Teaching and Learning

Teaching and Learning 5.21. 13 Plymouth Church

Agenda for Today • Emily Thatcher – Department of Education • 2013-2014 Curriculum Guides • 2013-2014 Elementary Assessment Plan • 2013-2014 Elementary PD Plan • School Choice – Wilma • Text Book Inventory • Increased Needs • Final Reflections and Questions

Students with Significant DisabilitiesComplex Support Needs

Iowa Core One Curriculum for “All” Students

Sea Change

Alternate AssessmentConsortium Next Generation Alternate Assessment Embracing the New, Transforming the Old

Dynamic Learning Map Consortiumhttp://dynamiclearningmaps.org/

Learning Maps • http://dynamiclearningmaps.org/secure/unc/index.html • Multiple pathways to learning

Dynamic Learning Maps (DLM)

Common Core Essential ElementsGrade Level, Standard-Aligned Instruction • Definition: The Common Core Essential Elements (CCEE) are specific statements of the content and skills that are linked to the Common Core State Standards (CCSS) grade level specific expectations for students with significant cognitive disabilities.

Iowa Core Essential Elements Are: • Align directly with the Common Core Standards at each grade • Statements of content and skills that provide a bridge for students with SCD to achieve grade differentiated expectations • Provide challenge and rigor appropriate for students with SCD in consideration of the significance of their disabilities • Emphasize Learning Across the Grades Are not: • Downward Extension to pre-K • General Essence Statements • Statements of Functional Skills

English Language Arts Standards: Reading (Literature) For Discussion Purposes Only- Not For Dissemination

Iowa Core Essential Elements • Timeline/Release • Late Spring/Early Summer • DE Iowa Core Webpage • Self Directed Online Modules • Common Core Overview • Common Core Essential Elements

Dynamic Learning Maps (DLM)Embracing the New - Transforming the Old

ELA Sample Learning Maphttp://dynamiclearningmaps.org/assessment/samplemap.html

What’s New? Extension of Depth of Knowledge (DOK) taxonomy

Foundation Node Example F-107 Preintentionally expresses discomfort F-31 Anticipates Consequences of Actions F-99 Respond to stimuli F-108 Preintentionally expresses comfort F-18 Seeks attention of others to get desired objects F-55 Can seek objects F-94 Expresses Preferences F-109 Preintentionally expresses Interest in others F-106 Selectively attends to stimuli F-46 Expresses interest in people F-68 Can respond to bids for attention from others

Questions….

Contact Information Emily Thatcher Consultant, Alternate Assessment Emily.thatcher@iowa.gov 515-281-3500

Designing the Instructional Day Handout

Designing the Instructional Day The Purpose of this Document: • Time allotments across content areas • Instructional components of each content area • Starting point for grade-level conversations about the distribution of the instructional day

Elementary Literacy2013 – 2014 Curriculum Guides

Based on your feedback…Our goals for the 2013-2014 Literacy Guides • Simplicity • Connected to and supportive of the Data Teams process (Focusing our Instruction) • Refine the alignment with the Journeys materials & further support the instruction of the CC Standards • Provide additional clarity on Writing • Articulate the Speaking & Listening standards

Frequently Asked Questions • Why can’t the district provide the “team I Can statements”? • If consistency is our goal, why aren’t we providing common assessments for each unit? • What does this look like in K-1?

Question #1: Why can’t the district provide the “team I Can statements”? The purpose of the “team I Can statements”: • Build a deeper understanding of the grade-level standards • Promote teacher conversation regarding what this standard looks like through instruction and assessment • Team and teacher ownership of the “I Can” statements, common formative assessments, and instructional practices

Question #2: If consistency is our goal, why aren’t we providing common assessments? The Purpose of team created CFAs: • To drive daily instruction in the classroom (…it's critical that the team agrees that the items on the assessment accurately measure the standards ~ Peery) • Team and teacher ownership of what we want our students to know and be able to do regarding the ICC standards The purpose of our CFAs is not to compare schools or student progress. (**The Balanced Assessment System)

Question #3: What does this look like in K-1? Kindergarten • The “Focusing our Instruction” portion of the guides should be used to promote conversation around standards students have already mastered (i.e. front cover, back cover; author, illustrator; etc.) • In some cases, pretesting may not be appropriate • Foundational skills should be our main focus for Data Teams • The “Progress-Monitoring Booklet” from Journeys provides 2-week checks for the foundational skills instructed during that time

Question #3: What does this look like in K-1? Grade 1 • The “Focusing our Instruction” portion of the guides should be used to promote conversation around standards students have already mastered • During the first few months of grade 1, foundational skills should be our priority during Data Teams. (Progress-Monitoring booklet from Journeys) • Moving into mid-year, Common Formative Assessments should include grade-appropriate text with opportunities for students to demonstrate an understanding of the reading standards

Elementary Math2013 – 2014 Curriculum Guides

Des Moines Public Schools Mathematics Expectation: All students will demonstrate mastery of the rigorous Common Core Standards for Mathematics. Consistent DMPS Math Framework and Materials to Support Balanced Assessment System + Use of Data to inform instruction Rigorous instruction focused around the Mathematical Practice Standards Alignment/Availability to Resources to the Iowa Core Standards Deepen Teacher Content Knowledge + Understanding of Iowa Core Teachers

2013 – 2014 Math Curriculum Guides Deepen Teacher Content Knowledge + Understanding of Iowa Core Learner Objectives / I Can Statements Your Thoughts… “I can statements are needed and would benefit each grade level so that students and staff alike understand what their target learning skills are.” “Teachers mentioned on multiple occasions how much they would love to have them for math. They already see the power of “I Cans” with literacy and it would be a natural transition to have them for math.” “Would be great if the math guides were similar to the literacy guidesfor consistency.” “I would like to then move to a process in the district of identifying focus (I Can) statements for our math standards that can be shared across all buildings and send a consistent, instructional message due to our high mobility rate.”

Standard 2.OA. 1 Math Data Teams Model • I Can Statements • Deepen Teacher Content Knowledge • Student Friendly Language • Prerequisite Skills • Daily Math Review • Mental Math • Small Group Work • Intervention • Coherence Across Grade Levels • Looking Ahead • Small Group Work • Enrichment • Coherence Across Grade Levels

Math Data Teams Model Priority + Supporting Standards?

2013 – 2014 Math Curriculum Guides Balanced Assessment System + Use of Data to inform instruction Priority + Supporting Standards Your Thoughts… “Many teachers only teach to the benchmark tests, so the students will have gaps in their learning next year.” “MDP’s are difficult to teach because of time and lack of resources. It would be especially difficult for a new teacher.” “Our teachers are very adept at designing problems to teach to the priority standards.” “Our math curriculum has a lack of some life skills. The areas I'm referring to are telling time and counting money.” “Teachers rarely use the guides, but rather look at the assessments and teach those skills, not necessarily relying on the guides.”

Math Data Teams Model Priority + Supporting Standards Iowa Common Core Standards • Priority + Supporting Language will not be used. • All standards will be taught and assessed. • The amount of standards/I Cans were taken into consideration. • Optional Unit Lesson Progression is available to assist with time management. • Some standards will require more whole group instructional time than others. • Some standards will also be represented more on the assessments than others.

Standard Progressions Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Unit One Unit Two Unit Three Unit Four

2013 – 2014 Math Curriculum Guides Deepen Teacher Content Knowledge + Understanding of Iowa Core Understanding Math Content Your Thoughts… “Our teachers need strategies to help them explicitly teach students to fill in the gaps.” “The most significant aspect of PD is growing the content knowledge and pedagogical skill sets of our most valuable resource: our staff. This includes curriculum, assessment, and instruction.” “Teachers need more assistance in understanding the Common Core. Our professional development should revolve around the core and strategies to teach it.”

Math Data Teams Model

Math Data Teams Model What does this standard mean the students will know and be able to do? • Deepen Math Content Knowledge • Mini-PD sessions for coaches + teachers • 2013 – 2014 PD Plan • Strategies • Examples • Practice • Collaboration

Elementary Math Summer PD

Teaching and Learning