Document

Report
Elementary Teaching & Learning
Moving Forward with Literacy
1.22.13
Plymouth Church
Agenda
I. Analyzing our Current Reality
II. Reflecting on our Work in 2012
III. Building Cause & Effect Data Analysis: Action
Planning
IV. Looking Ahead to 2013
ANALYZING OUR CURRENT REALITY
CAUSE & EFFECT DATA
January 2013
Journeys Implementation Survey
The Numbers…
• Whole Group Comprehension: 70% Use daily & Feel Confident
• Small Group Leveled Readers: 74% Use daily & Feel Confident
• Word Study Spiral (Phonics): 68% Use daily & Feel Confident
• Word Study Spiral (Vocabulary): 58% Use daily & Feel Confident
• Writing: 35% Would like Additional Support (when applicable)
Journeys Implementation Survey
The Big Ideas:
• “How to make journeys more in line with
common core. It seems like lots of journeys
we do not use because it does not go with the
core.”
• “I feel confident using Journeys but I have
trouble getting it all in every day.”
K-2 Mid Year
Comprehensive Standards Assessment
17% 4%
1%
Proficient
Close to Proficiency
Kindergarten
78%
Far to go but likely
Far to go
6% 2%
Proficient
25%
Close to Proficiency
1st grade
67%
Far to go but likely
Far to go
7%
22%
2nd grade
35%
Proficient
36%
Close to Proficiency
Far to go but likely
Far to go
3-5 Mid Year
Comprehensive Standards Assessment
3%
14%
Proficient
Close to Proficiency
3rd grade
28%
55%
Far to go but likely
Far to go
4%
17%
4th grade
Proficient
38%
Close to Proficiency
Far to go but likely
41%
Far to go
2%
17%
5th grade
40%
Proficient
41%
Close to Proficiency
Far to go but likely
Far to go
Scholastic Reading Inventory:
Fall to Winter Growth Grades 3-5
60%
12%
17%
50%
40%
36%
30%
33%
37%
30%
25%
25%
20%
10%
10%
4%
0%
Advanced
Proficient
Fall - 6,438 Students
Basic
Below Basic
Winter - 1,728 Students
Scholastic Reading Inventory:
Fall to Winter Growth Grades 3-5
60%
40%
30%
20%
10%
15%
17%
50%
36%
37%
Average Lexile Level33%
Growth
from
30%
Fall to Winter Grades 3-5 DMPS: 109
25%
25%
10%
4% Growth from Fall to Winter Grades
Expected
0%
3-5
according
to National
Norms:
29Basic
Advanced
Proficient
Basic
Below
Fall - 6,438 Students
Winter - 1,728 Students
Current Reality “Big Ideas”
• The Journeys components are being
implemented. More support is needed in
alignment to the Common Core Standards
and efficient use of the materials.
• We are increasing the percentage of students
reading (and comprehending) grade level text
according to the Scholastic Reading Inventory.
REFLECTING ON 2012
Balancing our Priorities
Strong
Understanding of
what Journeys has
to Offer & How
we Can Improve
its Effectiveness
Well Developed
Understanding
of the Common
Core Standards
(What instruction looks
like. What student
proficiency looks like.)
Action Plan:
• Continued focus on the use
of Journeys in conjunction
with additional resources
that support student
obtainment of the CC
Standards.
• Building professional
development and PLC time is
dedicated to the creation,
revision and analysis of CFAs.
Implement the Data
Teams process using
district assessment and
design instruction
without core materials
Become familiar
with what works for
kids in the Journeys
Materials
Use assessments
from the Journeys
Materials and
implement a
modified Data
Teams Cycle
Work to create CFAs aligned
to the CC Standards to build
a deeper understanding of
these standards
Goal: Implement the CC Standards with teacher created assessment to
use during the Data Teams process. Deepen our Data Teams process
by using student data around the standards to plan for instruction using
Journeys as a starting point.
DEEPENING OUR
UNDERSTANDING OF THE
COMMON CORE STANDARDS
Deepening our Understanding…
The Common Core Ate My
Baby and Other Urban Legends
by Timothy Shanahan. (Educational Leadership – January 2013)
THE “BIG VISION” IS NOT ABOUT
“STANDARDS”…
IT IS ABOUT COLLEGE & CAREER READINESS!
The Primary Outcome:
Increased Math & Science proficiency by closing
the “text gap” in content and comprehension.
Reading Standard Categories
• Key ideas and details
• Craft and structure
• Integration of knowledge and ideas
• Range and level of text complexity
The Common Core Standards
Students ability to
determine key ideas and
details in text.
Students ability to take
multiple texts and ideas and
integrate this knowledge to
form understanding.
Students ability to analyze
text style and structure.
Students ability
to read grade
level text.
Key Ideas and Details
• What did the text say?
• Students should be able to determine what
texts say explicitly and be able to summarize
them (including central ideas/themes, how
ideas and characters develop and interact),
making logical inferences, and citing textual
evidence to support conclusions.
Craft and Structure
• How did the text say it?
• Students should be able to interpret the
meanings of words and phrases and the
structure of texts to determine how they
affect meaning or tone, and how points of
view and purpose shape content and style.
Integration of Knowledge and Ideas
• What does the text mean? What is its value?
How does the text connect to other texts?
• Students should be able to synthesize and
compare information from print and digital
sources, and critically evaluate the reasoning
and rhetoric of a text.
Reading Challenging Text
• Text difficulty is specified in the standards
• This means that children in grades 2-12 will be
asked to read more challenging text (which
means that we have to teach more challenging
text than we have in the past)
Close Reading
Part 1:
http://www.youtube.com/watch?v=5w9v6-zUg3Y
Part 2:
http://www.youtube.com/watch?v=JhGI5zdjpvc
How Does Journeys Fit into These Ideas?
• The texts provided in the Journeys materials
are considered within grade level Lexile range
and provide a “staircase” of text complexity as
you move through the year and across grades.
• While the strategy of “Close Reading” cannot
be found explicitly in the Journeys materials,
the texts available can be used for this work.
Coming in February…
• We will further explore the alignment of
Journeys and the Common Core Standards.
Please Bring:
– An example of “misalignment” that has been brought
to you by a teacher.
–Please bring the standard, the I Can Statements and the
Journeys manual for that unit.
• We will also further explore the practice of
“close reading”.
BUILDING DATA ANALYSIS
Collaborative Group Work
Data Analysis: Guiding Questions
• What does this data (and other informal data
points) tell us about our current reality?
• What will be our top priority moving forward in
2013?
• What are 2-3 actions we can take to support our
building’s growth and understanding of Journeys
and the Common Core Standards?
LOOKING AHEAD TO 2013
Moving Forward with Data Teams
• We are currently working on a Data Teams process
that works to streamline the following structures:
– Analysis of Grade Level Content Standards
– Creation of Unit Pre/Post Common Formative
Assessments
– Planning for Instruction using the Journeys Materials and
Student Data
• More information regarding this process will be shared
this spring. If you’d like to get more information on
this now, please contact Carlyn!
Student Reading Profiles
• We are currently working on a structure to support consistent
sharing of student data with parents district-wide.
• In your folder, you will find a DRAFT of our Student Reading
Profiles. These Profiles will be added to our new literacy
website in a word document format (for editing purposes).
• You are free to edit them as you wish for spring
2013 reporting.
• Please provide feedback regarding these forms this spring, so we
can finalize a consistent form starting in the fall of 2013.
ANALYSIS OF THE SRI
(DUE FEBRUARY 1ST)
Reports Handout
SUMMER PROFESSIONAL
DEVELOPMENT
Handout
New Elementary Literacy Website!
SURVEY MONKEY
https://www.surveymonkey.com/s/ND258HN

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