1. WELCOME

2. Word Study: The Big Picture @ Your School

3. Word Study – The Big Picture OMG – It’s OG! When taught with fidelity, the Orton- Gillingham method helps students develop strategies so that reading and writing are thinking activities rather than guessing games. WCPSS has adopted the use of the Orton- Gillingham approach with our students. Let’s start reading! THE WCPSS NEWS www.wcpss.net THE WORLD’S FAVORITE NEWSPAPER - Since 1976 The Orton-Gillingham (OG) approach is language-based, multi- sensory, structured, sequential, cumulative and cognitive method that teaches students the basics of word formation. Students learn to read and spell through visual, auditory and kinesthic activities.

4. How Are We Doing? Kindergarten Data Source: 2013-2014 and 2014-2015 mCLASS

5. Kindergarten by Subgroup Source: 2013-2014 mCLASS

6. First Grade Data Source: 2013-2014 and 2014-2015 mCLASS

7. First Grade by Subgroup Source: 2013-2014 mCLASS

8. Second Grade Source: 2013-2014 and 2014-2015 mCLASS

9. Second Grade by Subgroup Source: 2013-2014 and 2014-2015 mCLASS

10. Kindergarten – 2 nd Grade Letterland Core Lessons (K-2 Classroom Teachers & SPED self- contained) –Should occur as the word work mini-lesson within the Daily Five/CAFÉ framework in K-2 Letterland Intervention Strand (CCR & Intervention classrooms) –Based on assessment data, students receive targeted support.

12. Fidelity Data 90 schools completed 532 Kindergarten Fidelity Checks 79 schools completed 507 Grade 1 Fidelity Checks 1039 Fidelity Checks submitted

13. You are doing an announced observation in a 1 st grade classroom. Ms. First Grade Teacher is teaching the Letterland lesson but you have some questions about what she is doing. During the post-conference, the teacher says, “I don’t think I’m doing Letterland the correct way.” What could you do?

15. You want to help your second grade team implement Letterland with fidelity. You notice that they are still struggling with the lesson and including all the components. What could you do?

17. You are observing a Letterland Intervention Strand lesson in the CCR or intervention classroom. The teacher explains that she is doing the five step lesson plan. You want more information about how this lesson should be implemented to ensure that students are getting targeted instruction. What could you do?

19. Intervention Strand Materials 2 nd grade manual purchased only for intervention teachers

20. 3 rd – 5 th Grade Six Syllable Types Instruction –Mini-lessons for each syllable type found on C-MAPP, 3-5 Word Work BB, and 3/4 Transition Class BB Recipe for Reading –3-5 classrooms (use as a resource) –SPED & Intervention (primary or supplemental instruction) Teacher’s Guide to Morphology - Found on C-MAPP, 3-5 Word Work BB

21. You are in the sixth 3-5 classroom of the day and you are noticing that it seems that everyone is teaching the prefix un- and re-. A close read of the Reading Foundation Standards does little to clarify. Where could you find resources to support your teachers in identifying what should be taught?

23. So now that you know and have the tools… We can all aim for the sky in our word work study!

24. Questions?

25. Save the Date!!! Letterland Day at Pullen Park, Saturday, May 16, 2015

27. What are the expectations around using the resources on CMAPP to guide instruction? Do teams participate in grade level planning and administer common assessments K-5? What does core instruction LOOK like? How would you describe the quality of PLTs? Is enrichment/remediation time built into the master schedule, in addition to core instruction? Circles of Success CMAPP Common Planning Look Fors PLTs Team Time

28. What are the expectations around using the resources on CMAPP to guide instruction? Do teams participate in grade level planning and administer common assessments K-5? What does core instruction LOOK like? How would you describe the quality of PLTs? Is enrichment/remediation time built into the master schedule, in addition to core instruction? CMAPP Common Planning Look Fors PLTs Team Time April 2014: Scheduling/ Maximizing Instructional Time

29. What are the expectations around using the resources on CMAPP to guide instruction? Do teams participate in grade level planning and administer common assessments K-5? What does core instruction LOOK like? How would you describe the quality of PLTs? Is enrichment/remediation time built into the master schedule, in addition to core instruction? CMAPP Common Planning Look Fors PLTs Team Time September 2014: Look Fors & Ask Abouts

30. What are the expectations around using the resources on CMAPP to guide instruction? Do teams participate in grade level planning and administer common assessments K-5? What does core instruction LOOK like? How would you describe the quality of PLTs? Is enrichment/remediation time built into the master schedule, in addition to core instruction? CMAPP Common Planning Look Fors PLTs Team Time Nov. 2014 IRT Meeting: PLT Refresher

31. What are the expectations around using the resources on CMAPP to guide instruction? Do teams participate in grade level planning and administer common assessments K-5? What does core instruction LOOK like? How would you describe the quality of PLTs? Is enrichment/remediation time built into the master schedule, in addition to core instruction? CMAPP Common Planning Look Fors PLTs Team Time Oct/Dec 2014: Maximizing CMAPP to Improve Instruction

32. What are the expectations around using the resources on CMAPP to guide instruction? Do teams participate in grade level planning and administer common assessments K-5? What does core instruction LOOK like? How would you describe the quality of PLTs? Is enrichment/remediation time built into the master schedule, in addition to core instruction? CMAPP Common Planning Look Fors PLTs Team Time December 2014: This month!

33. Benefits of Common Planning Increase consistency across the building Positively impact school climate Build teacher capacity through collaboration Improve teaching practices Enhance PLT conversations – consistent data through the use of common assessments Increase student achievement

34. Math Collaborative Planning

35. Common Planning

37. Additional Comments Vonda Martin – Principal, Walnut Creek Elementary

38. Additional Resources Build Grade Level Planning Notebooks: – Scope & Sequence – Pacing Guides – Unpacking Document – Planning Sheet & Guiding Questions – I Can Statements Link to video of FULL math collaborative planning session Link to video of FULL math collaborative planning session Support at Home: Math at a Glance for ParentsMath at a Glance for Parents – Posted to CMAPP….Coming to WCPSS Internet – English & Spanish Versions Case 21 Correlations & Targeted Areas of Focus

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40. Case 21 Correlations – Math 4 th Cutoff Level Number Flagged Percent Not Passing Math EOG Tetrachoric Correlation Case 21 Qtr 13-4,04668%.86 2+2,56883%.87 21,81890%.87 2-1,26394%.86 Case 21 Qtr 23-4,23969%.90 2+2,96182%.90 22,32388%.90 2-1,49795%.89 Case 21 Qtr 33-3,72477%.92 2+3,01084%.91 22,27290%.90 2-1,61494%.89

41. Case 21 Correlations Take a moment to review the files on the wiki. As an instructional leader, how can you use this information? What are some possible next steps for grade levels and/or teachers?

42. Case 21 – Areas of Focus Refer to the Goal Summary Reports provided by DPI (posted on CMAPP OR available in QuickR) for the areas on which to focus at each grade level.

43. Case 21 – Areas of Focus Quarter 1Quarter 2Quarter 3 Grade 3 Addition & Subtraction Multiplication & Division Area & Perimeter Fractions Grade 4 Place Value Addition & Subtraction Multiplication Division Fractions Decimals (4 th quarter) Grade 5 Multiplication & Division Decimal Place Value Decimal +/- Decimals x/÷ Fractions

44. Breakout Sessions 1400A- Using Big Universe to Support Literacy With Your Students 1400B- Using Social Media to Communicate and Support Your School.. A Closer Look at Twitter 1410- Maximizing CMAPP to Improve Instruction 1409 - Looking at iStation as a Tool to Increase Literacy Learning for Diverse Learners If you do not remember the session you chose, please see a member of the elementary team.