Welcome Back

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Welcome Back
Presenters Pam Lange Barb Rowenhorst Janet
Hensley November 1, 2006
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Outcomes

• To examine reading and math perception survey
  data and problem solve next steps.
• To examine math and reading standards data (CRT
  Data) and how it relates to the DOE achievement
  series website.
• To engage in reading and math strategies that
  address Meade Districts areas of need.
• To learn and implement a Looking at Student Work
  protocol.

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Agenda

• 800 Welcome
• Housekeeping
• Perception Survey Data
• Math/Reading Strategies
• CRT Data/Achievement Series
• Lunch
• Looking at Student Work
• 330 Closure/Evaluation

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• Perception Survey Results
• Math and Reading

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Survey Results
Focus Area for PASS Trainers

Focus Area for Individual Buildings
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Survey Results

• Use of graphic organizers
• PASS Trainers focused specific training on
  graphic organizers
• Buildings had to discuss how to use them
• Lack of time for students to respond in
  writing/reading
• PASS Trainers can bring ideas for responding to
  writing
• Buildings have to discuss the time issue

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Survey Results

• Examining the weakness columns
• what are some areas that could be addressed at
  the school level?
• what areas could be addressed or discussed in the
  K-12 content level afternoon meetings on
  In-service days?
• Record ideas in the
• Intervention/Suggestions column

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Team Planning Time
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CRT Data from DakotaSTEP Test

• Thanks Guyla
• Using the data
• CRT data
• Perception data
• Helped to determine focus for strategies this year

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Reading CRT Data

• Individual building report
• Seven questions per indicator (combines
  standards)
• Discuss the bell shaped curve theory
• 60 to 65 percent
• Highlight three lowest areas
• Highlight three strongest areas

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Note Taking
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Reading District Target Areas

• What the standards say . . .
• apply knowledge
• understand how word choice affects meaning
• identify organizational features and their
  purpose
• determine important ideas
• use the organizational structures and patterns
• distinguish differences
• locate and determine of importance of information
  
• use information from a variety of formats
• combine new information with existing knowledge

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Instructional Strategies That Affect Student
Achievement
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Why do we take notes?

• To enhance students ability to identify
  important information and organize it .
• captures the main ideas and supporting details,
• helps them clear up any misconceptions,
• helps see relationships among other pieces of
  information

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Note-taking Research

• 1.Verbatim note-taking is the least effective
  technique. Bretzing Kulhary, 1979
• 2. Notes should be considered a work-in-
  progress. Anderson Armbruster,86 Denner,86
  Einstein, Morris, Smith,1985
• 3. The most powerful use of notes is to review
  before testing. Carrier Titus, 1981, Carter
  Van Matre, 1975
• 4. The more notes taken, the better.
• Nye, Crooks, Powlie, Tripp, 1984

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Note-taking Rules

• Select. Omit trivial and redundant details and
  anything you'll recall anyway!
• Condense. Replace lists with a category term.
• Organize. Choose headings and topic sentences.
• Rephrase. Use your own words.
• Elaborate. Make connections to existing
  knowledge.

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In the Classroom

• Provide teacher-directed note-taking strategy.
• Present students with different formats for
  note-taking.
• Encourage students to combine note-taking
  strategies that best meet their individual
  note-taking style.

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In the Classroom

• Teacher Prepared Notes
• Informal Outline
• Webbing
• Combination Notes
• Highlighting
• Skeleton Notes (In PowerPoint)
• Two-Column Notes
• Double Entry
• Insert Notes
• Cornell Notes
• Q Notes
• Known/New/Next

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Note-taking Activity

• Homework article
• Note-taking handouts

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Note-taking Activity

• Sturgis Elementary Double Entry
• Whitewood/Rural Insert Notes
• Stagebarn/Piedmont Webbing
• Middle School Cornell Notes
• High School Q Notes

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Note-taking Activity

• Groups of 5 one from each building
• Each share note-taking strategy
• How did this strategy help organize your
  thinking?
• How would this strategy help focus student
  discussions around a topic?

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Note-taking Information

• What is on the CD?
• What is not on the CD?

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Math CRT Data

• Individual building report
• Seven questions per indicator (combines
  standards)
• Discuss the bell shaped curve theory
• 60 to 65 percent
• Highlight three lowest areas
• Highlight three strongest areas

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Problem Solving
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Math District Target Areas

• What the standards say . . .
• methods to solve equations
• analyze and describe
• use deductive and inductive reasoning
• solve problems from a variety of perspectives
• solve problems and verify or justify the results
• practical applications
• study problems and draw conclusions
• to predict outcomes and solve problems

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Roulette Problem Solving

• Each person works the problem individually (5
  minutes)
• Discuss your way of solving the problem.
• Agree on which method to record.
• Complete Roulette Problem Solving Sheet as a
  team (Round Table).

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Roulette Problem Solving

• Other than problem solving,
• what other skills are addressed
• with this strategy?

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Roulette Problem Solving

• Cooperative Learning
• Problem Solving
• Listening
• Social Learning
• Writing
• Deepen Understanding
• Peer Learning

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Informational Session

• Achievement Series
• Testing Site

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Achievement Series

• DACS and Achievement Series share same platform
• There will be over 1,000 pre-made tests available
  to South Dakota teachers
• Per each standard. Per indicator, or per
  indicator and standard together
• Houses South Dakota item banks and (National)
  ScanTron item banks
• Teachers can also create their own item banks
• Once you teach a standard, you can spot check to
  see if students have mastered that individual
  standard.
• You can test more than one standard at a time
• You can develop your own test or use a pre-made
  test
• Teachers will schedule the tests they will
  select which they want to give.

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Achievement Series

• Just need to make sure the class roster, teacher
  roster, and student roster is accurate. (Guyla
  will complete this process)
• Web-based
• Software Can be loaded on every computer to be
  used for administering tests (only if want secure
  test client). Not necessary.
• Once the icon is on the desktop, the students
  enter just like they would with DACS.

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Locations within the districteach have a unique
Site ID.

Whitewood/Rural Sturgis Elementary Stagebarn/Piedm
ont Middle School High School
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Site Administration allows you to alter staff,
students, classes, etc.
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The DOE has preloaded item banks for most grades
in reading, math and science. There is an A
bank and B bank for each.
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DOE has created tests at the standard level,
indicator level and entire set of standards
level.(if they arent all in the system yet,
they will be soon)
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Screenshot of an online test.
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Testing Data is immediately available to
the teachers in the form of Student Data
Reports.
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Standards DataThe test data can be sorted and
viewed in several ways.
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Training on Achievement Series

• Guyla

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Team Planning Time
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Looking at Student Work

• Review of previous meeting -- looking at student
  work.
• We individually assessed 5 pieces of student work
• Rated them with colored sticky notes
• What observations did we make when we looked at
  the postings on the wall?

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What is the relevance of feedback on student work
to our goal? What is
the importance of consistency?
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Groups

• Group 1
• Brenda Tifft
• Kelly Emme
• Cheri Isaacson
• Lori Peterson
• Don Lyon
• Trish Gainey
• Group 2
• Kim Smiley
• Jenny Seals
• Deb Domagalski
• Lon Harter
• Stephanie Kaufman

Group 4 Deb Christensen Helen Jenkins Jill
Helvig Dave Van Heel June Dill Roxy Murphy Group
5 Bev Rosenboom Connie Berg Wanda Russell Sharon
Williams Jeff Simmons
Group 3 Ann Kling Cathy Kosola Norm Graham Susan
Kessel Arlene Termes Jocelyn Hafner
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• Explain the Looking at Student Work Protocol
  handout.
• Have groups select
• Facilitator (ensure that all participate - keep
  time moving)
• Presenting teacher
• Timelines
• Individual assessment - 10 minutes
• Group assessment - 20 minutes
• Teachers next steps - 5 minutes

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• What observations did you make about the student
  work?
• What commonalities/differences did your group
  have about the students work?
• What was your groups assessment of the students
  understanding?
• What were your implications for teaching and
  learning?

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• Reflect on using the Looking at Student Work
  Protocol?
• What content areas, grade levels, or departments
  could utilize this protocol?
• What opportunities are available for teachers to
  Look at Student Work?

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Individual Building Visits

• December 12th
• Classroom visits
• 15 minutes per classroom
• Building administrator develops schedule
• Focus on questioning wait time, calling on all
  students, and scripting questions (template)
• Creating a district profile of what is happening
  with this strategy
• Individual building discussion are there
  building specific things you would like to see in
  December or January?

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Team Planning Time