How To Teach Your Students To Learn

Transcription

1 School Name: Chase Lake Community School Year: School Theory of Action/Target Area If teachers create productive discussions among students and challenge them to justify their thinking (Danielson 3b), then students will be better able to read, write, and speak in ways that are grounded in evidence (E5). Whole School Achievement Goal- As a result of this action: Compared to 52% of all students meeting standard on the ELA portion of the SBA in Spring 2015, we will decrease the percentage of students below standard by 10% on the ELA portion of the SBA in Spring Achievement Gap: Measurement/Assessment: SBA Summative ELA/Literacy Student Group Current % Successful Goal % Successful Comparison Group A Students on Free/Reduced Meal Status 46% (52/113) 51% Comparison Group B Students not on Free/Reduced Meal Status 59% (38/64) All Students 51% (90/177) 63% 56% Strategic Direction Focus Areas: You may choose to select one or more of the other options in addition to Effective Learning for All Students. Effective Learning for All Students Equity of Opportunity P-3 rd Grade Early Learning Graduates Who Are Ready for Life Specific Strategic Direction Indicators of Focus: Academic Achievement Students meeting or exceeding grade level standards in ELA (2 nd grade reading and state assessment grade 3-8) and growth over time Percentage of ELL students making progress in learning English in grades K-12 1

2 School Vision/Mission: Chase Lake strives to provide challenging school experiences that foster steady, continuous, satisfying progress for every child we serve. Student Demographics: McKinney-Vento 25 7% Consolidated Health Services 25 7% Title (K-4) 44 12% Parent, Family, and Community Involvement in this Plan: Family Reading Night Pre-K Partnership with The Trike Stop Parent ELL Classes Pre-K Parent Education Kindergarten Jump Start and Parent Academy Community Volunteers 3000 hours/year 2

3 Review and Analysis of Data: State Assessments District Assessments School Assessments Classroom Assessments SAT/ACT AP/IB/CHS/Tech Prep CTE Industry Certification Graduation Rate Attendance Data Other: Discipline Data Staff Perceptual Data Student Perceptual Data Parent Perceptual Data Summary of strengths or greatest progress based on the data: SBA Listening and Speaking: Slightly above State average (CL 86%; State 84%) SBA Writing: Slightly above State average (CL 80%; State 76%) SBA ELA: Above District and State averages for students in ELL on ELA Report Card Data: Communication and Writing Using the Listening and Speaking Standards Matrix students in grades K-6 showed growth in communication and writing on Spring Report Cards. Kindergarten Spring Reading Assessment: 85% of students at Chase Lake met standard (70% District met standard) Staff and Student Perceptual Data: Implementation of CCSS speaking and listening skills throughout the grade levels was high as measured by teacher survey. We built a common school-wide language around CCSS speaking and listening skills as measured by student survey. Prioritized areas of opportunity or greatest challenge based on the data: SBA ELA 56.80% of 3rd graders are not meeting standard in ELA 35.14% of 4th graders are not meeting standard in ELA 54.76% of 5th graders are not meeting standard in ELA 46.67% of 6th graders are not meeting standard in ELA SBA ELA Listening and Speaking: Slightly below District average (Chase Lake 86%; District 89%) Writing: Slightly below District average (Chase Lake 80%; District 83%) 2nd Grade Spring Reading Assessment: 70% of students met standard at Chase Lake (District 82% met standard) Assessment scores below similar schools (CPE and Cedar Valley Community School) 3

4 Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: School Name: Chase Lake Elementary Year: Grade Level/Department/Team: Kindergarten: Debbie Alseth, Joy Chaudiere, Jennifer Gero Student Learning Goal: Between September and May/June Kindergarten students will advance on the TSG writing rubric Objective 19b (Demonstrates emergent writing skills-writes to convey meaning), taking into account the base-line developmental level of each individual child as defined by this rubric. Observing students using the daily application of sounds, letters, and sight words. Collecting and reviewing their writing samples. Modeled writing in whole and small groups. Shared writing in whole and small groups. Interactive writing in whole and small groups. Phonics activities in whole and small groups. Writing workshop mini lessons. Guided writing. Teaching and sharing on the doc camera. Use razzkids and mobymax and starfall to promote pre-writing and writing skills. School Name: Chase Lake Community School Year: Grade Level/Department/Team: Primary Special Ed/DK Student Learning Goal: Students will perform a writing task by matching pictures (drawn or teacher-provided) with printed words (e.g. that they write/trace/dictate.) {Productive discussions, justifying thinking} Writing samples, data collection during small group tasks Writing portfolio/work samples for each student 4

5 Edmonds School District Collaboration; regular direct instruction in targeted skills; monthly collection of work samples Use of document camera and projector for direct instruction; research writing and drawing activities online; use of Google Docs and School Name: Chase Lake Community School Year: Grade Level/Department/Team: First Grade Student Learning Goal: Between Sept. and May students will be able to write a narrative, informational, and opinion piece. The narrative should include a beginning, middle, and end to their story, show what happened in order, and use details to help readers picture their story. The informational piece should include an introduction, lots of information, organized writing, transition words, and an ending. The opinion piece should include your opinion, reasons and evidence to explain or have that opinion, and an ending. There will be a pretests given in narrative, informational, and opinion writing. Some pieces of writing will be scored using the Units of Study, 1 st grade rubrics provided in Writing Pathways. We will be using anecdotal notes and student check lists in writing conferences with students. We will also use the students writing samples which will be pulled throughout each unit of study to assess informally for growth. The same prompt, as the pretest, will be used to compare and show growth in the post test. All pieces of writing will be scored using the Units of Study, 1 st grade rubrics provided in Writing Pathways. We will use the Units of Study to teach narrative, opinion and informational writing, Units 1, 2, and 3. We will conference with students, one on one during writer s workshop. Students will share writing with their peer audience formally (author s chair) and informally (peer sharing, editing, revising.) We will use websites like Tumble Books to introduce mentor texts for writing. Midyear students will be introduced to word processing to compose drafts, edit, revise and publish. School Name: Chase Lake Community School Year: Grade Level/Department/Team: 2 nd grade 5

6 Student Learning Goal: Between Sept. and May students will be able to write a narrative, informational, and opinion piece. The narrative should include a beginning, middle, and end to their story, show what happened in order, and use details to help readers picture their story. The informational piece should include an introduction, lots of information, organized writing, transition words, and an ending. The opinion piece should include your opinion, reasons and evidence to explain or have that opinion, and an ending. There will be a pretests given in narrative, informational, and opinion writing. Some pieces of writing will be scored using the Units of Study, 2nd grade rubrics provided in Writing Pathways. We will be using anecdotal notes and student check lists in writing conferences with students. We will also use the students writing samples which will be pulled throughout each unit of study to assess informally for growth. The same prompt, as the pretest, will be used to compare and show growth in the post test. All pieces of writing will be scored using the Units of Study, 2nd grade rubrics provided in Writing Pathways. We will use the Units of Study to teach narrative, opinion and informational writing, Units 1, 2, and 3. We will conference with students, one on one during writer s workshop. Students will share writing with their peer audience formally (author s chair) and informally (peer sharing, editing, revising.) We will use websites like Tumble Books to introduce mentor texts for writing. Midyear students will be introduced to word processing to compose drafts, edit, revise and publish. Students will share writing on Google classroom. School Name: Chase Lake Elementary Year: Grade Level/Department/Team: 3rd Collaborative discussion Small/whole group Anecdotal notes Benchmark assessments Language of Learning Using an academically appropriate text that displays student s knowledge of reading, writing, and speaking. 6

7 Exposure to a wide variety of texts Starting early Whole/small group instruction 3 writing assessments at beginning of year, guiding instruction Close reading Use of online resources: scholastic, Raz kids, Newsela, Tumblebooks Microsoft Word to create digital documentation School Name: Chase Lake Year: Grade Level/Department/Team: 4 th Grade Student Learning Goal: 85% of students will improve their reading comprehension by reading complex text and answering questions verbally and in writing. Using teacher observation during student discussions for use of Language of Learning sentence stems Checking for student usage of sentence stems in their writing as they answer questions and justify their thinking on classroom assignments Checking for accurate text evidence when justifying their thinking on classroom assignments Students will be given a text at the beginning of the year. They will answer four to five text-dependent comprehension questions. At the end of the semester, they will be given the same text or a similar text and answer the text-dependent comprehension questions. This process will be repeated at the end of the year. Attend school and district training related to close reading strategies Collaborate with grade-level partner to design higher-level reading tasks that focus on justifying their thinking and citing evidence Use the online CCSS appendix for text exemplars for close reading Students will use Scholastic News and Newszilla online to read text in whole group, small group, and independently and apply closereading strategies. Questions/assignments will be designed to provide opportunities for justifying their thinking and citing evidence via google classroom. 7

8 School Name: Chase Lake Elementary Year: Grade Level/Department/Team: 5 th Grade Student Learning Goal: Students persuasive writing will improve from the beginning of the school year to the end of the school year. Beginning of the year persuasive writing assessment Student/teacher writing conferences and records Mid-year unit performance assessment Comparing students beginning of the year persuasive writing assessment to their end of the year writing assessment. Use The Language of Learning, (Chapter 4: Crafting an Argument ) throughout the year Use the Lucy Calkins book, The Reasearch-Based Argument Essay (as third writing unit) Use the Reading and Writing Project website: to acquire texts that promote students formation of an opinion and to cite evidence that supports their opinion School Name: Chase Lake Elementary Year: 2015/2016 Grade Level/Department/Team: Grade 6 Student Learning Goal: Students will explain their thinking with specific evidence by including details relevant to the task, and, as their writing skills develop will cite specific text or other evidence to support their position. Evaluation of on-demand writing projects to determine students skill levels and areas to be targeted for instruction. Observation during practice of students referring to each other and back to evidence, demonstrating value of evidence model. Writing prompts given throughout the school year to assess student improve in skills of persuasive/argumentative writing and 8

9 Frame activities with forethought. Introduce concept of valuing evidence model. Introduce to and practice citing sources, writing arguments for one point of view and against another. Ask Where did you get that information? How do you know this? Students will draft their writing using their chromebooks and share their drafts with me and with classmates for the editing and revising process. School Name: Chase Lake Elementary Year: Grade Level/Department/Team: Specialists Deanna Silue, Pat Spooner, Mark Press, Patti Vicari Student Learning Goal: Students will justify their thinking; grounded in evidence by participating in collaborative discussions/groups to explore how cultures from around the world tell their story through dance. Video tape sessions to inform dance skill instruction, based on needs of students. Teacher observation. Baseline Close reading KWL Chart Student T-Chart journals Take a video of groups at beginning of instruction for baseline, then have students self-assess once again at end of instruction for summative. Group PowerPoint presentations based on collaborative discussions, demonstrating skills justification of thinking, and grounded in evidence. Students will self-evaluate using rubric based on 3 rd grade ELA Common Core. Teacher will evaluate using rubric based on 3 rd grade ELA Common Core. Content based activities will take place in the library with Librarian and ELL teacher. Teach Close Reading activities Sentence starters for cite evidence T-charts and guiding questions Teach computer skills i.e. online databases, accessing resources, PowerPoint presentation program Teach research process Dance and movement instruction and presentation will take place in gym with PE and Music teachers. 9

10 Teach skills in isolation before introducing structured dances (explore physical movement) Small and large group modeling/demonstration Take a video of groups at beginning of instruction for baseline, then have students self-assess at once again at end of instruction for summative. Music, videos, video of students dancing - baseline and summative, computers, online data bases, projector, Scholastic News, Interim Assessment data. School Name: Chase Lake Community School Year: Grade Level/Department/Team: Learning Support Student Learning Goal: Students will improve their ability to justify their thinking through written communication by using details in their narratives, providing reasons and evidence in their opinion pieces, and using transition words and a detailed explanation that paints a picture for their reader in their informative writing. To establish a baseline, initial student writing samples (narrative, opinion, and informative) will be collected during the month of October, and measured against the Step up to Writing rubric. At the end of each unit (narrative, opinion, informative), students will be given a writing assessment to measure growth, using the Step up to Writing rubric. 1. Participate in Step up to Writing professional development. 2. Collaborate with fellow learning support teachers to modify the curriculum for learning support students. 3. Collaborate with learning support teaching partner(s) to analyze student work samples and to calibrate scoring. We teach writing in a small group setting. The use of a projector and document camera are useful for modeling the writing process and to increase focus among our students. The internet is used by teachers to introduce realia and build background information for our students. School Name: Chase Lake Elementary Year: Grade Level/Department/Team: Chase Lake Intensive Support Student Learning Goal: Students will increase their accuracy in spelling. 10

11 Weekly spelling tests and assess writing samples Pre and post test using Words Their Way Primary Spelling Inventory-Individual Score Sheet Brigance Spelling (grade placement) (initial blends and digraphs) Spell CVC words (teacher made) Daily instruction using Spelling instruction including Words Their Way: Words Their Word Sorts for Within Word Pattern Spellers and Word Sorts for Letter Name-Alphabetic Spellers Conduct pre and post test from Words Their Way Collect and track data Words preprinted for students with fine motor issues to cut and paste versus writing Lessons created and shared using Word and/or google drive Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals: Learning Opportunities for Students As part of progress monitoring, what are you doing to help students who are still struggling? As part of progress monitoring, what are you doing for students who are meeting or exceeding standards? Description of the Learning Opportunity 1:1 assistance with volunteers, mentors Small group instruction After school activities Daily site word practice (Volunteers; Para: class load relief support) Read Naturally with Volunteers to increase fluency Homework Club with a focus on 3-5 grade: Moby Max, Math Expressions ELL/SBA Practice Class Before School (3 rd grade) Peer to peer tutoring: running literature circles School Newspaper Research Projects Before and after school activities Math Olympiad Schedule As needed Daily 1-2X per week 2X/week As needed 1X per week 11

12 Describe how your school addresses the physical, emotional, and intellectual safety conditions that allow for effective teaching and learning to take place. Edmonds School District Kid Wind Challenge Boeing Science Club Responsive Classroom strategies, including Morning Meeting, Interactive Modeling, with a focus on Speaking and Listening skills (Language or Learning) Safety Net Program to assess and respond to basic needs: Student Leadership Opportunities Responsive Classroom School Patrol Spirit Club Student Council 6 th Grade Legacy Project Daily Weekly Varied Learning Opportunities Provided for Staff Specific to the School Target Whole staff learning opportunities to support the focus and intentionality of this Goal. Small group, individual, voluntary learning opportunities to support the focus and intentionality of this Goal. Description of the Learning Opportunity Professional development focus: CCSS speaking and listening skills Reading, writing, speaking grounded in evidence Calkins: Units of Study Instructional Strategy for Claim-Evidence-Reason o Reading Closely for Textual Details o Making Evidence-Based Claims o Researching to Deepen Understanding o Building Evidence-Based Arguments Collaborative time for grade level teams Vertical Teaming to calibrate writing assessments Instructional Rounds: Look for document Access to resources through Google Classroom Schedule Staff Meetings Building Days See PD calendar 12