2018 Departments May Standard- Based Instruction Student ......emphasis on content, lowering...
Transcript of 2018 Departments May Standard- Based Instruction Student ......emphasis on content, lowering...
May 2018 Departments• Standard-Based
Instruction• Student Support Services• Multi-Lingual Services• Categorical Programs
(Title/LAP)• Instructional Technology• HCP & Advanced Programs• BTAP• Assessment &
Accountability• CTE
Curriculum Connector Agenda
1. Standards Based Instruction/GVC2. Standards Based Grading and Reporting 3. Adoption Updates
Standards Based Instruction/SIOPTFLupdate
Sheltered Instruction Observation ProtocolThe SIOP Model
1. What is Sheltered Instruction? 2. Why SIOP K-12?3. How will this be supported?
Review sheltered instruction practices and implementation… To share the rationale and plan for improvement
GOAL Four
Sheltered Instruction
What is Sheltered
Instruction? (GLAD/SIOP)
Sheltered Instruction provides ALL teachers with a structured and reliable format that can be implemented in any classroom consisting of…
• Explicit, direct teaching of vocabulary
• High levels of academic discussion • Allowing for scholar talk and multiple modes of processing
• Explicit instruction in learning strategies (metacognition) and opportunities to practice those strategies
• Multiple teaching models including PBL
Our Focus
WhyWhat
How
The Compelling Why of Our WorkResearch Based Best Practices and Data
FWPS Strategic PlanSchool Improvement Plan
Equity Driven, Aligned and Responsive System of Support
Data Driven Decision Making
Data Review:1. What are some
common noticings/data trends?
2. What connections/ inferences can be made across the data?
?
ELL Data
Professional Development
Academic Achievement
ELL Data: Ever-ELL Population
Ever-ELL Population
• Active ~21%• Monitored ~5%• Exited ~19%
Never ELL55%
Active21%
Monitored5%
Exited19%
ELL Data: Ever-ELL Population
Ever-ELL Population
• Active ~21%• Monitored ~5%• Exited ~19%
Never ELL55%
Active21%
Monitored5%
Exited19%
Approximately 45%of all FWPS scholars
are NON-NativeEnglish Speakers
ELL Data: Population (Active & LTEL)
0 1000 2000 3000 4000 5000 6000
Elementary
Secondary
FWPS
Elementary Secondary FWPSTotal ELL 3177 1680 4857LTELs 223 780 1003
Total Active ELL # of Active ELLs that are LTELs
ELL Data: Population (Active & LTEL)
0 1000 2000 3000 4000 5000 6000
Elementary
Secondary
FWPS
Elementary Secondary FWPSTotal ELL 3177 1680 4857LTELs 223 780 1003
Total Active ELL # of Active ELLs that are LTELs
ELL Data: Population (Active & LTEL)
0 1000 2000 3000 4000 5000 6000
Elementary
Secondary
FWPS
Elementary Secondary FWPSTotal ELL 3177 1680 4857LTELs 223 780 1003
Total Active ELL # of Active ELLs that are LTELs
48% of all Active ELL within grades 6-12 have been in program for more than 5 years
ELL Data: Long Term English Learners
FWPS:• K-5/K-8 – 223 (7%)• 5th grade – 223 (61%)• Secondary – 780 (48%)• 5th12th – 1003 (52%)• FWPS – 1003 (21%)
ELEMENTARY 5TH ONLY SECONDAY 5TH-12TH FWPS K-12% of LTELs 7% 61% 48% 52% 21%
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FWPS – % of LTELs
ELL Data: Exit Rates by District
Exit Rates by District:
• WA State: 13.6%• Auburn: 14.4%• Renton: 14.3%• Kent: 13.5%• FWPS: 11.5%• Tacoma: 11.5%• Highline: 11.5%
13.6 14.4 14.3 13.511.5 11.5 11.5
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ELL Exit Rates 2016-17 School Year
WA State Auburn Renton Kent FWPS Tacoma Highline
Academic Achievement: Math
0 20 40 60 80 100
ELL
Non-ELL
ALL
iReady Math At/Above – Winter Benchmark
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
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ELL Non-ELL ALL
iReady Math Growth Fall-Winter
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
We expect lower benchmark scores…
Academic Achievement: Reading
0 20 40 60 80 100
ELL
Non-ELL
ALL
iReady Reading At/Above - Winter Benchmark
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
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ELL Non-ELL ALL
iReady Reading Growth Fall-Winter
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
We expect lower benchmark scores…
Academic Achievement: Vocab.
0 20 40 60 80 100
ELL
Non-ELL
ALL
iReady Vocabulary At/Above - Winter Benchmark
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
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ELL Non-ELL ALL
iReady Vocabulary Growth Fall-Winter
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
We expect lower benchmark scores…
Professional Development
• Disparate ratios of classroom teachers with research based training to support Scholars acquiring English: (current staff)– ~60% of K-5 classroom teachers GLAD trained– ~30% of 6-12 core content area teachers SIOP trained
• Varied levels of teacher expertise and training of Sheltered Instruction across FWPS– training models – follow up systems– Calendars
• Teacher Feedback– GLAD: Content-dependent (units) and raised a workload
concern– SIOP: multiple components (8) unclear where to start
FWPS Sheltered Instruction
Training (PD)
Professional Development
FWPS Sheltered Instruction
Implementation
• Inconsistent Ownership Expectations – Language Acquisition (LA) strategies embedded in
core versus LA occurring outside of core
• Inconsistent Systems of Supports – Job-embedded supports – Follow-up and check-ins for fidelity with
implementation – Look-fors available in curriculum & principal guides
• Inconsistent Training Leadership and Staff – Principal expectations for all staff to be trained vs. an
opt-in model
Data Driven Decision Making
Data Review:1. What are some
common noticings/data trends?
2. What connections/ inferences can be made across the data?
?
ELL Data
Professional Development
Academic Achievement
Data Driven Decision Making
Data Review:1. What are some
common noticings/data trends?
2. What connections/ inferences can be made across the data?
?
ELL Data
Professional Development
Academic Achievement
Sheltered Instruction Research
What do we know about Sheltered
Instruction? (GLAD/SIOP)
Integrated language instruction alongside content instruction, lowering scholars’ affective filter, which results in…
• Increased scholar engagement & motivation
• Increased processing time & scholar achievement
• Improved academic and language skills
Sheltered Instruction Research
What do we know about Sheltered
Instruction? (GLAD/SIOP)
Integrated language instruction with an emphasis on content, lowering scholars affective filter, which results in…
• Increased scholar engagement & motivation
• Increased processing time & scholar achievement
• Improved academic and language skills
Addressing the Problem of Practice
If we have a consistent K-12 system, implemented with fidelity, supported through theory of action, and aligned to our strategic plan…
Then we should see an increase in overall achievement data
Math, Reading, Vocabulary, and ELL Exit rates and progression
ELL Data
Professional Development
Academic Achievement
?
Unpacking the ‘IF’ Statement
If we have…• K-12 Consistency
– Common Language– Supports– Routines
• Bell-to-bell sheltered instruction • Language access across all content areas
– Key Academic and Content Vocabulary
ELL Data
Professional Development
Academic Achievement
?
Unpacking the ‘IF’ Statement
If we have…• K-12 Consistency
– Common Language– Supports– Routines
• Bell-to-bell sheltered instruction • Language access across all content areas
– Key Academic and Content Vocabulary
ELL Data
Professional Development
Academic Achievement
?
Why K-12 SIOP
K-12 SIOP Provides:
• Capacity to implement and support:
– Utilizes similar strategies across GLAD & SIOP• Same research is used to develop both programs
– Allows for a phased-in implementation • One Component/Feature vs. Full Units
– Designed to support access to rigorous content• Focused English language acquisition through the
development of content knowledge
ELL Data
Professional Development
Academic Achievement
K-12 SIOP
Why K-12 SIOP
K-12 SIOP Provides:
• Capacity to implement and support:
– Utilizes similar strategies across GLAD & SIOP• Same research is used to develop both programs
– Allows for a phased-in implementation • One Component/Feature vs. Full Units
– Designed to support access to rigorous content• Focused English language acquisition through the
development of content knowledge
ELL Data
Professional Development
Academic Achievement
K-12 SIOP
Why K-12 SIOP
K-12 SIOP Provides: • Consistency across the grade levels
– Common Language– Supports– Routines
• Access to Bell-to-bell sheltered instruction – Strategies and techniques used ‘a la carte’
• Language access across all content areas– Key Academic and Content Vocabulary
ELL Data
Professional Development
Academic Achievement
K-12 SIOP
Next Steps
1. Provide all elementary and secondary teachers with an overview/reintroduction to the SIOP framework
2. Differentiated Training Opportunities for Teachers– Content area or Level– Experience with Language Acquisition strategies– Continued on-going training and support
3. Differentiated training for para-educators
Next Steps: Support
Curriculum Guides – Language Acquisition Supports will be
embedded into curriculum guides during the revision process and paced with our district training calendar
Development of Building Level Support Team – Provides direct and immediate support around
the implementation and use of SIOP strategies
SIOP Key Points
Why SIOP K – 12?
Discuss with a partner, three key points that provide a rationale for SIOP that you would share with a colleague at your school.
• Capture your thinking on the Note catcher• Discuss with a table partner
Curriculum Connector Agenda
1. Standards Based Instruction/GVC Curriculum Guide Writing June Summer Professional Learning
2. Standards Based Grading and Reporting 3. Adoption Updates
Standards Based Instruction/June PDTFLupdateSubject Training Name Date/Time
Instructional Technology/STEM
STEMsploration Institute – All StaffHands-on STEM Learning
June 25; 8am - 3pm
Instructional Technology TECHsploration Institute – All StaffVideo Editing, Sphero, Skype, OneNote, Canvas, and iPads
June 26; 8am - 3pm (2 hr classes)
TFL/STEM Sphero After-School Club Teacher Training - Sphero Schools Only
June 28; 8am - 11am
TITLE/LAP Programs Summer School Teacher Training on Curriculum and Resources
June 26 & 28; 8am - 3pm
TITLE/LAP Programs Summer School Coordinator Training June 22; 8am - 3pm
TFL/CTE Reporting Standards Identification Workshop Grades 6 - 12AVID, CTE, Health & Physical Education, Music, ScienceSocial Studies, Student Support Services
June 228:00 am – 11:00 am
Curriculum Connector Agenda
1. Standards Based Instruction/GVC2. Standards Based Grading and Reporting 3. Adoption Updates
SBGR Updates SBGR Timeline
2018-2019• Field Test Sites• Area Community Family
Education Forums• Professional Learning for Staff
and Principals – Spring• Revise Handbooks & Report
Cards based on feedback
2019-2020• Full Implementation
System Wide• Community Family
Education Forums• Continued Professional
Learning
SBGR UpdateTFLupdate
Video: Purpose of the Report
Upcoming Video: Behaviors that Promote Learning
• What are the key ideas of this topic?• How will this support scholars, families, and staff with
SBGR?• What questions surface for you related to this topic?• When this went out to staff early in March, how was the
message received from your staff? What were some key talking points.
SBGR UpdateTFLupdate
TOPIC DATESBGR Family Forum June 6
SBGR Committee June 13
Strategic Planning Summit Share Deliverables/Updates
June 21
STANDARDS BASED GRADING & REPORTINGTFLupdateSBGR Updates
• Grades are more accurate and directly linked to what students need to know and be able to do (standards).
• Provides students the practice they need, and more than one opportunity to show success of learning (standards).
• Ensure students and families know what the next step is in student learning.
Why Standards
Based Grading and
Reporting?
GRADING: NO +’S & -’S AT THE COURSE GRADETFLupdateSBGR UpdatesCommon FAQs
Research tells us…
a decrease in the number of score categories (number of scales/levels – 4 pt, 8 pt, +/-) increases the consistency and validity of grades across classrooms.
Using specific criteria for the letter grade accompanied by a rubric adds clarity, reliability, and understanding on how to proceed next…
“What is it exactly that a C+ thinker can do that a C thinker cannot?”
Why not give a student a plus or minus?
MOTIVATIONTFLupdate
The letter grade or percent alone is not what motivates students…
Research says…
1. use of timely verbal and written feedback to help them learn with an accurate grade that accompanies the feedback
2. working on a project or activity because of interest(intrinsic motivation) are likely to persevere, even when the task becomes difficult.
3. sense of belonging and connectedness to a task they would not normally complete, the likelihood of completion increases
Does the current grading system
motivate scholars?
SBGR UpdatesCommon FAQs
Curriculum Connector Agenda
1. Standards Based Instruction/GVC2. Standards Based Grading and Reporting 3. Adoption Updates
Adoption UpdatesTFLupdateSpring 2018 – Formal Adoptions: Spanish 6-12*,
Science 6-8/Biology*, K-8 Health and Fitness Recommendations to IMC Superintendent Approval School Board Presentation
Summer 2018 – Curriculum Guide Writing• All Curriculum Guide Writing Complete
Fall 2018 – Materials • Purchase resources aligned with fiscal year
Spring 2019 – Begin Implementation • “Early Implementers” implement adopted resources 2nd Semester 2019
Launching Mathematics Adoption Grades 6 – Algebra 2 Fall 2018