1. Van Hise Instructional Design 2008-09

2. Purpose of Instructional Design  Create balanced classroom learning environments  Design staffing to be responsive to student learning needs  Align resources, schedules, and staffing to be responsive to student needs

3. As we begin …  Look at the resources coming our way  Staffing based on student-teacher ratios of 22 – 24 – K & 1 with Instructional Block 24-26 – 2 & 3 24-26 – 2 & 3 25 – 27 – 4 & 5 25 – 27 – 4 & 5 Support allocations of Special Education and English Language Learners Allocations based on projections from fall 3 rd Friday count

4. Look at the numbers and create workable scenarios  We created 6 different staffing scenarios as a school staff  Generated discussion about the strengths and weaknesses of each scenario  Aligned each scenario against the district guidelines for best practices for supporting all learners

5. District Best Practices Guidelines  Supports best practices of inclusive support, heterogeneous grouping, and balanced instruction for each student  Values and utilizes student assessment  Aligns resources to meet student needs

6.  Establishes instructional teams  Establishes a professional learning community  Ensures equity regarding equal access for all learners is present  Ensures a commitment to continual problem solving in response to student needs  Ensures flexibility in response to changing student dynamics

7. Sorting out the Scenarios  Density of classroom learners (30%, 60%)  Clustering students for optimal staff support  Limiting support staff environments to promote team teaching and intensive student support

8. Scenarios  K K K/1 1 1  2 2 3 3 ¾  4 4 5 5  Same as above but with multiage for 4/5s  PROBLEM: Too many environments for support staff; stand alone multi-age very difficult

9.  K k k/1 1 1  2/3 2/3 2/3 2/3 2/3  4/5 4/5 4/5 4/5  Modify grades 2 & 3:  2 2/3 2/3 2/3 3  Problems: High numbers in 4/5; stand alone grades (2,3)

10.  K k k/1 1 1  2/3 2/3 2/3 2/3  3/4 4/5 4/5 4/5 4/5  Chosen one  Gave us most flexibility regarding student numbers and support for all learners  Concern about stand alone 3/4  Address by developing multi-age rotations for science and social studies, promoting collaboration and teaming in literacy and math, developing communication time amongst grade levels at staff meetings

11. Power of 2008-09 Instructional Design  Developed by Leadership Team  Decided upon by staff  Determined with a look toward the future

12. Multi-age Instruction  Not combination or split classes  Learning environment of all learners at different levels of maturity, chronological age, and learning processes.  Instructional activities are more open- ended, allowing for a wider array of abilities to complete the task

13. Multi-age Instruction  All classrooms are “balanced” – a variety of abilities of both grade levels (high, medium, low)  Students are one learning community – not defined by their grade level  Greater flexibility for student placement in balanced classrooms  More stability for teachers, parents, and students over time

14. Multi-age Instruction  Allows adults to support a variety of learners (ELL, EEN) within one environment  Same teacher for 2 years  Teachers develop rotations for science, social studies (for all sections)  More work for the adult as not all of our MMSD systems fit multi-age designs  Teachers will be meeting to develop instructional plans for math, social studies, and science instruction

15. Determining Who Teaches What with Whom  Teacher Input Forms and Personal conversations  Looking at projected population  Adhering to density guidelines

16. Teaching Configurations  K – Hatmaker & Robbins  K/1 – Riecke  Instructional Block – Kay  1 – Powell & Mahr  2/3 – Clark, Stovall, Christopherson, Peterson  3/4 - Ginsberg  4/5 – Wong, Jimenez, Miller, Brown

17. Student Placement  Assure that students are placed in learning environments that match their academic and social learning needs AND create balanced, heterogeneous learning environments.

18. Our Job  Cluster students needing special support  Teachers assess literacy and math skills  Teachers look for social support & needs

19. Your job  Share information regarding student learning needs/style match  Share information regarding learners that help or inhibit  Submit parent input form

20. Student Placement Timeline  Parent input by April 30 th  Teachers meet in grade level teams with me to place students in heterogeneous student groupings  Other staff review and give input  Draft list by June 13 th – stays private with principal

21.  Principal reviews student placement in August and reconciles with student changes  Student assignments shared at Aug. 21 registration  Third Friday in September – if numbers change classrooms may need to be reorganized

22. Things I worry about  Space  Significant changes in numbers  Schedule changes

23. Ways you can help  Give your input  Trust that we are working toward the same goals - your child’s success  Talk to new teacher  Use your own experience, not someone else’s  Bring your concerns to me  Be sure it is about your child and not about you

24. Reasons to Relax  Van Hise is a fabulous school  We have outstanding staff  We have a student-centered process for determining teaching assignments and placing our students  All classrooms will have a variety of learners in balanced classrooms

25. Thank you for coming!  Feel free to contact me:  204-4804  jfrentz@madison.k12.wi.us jfrentz@madison.k12.wi.us