QUALITY LEARNING ENVIRONMENTS: AISI 5

1. QUALITY LEARNING ENVIRONMENTS: AISI 5 MAY 2012 PLANNING

2. Goals: • Understand provincial AISI requirements • Collaborate • Determine measures • Complete school plan

3. Getting to know your group: • Introduce yourselves: • Your name • Your school • Your role in the school – grade level; subject areas • Why you are excited to be part of the Learning Support Team

4. Nuts and Bolts: The Details from the Province AISI 5

5. Priorities for Cycle 5 1. Research Capacity/Leadership • Site-based research taken to the next level • Examine current theories of teaching and learning • Read and evaluate published findings

6. Priorities for Cycle 5 Research capacity/leadership • Analyze findings • Incorporate findings into practice • 10% minimum expenditure {district} • Annual Progress report vs APAR

7. Priorities for Cycle 5 2. Community Engagement • All projects will be required to demonstrate active and meaningful engagement of key stakeholders: • Administrators • Teachers • Students • Parents • Elected officials • Businesses, organizations and institutions Community Engagement Rubric – on AISI 5 wiki

8. 3. Collaborative Cross-School Authority Projects Additional funding available for 2 or more school authorities to submit one collaborative project Zone 4 collaboration ~ Adolescent Literacy (grades 7, 8, 9) Priorities for Cycle 5

9. What is important for CESD?

10. AISI 5 • AISI 5 Projects will focus on all or some of the following: • Student engagement • Student learning • Student performance

11. Clarity - Special Education

12. Clarity around AISI

13. Learning Support Team:

14. CESD overarching question: To what extent and in what ways will our CESD Quality Learning Environment framework improve student learning?

16. QLE: Where have we been? • We have facilitated over 37 discussions… so far…. to build the QLE.

17. QLE: Early October • Clarified and re-wrote background • The Core: • Relationships: added the connection to parents; included a focus on genuine interest in students; • Student Engagement: made language less prescriptive in terms of describing instructional practice • The Cultural Elements: expanded explanation around literacy/numeracy

18. QLE: End October • 4 Key Components • refined personalization section (Personalized teaching) • The Cultural Elements • refined culture of inclusion • refined culture of using research and data to inform our work

19. QLE: December • 4 Key ComponentsRevised Essential Questions in 4 Key Elements • Re-ordered Outcomes section (so it would flow better J) • Re-worked Assessment & Instruction Sections to reduce overlap/repetition • Refined Personalization section • Cultural Conditions • Re-did the inclusion section with the help of student services • Re-did the section on research and data to broaden the scope • Examined research on Numeracy (thanks to Darlene Kusick).

20. QLE: December • Updated Core based on feedback and research done at Spruce View School. • relationships are now divided into relationships for academics; social needs and parental support • Engagement section is now divided into Intellectual, Social and Academic engagement

21. QLE: January

22. Alongside the QLE: • A K-12 literacy(reading) framework is being developed for CESD based on the increasing need in this area

24. Literacy especially Reading

25. Importance of Literacy • High percentage of dropouts have literacy problems. • Early literacy programs can be effective; however many adolescents continue to struggle with reading. • These adolescents struggle reading to learn. • Recent estimates indicate 42% of Canadian adults lack functional literacy. • 22% have serious reading problems.

26. Importance of Literacy • Most programs are either prepared or implemented poorly. • Most 4-12 teachers are poorly prepared to assess and treat reading difficulties. • More than two-thirds of new jobs are expected to required some post-secondary education. • Long term pd is the answer.

27. Importance of Literacy • What do we expect of students? • Acquire, manipulate, remember and use large amounts of information from texts and lectures. • Organize information, time and materials • Books become longer and discussions are based on a presumed understanding, rather than to form understanding. • Understand and use specialized vocabulary • Identify validity of information found in media, on internet and sources of text

28. Importance of Literacy • All while… • Being required to cover material independently. • With little time for academic interaction.

29. CESD Data • In a PAT analysis of a school within CESD: • we looked at the students that had not reach the acceptable standard in the math and science tests • Of those students, all but one of them had also failed the reading section of the English Language Arts PAT.

30. Is English a Dreadful Language?

31. Myths • Literacy is the job of English/Language Arts teachers. • It is fruitless to spend time and money on older students because they have passed the point at which instruction can make a real difference. • Little can be done for students who are not motivated to engage in literacy activities. • Students with low IQs will never get it…so why bother.

38. Reading Readiness Simple View of Reading Background Knowledge

39. Word Recognition

40. decoding 44 sounds

41. “Know” more Explosions

42. Sign

44. Fluency Word Automaticity + Phrasing/Stress/Intonation Fluency

45. Fluency

46. fluency

48. Comprehension

49. Background Knowledge Baseball Story Heart and Soul of Reading Levels Tiers of Vocabulary Morphology # of words students learn Conceptual Knowledge

50. Text structure Narrative Expository