated Instruction • Responds to Individual Learner Needs • Is Guided by Principles of Work Time including Ongoing Assessment Fluid & Flexible Grouping Personalized Instruction that meets the needs of each student Teachers can differentiate through Content: P, T, E Process: Varied Activities Product: Create Brochure vs. Video According to students' Readiness (P, T, E) Interest via Instructional Modes Learning Profile Data Through a variety of instructional strategies 18

19. Ongoing Assessment Pre-assessment Summative Assessment Formative Assessment Assessment Of Prior Knowledge Assessment For Learning Assessment Of Learning (Evaluation) 19

20. Learning Together to Improve Instruction Where are the data? Who has the data? What are the data saying? How can we use these data? The Student Profile helps to clarify the purpose of achievement by looking at the whole child. 20

21. Instruction- Preparation Indicators • IIIA01---Teachers are guided by documents to align standards, curriculum, instruction and assessment. • IIIA02---Teachers develop weekly lesson plans based on aligned units of instruction. 21

22. Instruction-Preparation Indicators • IIIA05---Teachers maintain a record of each students’ mastery of specific learning objectives. • IIIA06---Teachers test frequently using a variety of evaluation methods and maintain a record of the results. • IIIA07---Teachers differentiate assignments in response to individual student performance on pre-post tests and other evaluations. 22

23. Classroom Assessment Indicators • IIB03---Instructional Team reviews unit pre-post test results. • IIB04---Teachers individualize instruction based on pre-test results. • IIB05---Teachers re-teach based on post-test results. 23

24. Periodic Assessment Indicators IID08---Instructional Teams use student learning data to assess strengths and weaknesses of curriculum and instructional strategies. IID09---Student learning data are used to plan instruction. IID10---Student learning data are used to identify students in need of support or enhancement. IID11---Pre-post test data are used to make decisions about curriculum and instructional strategies and to “Red Flag” students in need of intervention. 24

25. LearningTogether to Improve Instruction Read and review pages 14 and 15 in the Session 2 Manual. Determine how your instructional team will use this information. 25

26. 26

27. 27

28. 28

29. Name ___________________ Current Grade _____ SOL Testing Status: Teacher ___________________________________ Regular Adm ____Regular Adm with Accommodations ___ VGLA ____ Current Recovery Student? Yes____ No ____ PALS Data Previous SOL Scores 29 Benchmark Data

30. 30

31. 31

32. 32

33. 33

34. Collegial Coaching to Hone Instructional Skills In fact, a profession is created not by certificates and censures but by the existence of a substantive body of professional knowledge, as well as a mechanism for improving it, and by the genuine desire of the profession’s members to improve their practice.” Stigler & Hiebert, 1999 34

35. Professional Development Indicators IF04---PD for teachers includes peer observations related to indicators of effective teaching and classroom management. IF05---PD for teachers includes self-assessment related to indicators of effective teaching and classroom management. 35

36. Collegiality Adults in school Talk about practice. Observe each other. Work on curriculum. Teach each other what they know. (Judith Warren Little, 1981) 36

37. 37

38. 38

39. 39

40. SOL 3.4Organizing Topic: Fluency • Excerpts • Grade Three Reading (Curriculum Framework) • 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. • Preview and use text formats. • Set a purpose for reading. • Apply meaning clues, language structure, and • phonetic strategies. • Use context to clarify meaning of unfamiliar words. • Read fiction and nonfiction fluently and accurately. • Reread and self-correct when necessary. • (3.4 e & 3.4 f; excluded from test). 40

41. Strategies: SOL 3.4 & Related SOLOrganizing Topic: Fluency (ESS) • Buddy Reading:1.8, 2.7, 3.4 • Choral Reading:1.8, 2.7, 3.4 • Echo Reading:1.8, 2.7, 3.4 • Paired Reading:1.8, 2.7, 3.4 • Radio Reading:1.8, 2.7, 3.4 • Readers’ Theater:1.8, 2.7, 3.4 • Timed Repeated Reading:1.8, 2.7, 3.4, 4.3, 5.4 • (See page 105 of Enhanced Scope and Sequence.) 41

42. READING Lesson Plan ExcerptReaders’ Theater (ESS) Objective(s); 3.4 The student will use text clues to read accurately and fluently with expression. Materials needed • Copies of a Readers’ Theater script based on a familiar story, e.g., fairy tale, traditional tale, myth • Chart paper • Marker Lesson procedure 1. Engage students in a discussion regarding how watching a movie or play is different from listening to a story being read. 2. Introduce Readers’ Theater by saying that it is a little like listening to a story being read and a little like watching a movie. List on chart paper key characteristics of Readers’ Theater: The script is read.

43. Accessing VDOE Enhanced Scope & Sequence Document • Go to VDOE Home. • Click on Testing and Standards of Learning (SOL) in the blue menu to the left • Click on Standards, Curriculum Framework, Scope and Sequence, etc., in the menu to the right. • Click on English, and see English SOL Enhanced Scope & Sequence guides (2004) in fourth column. • Choose either the Word or PDF format of the grade level needed. 43

44. Classroom Culture: The Big Picture A well-orchestrated classroom is the result of careful planning. Whole Class Instruction is focused, interactive and efficient. Work Time engages all students in standards-aligned and differentiated learning activities. 44

45. Instruction-Classroom Management Indicators • IIIC01---When waiting for teacher assistance, students are occupied with curriculum related activities provided by the teacher. • IIIC04---Students signal before speaking. • IIIC05---Teachers use a variety of instructional modes. • IIIC06---Teachers maintain well-organized student learning materials in the classroom. 45

46. Leveling Objectives • Target – on grade level • Prerequisite – approximately one grade level below target • Enhanced – related to the target but of a higher order, possibly a higher grade level. 46

47. Learning Plan Grid Standard/Benchmark Code: _5.5 b & c_* *These SOL have been taught separately first. Assessment Level Code: U Target Objective Code: Red Enhanced Objective Code: Yellow Prerequisite Code: Green 47

48. Classroom Culture: The Big Picture A well-orchestrated classroom is the result of careful planning. Whole Class Instruction is focused, interactive and efficient. Work Time engages all students in standards-aligned and differentiated learning activities. 48

49. Do your teachers have a common planning form for planning their whole class lessons? Do your teachers prepare weekly lesson plans and schedules? Do those plans and schedules differentiate between whole class instruction and work time? Do teachers share their successful whole class lessons with other teachers? 49

50. What’s the Big Idea? • What’s the big idea of today’s work? 2. What will I do tomorrow to implement what I learned today? 3. With what might I need help? 4. Where will I go to find it? 50