Welcome Back Presenters: Pam Lange Barb Rowenhorst Janet Hensley September 27 th, 2006

Outcomes To determine school staff’s perceived strengths and needs using the reading and math perception surveys. To review essential questions and better understand the research supporting them and how they relate to student achievement. To begin group conversations on the importance of looking at student work.

Agenda 8:00Welcome Housekeeping/Credit Perception Surveys Planning/Break Essential Questions Planning Lunch Looking at Student Work Planning 3:30Closure/Evaluation

School Assignments Barb Rowenhorst Whitewood/Rural Sturgis Elementary Janet Hensley Stagebarn/Piedmont Pam Lange Sturgis Middle School Sturgis High School (MaryLou McGirr)

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: Classroom Strategies That Work No: EDU 545A Dates: Sep 06 – April 07 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: $ 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: Classroom Strategies That Work No: EDU 548Z Dates: Oct 06 – April 07 Credit: 1 Location: Sturgis, SD Cost: $40

Credit Paper Work Complete the paperwork the first 15 minutes of October In-service Jodie will pick up the forms the first day Ann Kling (Whitewood) Kathy Kosola (Stagebarn/Piedmont) Deb Domogalski (Sturgis Elementary) Susan Kessel (Middle School) Jocelyn Hafner (High School)

Housekeeping Binders New Team Members School Assignments PASS Process NCA Goals

Like Me  Other than PASS, how many are serving on another district committee?  How many traveled outside South Dakota during the summer?  Who is the youngest child in their family?  The oldest?  The middle?  Who is an only child?

Norms Revisited Share the same message Minimize side conversations Respect time frames Stick to agenda Positive Interaction –(Problem Solving NOT Problem Sharing) Active Participation Communication

NCA Goals Reading Goal: All students will improve reading skills across the curriculum. Math Goal: All students will improve math skills across the curriculum.

Perception Surveys Individually – 10 minutes –Fill out both surveys –Your perception as a teacher within your school –Focus on the whole staff’s possible perceptions

Perception Surveys Building – 20 minutes –Compare results – perceived strengths and weaknesses –Fill out section one and two on the Perception Survey Discussion Guide –On chart paper, list your perceived areas of strengths and weaknesses (From section one)

Perception Surveys Gallery Walk – 5 minutes –What patterns do we see? Building – 10 minutes –Complete section three on the Perception Survey Discussion Guide

Team Planning Time with Break

Setting Objectives and Providing Feedback Setting High Expectations (HSTW)

CategoryPercentile Gain Identifying Similarities and Differences45 Summarizing and Note taking34 Reinforcing Effort and Providing Recognition 29 Homework and Practice28 Nonlinguistic Representations27 Cooperative Learning27 Setting Objectives & Providing Feedback23 Generating & Testing Hypotheses23 Questions, Cues, & Advance Organizers22 Instructional Strategies that Affect Student Achievement

Essential Questions Essential questions let the students know what we want them to learn prior to them learning the content. Similar Terminology:  Essential Questions, Curriculum Mapping, State of South Dakota  Setting Learning Objectives, Marzano’s Work  Setting Learning Goals, Wiggins’ Work  Setting Learning Targets, Stiggins’ Work

Read Pages Learning Objectives: Skeleton Note-taking

Unpacking the Standards

State Content Standards Explain State Process –Unpacked Standards (see handout) Math, Reading, Science October Time Frame

Essential Questions Revisited Writing Essential Questions Essential Questions Tip Sheet –Number off in twos –1’s read 1-3 –2’s read 4-6 What are the key points?

Essential Questions Revisited Demonstration –We picked standard (3.M.1.4) Guided Practice –You pick standard (Measurement Standards Handout) Independent Practice in the Classroom –Essential Questions Template

Bloom’s Verbs and Matching Assessment Types

Team Planning Time and Lunch

Setting Objectives and Providing Feedback Setting High Expectations (HSTW)

CategoryPercentile Gain Identifying Similarities and Differences45 Summarizing and Note taking34 Reinforcing Effort and Providing Recognition 29 Homework and Practice28 Nonlinguistic Representations27 Cooperative Learning27 Setting Objectives & Providing Feedback23 Generating & Testing Hypotheses23 Questions, Cues, & Advance Organizers22 Instructional Strategies that Affect Student Achievement

Looking at Student Work Number off beginning with 1 (remember your number). Each piece of student work represents a color that corresponds with a sticky note of the same color. Working independently, rank the 5 pieces of student work from 1 to 5. (1 being the lowest and 5 being the highest). Using the Looking at Student Work Criteria Sheet, jot down some criteria you used to determine the rank of each piece of student work. Place your 5 sticky notes above your number on the number line.

Looking at Student Work As a group, make some observations from the data on the wall? Post on Chart Paper – write big!

Looking at Student Work As a group, discuss the criteria you gave for each rank of student work. What were some common criteria? What was the relevance of the criteria?

“Show us what good work looks like and what we have to do to get there.” 8-year-old student

Looking at Student Work Provide a clear and understandable expectations Provide examples of strong and weak work Post on wall for students to use as a guide

Looking at Student Work What might be some ways we can begin the process of ensuring there is consistency within departments, grade levels, content areas, building, district, etc?

Website Log on to the District Website: –Click on Staff Links (left side of home page) –Click on the link: PASS Leadership Team –Type in the User-ID: PL045 –Type in Password: PASSgroup1

Evaluation Please complete evaluation before leaving today.

Team Planning Time