1. R APID C ITY S CHOOL D ISTRICT Standards Retreat September 2007

2. A GENDA Professional Learning Communities eMetrics Website Overview Standards (3 years – broad standards) Standards (specific standards) SMART Goals Overview Building Goal Development

3. O UTCOMES To examine building level standards data To determine areas for celebration. To determine areas for improvement. To have a foundation of SMART Goals To develop building-level goals based on standards

4. N ORMS Take care of your own needs. Cell phones on vibrate. Limit side conversations. Hand in air indicates return to Large Group Respect others opinions and viewpoints Other???

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

6. 6 DakotaSTEP Standards Retreat Instructional Strategies School Improvement and Why Identify Areas of Need Goals Review

7. 2007 Data

8. 8 2006 – 2007 Data

9. 2004–2005–2006–2007 Data

10. You’ve got to go below the surface...

11. to uncover the really ‘big ideas.’

12. 12 DakotaSTEP Standards Retreat Instructional Strategies School Improvement and Why Identify Areas of Need Goals

13. E M ETRICS W EBSITE

14. Interactive Website for DakotaSTEP Standards https://solutions1.emetric.net/sdstep/

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19. 19 School

20. 20 Usually, 7 questions per indicator Bell-shaped curve 50% or more wrong answers = 3.5 65% or more wrong answers = 4.4 E M ETRICS

21. 21 T HE CUTOFF PERCENTAGE Seven questions per indicator (combines standards) What percentage? 50, 55, 60, 65 BB/Basic Proficient Advanced

22. 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?

23. R EADING T ARGETED A REAS

24. 24 o eMetrics Reports based on 50% = 3.5 o 2005 – 2006 – 2007 o Reading and Mathematics H ANDOUT : T ARGETED A REAS

25. Each South Dakota Reading and Math standard is listed with a summary definition. Each grade level has a different wording but similar goals. If grades K-2 are included, they have supporting standards for those at grades 3-12. H ANDOUT : T ARGETED A REAS

26. DATE (2005, 2006, 2007) “grade level” concern xDATE (x05, x06, x07) “close score” concern

27. H ANDOUT : R EADING D ISCUSSION G UIDE Complete the top portion of the BLUE handout based on the “Targeted Areas” for your GRADE LEVEL. SPED, Title, and other areas – choose a grade level

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

29. 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 chose. H ANDOUT : R EADING D ISCUSSION G UIDE

30. 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 : C ORE S TANDARDS

31. R EADING C ORE S TANDARDS U NPACKED S TANDARDS

32. H ANDOUT : C ORE S TANDARDS

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

34. DOE website http://doe.sd.gov/contentstandards/ 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 unpacked for old and new standards H ANDOUT : C ORE S TANDARDS

35. 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: skimming scanning word webbing predicting inferring visualizing synthesizing

36. 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.

37. 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

38. 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.

39. 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.

40. 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.

41. M ATH T ARGETED A REAS

42. 42 o eMetrics Reports based on 50% = 3.5 o 2005 – 2006 – 2007 o Reading and Mathematics H ANDOUT : T ARGETED A REAS

43. Each South Dakota Reading and Math standard is listed with a summary definition. Each grade level has a different wording but similar goals. If grades K-2 are included, they have supporting standards for those at grades 3-12. H ANDOUT : T ARGETED A REAS

44. DATE (2005, 2006, 2007) “grade level” concern xDATE (x05, x06, x07) “close score” concern

45. 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. SPED, Title, and other areas – choose a grade level

46. 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. SPED, Title, and other areas – choose a grade level

47. 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. Stick a dot by the corresponding reading standards you chose. H ANDOUT : M ATH D ISCUSSION G UIDE

48. 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

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

50. H ANDOUT : C ORE S TANDARDS

51. 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

52. DOE website http://doe.sd.gov/contentstandards/ 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 unpacked for old and new standards H ANDOUT : C ORE S TANDARDS

53. 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

54. 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.

55. 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.

56. 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.

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

58. “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)

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

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

61. SMART G OALS I DENTIFICATION P RACTICE S Specific M Measurable A Attainable R Results-oriented T Time-bound As a team, evaluate each of the goal statements. You will have 8 minutes.

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

64. o In your grade level groups SPED, Title, and other areas pick a grade o Look at the standards your building chose as a focus this year. o Write an action plan to address that need. G OAL S ETTING

65. 65 P LANNING FOR S TUDENT S UCCESS

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

67. F INAL T HOUGHTS 67