R APID C ITY S TANDARDS R ETREAT Barb Rowenhorst & Janet Hensley September 2007.

RAPID CITY STANDARDS RETREATBarb Rowenhorst & Janet Hensley

September 2007

AGENDAProfessional Learning Communities

eMetrics

Standards

Building-Level Goals

OUTCOMESTo examine grade-level standards

data

To determine areas for celebration & improvement

To develop building-level goals based on self-selected standards for improvement

NORMS Take care of your own needs.

Limit side conversations in large group

Hands Up = return to large group

Respect others opinions and viewpoints

Others???

PROFESSIONAL LEARNING COMMUNITIES

•Previous PLC Work

•Listen, Watch, Record •Sit, Relax, Enjoy

http://www.solution-tree.com/Public/Search.aspx?ListProducts=true&Criteria1=plc&ProductType=DVDs




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DakotaSTEP

Standards Retreat

InstructionalStrategies

School Improvement and Why

Identify Areas of Need

Goals

Review

2007 Data

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2006 – 2007 Data

2004–2005–2006–2007 Data

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

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DakotaSTEP

Standards Retreat




Goals

EMETRICS

WEBSITE

EMETRICS WEBSITE

Interactive Website for DakotaSTEP Standards

https://solutions1.emetric.net/sdstep/

https://solutions1.emetric.net/sdstep/

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School

SCORING Usually, 7 questions per indicator (combines

standards)

BB/Basic

Proficient

Advanced

0 7

3.5 or below

4.5 or below

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School

Scored an average of 3.4 question correctly on that standard

How did this make you feel?

How would a student have felt?

How often do we do this to students?

Should we have done anything beforehand?

If you could change one thing in your classroom after this experience, what would it be?

“K-12” STANDARDS

HANDOUT: TARGETED AREAS – READING

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HANDOUT: TARGETED AREAS

• Each South Dakota standard is listed with a summary definition (combining standards K-12).

Each grade level has different wording but similar goals.

• Grades K-2 are included…• they have supporting standards for grades 3-12.



2005 / 2006 / 2007 indicates a 3.5 or lower score on that

standardA “Grade Level” Concern

x05 / x06 / x07 indicates a 4.5 or lower score on that

standardAbout 1 question difference

HANDOUT: DISCUSSION GUIDE

Complete the top portion of the BLUE handout based on the “Targeted Areas” for your GRADE LEVEL (columns)

SPED, Title, and other areas – choose a grade level


Complete the bottom portion of the BLUE handout based on the “Targeted Areas” for your BUILDING (rows).


Each person has 3 dots

Individually, based on your discussion of the BUILDING targeted areas, choose 3 standards you think your BUILDING should focus on this year.

Stick a dot on the chart paper next to the corresponding reading standards you think should be a focus.


“GRADE LEVEL” STANDARDS

HANDOUT: CORE STANDARDS – READING

HANDOUT: CORE STANDARDS

Discuss which standards have the highest number of dots.

As a group, determine which ones should be a focus for this year

Based on those “dotted” standards, highlight the specific standards your BUILDING chose to focus on for this year for EACH grade level in your building.


“UNPACKED” STANDARDS

HANDOUT: UNPACKED STANDARDS – READING

DOE website http://doe.sd.gov/contentstandards/

Click on “Content Standards” on L-menu bar

Scroll down to “Core Standards”

Click on “Regular or Unpacked” version of the standards (reading, math, or science).

Reading 2004 and 2007 listed. Go to the 2004 standards at the bottom of the page.

HANDOUT: UNPACKED STANDARDS

http://doe.sd.gov/contentstandards/

WEB LEVELSNorman Webb–Bloom’s model but he put in terms of assessment

• Level 1 – RecallExample: (Identify this utensil – fork)

• Level 2 - Basic ApplicationExample: (Explain the function of the fork)

• Level 3 – Strategic ThinkingExample: Identify two examples of when a fork would not be the best utensil for a type of food and explain why.

• Level 4 – Extended Thinking Example: Design an investigation to determine the optimal number and length of tines for a salad fork.

8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text.

Verbs Defined:use -- apply in writing and/or speakingcomprehend -- understand

Key Terms Defined:Reading Strategies

•Skimming & Scanning•Word webbing•Predicting•Inferring•Visualizing•Synthesizing

Content

Skills

8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text.

Teacher Speak: Students are able to use (apply in writing and/or speaking) reading strategies (skimming, scanning, word webbing, predicting, inferring, visualizing, and synthesizing) to comprehend the meaning of words and text.

Student Speak: I can apply in writing and/or speaking (use): skimmingscanningword webbingpredictinginferringVisualizingSynthesizing

combining new information with existing knowledge to form an original idea or interpretation(reading strategies) to comprehend the meaning of words and text.

Form groups of 2-3 (by grade level if possible)

• SPED, Title, other areas – pick a grade level

Look at the unpacked standards for all grade levels for the highlighted focus standards

Study the Verbs and Key Terms in those unpacked standards



Discuss or Write on Chart Paper

Brainstorm how you can ensure ALL teachers address the achievement of ALL kids for that standard

oDiscuss the connections with the standards in the grade level previous to yours.

NCLBoNCLB states that all students will improve.

oThe students from kindergarten on up need the added support and reinforcement of every person they see during the day.

oEvery person in the school is responsible for student achievement.

NCLBHow can you help build the skills in the lower grades that will support the achievement growth in the upper grades?

How can Library, PE, Music, Computer, etc. assist in these areas?

We’ll address these questions later when we write goals.

MATH TARGETED AREAS


2005, 2006, 2007 “grade level” concern

x05, x06, x07 “close score” concern

HANDOUT: MATH DISCUSSION GUIDE

Complete the top portion of the YELLOWYELLOW handout based on the “Targeted Areas” for your GRADE LEVEL (columns).



Complete the bottom portion of the YELLOWYELLOW handout based on the “Targeted Areas” for your BUILDING (rows).


Each person has 3 dots 3 dots

Individually, based on your discussion of the BUILDING targeted areas, choose 3 standards you think your BUILDING should focus on this year.

Stick a dotdot by the corresponding math standards you chose.


After the dots for your building have been placed on the chart, discuss which standards have the highest number of dots.

Later, you will be writing goals to address those standards.


MATH CORE MATH STANDARDSUNPACKED STANDARDS


Based on the highest “dotted” standards, highlight the specific standards chosen to focus on for this year for EACH grade level in your building.


DOE website http://doe.sd.gov/contentstandards/

Click on “Content Standards” on L-menu bar

Scroll down to “Core Standards”

Click on “Regular or Unpacked” version of the standards (reading, math, or science).


http://doe.sd.gov/contentstandards/

Form groups of 2-3 (by grade level if possible)

• SPED, Title, other areas – pick a grade level

Look at the unpacked standards for all grade levels for the highlighted focus standards

Study the Verbs and Key Terms in those unpacked standards



Discuss or Write on Chart Paper

Brainstorm how you can ensure ALL teachers address the achievement of ALL kids for that standard

oDiscuss the connections with the standards in the grade level below yours.

NCLBoNCLB states that all students will improve.

oThe students from kindergarten on up need the added support and reinforcement of every person they see during the day.

oEvery person in the school is responsible for student achievement.

NCLBHow can you help build the skills in the lower grades that will support the achievement growth in the upper grades?

How can Library, PE, Music, Computer, etc assist in these areas?

We’ll address these questions later when we write goals.

DakotaSTEP

Standards Retreat




Goals

“Would you tell me, please, which way I ought to go from here?” asked Alice.

“That depends a good deal on where you want to get to,” said the Cat.

“I don’t much care where–” said Alice.

“Then it doesn’t matter which way you go,” said the Cat.

–Lewis CarrollFrom Alice’s Adventure in Wonderland (2002, p. 53)

IF A MAN KNOWS NOT WHAT HARBOR HE

SEEKS,

ANY WIND IS THE RIGHT WIND.

- SENECA

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PLANNING FOR STUDENT SUCCESS

SMART goals are the glue that holds teams and their efforts together against the incessant distractions that bombard us everyday.

Anne Conzemius (2006)

SMART GOALS IDENTIFICATION PRACTICE

S SpecificM MeasurableA AttainableR Results-orientedT Time-bound

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PLANNING FOR STUDENT SUCCESS

oIn your grade level groups SPED, Title, and other areas pick a grade

o Look at the Reading & Math standards your building chose as a focus this year.

o Write an action plan to address those needs.

GOAL SETTING

One of the most powerful indicators of a student’s success is the belief of

the teacher that s/he does make a

DIFFERENCE!

WE NEED LONG TERM GOALS

TO KEEP FROM BEING FRUSTRATED BY

SHORT-TERM OBSTACLES.

TRAINING TOOLS AVAILABLE…

http://browenhorst.tie.wikispaces.net/

Rapid City BLT Site

CD

FINAL THOUGHTS

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R APID C ITY S TANDARDS R ETREAT Barb Rowenhorst & Janet Hensley September 2007.

Documents