Improving Student Achievement: Leading Quality

Literacy across a System Superintendents’RoundTable

MRLCNov3,2015;Feb17,2016

FayeBrownliewww.slideshare.net/fayebrownlie/

mrlc.supers

Learning Intentions – Oct 2015 •  IhaveabeLerunderstandingofreadingassessment,whatisvaluedandwhatismeasured.

•  IhaveaplantoworkwithourstaffonUSINGthedatafromourreadingassessments.

•  IbeLerunderstandwhatworksinteachingreading.

Learning Intentions – Feb 20016 •  IhaveconRnuedtobuildabeLerunderstandingofreadingassessment,whatisvaluedandwhatismeasured.

•  IhaveaplantobeLerdisRnguishsummaRveassessmentfromformaRveassessmentandtosharethiswithmydivision

•  IhaveaplantoworkwithourstaffonUSINGthedatafromourreadingassessments.

•  Ihaveaplantobuildcapacityasteachersofreadingwithinmydivision

Assessment of Learning •  Purpose: reporRngout,measuring

•  Timing: attheend

•  Form: marks,percentages,leLergrades

•  Audience: parentsandpublic

Assessment for learning •  Purpose: guideinstrucRon,improve learning

•  Timing: minutebyminute,daybyday

•  Form: descripRvefeedback

•  Audience: learnerandteacher

•  Whathaveyoutried?•  Howdiditgo?•  Whatdoyouknow/wonder/worryaboutintermsofnextsteps?

•  10minutestotellyourstorytosomeoneNOTatyourtable

•  15minutestoshareyourstoriesandwhatyoulearnedfromothersATyourtable

Reading Assessment •  Thegoalofteachingreadingistocreatereaderswhoreadwithunderstandingandwhochoosetoread.

•  ThegoalofaformaRvereadingassessmentistodeterminethestrengthsandareastostrengthenofastudent’sreadingwithunderstanding.

Is your data collection counter-productive to good instruction?

•  Ifwewanttochangeachievement,wemustchangeinstrucRon.

Reading Assessment •  Know/wonder/worryabout

1. Learning Intentions “StudentscanreachanytargetaslongasitholdssRllforthem.”-SRggins-

2. Criteria

Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.

3. Questions IncreasequalityquesRonstoshowevidenceoflearningWhosequesRons?Whoanswers?

4.Descrip+veFeedbackTimely,relevant,personal,descripRvefeedbackcontributesmostpowerfullytostudentlearning!

5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment

6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers

“Every Child, Every Day” – Richard Allington and Rachael Gabriel

InEducational Leadership, March 2012

6elementsofinstrucRonforALLstudents!

1.  Everychildreadssomethingheorshechooses.2.  Everychildreadsaccurately.3.  Everychildreadssomethingheorshe

understands.4.  Everychildwritesaboutsomethingpersonally

meaningful.5.  Everychildtalkswithpeersaboutreadingand

wriRng.6.  Everychildlistenstoafluentadultreadaloud.

Things I’m hearing you should know about…

•  TakingkidstothefrustraRonlevelinassessment

•  Whentocollectdataforthedivision

•  PurposeofdatacollecRon–eyesontheteacher•  Districtvisionofliteracy–whatisitandhowdocoachessupportthis?

•  Showus–modelsandframeworks

•  Feelingrudderless

How do you build capacity within your division?

•  LeadershipAcademy•  Deltaseries•  Burnabywriters•  BulkleyValley•  PrimaryLiteracyinLangley

•  CurriculumCoachesinCourtenay/Comox

•  ChangingResultsforYoungReaders

How do you build capacity within your division?

•  Threeprongedplug•  3yearimplementaRonplan– Burnabyliteracy– Lisa’searlyreadingseries– DeltaYoungWriters