Take it off the Plate!

Take it off the Plate!

Thank you for the great SLO meetings.  I am impressed at the ease we are as a building talking about data, making rigorous yet attainable goals, and having sound instructional strategies to support every reader.  

This time of the year, we tend to get overwhelmed. Here is an article that may show Signs you have too much on your plate.

I have cancelled the staff meeting on Nov. 5 for you reflect on what you can take off your plate.

    Monday- Wednesday

 I want you to use the filter below for everything you do. 

       Does it have to happen for STUDENT LEARNING or STUDENT SAFETY?

     Yes- Is it a have to?

    No-  Is it a nice to do?  

     Is it a want to do?

You will have this handout in your mailbox to jot notes.

Plate reflection

Determine something you can take off your plate or have students or parent volunteers do.  Hopefully this can help us focus on what is most important- Student Learning or Student Safety.  

Please comment below on something you took off your plate or are doing something different to work smarter!

Using data to Differentiate Instruction

Our SMART Leadership Team wants to give us time to...

Learning Targets:

• Understand the multiple forms of data we have for reading- F & P, MAP, PALS, Running Records, Comprehension checks, AIMS Progress Monitoring, and other formative assessments

• Use the data to meet student needs- F & P Continuum, MAP Continuum

When? 
October 29, 2015 8-8:45

Why?
“One of the potentially powerful resources for informing instructional and school improvement school-wide data is enormously underutilized.”

 “The distinguishing characteristics of school wide data are that they are frequently and systematically collected across a grade level or content area about an important student outcome and quickly aggregated and examined for patterns that can help inform next steps.”

Supovitz, J.A., Klein, V. (2003). Mapping a Course for Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data to Guide Improvement. Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.

Research has shown that using data in instructional decisions can lead to improved student performance (Wayman, 2005; Wayman, Cho, & Johnston, 2007; Wohlstetter, Datnow, & Park, 2008).

Where?
K-1 - Sue  Jenson in Mrs. Jenson's classroom
2-3-  Chloe Brine & Susie Prather in Ms. Zamzow's classroom
4-5- Michele Delong in Media Center

What to bring?

1. Data
2. Device
3. F & P Continuum

********************************************************************************
Immerse- 
How classroom instruction improves student learning by Thomas Gusky

Explore these resources and your baseline data
PALS
MAP
Fountas and Pinnell

Investigate/ Coalesce
PLC Conversation
Explore reports
Explore resources
Answer Questions Collaboratively

Go Public
Use the information for Guided Reading
MAP Reading South Washington County


Please post questions prior to the meeting or email your leaders so we can discuss them on Thursday.

Understanding Standard 4 /SLO/ Data Day- Oct. 23, 2015

Understanding Standard 4 Assessment
SLO/ Data Day

 Oct. 23, 2015

Bring a device!

Teaching Standards
8-10- Unpacking Teaching Standard 4 with WR at Hudson Prairie Library
10:15-11:30- SLO Supports

• General SLO Support- Media Center Complete SLO/  Sample SLO
• Organizing Data- Computer Lab
• Instructional Strategies and Support- Art room with Chloe

11:30-12:30- Lunch
12:30-4 Work Individually or as a team to ...
                 1.  Complete SLO/  Sample SLO
                 2.  Use data to plan for student needs

Phy Ed- RC 8-11:30
Music- NH 8-11:30
Art- HP  8-11:30
Reading Teachers- HP  8-11:30
ESL- EP 8-11:30
Special Ed-  Choose Location if you wish to work collaboratively on SLO.

2-4- SLO Approval Meetings at HP
1-1:15- CICO and WOW Buddies Training in Media Center 
1:15-2- Make Cool Tools with Aria

Specialist Standards- with Dave and Tony at Hudson Center UWRF by Erberts and Gerberts 8 am

Providing students with graphic representations of their progress results in average learning gains of 32 percentile points

(Marzano Laboratories, 2009)

  

Frequent formative assessment results in percentile gains from 9-16 points

(Hattie, 2009)   

  

Formative assessment in the classroom can result in increases in student learning up to two grade levels

(Assessment Reform Group, 2000)

********************************************************************
Immerse

Teacher Standard 4	Specialist Standard 3
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.	The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff and community.

Watch videos for examples of assessment.

K-2

K-2 Math Journals

Grades 3-4 Math

4th Grade ELA

Edutopia

        Self reflect on indicators-  What is the importance?  What is your frequency of use?

Investigate/ Coalesce
Presentation 

SLO Support Sessions- Choice

• General SLO Process- Susie & Kim in Media Center
• Data Organization on Google Sheets- Susie & Kim  Computer Lab
• Instructional Strategies and Support- Chloe- Art classroom
• Collaborative work on SLO as a team - Location determined by team
• Individual work on SLO - Building-based

Go Public
Using assessment in your classroom

Stronge Examples of Formative Assessment Strategies

56 Examples

How?

1. Share ideas in the comments!
2. Talk with Teaching, Learning, Assessment Members- Michele, Lori, & Julie
3. Collaborate with your PLC
4. Utilize Chloe

Hudson Elementary Assessments- Update data by Oct. 12, 2016

We will not have a PLC on Oct. 11 and our staff meeting on Oct. 13 will be a short training for Check In Check Out Greeters so you have time to prepare for conferences and gather data to share with families.

In Hudson, we believe the purpose of assessment is:
1.  To know our students
2.  To inform instruction
3.  To communicate to students and families progress toward the standard.

Our goal is to minimize assessments and maximize the use of them to personalize instruction.
Here is the 2016 Assessment Schedule

Please notice the only formal Fountas and Pinell Benchamark Assessment will be utilized at the end of each trimester.  
1. Dec. 2
2. March 3
3. May 19

We are asking that you update reading levels using a running record or comprehension interview by Jan. 20.  
Running Records for K-2 students below grade level
Comprehension Checklist for 2-5 students below grade level
Check out the assessment tab on the blog for information on all district assessments.

This year, you will enter your own reading levels and or baseline data in Skyward, not on the shared Google Spreadsheet.  This data will be accessible through our new data warehouse, Educlimber immediately and will always be up to date and at our fingertips to get current data. It should take 3-5 minutes.  The first window is by Oct. 12, to update reading levels.  

For grades K-1, you will enter your baseline data.  
K/ 1 Data in Skyward

For all readers in grades K-5, you will enter either the Spring F & P level passed on or the new assessment for new students. 
Directions to put data in Skyward
Video tutorial on adding data to Skyward


This reflection on baselines will prepare us for conferences on Oct. 13 & 20.  
Please make sure you share the information in a clear way that families can understand. Please be ready to share a plan on how we are going to help their child grow as a reader.  Here are some resources that may be useful.

Good Fit Reading Chart

Reading Continuum

This will also prepare us for Progress Monitoring Meeting on Oct. 18 during your PLC.
Progress Monitoring Meeting/ Data Roll
Hudson Prairie example target time letter

Conferences- How can I infuse student choice and voice?

Conferences

Conferences are an important time to connect with families.  We are fortunate at Hudson Prairie with the supportive and involved families we have.   As I spend time conferencing you I am impressed how well you know your students, have data to share, and how we are our student's  biggest advocate, cheerleader, and coach. 

Here are some tips:

1. Send a questionnaire home to get a focus for parent concerns.
2. Getting students involved is important so they are owning their learning.  See information on student led conferences below.  
3. Take the "sandwich" approach. I start with something positive, continue with the things that the child needs to work on, and I finish with something positive.
4. Plan the essential things you want to share.  Strengths and an area to work on.  Essential data and work samples.  Don't feel like you have to discuss MAP and PALS assessments.  We will have those printed out for you along with explanation letters.
5. Listen to parents concerns and have a 2 way conversation.
6. Don't talk down to parents. Be honest and truthful. Try to speak in the positive, not always negative. Offer positive ways to help a struggling child
7. Don't diagnose students.  Describe areas of difficulties and accommodations you are doing to support them.
8. Speak about your student the way you want someone to talk about your child
9. Get support from Susie or Aria as needed!  Sign up sheets are outside my office.

Resources for Conferences.

Good Fit Reading Chart

Reading Continuum

Why read Presentation for Families

How can I infuse student choice and voice in conferencing?  Student Led Conferencing

What is it?

Student’s moment to share his or her reflections on achievements and challenges.

ASCD Article        Step by step blog

What are the benefits?

• Parent attendance is high
• Students take responsibility for own learning
• Promotes reflection
• Students communicate what they are learning
• Goal setting-  You may use MAP Goal setting and think of specific actions to help.

What are the disadvantages?

• What do you do with un-involved families?
• Need straight talk with teacher

What are the different jobs?

• Student is the leader
• Teacher is the facilitator
• Family is an active participant

What do I do?

Before

• Send parents a questionnaire to gather input.
•  Gather artifacts in a portfolio and reflect on what they are proud of and possible areas to grow.  
• Reflect weekly on artifacts.
• Choose your top 3-4 pieces of work.
• Practice as a class and with older students or other staff members on how to lead the conference.
• Plan 2 specific talking points for parents. Think of a praise and an area for growth.

During

• Support and coach
• Involve parents in the conference.

After

• Celebrate student ownership.
• Reflect on areas for improvement.

Take a look at an example of a student led conference:

What different formats?

• 1 on 1 student led conferences
• Stations where you are at one and you have 3 families at a time rotating with a timer.

1.  Math games
2.  Reading/ Writing goals
3. Portfolio sharing with teacher.

Resources
Sample Script for intermediate
Sample Script for primary

How could it evolve?
I would start small in the Fall with a short reflection.
In February, students can lead it more.

Please share comments and resources to support your colleagues with conferences.  
This is Vicki Anderson and me in 1998!

Educator Effectiveness Work Sessions- October 8

Educator Effectiveness Work Sessions  

You have requested work sessions to support EE.  These are optional and are meant to personalize your support.

Oct. 8-Timeline, Reflection of Standards, PPG Focus, Types of feedback 

Oct. 23- SLO Work Session & Begin SLO Approvals 2-4pm.

Oct. 23 & 27- SLO Goal Approvals  Sign Up here

Dec. 3- How can I customize my Student Survey? Year 2 Only

Jan. 7- What should I put in my Documentation Log?

Jan. 28- SLO Midyear Review and or GR Planning with Data

Feb. 9 & 6- SLO Midyear Meetings

March 31- General Support

April 21- Reflection end of year SLO & PPG, data collection, finalize documentation log

May 10 & 17- SLO End of the Year Meetings

Before our staff meeting, please explore the page on our blog designated to Educator Effectiveness..
Educator Effectiveness Blog

Comment on what you notice and ask questions we can clarify on Oct. 8.

Learning Target:  I understand the expectations and supports for Educator Effectiveness.

1. Exploration of Blog and comment on what you notice and wonder about.
2. Where am I on cycle?
3. What are the expectations for 2015-16?
4. What are the timelines?
5. What are changes in the system?
6. What forms of feedback to you find helpful? Verbal, email, questions
7. How do we reflections on standards influence your Professional Practice Goal?Begin to reflect on standards 1, 2, 5, 6.