Welcome and Congratulations! This morning we will do brief - - PowerPoint PPT Presentation
Welcome and Congratulations! This morning we will do brief introductions so I can put names with faces! Be prepared to share your name, your teaching assignment (grade and building), the best thing youve learned about South Lyon so far,
Welcome and Congratulations!
2018-19
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This morning we will do brief introductions so I can put names with faces! Be prepared to share your name, your teaching assignment (grade and building), the best thing you’ve learned about South Lyon so far, and the topic of one of your most recent Pinterest searches.
Structure of SLCS Administration Building Departments
Superintendent - Melissa Baker Assistant Superintendent, Administrative Services- Benjamin Kirby Assistant Superintendent for CITA Services- Lisa Kudwa Assistant Superintendent for Business/Finance- Amy Dagenhardt
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Introductions
Name, T
eaching Assignment, School(s)
district? Have children who are students here?
part of our district?
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Norm Setting
Count on us to …
To welcome you to
the district warmly
To provide you with
necessary foundations to be successful
To give you a good
sense of our culture and expectations We’ll count on you …
To be active
participants
To voice your needs To keep track of
questions for your mentor or principal
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Mission Statement
In support of our community, the mission
provide the highest quality educational process, so that all students can excel as individuals, and become contributing and productive members of society.
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Our mission statement points out our shared end goal: “…so that all students can excel as individuals, and become contributing and productive members of society... ” It’s our job then, to focus on “…providing the highest quality educational process…” to make that happen! Which is why we have guiding principles…
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Guiding Principles:
Continuous Learning for All, Whatever it Takes
All students can and
will achieve
Constructivist learning Reflective practice Decisions are
grounded in best practices and research
Instructional approach
designed to meet student needs
Data informs
instruction
Results-driven Standards-based Instruction changes
Time, hard work, trust,
and commitment
Utilize all resources Staff as a community of
learners, experiencing personal growth, contributing to a shared vision and mission
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Instruction- Overarching Understandings
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What is the Authentic Academic Achievement Model?
A model for instruction in which students are engaged in tasks, projects or other learning activities that require them to think, to develop in-depth understanding and to apply academic learning to important, real-life problems.
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What is the Authentic Academic Achievement Model?
Criteria:
Students are constructing new knowledge
(constructivism).
The learning is inquiry-based. The tasks have real-world application.
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What is the Authentic Academic Achievement Model?
Common Elements:
Higher Order Thinking Greater Depth of Knowledge Engagement in Substantive Conversation Connectedness to the World Beyond the
Classroom
School to Home Connections Social Support for Student Achievement
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Work of Dr. Robert Marzano
Meta-analysis of educational research Identified high-leverage strategies for
improving teaching and learning
His book, The Art and Science of
Teaching, breaks down qualities of effective teaching into:
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Marzano’s 4 Domains
Domain 1: Classroom Strategies and
Behaviors (contains 9 of the Design Questions or “DQ’s”)
Domain 2: Planning and Preparing
(contains the 10th Design Question)
Domain 3: Reflecting on T
eaching
Domain 4: Collegiality and
Professionalism
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YouTube clip of Robert Marzano
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What are Habits of Mind?
Habits of Mind (HOM) are the residuals
left over once our students leave school.
They are the dispositions we foster in our
students to help them be successful as students, but the ultimate goal is creating successful adults.
These define who we want our students
to become as a result of their time with South Lyon Community Schools.
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What are Habits of Mind?
Thinking skills, or work habits and
attitudes, that you need when faced with a problem or situation where you don’t know what to do
Helpful behaviors that promote success Different than “citizenship” grades Academics, without these habits, will not
lead to success
Separate grade category for students
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How to T each Habits of Mind
You’ll embed the HOM into discussions
about text in Reading, Writing, Science and Social Studies
You’ll recognize and celebrate HOM
success in your classroom management
You’ll coach students who struggle on
improving their HOM
You’ll help all students attach language to
these habits
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YouTube clip of Art Costa
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Habits of Mind
Works Independently
Focused Teamwork
Clearly
Work Habits
Precision
Contributes in Class Initiative
Problems
Innovative
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Habits of Mind are on report cards!
Determine a way to collect some sort of
evidence, in particular documenting events that may lead to a comment of “area of concern.”
Some teachers have older students
complete self-assessments.
Some teachers fill out charts for each
student.
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Habits of Mind are on report cards!
For elementary:
Scored as
You have sample report card copies.
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What is a Culture of Thinking?
Cultures of Thinking are places in which a group’s collective, as well as individual, thinking is valued, visible and actively promoted as part
experience of all group members.
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What is a Culture of Thinking?
If Effective Educators is how we define good teaching and Habits of Mind are how we define the important traits we want our learners to develop, then Cultures of Thinking is how we define the types of questions we want students to ask, the way they structure their rationales and the processes, both independent and collaborative, that they use to develop their thoughts.
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What is a Culture of Thinking?
The development of an understanding
that simple teacher strategies can have a big impact on student engagement and how students approach the thinking process
A thoughtful consideration of the 8
cultural forces that impact classrooms and schools
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YouTube clip of Ron Ritchhart
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Foundational T exts Provided to You
Art and Science of
Teaching *
Making Thinking Visible 8 Cultural Forces Learning and Leading with the Habits of Mind First Days of School Getting to Know Special Education (General Ed staff) The Survival Guide for New Special Education Teachers (Special Ed staff) Managing
Your Classroom with Restorative Practices: Quick Reference Guide
Teaching so you will want to read or skim this as soon as possible!
Engaging Habits of Mind.
Teacher Toolkit Document- Additional Texts
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Michigan’s Standards
Michigan adopted the Common Core
State Standards for ELA and Mathematics in 2010.
Michigan adopted the Michigan Science
Standards (MSS) in the Fall of 2015.
SLCS has been working on alignment
since that time.
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District Alignment - Math
New units and assessments in 8th grade-
HS were implemented in 2012-13.
New units and assessments in grades 2-4
were implemented in 2014-15.
New units and assessments in grades 5-7
were implemented in 2015-16.
Kindergarten and Grade 1 made tweaks
in 2012-13 and updated in 2016-17.
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District Alignment - ELA
Rather than overhauling the full course at
the local ISD.
High school ELA implemented new units in
the 2015-16 school year.
Middle school ELA was fully aligned in 2014-
adjusted during the 2018-19 school year to better align with the new assessment expectations.
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District Alignment - ELA
Grades K-5 have fully aligned writing units
assessments and rubrics.
Grades K-5 Reading units of study were
implemented in the 2016-17 school year.
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District Alignment - Science
New science curriculum, aligned with the
Michigan Science Standards (MSS) is being rolled out in phases. Each rollout includes new units of study and the accompanying curriculum materials.
high school science courses
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District Alignment - Science
T
eachers will receive curriculum training for their new units of study early in the school year.
Assessments for the new curriculum will
be written during each rollout year. These district assessments are created by SAC members.
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What is SAC?
The district utilizes Subject Area Curriculum (SAC) committees to develop curriculum and select curricular materials. All K-8 core areas and high school courses required for graduation have SAC- developed curriculum in place. Each SAC committee consists of at least 2 grade or course level representatives from the district.
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What does SAC Do?
SAC committees, with guidance from the Curriculum Coordinators and the local ISD, study standards to create units of study, pace those units and identify the most appropriate materials to recommend for purchasing.
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What does SAC Do?
They share their recommendations with a Shared Involvement Process (SIP) team at the corresponding building level and use the feedback from that discussion to make any needed changes or clarifications.
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What does SAC Do?
The recommendations then go through the Curriculum Coordinator to the Assistant Superintendent for CITA Services. The Assistant Superintendent takes those curriculum recommendations to the Board
and once for approval. Purchase of district- wide curriculum materials also go through this process.
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What does SAC Do?
Upon Board approval, curriculum updates are implemented and become required
wide assessments which are used to measure the effectiveness of the curriculum and to identify areas for future professional development.
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District Provided Materials and T eacher Guides
curriculum and materials for building use.
specifically the classroom, building, and the particular sections to which you are assigned.
materials MUST remain with the section.
binders.
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Staff/Building Purchased Supplementary Materials
We have a checks and balance system. Rationale: 1.
Supplemental materials should be consistent with the SLCS beliefs about education and instruction.
2.
T
the point that he/she is not able to complete the required curriculum.
3.
As a new SLCS instructor, you may not be aware of the values held by the community. This step helps to protect your professional
challenges to your supplemental materials.
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Staff/Building Purchased Supplementary Materials
CITA and the SAC committees provide
curriculum and materials for building use.
If you add any supplemental materials
(purchased with building funds or your personal funds), you must have principal approval PRIOR to the use of those materials with students!
The form to submit to your principal for
approval is located on the Intranet and provided in this binder.
Label the materials you personally
bring to your classroom!
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Staff/Building Purchased Supplementary Materials
Elementary classroom libraries:
Many of the books that are not approved for use in
classroom libraries have language or content that has been challenged in the past in our district- often the challenged content relates to human development.
Once you go through the supplementary materials
approval process, if a text in your library is challenged in the future, your principal will be able support your decision to include the text.
There are basic suggested book lists for each grade.
These titles have been approved on a district level and do not need to be approved by your building
screened by three independent readers.
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Video/DVD/Web-based Video Clips Use Form on Intranet
Preview video or clip.
Complete form on the Intranet.
Submit to principal at least 72 hours prior to using and wait for approval!
YouTube clips must be approved.
All United Streaming clips are approved as this is a cultivated video library that is
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How T echnology Should Be Used
T
T
T
efficient to allow your students to spend greater amounts of time engaged in higher order thinking
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What the CITA Department Does
Through SAC, recommends software and online
resources to support the curriculum
Through the building T
echnology Liaisons, provides information about new technology that impacts teaching and learning
Advises the T
echnology Department on their plan for hardware in the district
Reviews requests for blocked websites to be
Coordinates the use of the Illuminate system for
data collection and review
Maintains the CITA portions of the Internet and
Intranet
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The T echnology Department would be happy to help you if…
Your computer is not working Your printer is not working Your phone is not working An interactive whiteboard is not working There is a problem with a Chromebook The internet in your classroom or school
is down
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T echnology
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This is Barbara Heininger- our lovely Assessment Facilitator. She does the following:
Illuminate DnA
school level data
assessments for our district
the Technology department and the Tech Liaisons
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State and National Assessments
Michigan is currently using the M-STEP
, our state assessment, to determine the proficiency levels of students in grades 3 through 7.
We almost exclusively give the M-STEP online
using Chromebooks.
Beginning with the 2018-19 school year, Michigan
is using the PSAT to assess students in 8th grade in ELA and Mathematics. They will still take the M-STEP for science and social studies.
At the high school level, the PSAT and the SAT
are used to assess students.
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State and National Assessments
We also participate in the State’s assessment
Alternate
(WIDA screener and WIDA ACCESS 2.0)
From time to time one of our schools is
selected to participate in the NAEP , a national testing program.
this year.
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The Purpose of State and National Assessments
Summative tests like the NAEP
, M-STEP and SAT are important as they tell us how well we are providing instruction for our students in comparison to other districts and states.
It allows us to put our work into a
greater context, which is critical.
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Why We Have District Selected or Created Assessments
It takes a while to get reliable and useful
results from state and national testing data.
We need more robust and timely data to
make decisions about curriculum, instruction and professional development.
Through our SAC process, we have
developed assessments that are administered to students in grades K-12.
We are also continuing to use NWEA for
students in grades K-5 and adding it in for grades 6-8.
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How You will Use the Data
You will use individual student data from
these assessments to make decisions about differentiation
You will use class level data:
future years
professional development needs
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How Your School Uses the Data
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studies or placement into special education services and Magnet/Plus programs
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needs of the staff as a whole or in subgroups
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goals and strategies
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How SAC and the District Use the Data
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T
development
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have ideas to share about how to improve student outcomes
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study and programs
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SLCS Our Data
Our use of data to improve our results is
a key component of our culture
The data is valued and used by many Without reliable data, we are unable to
make the best possible decisions for our students
With this in mind, we are fiercely
protective of our assessments!
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Assessment Responsibility and Accountability:
Maintaining Validity, Reliability and Confidentiality
District assessments are created by
SAC committees (have financial and time costs)
The use of the data is critical to our
improvement process
All assessment changes must go
through CITA
Assessments are required and have
deadlines
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Assessment Responsibility and Accountability:
Maintaining Validity, Reliability and Confidentiality
No portion of district assessments can be used for
classroom or test prep purposes
Cannot be removed from buildings (essays may be
graded at home)
Avoid guest teachers giving assessments What to do in these circumstances: student teachers,
parents wanting to review student’s assessment
Follow Barb’s Illuminate DnA directions when scanning
and storing a district assessment.
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Your Role in the Classroom
Our use of summative assessments is
admirable, but you’ll need to supplement this with formative assessments in your classroom as well.
These might be created by you or shared
between you and your colleagues.
These are created outside the SAC
process.
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T each Like a Champion
T echnique 18: Check for Understanding
“Good drivers check their mirrors every five
happening around them because waiting for an accident to tell them they’re doing something wrong is a costly strategy. As a teacher, you should think the same way.”
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Questions to Ask Myself as I Assess Students
Why am I assessing? Am I using a variety of assessments? Is the assessment aligned appropriately? How does it relate to prior knowledge and
classroom experiences?
Are the questions assessing the identified
depths of understanding?
Is the assessment substantial and thought
provoking?
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Formative vs. Summative Assessments
It is not necessarily the instrument that is
formative or summative, but what is done with the data that drives the distinction.
Formative assessment results have an
immediate impact on instruction and planning of lessons.
Formative assessments should occur on a
frequent basis.
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T wo Types of Assessments
Formative Assessment Summative Assessment
Leads to some action that
improves learning (informs instruction).
Formal and informal
processes teachers and students use to gather evidence for the purpose of improving learning.
Results available in time to
take action with the students to help them master the content.
Summarizes achievement. Assessments that provide
evidence of student achievement for the purpose
student competence or program effectiveness.
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Formative Assessments
help teachers answer the following questions:
Who is and is not understanding the lesson? What are this student’s strengths and needs? What misconceptions do I need to address? What feedback should I give the students? What adjustments should I make to
instruction?
How should I group the students? What differentiation do I need to prepare?
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Examples of Formative Assessments
Exit tickets/Exit questions Questions using clicker responses Class discourse Small group discussions Individual student-teacher conferences Short quizzes Homework Class work
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Assessing the Appropriate Depth of Knowledge
Just as we want to vary the type of
assessments given to meet the language of the standards, we want to be sure we are assessing the appropriate depth of knowledge with our questions as well.
Webb’s Depth of Knowledge chart will
help you to verify that your tasks in an assessment are a match for the proper level of knowledge.
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Depth of Knowledge
“Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens
cognitively engaging and challenging tasks.”
From NYC Dept. of Education
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A Common Rubric
The district uses a common 4 point rubric
whenever possible to keep expectations for students and their families consistent
There are two categories within the rubric:
(3 or 4)
(0, 1, or 2)
In some cases, the rubric “tops out” at a 3
depending on the standard being assessed.
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Common Instructional Rubric
4 Exceeds the Standard After appropriate instruction, the student can independently extend (appropriate to his/her age) the application of instructional objectives/benchmarks. Products are consistently excellent or superior in quality. 3 Meets the Standard Expectation After appropriate instruction, the student independently applies instructional objectives/benchmarks and demonstrates an acceptable level of proficiency for the grade level. Products are usually average to above average. 2 Making Progress Toward the Standard After appropriate instruction and with assistance, the student can apply instructional objectives/benchmarks and demonstrates a basic level of proficiency. The quality of products is uneven or minimally acceptable relative to the expectations. 1 Area of Concern After appropriate instruction, the student demonstrates only rudimentary or unsatisfactory levels of understanding and with assistance has considerable difficulty or cannot apply instructional objectives. The quality of products is consistently unsatisfactory or unacceptable. No response: After appropriate instruction and with assistance, the student does not respond to the task or the student’s work is unscorable, i.e. illegible or off task.
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How to Use the Common Rubric
You can add language to the rubric to
customize it to your assessment and the standards.
The important component is to keep the
rubric scores consistent.
For easier grading, divide all responses into
two categories- mastery and non-mastery- and then refine within those categories.
Scores of zero should be extremely rare as
those scores offer no meaningful data to you as the classroom teacher. Do your best to get some response from the student.
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Grading and Reporting
In 2002, the district began shifting to standards
based and standards referenced grading. This means that a student’s grade in a course or subject should directly reflect his or her level of mastery of the content, not the compliance level of the student to classroom rules, his or her participation, completion of incorrect work,
To help with this shift, the district separately
reports to parents and guardians on the student’s Habits of Mind mastery.
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Elementary Grading and Reporting
On report cards at the elementary level, the key
standards in reading, writing, and mathematics are reported individually for parents. Science and Social Studies content mastery are reported by
Comments will be used to indicate when a student is performing significantly above grade level. Levels of content mastery are reported four times a year for elementary students.
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Secondary Grading and Reporting
Beginning last year, all secondary schools
used a 4 point scale.
At the secondary level, departments and
buildings have determined what types of assessments to count as formative or summative, how to weight those categories, how to weight semesters, and how to address redos and retakes.
Secondary grades are formally assigned
each semester.
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Updating Secondary Grading and Reporting
A committee spent the past two years
working to update the secondary school Grading and Reporting system.
The committee recommended a model
they believe is the best fit for the district but we know there will continue to be some unexpected hiccups. The committee is convening again as needed to determine if any additional changes or clarifications are needed.
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Summarizing Our Learning
Mission statement and guiding principles Authentic Academic Achievement Defining Good Teaching- Marzano Research
and Evaluation Model
Habits of Mind Culture of Thinking Standards Alignment SAC Process and Supplemental Materials National, State, District and Classroom
Assessments
Grading and Reporting
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Questions?
Our contact information:
CITA
Lisa Kudwa, Assistant Superintendent kudwal@slcs.us Kelley Engblom, Curriculum Coordinator engblomk@slcs.us Dayna Britton, Curriculum Coordinator brittond@slcs.us
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