Curriculum Connectors 2 0 1 9 -2 0 2 0 February 2 0 2 0 Departm - - PowerPoint PPT Presentation

Curriculum Connectors 2 0 1 9 -2 0 2 0

February 2 0 2 0

Departm ents

• Standard-Based Instruction
• Student Support Services
• Multi-Lingual Services
• Categorical Programs (Title/LAP)
• Instructional Technology
• HCP & Advanced Programs
• BEST
• Assessment & Accountability
• CTE

BE PRESENT (DO NOT CHECK EMAILS OR CHECKOUT WITH TECHNOLOGY) ASSUME POSITIVE INTENT ACTIVE LISTENING MAINTAIN A LEARNER STANCE AND HAVE A GROWTH MINDSET POSE QUESTIONS FOR UNDERSTANDING

1. Standards Based Grading and Reporting 2. District Initiatives: Sheltered Instruction

Agenda

High Quality Culturally Competent Instruction

• Accommodations and

Modifications

• Sheltered Instruction

Strategies

• Extend learning
• Formative Assessment

and Feedback

• Mid and End of Unit

Assessments

• Standards Based

Grading and Reporting

• Guaranteed and Viable
• Standards Aligned Lesson

Planning

• Sheltered Instruction

Strategies

What do we expect our scholars to learn? How will we know they are learning? How will we respond when they don’t learn? How will we respond if they already know it?

Standards Based Grading and Reporting

Session One Principles 1 (unpacking standards) and 3 (use of rubrics); FAQ: Accommodations and Modifications

• Present to Principals 9/19
• Present to Coaches TBD
• Window to Turn-Key:

September 30 – November Session Two Principles 2 (Valid evidence) and 4 (not all performances should be included in grades) Present to Principals 11/14 Present to Coaches TBD Window to Turn-Key: November 25 – January 10 Session Three Principles 6 (Report Achievement and other factors separately) and 5 (Grade most recent work); FAQ: Behaviors that Promote Learning Present to Principals 2/20 Present to APs: 2/27 Window to Turn Key: February 27 – May 20 Session Four Gradebook Present to Principals 3/26 Present to Coaches TBD Window: April 13 – May 5

2019-2020 Professional Development Plan

Session One Principles 1 (unpacking standards) and 3 (use of rubrics); FAQ: Accommodations and Modifications Session Two Principles 2 (valid evidence) and 4 (not all performances should be included in grades); FAQ: Homework/ No Zeros and Retakes Session Three Principle 6 (report achievement and other factors separately) FAQ: Behaviors that Promote Learning Turn Key Window: February 27th – May 20th

SBGR Principle 6 Report Achievem ent and Other Factors Separately

Turn Key PD Window 2/ 27 – 5/ 20 District Sponsored Day 5/ 20

PI LLAR 1

Standards- Aligned Culturally Responsive Teaching and Learning

PI LLAR 3

Effective, Caring, Culturally Com petent Teachers, Leaders & Staff

Aspirational Goals & Disproportionality

• 80% of 3rd grade scholars will be meeting or

exceeding grade level standard in ELA.

• There will be no disproportionality evident in our

data.

• 100% of scholars feel their school is safe and

welcoming.

• 100% of scholars are engaged and challenged
• 80% of 8th grade scholars will be meeting or

exceeding grade level standard in ELA.

• 95% of the senior class will graduate on time.

We MUST eliminate disproportionality across all student

• utcomes

In order to meet

• ur aspirational

goals for 2022

PRI NCI PLES OF GRADI NG

Learning Targets

Participants will … I will review and self-assess my implementation of the 6 Principles of Grading that undergird Standards Based Grading and Reporting. I will understand how achievement and other factors are reported separately.

Revisit Fall SBGR Self- Assessm ent and Principle 6 : Report Achievem ent and Other Factors Separately

Throughout the session, think about questions/feedback. You will provide these in an online form at the end of the session.

Standards-based Instruction

• Written
• Taught
• Assessed curriculum

Standards-based Grading and Reporting

• Grading
• Reporting system

Standards Based= Standards Based Instruction + Standards Based Grading & Reporting

These principles capture the essential day-to-day instructional m oves that teachers m ake to fully im plem ent SBGR. PRI NCI PLES OF GRADI NG

Beg. Dev. Fluent

7% 47% 46%

Beg. Dev. Fluent

8% 43% 49%

PRI NCI PLES OF GRADI NG SELF- ASSESSMENT FALL 2019 REVI EW

WHAT DO YOU NOTI CE? WHAT DO YOU WONDER?

ELEMENTARY

Beg. Dev. Fluent

5% 42% 53%

Beg. Dev. Fluent

3% 30% 67%

Beg. Dev. Fluent

4% 40% 56%

Beg. Dev. Fluent

7% 31% 62% 13% 59% 28%

Elementary: Student Involvement

Beginning Development Fluent Student Involvement with the Principles and assessment for learning

Beg. Dev. Fluent

5% 41% 54%

Beg. Dev. Fluent

6% 46% 48%

PRI NCI PLES OF GRADI NG SELF- ASSESSMENT FALL 2019 REVI EW

WHAT DO YOU NOTI CE? WHAT DO YOU WONDER?

SECONDARY

Beg. Dev. Fluent

4% 47% 49%

Beg. Dev. Fluent

6% 35% 59%

Beg. Dev. Fluent

12% 49% 39%

Beg. Dev. Fluent

7% 40% 53% 9% 53% 38%

Secondary: y: Student Involvement

Beginning Development Fluent Student Involvement with the Principles and assessment for learning

PRI NCI PLES OF GRADI NG

• 1. Read through the Principles of

Grading Implementation Rubric

• 2. Independently circle where you

believe yourself to be on the 6 Principles of Grading and Student Involvement

• 3. Use the following bit.ly to enter your

anonymous self-assessment

Mid Year Self-Assessment

http://bit.ly/1920MidYearCert

PRINCIPLE 6 & THE PURPOSE OF THE REPORT CARD

 Separates academic and non-academic (skills/behaviors that promote learning) so that academic grades are a more accurate measure of student learning and mastery of standards  Placed emphasis on a “Point in Time” so that the report card is clearly indicating how a scholar is achieving at a point in time against the standard

The purpose of the report card is to communicate separately, at a certain point in time, scholars progress of: 1) Achievement of academic standards 2) Behaviors that promote learning (non-academic, social-emotional development, work habits)

Teachers and principals presenting recommendations for the SBGR Committee.

BEHAVIORS THAT PROMOTE LEARNING

BEHAVIORS THAT PROMOTE LEARNING

Partner read and underline ideas, key words, and terms

Partner A: Read the Handbook page that outlines the Behaviors that Promote Learning for your level (K-2, 3-5, 6-8, 9-12) Partner B: Read Fix 1: Don’t include Student Behaviors in Grades; include only achievement Turn and Talk to a Partner

• What are some ways you can support scholars in

understanding the intersection between behaviors that promote learning and academic achievement?

Feedback

• How did the first 2 modules go?
• Principles 1 (unpacking standards) and 3 (use of rubrics);

FAQ: Accommodations and Modifications

• Principles 2 (valid evidence) and 4 (not all performances should be included in grades);

FAQ: Homework/ No Zeros and Retakes

• In addition to Gradebook, what additional learning do

you need around SBGR? (planning for Module 4)

1. Standards Based Grading and Reporting 2. District Initiatives: Sheltered Instruction

Agenda

How Sheltered Instruction Institutes will benefit our scholars?

Increase ELL scholars’ participation and engagem ent in core content classes. Increase yearly exit rate of ELL scholars. Increase ELL scholars’ growth from progressing to proficient. Respond to ELL scholars’ needs and improve their college and career readiness. More staff are better equipped w ith ELL best practices and gain com petency in providing Sheltered I nstruction in their classroom .

Current Situation: W here our ELs are now

17% are active ELs in high schools 47.1% made progress 12.7% exited in 2018-2019

72.9% Progressing Level 14.5% Emerging Level

Current Situation: W here are our teachers now ?

• Small percentage trained in SIOP and/ or GLAD.
• Very few teachers are dually endorsed in ELL and another content

area.

• A small percentage of staff, including both administrators and

general education teachers, have basic understanding towards language acquisition.

• There is a clear need for administrators and content teachers to

be trained in BEST ELL practices.

District-W ide Needs

• More training in how to provide equitable schooling

experiences to Els.

• Lack of understanding towards pedagogical linguistic

knowledge (PLK) and disciplinary literacy.

Sheltered I nstruction Trainings

GOAL

Every ELL scholar in FWPS will have equitable access to trained teachers in best ELL practices.

Sheltered I nstruction I nstitutes

Tw o Elem entary

• # 1 – 75 Participants
• # 2 dates:
• March 3rd
• April 21st
• May 12th

Tw o Secondary

• # 1 – 50 Participants
• # 2 dates:
• March 3rd
• April 21st
• May 12th

2019- 2020 She lte re d Instruc tion T ra ining

• Theories of Multilingual Language Acquisition and Socialization,

and Academic Demands

• Overview of SI Institute
• Lesson Preparation

DAY 1

• Building Background
• Comprehensible Input
• Strategies
• Interaction

DAY 2

• Practice and Application
• Lesson Delivery
• Review and Assessment
• Next Steps

DAY 3

Team Project: Working through the components with hands-on activities: Lesson planning, demonstration, and evaluation Team Project: Working through the components with hands-on activities: Lesson planning, demonstration, and evaluation Learning theories, Reflecting teaching practices, and Exploring SI model

ACTI ON STEPS

Action Step 1 Train the following key stakeholders in BEST ELL Practices:

• Administration/ Leadership
• ELL/ Instructional Coaches
• Core Content Teachers

Action Step 2 Sheltered Instruction implementation DATA Collection: We will conduct learning walks and share data on days # 2 & # 3

• f SI Institute.

Action Step 3 Scholar DATA Collection: We will collect data of scholars who are getting instruction from participants in SI Institute.

Sheltered I nstruction Leads

• Each School I dentified one SI lead
• Responsibilities:

฀ Receive ongoing Sheltered Instruction training ฀ Lead Sheltered Instruction PD at their school site ฀ Attend monthly ELL meetings ฀ Attend School Leadership meetings

Sheltered I nstruction Lead Training

February 2020 (two day training)

Title: Sheltered Instruction coaching & Implementation Goals: to develop/ refine your capacity to support your building teachers in implementing Sheltered Instruction strategies in classrooms Targets:

• 1. Identify features that may be challenging to implement
• 2. Consider a range of approaches to coach Sheltered

Instruction strategies

• 3. Learn how to use the Sheltered Instruction protocol to

address specific teacher/ building needs

Feedback?

See you next time! April 15th 4: 30-5: 30 ESC-104