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“Making Every Minute Count”. Idlewild Elementary School. In-Service July 31, 2014 Virginia N. Acey, PLC Coach. guiding Questions. How  can we increase the  rate of  improvement of our students  in  l iteracy and math? H ow can we ensure that all students experience high levels of success?.

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idlewild elementary school

“Making Every Minute Count”

Idlewild Elementary School

In-Service

July 31, 2014

Virginia N. Acey, PLC Coach

guiding questions
guiding Questions
  • How can weincrease the rate of improvement of our students in 

literacy and math?

  • How can we ensure that all students experience high levels of success?
participant outcomes
Participant Outcomes
  • Explain SCS’s focus on literacy for the 2014-2015 school year.
  • Describe the SCS literacy plan for the 2014-2015 school year.
  • In collaboration with school teams, begin drafting a plan to improve student literacy and math in our school.
district goals
District Goals
  • By the year 2025,
  • 80% of Shelby County Schools students are career and college ready,
  • 90% of students graduate from high school and,
  • 100% of students who graduate will enroll in a post-secondary learning opportunity.
slide7

The SCS Literacy Framework for 2014-15 contains three critical areas where improvements are needed. To have a

coherent and aligned district literacy program, schools will need to make decisions about how to improve their instructional

programs in the following areas:

  • K-3 Reading
  • 4-12 Writing
  • RTI2 Reading Intervention
slide8

Overview of Literacy Priority Areas

K-3 READING

Goal: To ensure that all students in grades K-3 acquire the foundational skills needed for them to be proficient readers at the end of third grade.

4-12 WRITING

Goal: To ensure that all students in grades 4-12 acquire the foundational skills needed for them to be proficient writers at the end of each grade level.

RTI2 READING INTERVENTION

Goal: To ensure that all students receive the support they need to be successful readers and writers.

slide10

This Year

•The K‐3 yearlong course will be offered to all K‐3 

teachers except  those who took the course last year.

•Sopris is providing the materials and the training of 

trainers.

•The TNDOE has provided a walkthrough instrument to accompany  the training.

slide11

The Structure of the Sopris Course

•PLC coaches or designates will be trained as trainers by Sopris 

staff.

•Trainers will re‐deliver the content on district learning days.

•Teachers will receive “bridge to practice” (homework) 

assignments  for each training.

•PLC coaches or designates will lead PLC meetings to discuss the  bridge to practice.

slide12

Sopris Content

  • •PLC coaches or designates will be trained as trainers by Sopris staff
  • •Trainers will re‐deliver the content on district learning days.
  • •Teachers will receive “bridge to practice” (homework) assignments  for each training.
  • •PLC coaches or designates will lead PLC meetings to discuss the 
  • bridge to practice.
  • Class 1: Phoneme Articulation and text dependent questioning
  • Class 2: The Outcome - Driven Model and Data Analysis
  • Class 3: Phoneme- Grapheme Mapping and Vocabulary
  • Class 4: Planning the Comprehension Lesson
  • •Class 5: High‐Frequency Words and Comprehension
  • •Class 6: Reading Fluency and Writing
  • •Class 7: Integration and Pulling It All Together
slide13

Writing Grades 4 & 5

•Should be connected to reading

•Focus on writing informational/explanatory and opinion pieces

•Ensure that students are citing evidence from the texts they are 

Reading

•Use the rubrics and scoring resources on the TNCore website

•Follow the TNDOE writing plan

slide14

Think -Pair-Share Activity

  • Take a moment to reflect on our district goals, school-wide goals, and the literacy goals outlined in the SCS Literacy Framework.

Discuss with your partner:

How can we increase the rate of improvement of our students in 

literacy and math? How can we ensure that all students experience high levels of success?

  • What tools, strategies, and resources do we currently have in place to assist us in reaching our goals?
  • What additional tools, strategies, and resources do we need?
  • What questions or concerns do you have?
slide15

RTI2

Fist to Five

Fist –No understanding (I don’t have a clue.)

3 Fingers – Moderate understanding (I think I get it, but I’m not completely comfortable.)

5 Fingers – Complete understanding (Let me teach the topic myself.)

slide17

RTI2Collaborative Activity

Reciprocal Teaching

Form groups of 4.

Select a summarizer, questioner, clarifier, and a predictor.

1. The predictor will predict what the text is about.

2. The Summarizer will highlight key points from the text.

3. The Questioner will pose questions about the text.

4. The Clarifier will address confusing parts and attempt to answer the questions that were posed.

Share out.

slide20

Thank you for your participation and active engagement!

“We are what we repeatedly do. Excellence then, is not an act, but a habit.”

- Aristotle

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