Teaching and Learning at SLLIS 2017-2018 Meghan Hill and Rob Biesendorfer
Teaching and Learning: Where We Are Areas of strength Areas for growth Instructional Leadership Team Implementing immersion and IB ● ● New common planning time structure Delivering articulated curriculum with ● ● allows for increased collaboration aligned assessments Dedicated staff Using data-driven instruction and ● ● Increased focus on data-driven research-based best practices ● instruction Implementing quality English instruction ● Personalized counseling for eighth Addressing the achievement gap ● ● graders enrolling in high school
Implementing Immersion and IB Mentorship program for new staff ● IB curriculum guides ● Online programs for L2 ● French: TBD ○ Spanish: ENIL ○ Chinese: iChinese Reader ○ Intern program ●
Delivering Articulated Curriculum with Aligned Assessments Ready Math program (K-8) ● iReady personalized learning and aligned assessments in English and ● Math (K-8) Diagnostic assessments ○ Progress monitoring ○ Continued use of curriculum map for IB ● units of inquiry and for summative assessments in all six units (K-6)
Using Data-driven Instruction and Best Practices Data-driven Instruction ● Athena software with a variety of school and student level MAP reports ○ iReady data used for differentiated instruction ○ Data discussions on professional development days ○ Research-based best practices ● Instructional staff receiving regular feedback ○ Professional development embedded in regular staff meetings and professional ○ development days
Implementing Quality English Instruction iReady program ● Allows for continued progress monitoring ○ Tailored to student needs ○ English instruction with teacher ● Trimester 2 will begin with a new ELA structure for grades K-3 ○ All students will have access to ELA instruction from a teacher ○ ELA minutes per week will be comparable to years prior ○
Addressing the Achievement Gap Progress monitoring for all students ● NWEA ○ iReady ○ Student goal-setting in math and reading ● Social emotional and academic intervention and ● support for high-need students Focus on attendance and chronic truancy ● Shoring up universal PBIS system ●
Conclusions SLLIS’ new structure and improved scheduling allow for increased ● collaboration and a unified approach to teaching and learning. Teachers are implementing several new curriculum items successfully. ● Students will be setting goals and thinking about their growth. ● The staff is becoming more mindful about having a sense of urgency ● surrounding the achievement gap and using data and best practices to address it.
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