Tonight’s Topics
Conversations to follow…
Differentiating Instruction“Supporting All Learners”
Staying ConnectedParent Teacher Conferences
Conversations to follow…
Transition to Interim Superintendent Dr. Lynne Pierson
Royle Building Project
New Math Resources “Investigations”
Smarter Balance Assessment Consortium
Conversations to follow… Transition to Interim Superintendent Dr. Lynne Pierson
National search committee starting in January.
District is making plans to address Sue Gamm's recommendations.
In this difficult time, please take time to support our staff.
Conversations to follow…Royle Building Project
Tokeneke and Royle School Building CommitteeConsidered anticipated district growth Considered a facility for ELPConsidered age and needs of the Royle Facility
BOE Meeting on November 26th Likely District will consider a broader plan
New Math Resource: “Investigations” Unit Parent LettersStudent Math Handbook
Go to the website www.pearsonsuccessnet.com Username: ROYLE2013
Password: DARIEN2013 Look on the left for My Library Click on the student edition of the grade of your choice. This brings you to the Student Math Handbook.
Conversations to follow…
New Math Resource: “Investigations”
A K-5 Parent Workshop is being held on:
STANDARDS OF PRACTICE IN MATHEMATICS
December 11 at 7:00 PM at Holmes School
Visit the K-5 Darien Math website: http://dpsk-5parents.wikispaces.com/Math
Conversations to follow…
CMT is Replaced By “Smarter Balanced Assessment Consortium”
(SBAC)
Students: Students in Grades 3-8
What: Students will take the SBAC Field Test rather than take the CMT.
How: Students will take the test online in the Royle School lab.
Conversations to follow…
CMT is Replaced By “Smarter Balanced Assessment Consortium” (SBAC)
Overview: In July of 2010, the Connecticut State Board of Education voted unanimously to adopt the Common Core.
State also joined the national Smarter Balanced Assessment Consortium (SBAC).
Earlier this fall, Darien elected to participate in the Field Test of the new SBAC
All districts in the state will take SBAC during the 2014 – 2015 school year.
Conversations to follow…
CMT is Replaced By “Smarter Balanced Assessment Consortium” (SBAC)
Our curriculum is already aligned with the Common Core.
Plans to orient students to the test, including providing typing instruction, are underway.
It will be a transition for students but the State and SBAC suggest it will be a robust test (aligned to our curriculum) and provides a better understanding of each student the Field Test will not include a student specific report
Dr. Pierson has a full plan under development that includes communicating with parents.
Conversations to follow…
Supporting All Learners – A Shift in the Instructional Model from “Our School Experience”(There was a) Focus on the Teacher
(There is a)Focus on Teaching Each Learner
Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity with a focus on understanding the “where each student is”
Assessment is to exclusively “grade” the student.
Students interact with teacher and students receive timely feedback.
Teacher dictates all topics and context to apply knowledge
Students have some choice of topics
Teacher evaluates students learning
The teacher and students evaluate their own learning;
Only the student is viewed as a learner
The teacher and student is viewed as a learner
Instructional Settings to Support All Students
Whole Class Instruction (mini-lesson)
Small Group(during independent work period)
Individual Support
Supporting All LearnersMeeting Each Learner Where They Are:
Example: Guided Reading (small group)
“Reading Was” “Reading Is”
All students read the same book. Pre-assessment (DRA) determines each student’s appropriate book
level
Students focus answering “end of chapter questions”
Student focus on monitoring their meaning and working on strategy or
skill
Teacher focus on teaching “the book”
Teacher’s lessons focus on students “growing” reader toward next level.
Student answer end of the chapter questions or book reports
Teacher monitors student acquisition of the skill or strategy in
the moment
Whole Class
Instruction
Small Group
Individual Support
Supporting All LearnersMeeting Each Learner Where They Are:
Example: Word Study (small group)
“Spelling” Was Word Study Is
All students received the same “20” words
Pre-assessment determines each student’s word list
Students memorize each word Students use the word in multiple ways
Focus was on the word Focus is on learning the pattern and generalizing the pattern to
many words
Words only examine in the context of the test
Word pattern is considered in multiple contexts including daily
writing
Focus was on spelling the word Focus is on reading the word, spelling the word,
understanding the word
Whole Class
Instruction
Small Group
Individual Support
Supporting All LearnersMeeting Each Learner Where They Are:
Example: Conferring with Students (individual)
Conferring is…
Ongoing monitoring to research students acquisition of skill and strategy
Target teaching to address something specific
Can be part of a larger plan the teacher has for the student
Often guided by a checklist of skills, rubric, or specific goals teacher has with a student
To support ALL learners
Whole Class
Instruction
Small Group
Individual Support
Sources to understand each learner are diverse. For example:
Reading DRA Teachers College Running Records CMT Results Listening to a student read a just-right book Students written response to reading
Post-its Readers Response Notebook
Peer Conversations Reading Log
Assessment to Meeting Each Learner Where They Are…
Supporting All Learners
How is the learner developing?
Why is ithappening?
What should be done about it?
Did it work?
Supporting All Learners – Problem Solving Model
Core Classroom Instruction
• Examine student work• Small group and
one-on-one support to support student growth for ALL students
Tier IISupplemental Instruction with Instructional specialist
• Support in class or “pullout”• Specific goals monitored• Reviewed by grade level team
Not meeting benchmarks
Tier III Intensive Instruction
• Pullout• Specific goals monitored• Reviewed by grade level
teamNot meeting
benchmarks
PPT
Not meeting benchmark or
outstanding concern after class room (Tier
I) support
Significant Growth
Significant Growth
Supporting All Learners
Referral for a PPT (from a parent or teacher) can occur at anytime in the process.
OR
Parent Teacher ConferencesWhat to look for? What to expect?
To learn about the book level it is best for your child to be reading. To receive a description of the book level and
examples.To see your child's written work.
To understand your child’s progress toward the focus of the writing units.
To see your child’s math work. To understand your child’s progress toward the
focus of the math units.
Staying Connected
Parent Teacher ConferencesQuestions to ask teachers:
How can I support my child at home in a way that is aligned with what is happening at school?
What questions can I ask my child about school that will encourage a conversation about what happened during the school day?
Staying Connected
Parent Teacher ConferencesQuestions to ask teachers:
My child is saying … about (reading/writing/math/ friendships) to me at home. How can I …?
What are the best ways for us to stay in touch?
Staying Connected
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