2018 Departments May Standard- Based Instruction Student ......emphasis on content, lowering...

May 2018 Departments• Standard-Based

Instruction• Student Support Services• Multi-Lingual Services• Categorical Programs

(Title/LAP)• Instructional Technology• HCP & Advanced Programs• BTAP• Assessment &

Accountability• CTE

Curriculum Connector Agenda

1. Standards Based Instruction/GVC2. Standards Based Grading and Reporting 3. Adoption Updates

Standards Based Instruction/SIOPTFLupdate

Sheltered Instruction Observation ProtocolThe SIOP Model

1. What is Sheltered Instruction? 2. Why SIOP K-12?3. How will this be supported?

Review sheltered instruction practices and implementation… To share the rationale and plan for improvement

GOAL Four

What is Sheltered Instruction? (GLAD/SIOP)

Sheltered Instruction

What is Sheltered

Instruction? (GLAD/SIOP)

Sheltered Instruction provides ALL teachers with a structured and reliable format that can be implemented in any classroom consisting of…

• Explicit, direct teaching of vocabulary

• High levels of academic discussion • Allowing for scholar talk and multiple modes of processing

• Explicit instruction in learning strategies (metacognition) and opportunities to practice those strategies

• Multiple teaching models including PBL

Our Focus

WhyWhat

How

The Compelling Why of Our WorkResearch Based Best Practices and Data

FWPS Strategic PlanSchool Improvement Plan

Equity Driven, Aligned and Responsive System of Support

Data Driven Decision Making

Data Review:1. What are some

common noticings/data trends?

2. What connections/ inferences can be made across the data?

?

ELL Data

Professional Development

Academic Achievement

ELL Data: Ever-ELL Population

Ever-ELL Population

• Active ~21%• Monitored ~5%• Exited ~19%

Never ELL55%

Active21%

Monitored5%

Exited19%

ELL Data: Ever-ELL Population

Ever-ELL Population

• Active ~21%• Monitored ~5%• Exited ~19%

Never ELL55%

Active21%

Monitored5%

Exited19%

Approximately 45%of all FWPS scholars

are NON-NativeEnglish Speakers

ELL Data: Population (Active & LTEL)

0 1000 2000 3000 4000 5000 6000

Elementary

Secondary

FWPS

Elementary Secondary FWPSTotal ELL 3177 1680 4857LTELs 223 780 1003

Total Active ELL # of Active ELLs that are LTELs

ELL Data: Population (Active & LTEL)

0 1000 2000 3000 4000 5000 6000

Elementary

Secondary

FWPS

Elementary Secondary FWPSTotal ELL 3177 1680 4857LTELs 223 780 1003

Total Active ELL # of Active ELLs that are LTELs

48% of all Active ELL within grades 6-12 have been in program for more than 5 years

ELL Data: Long Term English Learners

FWPS:• K-5/K-8 – 223 (7%)• 5th grade – 223 (61%)• Secondary – 780 (48%)• 5th12th – 1003 (52%)• FWPS – 1003 (21%)

ELEMENTARY 5TH ONLY SECONDAY 5TH-12TH FWPS K-12% of LTELs 7% 61% 48% 52% 21%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

FWPS – % of LTELs

ELL Data: Exit Rates by District

Exit Rates by District:

• WA State: 13.6%• Auburn: 14.4%• Renton: 14.3%• Kent: 13.5%• FWPS: 11.5%• Tacoma: 11.5%• Highline: 11.5%

13.6 14.4 14.3 13.511.5 11.5 11.5

0

5

10

15

20

25

30

35

40

ELL Exit Rates 2016-17 School Year

WA State Auburn Renton Kent FWPS Tacoma Highline

?

ELL Data



Academic Achievement: Math

0 20 40 60 80 100

ELL

Non-ELL

ALL

iReady Math At/Above – Winter Benchmark

Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

0

5

10

15

20

25

30

35

40

45

50

ELL Non-ELL ALL

iReady Math Growth Fall-Winter


We expect lower benchmark scores…

Academic Achievement: Reading

0 20 40 60 80 100

ELL

Non-ELL

ALL

iReady Reading At/Above - Winter Benchmark


0

5

10

15

20

25

30

35

40

45

50

ELL Non-ELL ALL

iReady Reading Growth Fall-Winter



Academic Achievement: Vocab.

0 20 40 60 80 100

ELL

Non-ELL

ALL

iReady Vocabulary At/Above - Winter Benchmark


0

5

10

15

20

25

30

35

40

45

50

ELL Non-ELL ALL

iReady Vocabulary Growth Fall-Winter



?

ELL Data




• Disparate ratios of classroom teachers with research based training to support Scholars acquiring English: (current staff)– ~60% of K-5 classroom teachers GLAD trained– ~30% of 6-12 core content area teachers SIOP trained

• Varied levels of teacher expertise and training of Sheltered Instruction across FWPS– training models – follow up systems– Calendars

• Teacher Feedback– GLAD: Content-dependent (units) and raised a workload

concern– SIOP: multiple components (8) unclear where to start

FWPS Sheltered Instruction

Training (PD)


FWPS Sheltered Instruction

Implementation

• Inconsistent Ownership Expectations – Language Acquisition (LA) strategies embedded in

core versus LA occurring outside of core

• Inconsistent Systems of Supports – Job-embedded supports – Follow-up and check-ins for fidelity with

implementation – Look-fors available in curriculum & principal guides

• Inconsistent Training Leadership and Staff – Principal expectations for all staff to be trained vs. an

opt-in model

Data Driven Decision Making

Data Review:1. What are some

common noticings/data trends?

2. What connections/ inferences can be made across the data?

?

ELL Data



Sheltered Instruction Research

What do we know about Sheltered


Integrated language instruction alongside content instruction, lowering scholars’ affective filter, which results in…

• Increased scholar engagement & motivation

• Increased processing time & scholar achievement

• Improved academic and language skills

Sheltered Instruction Research

What do we know about Sheltered


Integrated language instruction with an emphasis on content, lowering scholars affective filter, which results in…

• Increased scholar engagement & motivation

• Increased processing time & scholar achievement

• Improved academic and language skills

Addressing the Problem of Practice

If we have a consistent K-12 system, implemented with fidelity, supported through theory of action, and aligned to our strategic plan…

Then we should see an increase in overall achievement data

Math, Reading, Vocabulary, and ELL Exit rates and progression

ELL Data



?

Unpacking the ‘IF’ Statement

If we have…• K-12 Consistency

– Common Language– Supports– Routines

• Bell-to-bell sheltered instruction • Language access across all content areas

– Key Academic and Content Vocabulary

ELL Data



?

Why K-12 SIOP

K-12 SIOP Provides:

• Capacity to implement and support:

– Utilizes similar strategies across GLAD & SIOP• Same research is used to develop both programs

– Allows for a phased-in implementation • One Component/Feature vs. Full Units

– Designed to support access to rigorous content• Focused English language acquisition through the

development of content knowledge

ELL Data



K-12 SIOP

Why K-12 SIOP

K-12 SIOP Provides: • Consistency across the grade levels

– Common Language– Supports– Routines

• Access to Bell-to-bell sheltered instruction – Strategies and techniques used ‘a la carte’

• Language access across all content areas– Key Academic and Content Vocabulary

ELL Data



K-12 SIOP

Next Steps

1. Provide all elementary and secondary teachers with an overview/reintroduction to the SIOP framework

2. Differentiated Training Opportunities for Teachers– Content area or Level– Experience with Language Acquisition strategies– Continued on-going training and support

3. Differentiated training for para-educators

Next Steps: Support

Curriculum Guides – Language Acquisition Supports will be

embedded into curriculum guides during the revision process and paced with our district training calendar

Development of Building Level Support Team – Provides direct and immediate support around

the implementation and use of SIOP strategies

SIOP Key Points

Why SIOP K – 12?

Discuss with a partner, three key points that provide a rationale for SIOP that you would share with a colleague at your school.

• Capture your thinking on the Note catcher• Discuss with a table partner


1. Standards Based Instruction/GVC Curriculum Guide Writing June Summer Professional Learning

2. Standards Based Grading and Reporting 3. Adoption Updates

Standards Based Instruction/GVCTFLupdate STANDARDS BASED IN

STRUCTIO

N/GVC U

PDATE

Standards Based Instruction/June PDTFLupdateSubject Training Name Date/Time

Instructional Technology/STEM

STEMsploration Institute – All StaffHands-on STEM Learning

June 25; 8am - 3pm

Instructional Technology TECHsploration Institute – All StaffVideo Editing, Sphero, Skype, OneNote, Canvas, and iPads

June 26; 8am - 3pm (2 hr classes)

TFL/STEM Sphero After-School Club Teacher Training - Sphero Schools Only

June 28; 8am - 11am

TITLE/LAP Programs Summer School Teacher Training on Curriculum and Resources

June 26 & 28; 8am - 3pm

TITLE/LAP Programs Summer School Coordinator Training June 22; 8am - 3pm

TFL/CTE Reporting Standards Identification Workshop Grades 6 - 12AVID, CTE, Health & Physical Education, Music, ScienceSocial Studies, Student Support Services

June 228:00 am – 11:00 am

SBGR Updates SBGR Timeline

2018-2019• Field Test Sites• Area Community Family

Education Forums• Professional Learning for Staff

and Principals – Spring• Revise Handbooks & Report

Cards based on feedback

2019-2020• Full Implementation

System Wide• Community Family

Education Forums• Continued Professional

Learning

SBGR UpdateTFLupdate

Video: Purpose of the Report

Upcoming Video: Behaviors that Promote Learning

• What are the key ideas of this topic?• How will this support scholars, families, and staff with

SBGR?• What questions surface for you related to this topic?• When this went out to staff early in March, how was the

message received from your staff? What were some key talking points.

https://youtu.be/VntYy4NYtFA

SBGR UpdateTFLupdate

TOPIC DATESBGR Family Forum June 6

SBGR Committee June 13

Strategic Planning Summit Share Deliverables/Updates

June 21

STANDARDS BASED GRADING & REPORTINGTFLupdateSBGR Updates

• Grades are more accurate and directly linked to what students need to know and be able to do (standards).

• Provides students the practice they need, and more than one opportunity to show success of learning (standards).

• Ensure students and families know what the next step is in student learning.

Why Standards

Based Grading and

Reporting?

GRADING: NO +’S & -’S AT THE COURSE GRADETFLupdateSBGR UpdatesCommon FAQs

Research tells us…

a decrease in the number of score categories (number of scales/levels – 4 pt, 8 pt, +/-) increases the consistency and validity of grades across classrooms.

Using specific criteria for the letter grade accompanied by a rubric adds clarity, reliability, and understanding on how to proceed next…

“What is it exactly that a C+ thinker can do that a C thinker cannot?”

Why not give a student a plus or minus?

MOTIVATIONTFLupdate

The letter grade or percent alone is not what motivates students…

Research says…

1. use of timely verbal and written feedback to help them learn with an accurate grade that accompanies the feedback

2. working on a project or activity because of interest(intrinsic motivation) are likely to persevere, even when the task becomes difficult.

3. sense of belonging and connectedness to a task they would not normally complete, the likelihood of completion increases

Does the current grading system

motivate scholars?

SBGR UpdatesCommon FAQs

Adoption UpdatesTFLupdateSpring 2018 – Formal Adoptions: Spanish 6-12*,

Science 6-8/Biology*, K-8 Health and Fitness Recommendations to IMC Superintendent Approval School Board Presentation

Summer 2018 – Curriculum Guide Writing• All Curriculum Guide Writing Complete

Fall 2018 – Materials • Purchase resources aligned with fiscal year

Spring 2019 – Begin Implementation • “Early Implementers” implement adopted resources 2nd Semester 2019

Launching Mathematics Adoption Grades 6 – Algebra 2 Fall 2018

THANK YOU!

End of Year Reflection Surveyhttps://bit.ly/2H8Xp0e

https://bit.ly/2H8Xp0e

2018 Departments May Standard- Based Instruction Student ......emphasis on content, lowering...

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