2018 Departments May Standard-Based Instruction Student Support - - PowerPoint PPT Presentation

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2018 Departments May Standard-Based Instruction Student Support - - PowerPoint PPT Presentation

Aug 18, 2022 254 likes •759 views

2018 Departments May Standard-Based Instruction Student Support Services Multi-Lingual Services Categorical Programs (Title/LAP) Instructional Technology HCP & Advanced Programs BTAP Assessment &

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SLIDE 1

May

2018

Departments

  • Standard-Based

Instruction

  • Student Support Services
  • Multi-Lingual Services
  • Categorical Programs

(Title/LAP)

  • Instructional Technology
  • HCP & Advanced Programs
  • BTAP
  • Assessment &

Accountability

  • CTE
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SLIDE 2

Curriculum Connector Agenda

1. Standards Based Instruction/GVC 2. Standards Based Grading and Reporting 3. Adoption Updates

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SLIDE 3

Standards Based Instruction/SIOP

TFLupdate

Sheltered Instruction Observation Protocol The SIOP Model

  • 1. What is Sheltered Instruction?
  • 2. Why SIOP K-12?
  • 3. How will this be supported?
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SLIDE 4

Review sheltered instruction practices and implementation… To share the rationale and plan for improvement

GOAL Four

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SLIDE 5

What is Sheltered Instruction? (GLAD/SIOP)

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SLIDE 6

Sheltered Instruction

What is Sheltered Instruction? (GLAD/SIOP)

Sheltered Instruction provides ALL teachers with a structured and reliable format that can be implemented in any classroom consisting

  • f…
  • Explicit, direct teaching of vocabulary
  • High levels of academic discussion
  • Allowing for scholar talk and multiple modes of processing
  • Explicit instruction in learning strategies

(metacognition) and opportunities to practice those strategies

  • Multiple teaching models including PBL
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SLIDE 7

Our Focus

Why What How

The Compelling Why of Our Work Research Based Best Practices and Data FWPS Strategic Plan School Improvement Plan Equity Driven, Aligned and Responsive System of Support

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SLIDE 8

Data Driven Decision Making

Data Review:

  • 1. What are some

common noticings/data trends?

  • 2. What

connections/ inferences can be made across the data?

?

ELL Data Professional Development Academic Achievement

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SLIDE 9

ELL Data: Ever-ELL Population

Ever-ELL Population

  • Active ~21%
  • Monitored ~5%
  • Exited ~19%

Never ELL 55% Active 21% Monitored 5% Exited 19%

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SLIDE 10

ELL Data: Ever-ELL Population

Ever-ELL Population

  • Active ~21%
  • Monitored ~5%
  • Exited ~19%

Never ELL 55% Active 21% Monitored 5% Exited 19%

Approximately 45%

  • f all FWPS scholars

are NON-Native English Speakers

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SLIDE 11

ELL Data: Population (Active & LTEL)

1000 2000 3000 4000 5000 6000 Elementary Secondary FWPS

Elementary Secondary FWPS Total ELL 3177 1680 4857 LTELs 223 780 1003

Total Active ELL # of Active ELLs that are LTELs

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SLIDE 12

ELL Data: Population (Active & LTEL)

1000 2000 3000 4000 5000 6000 Elementary Secondary FWPS

Elementary Secondary FWPS Total ELL 3177 1680 4857 LTELs 223 780 1003

Total Active ELL # of Active ELLs that are LTELs

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SLIDE 13

ELL Data: Population (Active & LTEL)

1000 2000 3000 4000 5000 6000 Elementary Secondary FWPS

Elementary Secondary FWPS Total ELL 3177 1680 4857 LTELs 223 780 1003

Total Active ELL # of Active ELLs that are LTELs

48% of all Active ELL w ithin grades 6-12 have been in program for more than 5 years

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SLIDE 14

ELL Data: Long Term English Learners

FWPS:

  • K-5/K-8 – 223 (7%)
  • 5th grade – 223 (61%)
  • Secondary – 780 (48%)
  • 5th12th – 1003 (52%)
  • FWPS – 1003 (21%)

ELEMENTARY 5TH ONLY SECONDAY 5TH-12TH FWPS K-12 % of LTELs 7% 61% 48% 52% 21% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

FWPS – % of LTELs

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SLIDE 15

ELL Data: Exit Rates by District

Exit Rates by District:

  • WA State: 13.6%
  • Auburn: 14.4%
  • Renton: 14.3%
  • Kent: 13.5%
  • FWPS: 11.5%
  • Tacoma: 11.5%
  • Highline: 11.5%

13.6 14.4 14.3 13.5 11.5 11.5 11.5 5 10 15 20 25 30 35 40

ELL Exit Rates 2016-17 School Year

WA State Auburn Renton Kent FWPS Tacoma Highline

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SLIDE 16

?

ELL Data Professional Development Academic Achievement

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SLIDE 17

Academic Achievement: Math

20 40 60 80 100 ELL Non-ELL ALL

iReady Math At/Above – Winter Benchmark

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 5 10 15 20 25 30 35 40 45 50 ELL Non-ELL ALL

iReady Math Growth Fall-Winter

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

We expect lower benchmark scores…

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SLIDE 18

Academic Achievement: Reading

20 40 60 80 100 ELL Non-ELL ALL

iReady Reading At/Above - Winter Benchmark

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 5 10 15 20 25 30 35 40 45 50 ELL Non-ELL ALL

iReady Reading Growth Fall-Winter

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

We expect lower benchmark scores…

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SLIDE 19

Academic Achievement: Vocab.

20 40 60 80 100 ELL Non-ELL ALL

iReady Vocabulary At/Above - Winter Benchmark

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12 5 10 15 20 25 30 35 40 45 50 ELL Non-ELL ALL

iReady Vocabulary Growth Fall-Winter

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

We expect lower benchmark scores…

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SLIDE 20

?

ELL Data Professional Development Academic Achievement

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SLIDE 21

Professional Development

  • Disparate ratios of classroom teachers with research based

training to support Scholars acquiring English: (current staff) – ~60% of K-5 classroom teachers GLAD trained – ~30% of 6-12 core content area teachers SIOP trained

  • Varied levels of teacher expertise and training of Sheltered

Instruction across FWPS – training models – follow up systems – Calendars

  • Teacher Feedback

– GLAD: Content-dependent (units) and raised a workload concern – SIOP: multiple components (8) unclear where to start

FWPS Sheltered Instruction Training (PD)

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SLIDE 22

Professional Development

FWPS Sheltered Instruction Implementation

  • Inconsistent Ownership Expectations

– Language Acquisition (LA) strategies embedded in core versus LA occurring outside of core

  • Inconsistent Systems of Supports

– Job-embedded supports – Follow-up and check-ins for fidelity with implementation – Look-fors available in curriculum & principal guides

  • Inconsistent Training Leadership and Staff

– Principal expectations for all staff to be trained vs. an

  • pt-in model
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SLIDE 23

Data Driven Decision Making

Data Review:

  • 1. What are some

common noticings/data trends?

  • 2. What

connections/ inferences can be made across the data?

?

ELL Data Professional Development Academic Achievement

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SLIDE 24

Data Driven Decision Making

Data Review:

  • 1. What are some

common noticings/data trends?

  • 2. What

connections/ inferences can be made across the data?

?

ELL Data Professional Development Academic Achievement

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SLIDE 25

Sheltered Instruction Research

What do we know about Sheltered Instruction? (GLAD/SIOP)

Integrated language instruction alongside content instruction, lowering scholars’ affective filter, which results in…

  • Increased scholar engagement & motivation
  • Increased processing time & scholar

achievement

  • Improved academic and language skills
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SLIDE 26

Sheltered Instruction Research

What do we know about Sheltered Instruction? (GLAD/SIOP)

Integrated language instruction with an emphasis on content, lowering scholars affective filter, which results in…

  • Increased scholar engagement & motivation
  • Increased processing time & scholar

achievement

  • Improved academic and language skills
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SLIDE 27

Addressing the Problem of Practice

If we have a consistent K-12 system, implemented with fidelity, supported through theory of action, and aligned to our strategic plan… Then we should see an increase in overall achievement data

Math, Reading, Vocabulary, and ELL Exit rates and progression

ELL Data Professional Development Academic Achievement ?

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SLIDE 28

Unpacking the ‘IF’ Statement

If we have…

  • K-12 Consistency

– Common Language – Supports – Routines

  • Bell-to-bell sheltered instruction
  • Language access across all content areas

– Key Academic and Content Vocabulary

ELL Data Professional Development Academic Achievement ?

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SLIDE 29

Unpacking the ‘IF’ Statement

If we have…

  • K-12 Consistency

– Common Language – Supports – Routines

  • Bell-to-bell sheltered instruction
  • Language access across all content areas

– Key Academic and Content Vocabulary

ELL Data Professional Development Academic Achievement ?

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SLIDE 30

Why K-12 SIOP

K-12 SIOP Provides:

  • Capacity to implement and support:

– Utilizes similar strategies across GLAD & SIOP

  • Same research is used to develop both programs

– Allows for a phased-in implementation

  • One Component/Feature vs. Full Units

– Designed to support access to rigorous content

  • Focused English language acquisition through the

development of content knowledge

ELL Data Professional Development Academic Achievement

K-12 SIOP

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SLIDE 31

Why K-12 SIOP

K-12 SIOP Provides:

  • Capacity to implement and support:

– Utilizes similar strategies across GLAD & SIOP

  • Same research is used to develop both programs

– Allows for a phased-in implementation

  • One Component/Feature vs. Full Units

– Designed to support access to rigorous content

  • Focused English language acquisition through the

development of content knowledge

ELL Data Professional Development Academic Achievement

K-12 SIOP

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SLIDE 32

Why K-12 SIOP

K-12 SIOP Provides:

  • Consistency across the grade levels

– Common Language – Supports – Routines

  • Access to Bell-to-bell sheltered instruction

– Strategies and techniques used ‘a la carte’

  • Language access across all content areas

– Key Academic and Content Vocabulary

ELL Data Professional Development Academic Achievement

K-12 SIOP

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SLIDE 33

Next Steps

  • 1. Provide all elementary and secondary

teachers with an overview/reintroduction to the SIOP framework

  • 2. Differentiated Training Opportunities for

Teachers

– Content area or Level – Experience with Language Acquisition strategies – Continued on-going training and support

  • 3. Differentiated training for para-educators
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SLIDE 34

Next Steps: Support

Curriculum Guides

– Language Acquisition Supports will be embedded into curriculum guides during the revision process and paced with our district training calendar

Development of Building Level Support Team

– Provides direct and immediate support around the implementation and use of SIOP strategies

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SLIDE 35

SIOP Key Points

Why SIOP K – 12? Discuss with a partner, three key points that provide a rationale for SIOP that you would share with a colleague at your school.

  • Capture your thinking on the Note catcher
  • Discuss with a table partner
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SLIDE 36

Curriculum Connector Agenda

1. Standards Based Instruction/GVC

  • Curriculum Guide Writing
  • June Summer Professional Learning

2. Standards Based Grading and Reporting 3. Adoption Updates

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SLIDE 37

Standards Based Instruction/GVC

TFLupdate

STANDARDS BASED INSTRUCTION/GVC UPDATE

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SLIDE 38

Standards Based Instruction/June PD

TFLupdate

Subject Training Name Date/Time

Instructional Technology/STEM

STEMsploration Institute – All Staff

Hands-on STEM Learning

June 25; 8am - 3pm Instructional Technology

TECHsploration Institute – All Staff

Video Editing, Sphero, Skype, OneNote, Canvas, and iPads

June 26; 8am - 3pm (2 hr classes) TFL/STEM

Sphero After-School Club Teacher Training - Sphero Schools Only

June 28; 8am - 11am TITLE/LAP Programs

Summer School Teacher Training on Curriculum and Resources

June 26 & 28; 8am - 3pm TITLE/LAP Programs

Summer School Coordinator Training

June 22; 8am - 3pm TFL/CTE

Reporting Standards Identification Workshop Grades 6 - 12

AVID, CTE, Health & Physical Education, Music, Science Social Studies, Student Support Services

June 22 8:00 am – 11:00 am

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SLIDE 39

Curriculum Connector Agenda

1. Standards Based Instruction/GVC 2. Standards Based Grading and Reporting 3. Adoption Updates

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SLIDE 40

SBGR Updates

SBGR Timeline

2018-2019

  • Field Test Sites
  • Area Community Family

Education Forums

  • Professional Learning for Staff

and Principals – Spring

  • Revise Handbooks & Report

Cards based on feedback

2019-2020

  • Full Implementation

System Wide

  • Community Family

Education Forums

  • Continued Professional

Learning

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SLIDE 41

SBGR Update

TFLupdate

Video:

Purpose of the Report

Upcoming Video: Behaviors that Promote Learning

  • What are the key ideas of this topic?
  • How will this support scholars, families, and staff with

SBGR?

  • What questions surface for you related to this topic?
  • When this went out to staff early in March, how was the

message received from your staff? What were some key talking points.

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SLIDE 42

SBGR Update

TFLupdate

TOPIC DATE

SBGR Family Forum June 6 SBGR Committee June 13 Strategic Planning Summit Share Deliverables/Updates June 21

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SLIDE 43

STANDARDS BASED GRADING & REPORTING

TFLupdate

SBGR Updates

  • 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

  • pportunity to show success of

learning (standards).

  • Ensure students and families know

what the next step is in student learning.

Why Standards Based Grading and Reporting?

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SLIDE 44

GRADING: NO +’S & -’S AT THE COURSE GRADE

TFLupdate

SBGR Updates Common FAQs

Research tells us…

  • a decrease in the number of score categories

(number of scales/levels – 4 pt, 8 pt, +/-) increases the consistency and validity of grades across classrooms.

  • Using specific criteria for the letter grade

accompanied by a rubric adds clarity, reliability, and understanding on how to proceed next… “What is it exactly that a C+ thinker can do that a C thinker cannot?”

Why not give a student a plus

  • r minus?
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SLIDE 45

MOTIVATION

TFLupdate

The letter grade or percent alone is not what motivates students…

Research says…

1. use of timely verbal and written feedback to help them learn with an accurate grade that accompanies the feedback 2. working on a project or activity because of interest (intrinsic motivation) are likely to persevere, even when the task becomes difficult. 3. sense of belonging and connectedness to a task they would not normally complete, the likelihood of completion increases

Does the current grading system motivate scholars?

SBGR Updates Common FAQs

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SLIDE 46

Curriculum Connector Agenda

1. Standards Based Instruction/GVC 2. Standards Based Grading and Reporting 3. Adoption Updates

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SLIDE 47

Adoption Updates

TFLupdate

Spring 2018 – Formal Adoptions: Spanish 6-12*, Science 6-8/Biology*, K-8 Health and Fitness

 Recommendations to IMC  Superintendent Approval  School Board Presentation

Summer 2018 – Curriculum Guide Writing

  • All Curriculum Guide Writing Complete

Fall 2018 – Materials

  • Purchase resources aligned with fiscal year

Spring 2019 – Begin Implementation

  • “Early Implementers” implement adopted resources 2nd Semester 2019

Launching Mathematics Adoption Grades 6 – Algebra 2 Fall 2018

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SLIDE 48

THANK YOU! End of Year Reflection Survey https://bit.ly/2H8Xp0e