Why Are We Here? How can we work smarter and strategically on behalf of our kids?

Why are we here? “…if you don't know where you are heading how will you work out where to start, which direction to travel, which path to follow, and whether and when you have arrived?...The answer is ultimately a matter of values, and what is understood to be the moral purpose of education" (Dancing on a Shifting Carpet, 2010, Degenhardt, L., & Duignan, P.)

Our PBIS target was successfully met last year….  Average of 221 violations over the past 2 years at Country Dale  118 total violations in  53% reduction compared to CD’s goal of 30% reduction

Country Dale PBIS Data

A collaborative, targeted approach will result in similar success this year… Six quality indicators of high achieving schools:  Aligned and rigorous curriculum  Effective instruction  Use of formative assessment and student assessment data  Positive school climate focused on achievement  Effective school leadership  Family and community engagement Center for Comprehensive School Reform

In improved schools, increased accountability coupled with strong school goals and a laser-focus on student achievement produces gains. Consortium for Consortium for Educational Research and and Evaluation

Synthesis of Data

What’s CD’s new target? The overall reading achievement of students in grades 2-6 th grade will increase based on increased performance in the reading strand which requires students to evaluate and extend text. Through a targeted, grade-level instructional focus on strategies in reading and writing aligned with the CCSS as it relates to evaluating and extending text, there will be an increase in the number of advanced and proficient students on the WKCE at 3 rd -6th grade levels by 5%.

What does that mean for each grade level? WKCE  3 rd grade from 48% to 53%  4 th grade from 61% to 66%  5 th grade from 68% to 73%  6 th grade from 73% to 78% MAP  Each 2 nd -5th grade teacher’s Mean Class RIT score will improve in the area of evaluating and extending text based on consistent implementation of their grade level action plan aligned to the CCSS with periodic data monitoring that ensures continuous improvement.

More importantly, what does it mean for our kids?  Overall reading scores on 2 nd -6 th grade Spring 2013 MAP scores will increase to the extent that 75% of all Country Dale students will make their targeted growth with the remaining 25% making growth.

Let’s use what we’ve learned from student assessment data to align rigorous curriculum….

The Rigor of the CCSS If students are moving up in their text level difficulty (ALL students), make sure to use increasingly higher-order comprehension skills. Require them to read using a more analytical approach Increase the number of non-fiction texts students read CC asks students to read several texts about a single topic, determine central ideas, issues, and disputes, and anticipate argument CC calls for the following distribution for what students should be reading 50% literacy texts and 50% informational texts for 4 th grade 45% literacy texts and 55% informational texts for 8 th grade 30% literacy texts and 70% informational texts at 12 th grade

Text Complexity How much is enough?

Jigsaw article “The Challenge of Challenging Text”

What does a specific standard look like for a student across a K- 6 continuum?  Standard Sequencing Activity

Model planning of a DSC unit integrated with CCSS Grade 1 Aligned Reading/Writing Informational Text

How would you use that tool to align DSC program with Informational Text Standard? DSC CCSS Correlation Tool

Now you try…. Blank template

If this is the plan for Tier I, what might an action plan be for Tier II students? Assumptions:  These students would need pre- requisite skills that weren’t mastered in previous grade? Where can I find that information?

Who are these students? Let’s have our data walls ready !