Welcome and Congratulations! 2015-2016 1 Structure of SLCS Administration Building Departments 2 Introductions Name, Teaching Assignment,
School(s) Did anyone grow up in the district? Is anyone a current resident in the district? Have children who are students here? Is anyone joining us from out of state? 3 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 Well count on you To be active participants To voice your needs To keep track of
questions for your mentor or principal 4 Culture 5 Mission Statement In support of our community, the mission of South Lyon Community Schools is to provide the highest quality educational process, so that all students can excel as individuals, and become
contributing and productive members of society. 6 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... Its our job then, to focus on providing the highest quality educational process to make that happen!
Which is why we have guiding 7 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 over time 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 8 InstructionOverarching Understandings 9
How do we define academic achievement? The Authentic Academic Achievement Model 10 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. 11 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 12
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 13
How do we define effective teaching? Robert Marzanos 14 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: 4 Domains 10 Design Questions within the 15 Marzanos 4 Domains Domain
1: Classroom Strategies and Behaviors (contains 9 of the Design Questions or DQs) Domain 2: Planning and Preparing (contains the 10th Design Question) Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism 16 Robert Marzano talks Effective Educators:
YouTube clip of Robert Marzano 17 How do we define critical habits? Art Costas Habits of Mind 18 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 19 What are Habits of Mind? Thinking skills, or work habits
and attitudes, that you need when faced with a problem or situation where you dont know what to do Helpful behaviors that promote success Different than citizenship grades Academics, without these habits, 20 We are what we repeatedly do. Excellence, then, is
not an act but a habit. -Aristotle 21 Art Costa talks HOM: YouTube clip of Art Costa 22 Habits of Mind Works Independently Persistence Use of Past Knowledge
Metacognition Stays on Task, Stays Focused Teamwork Listens to Others Thinks and Communicates Clearly Finds Appropriate Humor Thinks Work Habits Manages Impulsivity Strives for Accuracy and
Precision Is Organized Participates and Contributes in Class Initiative Thinks Flexibly Questions and Poses Problems Is Creative, Imaginative, and Innovative Takes Responsible Risks Is Motivated 23 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 secondary students complete self-assessments Some teachers fill out charts for each student Differs slightly in formatting at building levels Sample report cards are included
24 Habits of Mind are on report cards! For elementary: Scored as Consistently observed Often observed Sometimes observed Area of concern You have sample report card copies. 25
How do we define our approach to thinking? Ron Ritchharts Cultures of 26 What is a Culture of Thinking? Cultures of Thinking are places in which a groups collective, as well as individual, thinking
is valued, visible and actively promoted as part of the regular, day-to-day experience of all group members. 27 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. 28 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 29 Ron Ritchhart talks CoT: YouTube clip of Ron Ritchhart 30 Cultures of Thinking PD Phase 1: Administrator learning Phase 2: Leadership team learning and
planning Phase 3: Whole staff learning and planning Phase 4: Continued implementation We rolled out learning in phases since we partnered with the county ISD and spaces at their sessions were limited! All schools are at phase 4 but some are more deeply rooted in the learning at this point. 31 Foundational Texts Provided to You
Art and Science of Teaching * Making Thinking Visible Learning and Leading with the Habits of Mind First Days of School * Reminder: the teacher evaluation model is based on The Art and Science of Teaching so you will want to read or skim this as soon as possible! Learning and Leading with Habits of Mind is the updated version of Activating and Engaging Habits of Mind. Teacher Toolkit Document- Additional Texts
32 Curriculum 33 Michigans Standards Michigan adopted the Common Core State Standards for ELA and Mathematics in 2010. SLCS has been working on alignment since that time. 34
District Alignment - Math New units and assessments in 8th grade-HS were implemented in 2012-13. New units and assessments in grades 5-7 were implemented in 2013-14. New units and assessments in grades 2-4 were implemented in 2014-15. Kindergarten and Grade 1 made
35 District Alignment - Math Because we believe instruction is constantly improving, a recognized need for adjustments in grades 6-8 math meant that those courses are in the process of being better aligned to the standards. 36 District Alignment - ELA Rather
than overhauling the full course at once, units of study are being implemented over time as this was the structure used by the local ISD. 11th and 12th grade are writing new units. 9th and 10th grade ELA launches new units of study this year. Middle school ELA was fully aligned last year. 37 District Alignment - ELA Grades
K-5 have fully aligned writing units of study. Writing assessments are continuing to be developed. All teachers for Grades K-5 are piloting aligned Reading units of study. We anticipate fully aligned units of study for Reading will be distributed in 2016-17. The units will formally go through the SAC process and go for Board approval. 38 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 SACdeveloped curriculum in place. Each SAC committee consists of at least 2 grade or course level representatives from the district. 39 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. 40 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. 41
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 of Education twice- once for information and once for approval. Purchase of district-wide curriculum materials also go through this process. 42 What does SAC Do?
Upon Board approval, curriculum updates are implemented and become required curriculum. SAC then develops district-wide assessments which are used to measure the effectiveness of the curriculum and to identify areas for future professional development. 43 District Provided Materials and Teacher Guides
CITA and the SAC committees provide curriculum and materials for building use. These materials are the property of the district, specifically the classroom building and the particular section to which you are assigned. If you change grades, or buildings, the materials MUST remain with the section. Tips on how to best utilize the curriculum binders. 44
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. To ensure that no teacher is supplementing to 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
credibility. It allows us to support any challenges to your supplemental materials. 45 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! 46 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 principal. The texts on these lists have already been screened by three independent readers. 47 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 screened. All schools have accounts. 48 Technology
49 How Technology Should Be Used To enhance instruction and learning To increase students level of engagement To make previously mastered tasks more efficient to allow your students to spend greater amounts of time engaged in higher order thinking 50
What the CITA Department Does Through SAC, recommends software and online resources to support the curriculum Through the building Technology Liaisons, provides information about new technology that impacts teaching and learning Advises the Technology Department on their plan for hardware in the district Reviews requests for blocked websites to be opened for use Coordinates the use of the Pearson Inform system for data collection and review
Maintains the CITA portions of the Internet and Intranet 51 The Technology 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 52 Technology This is Barbara Heiningerour lovely Assessment Facilitator. She does the following: Coordinates the use of Pearson Inform Disaggregates district and school level data Coordinates state assessments for our district
Works in collaboration with the Technology department and the Tech Liaisons 53 Assessmen t 54 State and National Assessments Michigan is currently using the MSTEP, our state assessment, to determine the proficiency levels of
students in grades 3 through 8. We almost exclusively give the MSTEP online using Chromebooks. At the high school level, the PSAT and the SAT will be used beginning this year. 55 State and National Assessments We also participate in the States assessment of students: with cognitive impairments (MIAccess) students learning the English
Language (W-APT and WIDA) From time to time one of our schools is selected to participate in the NAEP, a national testing 56 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. 57 Why We Have District 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 over 130 assessments each semester that are administered to students in grades K-12. 58 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: To determine reteaching needs To adjust lessons in future units and across future years To make decisions about your own personal professional development needs 59
How Your School Uses the Data To make decisions about things like child studies or placement into special education services To determine professional development needs of the staff as a whole or in subgroups To determine your school improvement goals and strategies 60
How SAC and the District Use the Data To edit and revise units of study To plan district-level professional development To identify schools or teachers who might have ideas to share about how to improve student outcomes To determine the quality of our units of study and programs To write the districts improvement goals 61
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 62 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 changes must go through CITA Assessments are required and have deadlines 63 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 students assessment Follow Barbs Pearson Inform directions when scanning and storing a district assessment. 64 Your Role in the Classroom Our
use of summative assessments is admirable, but youll 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 65 Teach Like a Champion Technique 18: Check for Understanding Good drivers check their mirrors every
five seconds. They constantly need to know whats happening around them because waiting for an accident to tell them theyre doing something wrong is a costly strategy. As a teacher, you should think the same way. -Doug Lemov 66 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? 67 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. 68 Formative 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. Summative Assessment
Summarizes achievement. Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. Results
available in time to take action with the students to help them master the content. Two Types of Assessments 69 Formative Assessments help teachers answer the following questions: Who is and is not understanding the
lesson? What are this students strengths and needs? What misconceptions do I need to address? What feedback should I give the students? What adjustments should I make to instruction? 70 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 71 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. Webbs Depth of Knowledge chart will help you to verify that your tasks in an assessment are a match for the proper level of 72
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 on creating more cognitively engaging 73 Depth of Knowledge 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: Has mastered the concept being assessed (3 or 4) Still needs to master the concept being assessed (0, 1, or 2) 74 Common Instructional Rubric After appropriate instruction, the student can 4 independently extend (appropriate to his/her
Exceeds the Standard age) the application of instructional objectives/benchmarks. Products are consistently excellent or superior in quality. After appropriate instruction, the student 3 independently applies instructional Meets the Standard objectives/benchmarks and demonstrates an Expectation acceptable level of proficiency for the grade level. Products are usually average to above average. After appropriate instruction and with assistance, the student can apply instructional 2
objectives/benchmarks and demonstrates a basic Making Progress Toward the level of proficiency. The quality of products is Standard uneven or minimally acceptable relative to the expectations. After appropriate instruction, the student 1 demonstrates only rudimentary or Area of Concern unsatisfactory levels of understanding and with assistance has considerable difficulty or cannot apply instructional objectives. The quality of products is consistently unsatisfactory or 75
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-masteryand 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.
76 Grading and Reporting In 2002, the district began shifting to standards based grading. Standards based grading means that a students 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, or extra credit. To help with this shift, the district
separately reports to parents and guardians on the students Habits of Mind mastery. 77 Elementary Grading and Reporting 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 unit. Mastery is not reported as letter grades but on a 4 category rubric: 4- Exceeds mastery of the standard
3- Meets level of mastery for the standard 2- Approaching mastery of the standard 1- Area of concern Levels of content mastery are reported four times a year for elementary students. 78 Secondary Grading and Reporting At the middle school level, teachers use a 12 point grading scale. At the high school level, teachers use 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, and how to weight card markings. Secondary grades are reported six times a year. 79 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 80 Questions? Our contact information: CITA Ext. 8111 Lisa Kudwa, Assistant Superintendent
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