Teaching and learning
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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

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Teaching and learning

Teaching and Learning

5.21. 13

Plymouth Church


Agenda for today

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 disabilities complex support needs

Students with Significant DisabilitiesComplex Support Needs


Iowa core one curriculum for all students

Iowa Core One Curriculum for “All” Students


Sea change

Sea Change


Alternate assessment consortium

Alternate AssessmentConsortium

Next Generation Alternate Assessment

Embracing the New, Transforming the Old


Dynamic learning map consortium http dynamiclearningmaps org

Dynamic Learning Map Consortiumhttp://dynamiclearningmaps.org/


Learning maps

Learning Maps

  • http://dynamiclearningmaps.org/secure/unc/index.html

    • Multiple pathways to learning


Dynamic learning maps dlm

Dynamic Learning Maps (DLM)


Dynamic learning maps dlm1

Dynamic Learning Maps (DLM)


Common core essential elements grade level standard aligned instruction

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

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

English Language Arts Standards: Reading (Literature)

For Discussion Purposes Only- Not For Dissemination


Iowa core essential elements1

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

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


Ela sample learning map http dynamiclearningmaps org assessment samplemap html

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


What s n ew extension of depth of knowledge dok taxonomy

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


Foundation node example

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

Questions….


Contact information

Contact Information

Emily Thatcher

Consultant, Alternate Assessment

[email protected]

515-281-3500


Designing the instructional day

Designing the Instructional Day

Handout


Designing the instructional day1

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 literacy 2013 2014 curriculum guides

Elementary Literacy2013 – 2014 Curriculum Guides


Based on your feedback our goals for the 2013 2014 literacy 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


Based on your feedback our goals for the 2013 2014 literacy guides1

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


Based on your feedback our goals for the 2013 2014 literacy guides2

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


Based on your feedback our goals for the 2013 2014 literacy guides3

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

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

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

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

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 11

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 math 2013 2014 curriculum guides

Elementary Math2013 – 2014 Curriculum Guides


Teaching and learning

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

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.”


Math data teams model

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 model1

Math Data Teams Model

Priority + Supporting Standards?


2013 2014 math curriculum guides1

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 model2

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

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 guides2

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 model3

Math Data Teams Model


Math data teams model4

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

Elementary Math Summer PD


2013 2014 math curriculum guides3

2013 – 2014 Math Curriculum Guides

Alignment/Availability to Resources to the Iowa Core Standards

Instructional Materials

Your Thoughts…

  • “The Expressions books don’t align well to the Common Core standards. It is overwhelming for teachers to skip around in the book and search for all the additional resources. The teachers get stressed about finding all the additional activities.”

  • “Expressions jumps around A LOT. Are there instructional materials already tied to the core that are more sequential and have more of the lessons already included?”

  • “It takes hours to write and plan lessons that last about 5 minutes. Too many places to pull materials from. “

  • “HM books are for the most part not being used in classrooms because they don’t support what we’re doing.”

  • “Our teachers are trying very hard to teach what they are supposed to, but it’s hard because the materials don’t lend themselves to easy support. It seems our teachers are often searching for or creating their own materials to supplement their instruction.”


Math data teams model5

Math Data Teams Model

Hyperlinks

Lessons and Resources for Base Ten 2


Teaching and learning

Linked to Sharepoint – Teachers will need to sign in using their DMPS username and password.


2013 2014 math curriculum guides4

2013 – 2014 Math Curriculum Guides

Instructional Materials Review and Adoption

  • If you have teachers who you would like to be part of this process – please send names and grade levels to Anna.


2013 2014 math curriculum guides5

2013 – 2014 Math Curriculum Guides

Rigorous instruction focused around the Mathematical Practice Standards

Mathematical Practice Standards

Your Thoughts…

  • “We need to develop ‘I Can’ Statements around the Mathematical Practice Standards.”

  • “Teachers need to be identifying the mathematical practices involving in solving problems.”


Math data teams model6

Math Data Teams Model

Emphasized Standards for Mathematical Practice

Hyperlinks


Teaching and learning

  • Mathematical Practice Standards

  • Located on the Math Website

  • Specific by Grade Level

  • Focus of 2013 – 2014 PD

    • Strategies

    • Examples


Math curriculum guides

Math Curriculum Guides

Consistent DMPS Math Framework and Materials to Support

  • Teachers will use the Data Teams process around pre- and post-test data to inform instructional planning.

  • Classrooms will include:

  • Daily Math Review

  • Mental Math

  • Whole Group Instruction

  • Small Group Instruction

  • Fact Fluency

  • Formative Assessment

“I really see the value of Daily Math Review, but I do not have time to do it. With only 35 minutes for math, it is not possible to implement Daily Math Review.”

- Feedback from a 5th Grade Teacher after Early out PD

60 – 90 Minutes

(Approximate)

75 – 90 Minutes

(Approximate)


Continued work

Continued Work…

The Unit One Guides are available on the Math Website.

Links

Mathematical Practice Standards

Grade Level Progressions

Guides will be posted on the math website as soon as completed.

Year at a Glance forms are available to outline unit changes.

Assessment work is currently be completed.

Instructional Materials


Science social studies

Science & Social Studies


Science and social studies alignment

Science and Social Studies Alignment

  • Science and Social Studies units will be aligned to correspond to literacy units for 2013-2014

  • Each unit will be 6 weeks in length

  • Unit guides will be available for each unit with resources and “I can” statements aligned to current Iowa Core.


Teaching and learning

Science

All resources will be posted by July 1st

http://science.dmschools.org/

FAQ sheet

Foss Kit realignment

Ordering of materials/kits

Ongoing professional development

June elementary meetings

August video overview

PLC meetings as needed

Elementary T & L meetings as needed

NGSS to be considered by Iowa for pending adoption in December 2013

Social Studies

All resources will be posted by July 1st

http://socialstudies.dmschools.org/

Ongoing professional development meetings

June elementary meetings

August video overview

PLC meetings as needed

Elementary T & L meetings as needed


Foss kit realignment

Foss Kit Realignment

  • Some kits have moved grade levels

  • All kits are still within appropriate grade bands (variables moving from 5th to 3rd)

  • Some kits will not be used next year (please retain for future years)

  • New Plants kit to be shared between K and 1st .

  • 2 new kits (not required)

    • Animals 2 x 2 (490.00)

    • Five Senses Discovery Kit for PK-K (75.00)


Sample guide format

Sample Guide Format


Health

Health


2013 2014 elementary assessment plan

2013-2014 Elementary Assessment Plan

Handout


2013 2014 professional development plan

2013-2014 Professional Development Plan

Handout


School choice

School Choice

2013-14 School Year

May 2013


School choice notification

School Choice Notification

  • Shift from August notification to spring

  • Goal: those opting for School Choice will be able to attend their new school on the first day of the 2013-14 school year


School choice timeline

School Choice Timeline

  • Letters/Forms ready to send out the week of Tuesday, May 28

  • School Choice Request Forms deadline:

    • July 1 for continuous calendar schools

    • August 1 for all other schools


School choice details

School Choice Details

  • See this week’s CIA eBlast

  • Please share with Office Managers

  • CIA will be personalizing letters/Request Forms for each school

  • Mail letters/Request Forms to those not in attendance when they were sent home with students & to incoming kindergartners


School choice details continued

School Choice Details, continued

  • Send home letters/Request Forms of any of your school’s Title I feeder pattern schools to 5th and 8th graders

  • Include letters/Request Forms in registration packets

  • Welcome Center will be provided with letters/Request Forms


Questions1

Questions?

Contact Wilma Gajdel at

[email protected]

Email is best


Text book inventory

Text Book Inventory

Handout


Increased needs

Increased Needs

Handout


What questions remain

What Questions Remain?

Collaborate with your team…

What questions remain regarding Curriculum Guides, Balanced Assessment Plan and Professional Development Structure for 2013-2014?


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