Van Hise Instructional Design 2008-09

1. Van Hise Instructional Design2008-09

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 25 – 27 – 4 & 5 Support allocations of Special Education and English Language Learners Allocations based on projections from fall 3rd 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 30th • 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 13th – 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