Teaching and Learning Elementary

1. Teaching and LearningElementary 11.19.13 Dean Ave. Conference Room

2. Today’s Agenda 8:30-10:30am • Celebrations! • Close Reading PD Modules • Data Teams Monitoring • Assessment Updates 10:30am-11:00am • Principals - Strength’s Finder Assessment • Non-NTCCoaches – Dismissed • NTC Coaches – Break (reconvene at 11:00am)

3. Celebrations – Math Adoption! October 28th – 3rd Committee Meeting Narrowed our focus from 5 different series to 2 finalists. • Go Math – Houghton Mifflin • My Math – McGraw-Hill • Publisher Presentations: November 12th • Both series have been written after the Common Core. • Both are rich in technology. • Both include structures for RTI. • Both include experiences with Performance Tasks.

4. Celebrations – Math Adoption! Next Steps… The committee is continuing to review and evaluate the materials. • If you have a committee rep in your building – feel free to check out the two finalists! • If you do not have a rep in your building – I have all grade levels available downtown. December 5th – Committee Check-in December 17th – Expected Decision Date

5. Celebrations - FASTT MATH DATA Data pulled as of 11/13/13 Those that are using the software as a supplement to their fact practice time and are using it “on model”, are seeing success. Displays growth of students that are “on model” vs. “off model”.

6. Building Data District Wide On model = 25% growth Off Model =7% growth Data is showing that if conditions are not right for all students to be “on-model”, it is more beneficial to focus on a group that we can get “on-model”.

7. What we’re hearing from teachers… • Implementation of Fastt Math allows classroom teachers to focus their instruction on developing conceptual understanding. • “All but one of my students were proficient on our last Unit Assessment! I feel like I was actually able to teach the concepts, rather than struggling with the basic facts.” ~ 5th grade teacher

8. Fastt Math Next Steps. .. • If you see a need in your building for additional support please contact J. Starr. • If you’d like to see your growth and implementation data… a KITE training focused around Scholastic and all of it’s components are in the publishing phase of development.

9. KITE Project Update • Past Challenge Recap • Garton was the building winner • Upcoming Challenge • Will conclude on December 16th • We will provide specifics in the near future • Current Production • Scholastic • Excel for teachers • Please let us know if there are ways we can support your building with this. Collin Lane, J. Starr, Jacob Welchans

10. CUTEE UPDATE • CUTEE group has compiled technology resources for Journeys. • http://elementaryliteracy.dmschools.org/ • We are looking for additional work that teachers are doing. We know there is great stuff being done, let’s share it. • Crowd sourcing model is only as good as the crowd.

11. Close Reading PD Modules

12. Accessing PD Modules • PowerPoint format housed on Sharepoint • Accessed by facilitator through www.elementaryliteracy.dmschools.org; Click PD tab:

13. Accessing PD Modules • Facilitator and teachers can access modules (.ppt), handouts, optional resources

14. Close Reading Module 1: What is Close Reading?

15. This Module will require… • Internet access, District network access • 1 notecard for each participant • Speakers/sound for video clip • Handouts- Please access and print prior to facilitating: • 6 Practices of Close Reading Structured Note-taking Handout • Fisher Interview Transcript

16. What’s Our Purpose for Module 1? • What will Implementation of Close Reading look like in DMPS? • How will we get there? • Why Close Reading? • What is Close Reading? • What are the first three practices of Close Reading?

17. What will Implementation of Close Reading look like? • Students being responsible for reading and understanding grade level text • Teachers implementing Close Reading with Journeys resources, as well as content area text • Students responding to higher order questions

18. How will we get there?

19. How will we get there? *Tentative outline • Module 1: What is Close Reading? • Module 2: How Close Reading Will Change Our Instruction • Module 3: Planning for Close Reading • Module 4-6: Text Dependent Questions • Module 7: Pre-Reading and Reading • Modules 8-9: Scaffolded Reading Instruction • Module 10: Demonstrating Understanding and Assessing Performance • K-1 Module: What Close Reading Looks Like in the Early Grades

20. A Typical Module will… • be designed as a 30 minute session • be PowerPoint-based • be supported by theory and rationale • include practical application examples, • including video demonstrations • structure for implementation • sharing artifacts • include related article excerpts

21. WhY Close Reading?

22. Why Close Reading? • Quick Write: • Use a notecard to record what you currently understand about Close Reading and how it supports the Common Core Standards. • Turn and Talk: Share with a partner • Read Fisher Interview Transcript

23. What is Close Reading?

24. Shanahan & Fisher on Close Reading “Close reading is not one thing; there are many versions of it. Understand the steps. Get a structure for close reading in mind. But then let the text dictate the terms of engagement. Some texts could be read closely in a couple of reads. Some might require attention to author’s word choices, while others might raise more structural issues. “ –Timothy Shanahan

25. Shanahan & Fisher on Close Reading “Close Reading is an instructional routine in which students critically examine a text, especially through repeated readings. “ -Doug Fisher

26. What are the First three practices of Close reading?

27. What are the first three practices of Close Reading? • Use your structured note-taking handout to record key ideas related to the first 3 practices of Close Reading that Fisher addresses in the video (watch until 4:25): http://www.corwin.com/rigorousreading/chapter.htm Click “Chapter 1”  “Videos” Play “Video 1.3; Doug discusses close reading” (watch until 4:25)

28. What are the first three practices of Close Reading? • Turn to a partner and share the key ideas you recorded on your structured note-taking handout regarding the first three practices of Close Reading • Short, worthy passages (could be an excerpt of larger text) • Repeated reading through purposeful and interesting questions (text dependent questions) • Read with a pencil (annotate)

29. Wrap up

30. What is Close Reading? • Quick Write: • Jot down on your notecard anything you want to add to what you know about Close Reading and how it supports the Common Core Standards.

31. Preparing for Module 2: How Close Reading Will Change Our Instruction • Optional: Read or Review “Close Reading in Elementary Schools” by Doug Fisher and Nancy Frey

32. Module 2 Preview • “How Close Reading Will Change Our Instruction” • Video interview of DMPS 3rd grade teacher using Close Reading in her classroom • Past Practices vs. Close Reading Practices Comparison Chart • Time to reflect on how Close Reading might shift our literacy practices

33. Action Planning • Modules are designed to be facilitated at the school level. • Whole Staff Professional Development • Grade Level Team Meetings / PLCs • Teacher-Led • Take 10 minutes to discuss how the Close Reading Modules can be facilitated in your building. You may also preview the completed Modules on the webpage.

34. Data Teams Monitoring

35. Initial Data Findings (219 completed forms) • 87% of teams were identified as a Level 3 or Level 4 for Collaborative Structures. • 24% of observations focused on Step 1 • 83% of those observations were at a Level 3 or 4 • 33% of observations focused on Step 2 • 92% of those observations were at a Level 3 or 4 • 53% of observations focused on Steps 3-5 • 66% of those observations were at a Level 3 or 4

36. What we have learned about our Data Teams Monitoring Tool… • Planning for instruction (Step 5) needs to be separate from the other steps, as the majority of our collaborative time is spent in this step. • The depth or fidelity of implementation was difficult to represent using this tool. • The anecdotal notes section proved to be valuable.

37. What we have learned about our Data Teams Process… • This is a complex process that may look slightly different based on the make-up of your school. • Effective engagement in Steps 1 & 2 is critical to the success of this process.

38. Essential Beliefs • Creation of CFAs is not the same as the creation of a formal test. • Teacher-created assessments drive instruction. • Assessments should mirror instruction. • Teachers build a greater understanding of the standards through collaborative conversations (teamwork).

39. What is necessary to facilitate our beliefs? • Building TEACHER CAPACITY: • Where are our teachers in their understanding of the purpose & rational for this process? • How can we build/deepen this understanding for all teachers? • How have we established this work & process as an expectation/norm for our building? • How can we build a deeper understanding of how to effectively create an assessment? • How can we support/coach teachers to ensure appropriate rigor of assessment items?

40. Grading.dmschools.org

41. Moving Forward… December 3rd: We will provide a work session for our school Data Team leaders. This session will focus Steps 1 & 2 of the Data Team process and will provide a guided and collaborative practice opportunity. Registration: We are asking that you register for this work session, as work teams will be pre-determined. Please complete the Infinite Campus Form titled “CFA Creation Work Session” by Wednesday, November 27th. Agenda: • Guided experience of Unit 4 • Creating Focused I can statements • Designing CFA questions • Units 4-5: Structured Collaborative Group Work • Coaching the Process

42. Scaffolding the Process…

44. Assessment Updates

45. Assessment Printing • The Mid-Year Assessments for Literacy Grades 1-5 are now available to be ordered through Central Stores. • Please order theses assessments as soon as possible.

46. Emerging Literacy Survey • Proficiency Criteria: • PA Sub-Sections: 4 / 5 (80%) • Print Concepts: 7 / 7 (100%) • Letters & Sounds Sub-Sections (100%) • Upper/Lower: 52 / 52 • Consonants: 21 / 21 • Short Vowels: 5 / 5 • Long Vowels: 5 / 5 • Sight Word Section: 40 / 40 (100%) • Sentence Dictation: 54 / 67 (80%) • Kindergarten will administer the Emerging Literacy Survey again this winter. • If students were proficient on a section of this assessment during fall administration… • Thenthe section does not need to be re-administered. • However, the proficient score must be re-entered into DataDirector.

47. Mid-Year Assessments • Mid-Year Assessments: • Kindergarten: Emerging Literacy Survey • Grades 1-5: Comprehensive Mid-Year Assessment • Grade 2: Basic Reading Inventory • Grades 3-5: Scholastic Reading Inventory • Grade 3-5: Scholastic Math Inventory • Grade 4: Unit 3 Math Assessment • Just a reminder: The date provided on the pacing calendar is a “due date”. You can (and should) administer these assessments over time! • You may even consider administering some assessments the week of December 16th.

48. 10:30am-11:00amPrincipals - Strength’s Finder AssessmentNon-NTC Coaches – DismissedNTC Coaches – Break (reconvene at 11:00am)