Welcome Back

Presenters:Pam Lange

Barb RowenhorstJanet Hensley

September 27th, 2006

Outcomes• To determine school staff’s perceived

strengths and needs using the reading and math perception surveys.

• To review essential questions and better understand the research supporting them and how they relate to student achievement.

• To begin group conversations on the importance of looking at student work.

Agenda

8:00 WelcomeHousekeeping/CreditPerception SurveysPlanning/BreakEssential QuestionsPlanning

LunchLooking at Student WorkPlanning

3:30 Closure/Evaluation

School Assignments

Barb RowenhorstWhitewood/RuralSturgis Elementary

Janet HensleyStagebarn/Piedmont

Pam LangeSturgis Middle SchoolSturgis High School (MaryLou

McGirr)

Credit for PASS Trainers

• University of Sioux Falls (USF)

• 2 Credits for PASS Trainers– Graded Credits (A, B, C, D, F)

• Attendance Required– 4 PASS Trainings, 4 In-service Trainings– Must sign-in at both PASS Trainings and In-service

Trainings

• District is paying for PASS trainer’s credits

• Graduate or Certificate Renewal (Pending)

University of Sioux Falls

Undergraduate Degree: Location of your BA/BS

Workshop Name: Classroom Strategies That Work

No: EDU 545A

Dates: Sep 06 – April 07

Credit: 2

Location: Sturgis, SD

Cost: $80 (Paid by the District)

Credit for Staff Members

• University of Sioux Falls (USF)

• 1 Credit– Pass/Fail Grade– Under-graduate/Graduate/Certificate Renewal

(Pending)

• Attendance Required– 4 In-service Trainings– Must sign-in at In-service Trainings

• Cost: $40.00 - Check or Credit Card – Check made out to USF; Credit Card information

on back of the form

University of Sioux Falls

Undergraduate Degree: Location of your BA/BS

Workshop Name: Classroom Strategies That Work

No: EDU 548Z

Dates: Oct 06 – April 07

Credit: 1

Location: Sturgis, SD

Cost: $40

Credit Paper Work• Complete the paperwork the first 15

minutes of October In-service

• Jodie will pick up the forms the first day

• Ann Kling (Whitewood)

• Kathy Kosola (Stagebarn/Piedmont)

• Deb Domogalski (Sturgis Elementary)

• Susan Kessel (Middle School)

• Jocelyn Hafner (High School)

Housekeeping

• Binders

• New Team Members

• School Assignments

• PASS Process

• NCA Goals

Like Me Other than PASS, how many are serving on another

district committee?

How many traveled outside South Dakota during the summer?

Who is the youngest child in their family?

The oldest?

The middle?

Who is an only child?

Norms Revisited• Share the same message

• Minimize side conversations

• Respect time frames

• Stick to agenda

• Positive Interaction – (Problem Solving NOT Problem Sharing)

• Active Participation

• Communication

NCA Goals

Reading Goal: All students will improve reading skills across the curriculum.

Math Goal: All students will improve math skills across the curriculum.

Perception Surveys

• Individually – 10 minutes– Fill out both surveys

– Your perception as a teacher within your school

– Focus on the whole staff’s possible perceptions

Perception Surveys

• Building – 20 minutes– Compare results – perceived

strengths and weaknesses

– Fill out section one and two on the Perception Survey Discussion Guide

– On chart paper, list your perceived areas of strengths and weaknesses (From section one)

Perception Surveys

• Gallery Walk – 5 minutes– What patterns do we see?

• Building – 10 minutes– Complete section three on the

Perception Survey Discussion Guide

Team Planning

Timewith Break

Setting Objectives and Providing Feedback

Setting High Expectations (HSTW)

Category Percentile Gain

Identifying Similarities and Differences

45

Summarizing and Note taking 34

Reinforcing Effort and Providing Recognition

29

Homework and Practice 28

Nonlinguistic Representations 27

Cooperative Learning 27

Setting Objectives & Providing Feedback

23

Generating & Testing Hypotheses 23

Questions, Cues, & Advance Organizers

22

Instructional Strategies that Affect

Student Achievement

Essential QuestionsEssential questions let the students know what we want

them to learn prior to them learning the content.

Similar Terminology:

Essential Questions, Curriculum Mapping, State of South Dakota

Setting Learning Objectives, Marzano’s Work

Setting Learning Goals, Wiggins’ Work

Setting Learning Targets, Stiggins’ Work

Read Pages 175-178

Learning Objectives:

Skeleton Note-taking

Unpacking the Standards

State Content Standards

• Explain State Process– Unpacked Standards (see handout)

• Math, Reading, Science

• October Time Frame

• http://doe.sd.gov/contentstandards/

Essential Questions Revisited

• Writing Essential Questions

• Essential Questions Tip Sheet– Number off in twos– 1’s read 1-3– 2’s read 4-6

• What are the key points?

Essential Questions Revisited

• Demonstration– We picked standard (3.M.1.4)

• Guided Practice– You pick standard (Measurement

Standards Handout)

• Independent Practice in the Classroom– Essential Questions Template

Bloom’s Verbs and Matching Assessment Types

Team Planning Time and

Lunch

Setting Objectives and Providing Feedback

Setting High Expectations (HSTW)

Category Percentile Gain

Identifying Similarities and Differences

45

Summarizing and Note taking 34

Reinforcing Effort and Providing Recognition

29

Homework and Practice 28

Nonlinguistic Representations 27

Cooperative Learning 27

Setting Objectives & Providing Feedback

23

Generating & Testing Hypotheses 23

Questions, Cues, & Advance Organizers

22

Instructional Strategies that Affect

Student Achievement

Looking at Student Work

• Number off beginning with 1 (remember your number).

• Each piece of student work represents a color that corresponds with a sticky note of the same color.

• Working independently, rank the 5 pieces of student work from 1 to 5. (1 being the lowest and 5 being the highest).

• Using the Looking at Student Work Criteria Sheet, jot down some criteria you used to determine the rank of each piece of student work.

• Place your 5 sticky notes above your number on the number line.

Looking at Student Work

As a group, make some observations

from the data on the wall?

Post on Chart Paper – write big!

Looking at Student Work

As a group, discuss the criteria you gave for

each rank of student work.

•What were some common criteria?

•What was the relevance of the criteria?

“Show us what good work looks like and what we have to do to get there.”

8-year-old student

Looking at Student Work

• Provide a clear and understandable expectations

• Provide examples of strong and weak work

• Post on wall for students to use as a guide

Looking at Student Work

What might be some ways we can begin the process of ensuring there is consistency within departments, grade levels, content areas,

building, district, etc?

Website

Log on to the District Website: www.meade.k12.sd.us

– Click on Staff Links (left side of home page)

– Click on the link: PASS Leadership Team

– Type in the User-ID: PL045– Type in Password: PASSgroup1

Evaluation

Please complete evaluation before leaving today.

Team Planning

Time