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Dodge City School District

Dodge City School District. August 2-4, 2009. Some Logistics. Breaks. Lunch. Workshop Ends. Guiding Questions. What do we expect students to learn? How will we know what students have learned? How will we respond to students who aren’t learning?. Group Resume. Professional Background

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Dodge City School District

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  1. Dodge City School District August 2-4, 2009

  2. Some Logistics Breaks Lunch Workshop Ends

  3. Guiding Questions • What do we expect students to learn? • How will we know what students have learned? • How will we respond to students who aren’t learning?

  4. Group Resume • Professional Background • Hobbies • Some Things You Might • Guess About Us • Something That Might • Surprise You • Signatures

  5. Module 1 Agenda • Review series outcomes • What do standards-based systems look like? • What does research say about standards-based assessment systems? • Utilize Self-Scoring Rubric • Identify Essential Indicators • Establish an instructional calendar • Next Steps

  6. Series Outcomes • Essential Indicators for Reading and Math • Essential Indicators for Science and Social Studies 7 -12 • Proficiency levels for each indicator • Common standards-based assessments • A scope and sequence for each grade level • A system of standards-based lesson planning based upon data

  7. Who is WestEd? WestEd’s is a preeminent educational research, development, and service organization that has been a leader in moving research into practice by conducting research and development (R&D) programs, projects, and evaluations; by providing training and technical assistance; and by working with policymakers and practitioners at state and local levels to carry out large-scale school improvement and innovative change efforts. WestEd’s mission to work with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults—is addressed through a full range of projects.

  8. What is WestEd’s Local Accountability Professional Development Series (LAPDS)? WestEd’s Local Accountability Professional Development Series (LAPDS) is a customized training service that helps districts and schools meet accountability goals. LAPDS staff work with school faculty, district curriculum committees, and district and school leadership teams.

  9. What are our Goals? • Agreement on essential standards for all subjects and grades • Agreement on proficiency levels for each subject area, K-12, to align with the state definition of “proficient” • Agreement on district standards-based assessments to evaluate student progress toward proficiency • Development of a scope and sequence for each subject and grade level to ensure alignment with essential standards • Agreement on the pacing and performance levels of essential standards in an instructional calendar • Agreement on common formative assessments to place students in intervention classes

  10. Local Accountability • Read the overview on pages 1 and 2. • With your highlighter, highlight the six elements which you think are very apparent in your school? Which are not? How about your district as a whole?

  11. Elements of a Schoolwide Intervention System Please read Element 1 - Standards. I got it Focused Reading ! This is really important or interesting ?I don’t understand this

  12. Elements of a Schoolwide Intervention System Please share with a partner in your group I got it Focused Reading ! This is really important or interesting ?I don’t understand this

  13. Elements of a Schoolwide Intervention System • Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your school. • Write your quote or idea on the Top half of the chart paper provided.

  14. Elements of a Schoolwide Intervention System Please read Element 2 - Instruction. I got it ! This is really important or interesting ?I don’t understand this

  15. Elements of a Schoolwide Intervention System Please share with a partner in your group Focused Reading Variation I got it 3 ! This is really important or interesting 2 ?I don’t understand this 1

  16. Elements of a Schoolwide Intervention System • Decide upon one quote or idea that you’d like to share with the whole group. Give a reason why that quote resonates for your school. • Write your quote or idea on the bottom half of the chart paper provided.

  17. Self-Scoring Guide • Turn to page 22 • Review instructions • Skim rubric on pages 23 • Clarify vocabulary (All=100%, Almost All<100%, Some<75%,Few<25%, Rarely<10%)

  18. Self-Scoring Guide • After a team discussion, chart your rating and your evidence for each element for your school. • Whole group share out

  19. Break

  20. FLETCH

  21. Essential Indicators • Turn to page 34 • Take six minutes to read the passage and respond to the questions. • Share your responses with your partner.

  22. What Works in Schools Partners read silently to a designated stopping point. When both partners are ready, they each turn to ‘say something’ about what they just read. (question, summary, a key point, interesting idea, or a new connection) Process continues to next stopping point. Say Something Please, turn to page 35

  23. Consensus Circle Share your favorite quote or idea in a quadrant. As a group come to consensus to share a big idea Strategy

  24. Essential Indicators What makes a standard essential? • It has Endurance. • It provides Leverage. • It ensures Readiness for the next level of learning. Please turn to page 36

  25. EssentialIndicators Endurance • Will this provide students with knowledge and skills that will be of value beyond a single test date?

  26. Essential Indicators Leverage • Will this provide knowledge and skills that will be of value in multiple disciplines?

  27. Essential Indicators Readiness for Next Level • Will this provide students with essential knowledge and skills that are necessary for success in the next grade or next level of instruction?

  28. Choosing Essential Indicators Filters Endurance,Leverage, Readiness

  29. Choosing Essential Indicators Filters STATE BLUE PRINT Endurance,Leverage, Readiness

  30. Choosing Essential Indicators Filters Meetings with Grade level above and below STATE BLUE PRINT Endurance,Leverage, Readiness

  31. Choosing Essential Indicators Filters Vertical Alignment with K-8 Teachers Meetings with Grade level above and below STATE BLUE PRINT Endurance,Leverage, Readiness

  32. Essential Indicators Rubric Categorizing Standards • Review the KS Indicators for your grade level. • Decide whether or not each standard has endurance, leverage, or readiness. • Rate the indicator on the ELR Rubric

  33. Choosing Our List of Essential and Benchmark Indicators • Which standards should be our essential at each grade level? • Which standards have endurance, leverage and readiness? • Which standards have our students failed to master on state or local assessments?

  34. Grade level above and below articulation • Give a copy of your essential indicators to the grade level or course above yours. • Indicate to the grade level below yours the five most essential “readiness indicators” students should master before entering your grade/course.

  35. Looking for the Vertical Flow • Post your grade level charts on the wall in order • Look for flow within and between the grade spans

  36. Gaps, Overlaps, and Omissions “Ensure that curriculum is not heavily repeated or inadvertently omitted from one grade to another.” Jacobs 1997

  37. Gaps, Overlaps, and Omissions • Is there a particular indicator needing to be taught to students in more than one grade that is missing from a particular grade’s list (Gap) • Is there a particular indicator that is redundantly taught in two or three grades that could be thoroughly taught in only one grade? (Overlap) • Is there a particular indicator likely to be state tested that is completely missing from one or more grades? (Omission)

  38. Essential Indicators Grade Level/Course • Which indicators can you comfortably say are consistently being taught tomastery across the district?* * Guaranteed and viable – opportunity to learn and time always provided.

  39. Next Steps… • Look at final copy of ‘essential indicators’, sequence them in logical order for instruction throughout the year. • Sequence “essential indicators” into 6 week mini-assessments throughout the school year. • Create a “materials map” – where can teachers district-wide find materials for each indicator?

  40. User or Student Friendly Language Re-write standards in student-friendly language (also known as user-friendly language) – be sure to maintain cognitive level. Algebra 4.0 Students simplify expressions prior to solving linear equations and inequalities in one variable, such as 3(2x-5)+4(x-2)=12 I can simplify linear statements prior to solving them.

  41. Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

  42. User or Student Friendly Language Identify what students need to know (noun). Identify what students need to do (verb) Align the cognitive level with Blooms Use “I can” or “I will” to begin sentence

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