The "Oskaloosa Syllabus"
March 2016 ` "News YOU Can Use"
How to Read the Results
What do the boxes mean?
- Each box represents the % of teachers who said this was a strong area for them. For example - 51% of respondents rated Student Engagement either a 4 or a 5 [out of 5] on the survey. This means they have confidence in their knowledge and ability in this area.
- I will use the results to determine professional learning needs for individual teachers. Based on your answers, we can provide you with the desired supports you listed - from resources to Instructional Coach support.
- DLT will look at this data in more detail at the next meeting on March 1st.
If you are interested in making your own Infogram - click on the link below
PLCs
PLC to Watch for in March - 6th Grade
6th Grade has been rearranged this year into Dyads to better serve students.
Brett Doud, Brett Hoffman, Kirsten Stek, and Carmen Mantinane teach both Math and Science
Kim Lowry, Ann Roberts, Mollie Roach, and Denise Morgan teach both Language Arts and Social Studies
SMART Goal: 100% of students will earn a standard based rubric score of 2 or higher in Math, Language Arts, Science, and Social Studies.
Action Plan: Data collection and examination, brainstorming differentiation strategies, making data driven decision, create and share common practices.
Brett Doud, Brett Hoffman, Kirsten Stek, and Carmen Mantinane teach both Math and Science
Kim Lowry, Ann Roberts, Mollie Roach, and Denise Morgan teach both Language Arts and Social Studies
SMART Goal: 100% of students will earn a standard based rubric score of 2 or higher in Math, Language Arts, Science, and Social Studies.
Action Plan: Data collection and examination, brainstorming differentiation strategies, making data driven decision, create and share common practices.
PLCs - Is What You are Doing PLC WORTHY?
Osky - we have come a long way since we began having weekly collaboration six years ago!!!!
Weekly Collaboration, Teacher Leadership, and Curriculum Work are the Big Rocks for Osky - in Osky we believe strongly in all three!
We must continue our rich conversations around data and formative assessments. Reminder of the 4 Questions guiding our work from the beginning. Are your PLCs focused on these EACH TIME? If you have agenda items not aligned, reflect on where a more appropriate time for that conversation might be. Here are guiding questions to ask yourself....
Weekly Collaboration, Teacher Leadership, and Curriculum Work are the Big Rocks for Osky - in Osky we believe strongly in all three!
We must continue our rich conversations around data and formative assessments. Reminder of the 4 Questions guiding our work from the beginning. Are your PLCs focused on these EACH TIME? If you have agenda items not aligned, reflect on where a more appropriate time for that conversation might be. Here are guiding questions to ask yourself....
- Will this agenda item, activity help us be consistent with our curriculum, instruction, or assessment practices?
- Will students benefit from this discussion or work?
- Will this lead to improved practice?
If you answered NO to ANY of these, then it is not PLC worthy. Watch the video below to see a PLC talk about their work. It is worth watching and reflecting on your own PLC.
Professional Learning Communities (PLC) in Bethel School District
Writing and the Basic Ingredients for Success/Increased Performance
The following is a summary of the video embedded below. In it, Arizona State University Professor, Steven Graham, gives research evidence to support the teaching of writing. The data is based on standardized test results. A 12 %tile increase means a student who scores at the 50th %tile, would score 12 %tile points higher if they were provided quality instruction around the ideas presented.
- Increase how MUCH students are writing - 12-16 %tile jump in performance - If we add 45 minutes per week of writing. There is a corresponding jump in reading comprehension performance of 10 %tile jump.
- Write for a REAL audience - do not write for the teacher. 16 %tile jump
- Teach writing strategies for types of writing - example is teaching students how to brainstorm. 35 %tile jump
- Teach Transcription Skills - explicitly teach handwriting and spelling. 21%tile jump
- Teach Sentence Construction Skills - help students write more complex sentences. 19 %tile jump
- Teach Writing Knowledge - Teach different types of text and their structure. 21 %tile jump
- Support Peers Working Together to Compose - Collaborative writing. 31%tile jump
- Support Clear Writing Goals - student set goals based on their written product. 28 %tile jump
- Support Assessment - students self assess. 18 %tile jump
- Feedback from teacher - how to improve. 29 %tile jump
Four Basic Ingredients for Teaching Writing - McGraw-Hill Education
Tool for Improvement TIPS
Literacy Look For's
Admin is developing a tool to monitor the Instructional Technique's category of the Tool for Improvement. How do we ensure quality instruction is taking place in the classroom - using only quality techniques? If, as a teacher, you had a guide to help you know what the expectations were, wouldn't that help you to meet the expectations set for you?
But we already have the Tool for Improvement, why do we need another one?
As we use the Tool for Improvement, we are noticing this category is not specific enough. If we are to focus, from a building perspective, on the initiatives important at that level, we can monitor implementation more effectively.
Why develop it?
In order to hit a target, you need to know what the expectations are - it is the practice we expect with students, why not for us, as teachers? This tool will monitor the instructional practices, as a district, we want to see implemented in classrooms. The data gathered will tell us if 1) we have consistent "good" practices being used. 2) We will know where the professional learning needs are for staff. 3) Lastly, we will have a better understanding of the progress we are making on student performance; correlating that progress to techniques being used.
What are the techniques we should be using?
Each building has different Look For's - but classroom proven techniques should always be used. Many are listed on the Tool for Improvement. But all are not - once the document has been created, we will try it out in classrooms to see if we need to refine it.
We will be asking teachers to help gather the data and leadership teams will analyze the data to make decisions in buildings.
But we already have the Tool for Improvement, why do we need another one?
As we use the Tool for Improvement, we are noticing this category is not specific enough. If we are to focus, from a building perspective, on the initiatives important at that level, we can monitor implementation more effectively.
Why develop it?
In order to hit a target, you need to know what the expectations are - it is the practice we expect with students, why not for us, as teachers? This tool will monitor the instructional practices, as a district, we want to see implemented in classrooms. The data gathered will tell us if 1) we have consistent "good" practices being used. 2) We will know where the professional learning needs are for staff. 3) Lastly, we will have a better understanding of the progress we are making on student performance; correlating that progress to techniques being used.
What are the techniques we should be using?
Each building has different Look For's - but classroom proven techniques should always be used. Many are listed on the Tool for Improvement. But all are not - once the document has been created, we will try it out in classrooms to see if we need to refine it.
We will be asking teachers to help gather the data and leadership teams will analyze the data to make decisions in buildings.
Growth Mindset
Recently the DLT has been examining this concept.
The questions we ask are: "
We have looked at the difference between a fixed mindset and a growth mindset to discover our individual beliefs about student learning and to help students become the best learners possible.
The takeaway from having a fixed mindset is: If a student or a teacher says a "student isn't able to learn a piece of content" or a student say's "I can't do this" . A fixed mindset would believe the student doesn't have the capacity or capability of learning the content. On the other hand, a person with a growth mindset would simply say "yet". "The student just hasn't learned it yet" "You just haven't learned it 'yet'".
Watch the video below to understand growth mindset.
The questions we ask are: "
- Do all teachers believe ALL students can learn at high levels?"
- "Do all students believe they can learn at high levels?"
We have looked at the difference between a fixed mindset and a growth mindset to discover our individual beliefs about student learning and to help students become the best learners possible.
The takeaway from having a fixed mindset is: If a student or a teacher says a "student isn't able to learn a piece of content" or a student say's "I can't do this" . A fixed mindset would believe the student doesn't have the capacity or capability of learning the content. On the other hand, a person with a growth mindset would simply say "yet". "The student just hasn't learned it yet" "You just haven't learned it 'yet'".
Watch the video below to understand growth mindset.
Carol Dweck, "Developing a Growth Mindset"
March Challenge
Send me an example of an agenda item your PLC has that would align to the 4 DuFour Questions.
IMPORTANT UPDATES
Infinite Campus Updates for Portal
- March 11th
- March 25th
- April 5th - 3rd Trimester Midterm!
- April 8th
- April 22nd
- May 6th
- May 20th - Last Day of School (Tentative)
Best Practice Grading Reminders
- Only put in the grade book which is true evidence of learning
- Only "grade" things aligned to Learning Targets
- Student involvement in the grading process - setting goals, self-assessing, and tracking their own progress has an effect size of 1.44 [that is 1.5 year's growth]
- Use formative assessment every day - while summative assessment should be used only when students are ready to show what they have learned over time
- Formative assessment information does not belong in the grade book - it is information for the teacher and student to grow
- Feedback should be given so students know how to improve - next time [effect size of .75]
- It takes 15 [+ or - 5] experiences for students to put information into long-term memory - done in different ways over time. Struggling students need more - gifted students may need less.
Iowa Assessments
March 16th - March 23rd
The tests will be administered to students in grades 3-11. Contact your building for a schedule.
Tests to be given
The tests will be administered to students in grades 3-11. Contact your building for a schedule.
Tests to be given
- Reading
- Math
- Social Studies
- Vocabulary
- Computation
Parents should be sure to have your child get a good night's sleep and a healthy breakfast so students can perform at their best.
Science Curriculum Work
The Science Curriculum Team (CT) will meet on March 29th to begin the work of reviewing the Next Generation Science Standards adopted by Iowa.
2016-2017 School Year: Science CT members will meet three times to review and learn more in-depth about the new Science Standards. Since K- 12 Math teachers will be implementing a new Math resource during the 2017-2018 school year, we need to make sure teachers do not have two implementations the same year - thus the determined schedule.
2017-2018: Science CT members will re-align our GLB's to the Science Standards - choosing Focus Areas, Foundational and Introductory GLB's for each grade and course. We will also look at purchasing resources for the following implementation year.
2018-2019: Implement the new Standards and begin work on alignment of common assessments. Resources will also be implemented.
2016-2017 School Year: Science CT members will meet three times to review and learn more in-depth about the new Science Standards. Since K- 12 Math teachers will be implementing a new Math resource during the 2017-2018 school year, we need to make sure teachers do not have two implementations the same year - thus the determined schedule.
2017-2018: Science CT members will re-align our GLB's to the Science Standards - choosing Focus Areas, Foundational and Introductory GLB's for each grade and course. We will also look at purchasing resources for the following implementation year.
2018-2019: Implement the new Standards and begin work on alignment of common assessments. Resources will also be implemented.
Other Curriculum Work Planned
Social Studies (SS): Re-align GLBs to the Literacy Standards and SS Standards. Determine Focus areas, Foundational and Introductory for each grade and course. 3-4 days will be scheduled for the 2016-2017 school year
Math: On-going support for the pilot of materials will be provided. Several after school meetings will be planned to discuss progress and thoughts
HS: HS teachers will be preparing for the move to semesters. I will schedule opportunities for all teachers to review current GLB's and make adjustments as needed. Assessments will also need to be refined to reflect the content changes made.
Math: On-going support for the pilot of materials will be provided. Several after school meetings will be planned to discuss progress and thoughts
HS: HS teachers will be preparing for the move to semesters. I will schedule opportunities for all teachers to review current GLB's and make adjustments as needed. Assessments will also need to be refined to reflect the content changes made.
6th Grade Preparation for No Letter Grade
I will be sending out dates for June work for 6th grade teachers - potential dates are June 20, 21, and 22. These will be confirmed very soon.
Aimsweb Fall and Winter Results
DAC did not meet on February 16th due to school cancellation. Rather, I sent the group the Winter Aimsweb Screening data to look at and ask questions. Below are the results from Fall and Winter screening. They are given in % of students in Tier 1. The goal for a system is to have at least 80% of students meeting the target. We will administer the assessments again in the Spring; it is given three times per year.
Reading:
Kindergarten: Fall = 76% and Winter = 86%
1st Grade: Winter = 66.6%
2nd Grade: Fall = 52% and Winter = 58%
3rd Grade: Fall = 59% and Winter = 64%
4th Grade: Fall = 54.2% and Winter = 67%
5th Grade: Fall = 54.3% and Winter = 67.4%
6th Grade: Fall = 59.4% and Winter = 58.7%
7th Grade: Fall = 49.4% and Winter = 48%
8th Grade: Fall = 57% and Winter = 49%
Math
Kindergarten: Fall = 67% and Winter = 83%
1st Grade: Fall = 60.6% and Winter = 78.1%
2nd Grade: Fall = 43% and Winter = 63%
3rd Grade: Fall = 42% and Winter = 74%
4th Grade: Fall = 20.4% and Winter = 43%
5th Grade: Fall = 40% and Winter = 85.1%
6th Grade: Fall = 68.8% and Winter = 71.2%
7th Grade: Fall = 47.6% and Winter = 52.3%
8th Grade: Fall = 52.5% and Winter = 53%
Reading:
Kindergarten: Fall = 76% and Winter = 86%
1st Grade: Winter = 66.6%
2nd Grade: Fall = 52% and Winter = 58%
3rd Grade: Fall = 59% and Winter = 64%
4th Grade: Fall = 54.2% and Winter = 67%
5th Grade: Fall = 54.3% and Winter = 67.4%
6th Grade: Fall = 59.4% and Winter = 58.7%
7th Grade: Fall = 49.4% and Winter = 48%
8th Grade: Fall = 57% and Winter = 49%
Math
Kindergarten: Fall = 67% and Winter = 83%
1st Grade: Fall = 60.6% and Winter = 78.1%
2nd Grade: Fall = 43% and Winter = 63%
3rd Grade: Fall = 42% and Winter = 74%
4th Grade: Fall = 20.4% and Winter = 43%
5th Grade: Fall = 40% and Winter = 85.1%
6th Grade: Fall = 68.8% and Winter = 71.2%
7th Grade: Fall = 47.6% and Winter = 52.3%
8th Grade: Fall = 52.5% and Winter = 53%
Standards-Based Conference Presentations
Oskaloosa is presenting at the Standards-Based Conference in Iowa City on March 23rd. An Elementary and Secondary presentations are planned. Thomas Guskey is the keynote speaker for this event. We are proud of the work done in Osky and look forward to sharing our journey with other schools in Iowa in attendance.
Elementary
Tim Veiseth, Angie Grubb, Denise Morris, Jayme Braida, and Mindy Archer
Secondary
Mary Cooksley, Jeanne Clark, Kirsten Stek, Paige Pierson and Beverly Jenkinson
Elementary
Tim Veiseth, Angie Grubb, Denise Morris, Jayme Braida, and Mindy Archer
Secondary
Mary Cooksley, Jeanne Clark, Kirsten Stek, Paige Pierson and Beverly Jenkinson
Iowa ASCD Leadership Conference
Osky is attending this 2-day conference for the sixth year in a row on April 21st and 22nd. This year Rick Wormeli is the keynote speaker. He will touch on differentiation in the classroom and ensuring all students individual needs are met. The 2nd day are break-out sessions focusing on things like personalized learning and differentiation. The following individuals will be attending.
Kelly Luck, Paige Pierson, Kirsten Stek, Beth Hodges, Jeanne Clark, Clint Gingerich, Todd Warnecke, Laura Ross, Stacy Bandy, Mary Cooksley, Tim Veiseth, Andy Hotek, Polly Erhet, Marian Raum, Denise Morris, and Abby Peterson
Kelly Luck, Paige Pierson, Kirsten Stek, Beth Hodges, Jeanne Clark, Clint Gingerich, Todd Warnecke, Laura Ross, Stacy Bandy, Mary Cooksley, Tim Veiseth, Andy Hotek, Polly Erhet, Marian Raum, Denise Morris, and Abby Peterson
Iowa 1:1 Conference
Osky teachers will attend the 1:1 Conference for the 7th year in a row on April 6th. A leadership day will be held on April 5th for administrators . Attending the 1:1 Conference are:
Kahlie Green, Joe Rohlfsen, Jen Arnold, Cory Sheeley, Karen Castillo, Tim Vermeer, Chad Farner, Betsy Luck, Laura Brummell, Mollie Roach, Chase Weber, Jacie White, Tamara Knudtson, Janna Lundein, Tim Veiseth, Polly Ehret, Marian Raum, Andy Hotek, Mary Cooksley, Shari Barnhart and Stacy Bandy
Kahlie Green, Joe Rohlfsen, Jen Arnold, Cory Sheeley, Karen Castillo, Tim Vermeer, Chad Farner, Betsy Luck, Laura Brummell, Mollie Roach, Chase Weber, Jacie White, Tamara Knudtson, Janna Lundein, Tim Veiseth, Polly Ehret, Marian Raum, Andy Hotek, Mary Cooksley, Shari Barnhart and Stacy Bandy
Wear Colorful and Crazy Socks for Autism Awareness
Wear your crazy, colorful socks on March 21st to show your support for students with Autism. The more awareness we have, the better we can provide support to students and families.