Welcome Back Presenters: Pam Lange Barb Rowenhorst Janet Hensley September 26 th, 2007.

Welcome Back

Presenters:Pam Lange

Barb RowenhorstJanet Hensley

September 26th, 2007

PASS Team Members

Outcomes• To reconnect with team members.

• To determine how each building is working together as a Professional Learning Community.

• To review strategies taught from 2005-2007 through the PASS process.

• To begin group conversations on the importance of creating homework guidelines.

Agenda8:00 Welcome

Housekeeping/CreditTransition/Reflection

Professional Learning Communities

PASS Survey ResultsStrategy Discussion

Lunch

Setting Homework GuidelinesTeam Planning

3:15 Closure/Evaluation

Credit for PASS Trainers

• University of Sioux Falls (USF)

• 2 Credits for PASS Trainers– Graded Credits (A, B, C, D, F)

• Attendance Required– 4 PASS Trainings, 4 In-service Trainings– Must sign-in at both PASS Trainings and In-service

Trainings

• District is paying for PASS trainer’s credits

• Graduate or Certificate Renewal (Pending)

University of Sioux Falls

Undergraduate Degree: Location of your BA/BS

Workshop Name: Taking Classroom Strategies that Work to the Next Level

No: EDU 548Z

Dates: Sep 07 – April 08

Credit: 2

Location: Sturgis, SD

Cost: $80 (Paid by the District)

Credit for Staff Members

• University of Sioux Falls (USF)

• 1 Credit– Pass/Fail Grade– Under-graduate/Graduate/Certificate Renewal

(Pending)

• Attendance Required– 4 In-service Trainings– Must sign-in at In-service Trainings

• Cost: $40.00 - Check or Credit Card – Check made out to USF; Credit Card information

on back of the form

University of Sioux Falls

Undergraduate Degree: Location of your BA/BS

Workshop Name: Taking Classroom Strategies that Work to the Next Level

No: EDU 548 Q

Dates: Oct 07 – April 08

Credit: 1

Location: Sturgis, SD

Cost: $40

Paper WorkComplete the paperwork the first 15

minutes of October In-service

– Stephanie Kaufman  (Sturgis Brown High)– Ann Kling  (Whitewood/Rural)– Connie Berg (Stagebarn/Piedmont)– Cheri Isaacson (Sturgis Elementary)– Susan Kessel (Sturgis Williams Middle

School)

Housekeeping• Binders

• School Assignments

• NCA Goals

• District Website

School Assignments

Barb RowenhorstWhitewood/RuralSturgis Elementary

Janet HensleyStagebarn/Piedmont

Pam LangeSturgis Middle SchoolSturgis High School

NCA Goals

Reading Goal: All students will improve reading skills across the curriculum.

Math Goal: All students will improve math skills across the curriculum.

Norms Revisited• Share the same message

• Minimize side conversations

• Respect time frames

• Stick to agenda

• Positive Interaction – (Problem Solving NOT Problem Sharing)

• Active Participation

Cooperative Learning

Category Percentile Gain

Identifying Similarities and Differences 45

Summarizing and Note taking 34

Reinforcing Effort and Providing Recognition 29

Homework and Practice 28

Nonlinguistic Representations 27

Cooperative Learning 27

Setting Objectives & Providing Feedback 23

Generating & Testing Hypotheses 23

Questions, Cues, & Advance Organizers 22

Instructional Strategies that Affect Student Achievement

With Your Team Discuss …

What was the biggest “aha” that your building came up with during the district-wide data retreat?

OR

What is one “super” training technique that your team used during the pre-day In-service?

Corners

1 2

3 4

What do you like to read?

1.Mysteries

2.Westerns

3.Romance

4.Non-fiction

Stand Up, Hand Up, Pair Up

• Hands up and “High Five” someone to pair within your group.

– Cannot be from your building.

• Share your “table discussion” with your partner.

With Your Partner Discuss …

What was the biggest “aha” that your building came up with during the district-wide data retreat?

OR

What is one “super” training technique that your team used during the pre-day In-service?

Where were you born?

1.Midwest

2.East

3.West

4.South

Stand Up, Hand Up, Pair Up

• Hands up and “High Five” someone to pair with in your group.

• Finish this sentence: – In order to utilize data more

effectively, we need . . .

Pairs Pair

• You and your partner pair with another pair that is not in your group.

– In order to utilize data more effectively within our district, we need . . .

• Come to a consensus of ONE suggestion within your group.

• Report out to large group.

Face Partner/Shoulder Partner

• Shake hands with your face and shoulder partners and say:

“Thanks for being my partner today. I had fun working with you.”

Professional Learning

Communities (PLC)Barb

ProfessionalSomeone with expertise in a specialized field,

an individual who has not only pursed advanced training to enter the field, but who is also expected to remain current in its evolving

knowledge base.

LearningThe acquisition of knowledge or skill; education knowledge or skill gained through education.

CommunityA group of people with a common background

or with shared interests within a society.

PLC Graphic Organizer

• Count off by 3’s in your group

• ALL read the introduction and conclusion. Each person reads his/her numbered section

• Record information on Graphic Organizer

• Please be mindful of those that are still reading

10 Minutes

Step 1

PLC Graphic Organizer

Individually, explain your # section’s key points with your table group.

As a group: Draw a graphic and/or write a sentence to summarize the gist of each big idea and record the information on the pyramid under the correct titled section.

Step 2

25 minutes

“I wonder how many children’s lives would be saved if we educators disclosed what we knew to each other"

Roland Barth (2001)

Congenialit

y

Cooperatio

n

Collaborati

on

Review and ReflectPam

Review and Reflect• PASS Survey Results

• Make observations about – district data– building data

• What is the greatest strength? Areas for improvement?

• How can we make sure to that we don’t forget what we have done in the past?

Review and ReflectMeade District PASS Website

All handouts used at PASS Leadership Training are posted: 2005-2007

1.Log on to the District Website: www.meade.k12.sd.us

2.Click on Staff Links (left side of home page)

3.Click on the link: PASS Leadership Team

4.Type in the User-ID: PL045

5.Type in Password: PASSgroup1

The User ID and Password may ONLY be given to staff members of Meade District.

Review and Reflect• Review the content on the Meade PASS website

and/or matrix. (Wow, you have done a lot in three years)

• Select at least two strategies that you will review with your staff at the October In-service?

• It may be something you did not teach to your staff.

• It may be taking a strategy one step further.

• It may be just reminding the staff of a strategy.

• It may be having a dialogue with teams to determine how they make sure to continue implementing the strategies they’ve already learned.

ExamplesQuestioning

– Wait time– Purpose of questioning– Writing essential questions

Note Taking– Teach a note taking strategy that you did not cover last year– Discussion about the most effective note taking strategies

District Website– Have your teachers review the district website and create a

SMART goal on implementing past strategies

Graphic Organizers– Teach teachers how to take graphic organizers to the next level

– not just using them as a worksheet– Teach students how to make their own graphic organizers

Team Planning

Time

HomeworkJanet

HomeworkGoals:• Vision for homework:• Expectations - purpose of homework• Review various viewpoints• Classroom practice• Address homework format for grade

levels and disabilities or special needs.• Parental involvement• Consistency• Homework goals (and modifications)• Homework Guidelines• Grade Level• Building• District

Category Percentile Gain

Identifying Similarities and Differences 45

Summarizing and Note taking 34

Reinforcing Effort and Providing Recognition 29

Homework and Practice 28

Nonlinguistic Representations 27

Cooperative Learning 27

Setting Objectives & Providing Feedback 23

Generating & Testing Hypotheses 23

Questions, Cues, & Advance Organizers 22

Instructional Strategies that Affect Student Achievement

Self-check

• We’re going to take a quick reflection on your personal practices and beliefs about homework.

Homework #1

Various Viewpoints

Article Reviews– Each person reads an article

(various viewpoints) about homework and fills out a T-chart to assist in sharing with others.

Articles cont.

Sharing– Assign numbers to tables. Some groups

will have more than one representative.

– Each person shares information about the article they read

– Discussion of articles

– Share out

Purposes of Homework

• Teachers need to understand the purpose of the homework they assign and communicate the purpose to students and parents.

• Specific homework guidelines can enhance student achievement.

Recommendations for Classroom Practice

There are 4 basic recommendations for classroom practice according to Marzano:• establishing and communicating a

homework guidelines (policy),

• clarifying the purpose of homework,

• asking students to use homework assignment sheets, and

• commenting on homework.

Establishing and Communicating a

Homework GuidelinesStudents and their parents need to understand

expectations for homework.

– Purpose

– How much

– Consequences for missing or late assignments

– Parent involvement

Clarify the Purpose of Homework

Many times, students don’t understand the purpose of their homework– Connecting the assignments to a

meaningful purpose is important.

3 Possible Purposes of Homework

There are 3 possible purposes of homework according to Marzano:

1. To give students opportunities to practice skills.

2. To prepare students for a new topic

3. To elaborate on material that has already been introduced.

KeyIdentify the purpose of each homework assignment.

Communicate the purpose to the students.

FeedbackWhen assignments are just checked off as completed, students perceive them as meaningless, which leads to frustration and low-quality work (Lenard, 1997; Patton, 1994).

Homework in which a teacher has embedded instructive

comments has the greatest effect on learning.

Students should receive feedback on their homework. Student achievement can vary based on the kind of feedback provided

by the teacher (Walberg, 1999).

Parental Involvement

Marzano suggests that parents should not be directly involved in homework, only in helping to provide a time and place.

It is important to be clear with this at the building and district level.

Matching ActivityNow that we’ve looked at some aspects of homework, let’s do an independent activity again matching types of homework and reviewing your previous homework.

If you aren’t working directly with students, answer as you think your building is overall.

3 minutes

Discuss reflection questions on this handout at your table.

7 minutes.

Homework #3

Short Term Goal• Keep a log of homework

– Homework– Purpose– Communication of purpose– Feedback method– Homework Modifications

• Brainstorm activity• Share out

Handout #4

“The amount of homework assigned to students should be different from elementary to middle school to high school” (Marzano, Pickering, Pollock, 2001, p. 61).

Homework and Practice - Duration

Where a student has more than one teacher (especially middle school and high school), there needs to be coordination of homework assignments.

Duration

• Discuss the amount of time that may be important for each grade level.

• Discuss how your school might coordinate homework if students have a variety of teachers.

Homework Guidelines

• It’s essential for a district to have written homework guidelines.• Per building

• Let’s look at page 121 in your

Marzano book.

• At your table, discuss the sample homework guideline.

Homework Guidelines

• Developing Homework Guidelines

Team Planning

Time