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

A GENDA Professional Learning Communities eMetrics Standards Building-Level Goals

O UTCOMES To examine grade-level standards data To determine areas for celebration & improvement To develop building-level goals based on self-selected standards for improvement

N ORMS Take care of your own needs. Limit side conversations in large group Hands Up = return to large group Respect others opinions and viewpoints Others???

P ROFESSIONAL L EARNING C OMMUNITIES Previous PLC Work Listen, Watch, Record Sit, Relax, Enjoy

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7 DakotaSTEP Standards Retreat Instructional Strategies School Improvement and Why Identify Areas of Need Goals Review

2007 Data

– 2007 Data

2004–2005–2006–2007 Data

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

13 DakotaSTEP Standards Retreat Instructional Strategies School Improvement and Why Identify Areas of Need Goals

E M ETRICS W EBSITE

Interactive Website for DakotaSTEP Standards

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20 School

S CORING Usually, 7 questions per indicator (combines standards) BB/Basic Proficient Advanced or below 4.5 or below

22 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 Summary of All (3-Years of Data) “Grade-Level” Standards Specific Standards “Unpacked” Standards

“K-12” S TANDARDS H ANDOUT : T ARGETED A REAS – R EADING

26 H ANDOUT : T ARGETED A REAS

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 H ANDOUT : T ARGETED A REAS

2005 / 2006 / 2007 indicates a 3.5 or lower score on that standard A “Grade Level” Concern x05 / x06 / x07 indicates a 4.5 or lower score on that standard About 1 question difference

H ANDOUT : D ISCUSSION G UIDE 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

H ANDOUT : D ISCUSSION G UIDE Complete the bottom portion of the BLUE handout based on the “Targeted Areas” for your BUILDING (rows). SPED, Title, and other areas – choose a grade level

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. H ANDOUT : D ISCUSSION G UIDE

“K-12” Standards Summary of All (3-Years of Data) “Grade-Level” Standards Specific Standards “Unpacked” Standards

“G RADE L EVEL ” S TANDARDS H ANDOUT : C ORE S TANDARDS – R EADING

H ANDOUT : C ORE S TANDARDS

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. H ANDOUT : C ORE S TANDARDS

“K-12” Standards Summary of All (3-Years of Data) “Grade-Level” Standards Specific Standards “Unpacked” Standards

“U NPACKED ” S TANDARDS H ANDOUT : U NPACKED S TANDARDS – R EADING

DOE website 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. H ANDOUT : U NPACKED S TANDARDS

W EB L EVELS Norman Webb–Bloom’s model but he put in terms of assessment Level 1 – Recall Example: (Identify this utensil – fork) Level 2 - Basic Application Example: (Explain the function of the fork) Level 3 – Strategic Thinking Example: 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 speaking comprehend -- 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): skimming scanning word webbing predicting inferring Visualizing Synthesizing 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 H ANDOUT : U NPACKED STANDARDS

Discuss or Write on Chart Paper Brainstorm how you can ensure ALL teachers address the achievement of ALL kids for that standard o Discuss the connections with the standards in the grade level previous to yours.

NCLB o NCLB states that all students will improve. o The students from kindergarten on up need the added support and reinforcement of every person they see during the day. o Every person in the school is responsible for student achievement.

NCLB How 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.

M ATH T ARGETED A REAS

H ANDOUT : T ARGETED A REAS 2005, 2006, 2007 “grade level” concern x05, x06, x07 “close score” concern

H ANDOUT : M ATH D ISCUSSION G UIDE YELLOW Complete the top portion of the YELLOW handout based on the “Targeted Areas” for your GRADE LEVEL (columns). SPED, Title, and other areas – choose a grade level

H ANDOUT : M ATH D ISCUSSION G UIDE YELLOW Complete the bottom portion of the YELLOW handout based on the “Targeted Areas” for your BUILDING (rows). SPED, Title, and other areas – choose a grade level

3 dots 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. dot Stick a dot by the corresponding math standards you chose. H ANDOUT : M ATH D ISCUSSION G UIDE

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. H ANDOUT : T ARGETED A REAS

M ATH C ORE M ATH S TANDARDS U NPACKED S TANDARDS

H ANDOUT : C ORE S TANDARDS

Based on the highest “ dotted ” standards, highlight the specific standards chosen to focus on for this year for EACH grade level in your building. H ANDOUT : C ORE S TANDARDS

DOE website 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). H ANDOUT : C ORE S TANDARDS

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 H ANDOUT : U NPACKED STANDARDS

Discuss or Write on Chart Paper Brainstorm how you can ensure ALL teachers address the achievement of ALL kids for that standard o Discuss the connections with the standards in the grade level below yours.

NCLB o NCLB states that all students will improve. o The students from kindergarten on up need the added support and reinforcement of every person they see during the day. o Every person in the school is responsible for student achievement.

NCLB How 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 Instructional Strategies School Improvement and Why Identify Areas of Need 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 Carroll From Alice’s Adventure in Wonderland (2002, p. 53)

I F A MAN KNOWS NOT WHAT HARBOR HE SEEKS, ANY WIND IS THE RIGHT WIND. - S ENECA

63 P LANNING FOR S TUDENT S UCCESS

SMART goals are the glue that holds teams and their efforts together against the incessant distractions that bombard us everyday. Anne Conzemius (2006)

SMART G OALS I DENTIFICATION P RACTICE S Specific M Measurable A Attainable R Results-oriented T Time-bound

66 P LANNING FOR S TUDENT S UCCESS

o In 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. G OAL S ETTING

One of the most powerful indicators of a student’s success is the belief of the teacher that s/he does make a DIFFERENCE!

W E NEED LONG TERM GOALS TO KEEP FROM BEING FRUSTRATED BY SHORT - TERM OBSTACLES.

T RAINING T OOLS A VAILABLE … Rapid City BLT Site CD

F INAL T HOUGHTS 71