Student Surveys Work Session- Optional Dec. 3, 2015

For all teachers in year 2 of the Educator Effectiveness Cycle, Student Surveys are given.   On Thursday Dec. 3 we will have an optional work session.  Bring a device.

• Aria Krieser
• Rachel Stanchik
• Stephen Dahle
• Abby Mertig 
• Kathy Heth
• Cory Eller
• Jodi Magee
• Kayla Rihm
• Maija Stubbendick
• Michele Delong

What?
Student Survey Presentation

Why?

• Multiple measures are used to determine effectiveness
• Research consistently indicates that students from K-12 can provide reliable information related to teacher effectiveness
• Student ratings of teachers are a significant predictor of student achievement--better than parent or administrator ratings

When?
1st Survey- December
2nd Survey- March

How?
Examples on My Learning Plan- Use them or adapt them.

K-2 Survey
K-2 Specialist Survey
3-5 Survey
3-5 Specialist Survey

Examples from TLA- Use them or adapt them.

Design your own

Paper/ pencil or Google Form or Survey Monkey

Web samples
MET Project- Bill and Melinda Gates- p. 25-27
#1
#2
#3


Reflection- Most important portion!

Gratitude

In the spirit of Thanksgiving, we will practice gratitude just like our students did.

grat·i·tude

ˈɡradəˌt(y)o͞od/

noun

1. the quality of being thankful; readiness to show appreciation for and to return kindness.

   "she expressed her gratitude to the committee for their support"

   synonyms:

   gratefulness, thankfulness, thanks, appreciation, indebtedness;

Here is a 7 minute video about gratitude!  

It shows the research behind the link of gratitude to happiness.

Take some time to share your gratitude with your...

Students
Colleagues
Family
Friends

Your PLC on Nov. 24 is designed for you to share your gratitude with your team and colleagues. 

 No protocols are needed.

I would like to share my gratitude with you:

I am thankful for teachers that will do everything to help every student grow and succeed. 

I am thankful for the teamwork we show at TARGET time, with special educators, and with our team.

I am thankful that we are all learners and committed to continuous improvement.

I am thankful students are first in every decision.

I am thankful for the smiles and care we show each other everyday.

I am thankful to work with people who like to laugh.

Comment on what you are grateful for on our blog.

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On Dec. 10 we have a late start from 8-10:30 in our building.
Music, PE, Art, Media, Counselors, Psychologists, Early Childhood , Gifted and Talented, ELL Motor may choose to meet together at the location of their choice. If your small group is meeting separately send plan to Terri Gulbranson if under student services and building principal.  Here is a Google Doc to communicate plans.

I am asking that prior to Dec. 10 every teacher videotape themselves teaching guided reading or teaching a class that we can reflect on.

Standard 4- Assessment for/ of Learning using Technology

We have been studying Standard 4- 

Standard 4 ~ Assessment for Learning

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

On Thursday Nov. 19 Nancy will be sharing with us how technology can support our assessment practices.  Please bring a device.





Immerse
Here are some Formative Assessment Reflective Questions to review:

• What differentiation do I need to prepare?
• How will I know when students understand?(criteria for success)
• What are the students’ strengths and needs?
• What misconceptions do I need to address?
• What adjustments do I need to make to instruction mid-lesson?  For next lesson?
• What feedback should I give students?
• Who is and is not understanding the lesson?
• How should I group students to best meet their needs?
• What’s my plan for next steps?

Investigate/ Coalesce

On Thursday Nancy Dressel will share with us some technology tools that can help us to formatively assess student understandings.

Check out her presentation. Please bring a device as it will be interactive.

Standard 4 with Technology

Go Public

Try out one strategy with you students

Please comment on how you currently use technology as an assessment.

Fountas and Pinell Assessment- How can we assess student's comprehension of text?

Fountas and Pinell Assessment- 

Essential Question:  
How can we assess student's comprehension of text and plan for next steps of instruction?

F & P Calibration Nov. 12, 2015
We will start in the media center.

1. Classroom teacher will administer the F&P- Teachers will have books. I have copies of test sheets for fiction and nonfiction.
2. All teachers will score accuracy, fluency, and comprehension.
3. Compare scoring of comprehension
4. Questions to discuss:

How did we score comprehension at the 3 levels?  Why?

What would be this students praise and prompt?

What would be goals for this student?

What would be next steps for instruction?  Use F&P Continuum

Please meet in the following groups in the classroom of the teacher in red.  
Groups for Thursday

Immerse
Comprehension Conversation

Can a child look back at the text during the comprehension conversation?
Though you should not instruct the student to do so, it is permissible for the child to initiate looking back in the text. If the student begins to read the text, ask him to tell the response in his own words.

What happens if the child has to refer back to the text to answer a question? Does this affect his comprehension score? If a child initiates looking back in the text, locates the information, and provides a correct response then you should give credit for the answer. Looking back in the text will not affect the comprehension score.

What if the child does not understand the question? Be sure to rephrase the question until the child understands it. Your goal is to determine whether the student understood the information in the story, not whether the student understood the question.

How can I keep up with the note taking? After you have administered the conversation one or two times, you will be able to interpret the student’s comments and connect them to the “key understandings” in the first column. Check the ones the student has covered and take notes only on the additional information provided by the student (if any). Also, you can take a quick moment to make these checks right after the conversation (while the student writing or after she leaves).

What should I do if the student does not come up with the key understandings? You can use the probes or questions to elicit answers. You do not need to score the student lower because you had to probe for answers. Some children are not accustomed to spontaneously talking about their thinking, yet they may understand the text very well and demonstrate it when questioned.

Should I “count” the “right answers” the student makes in order to come up with the comprehension score? No. These texts vary and have different requirements in terms of key understandings (thinking within, beyond, and about the text). Look at the rubric for scoring each category (within, beyond, and about). Make a holistic decision as to the extent to which the student has demonstrated thinking.

Where can I find more information about thinking within, beyond, and about the text? You will find very detailed descriptions in Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K- 8 by Fountas and Pinnell (Heinemann, 2006).

                                                From- Fountas & Pinnell Benchmark 1 Assessment Guide
Investigate/ Coalesce
Staff Meeting Collaboratively administering F & P and reflective PLC conversations in teachers classroom.

Go Public
Use understanding to help students build comprehension in reading during guided reading.
Question stems for thinking within, beyond, and about the text
Question stems for levels A-Z
Fountas and Pinell Continuum

Nov. 24- Update Guided Reading Levels

• You need to formally assess all kids May 6.  
• You can formally assess kids 1-2 other times based on your choice.

Questions to consider?
Do I need information to confirm my thinking?
Do I need information for my SLO in January?
When should I assess my students as they grow at different times so it is not a burden on assessment?