New Teacher Curriculum Orientation

Welcome and Congratulations!2015-2016

11Curriculum Day August 25 and 26, 2014 South Lyon Community SchoolsStructure of SLCS Administration Building Departments2CITA Services DepartmentCurriculum InstructionTechnologyAssessment

Consists of:Lisa Kudwa, Assistant SuperintendentKelley Engblom, Curriculum Coordinator (ELA/SS)Dayna Britton, Curriculum Coordinator (Math/Sci.)Barbara Heininger, Assessment FacilitatorSupport Staff: Brittany, Monica, Sue, Paula, and Marda

3IntroductionsName, Teaching Assignment, School(s)Did anyone grow up in the district?Is anyone a current resident in the district? Have children who are students here?Is anyone joining us from out of state?Veteran staff- how long have you been a part of our district?4Norm SettingCount on us to To welcome you to the district warmlyTo provide you with necessary foundations to be successfulTo give you a good sense of our culture and expectationsWell count on you To be active participantsTo voice your needsTo keep track of questions for your mentor or principal5Additional InformationSchedules: New Teacher Curriculum DaysAll Teacher Curriculum DaysNew Teacher WorkshopsLocations:RestroomsRefreshmentsAcronym List6District Professional Development DaysThese days currently count as instructional days and teachers get staff development credit for attending.You should not schedule other appointments on these days. Without permission from CITA and your principal, you cannot attend professional development outside of the district on these days.7Articulation Day and a note about AIP plans in PearsonArticulation Day is Thursday. Ask your facilitator or mentor for tips about how to conduct these dialogues.Many teachers truly value the comments from former teachers regarding what works and does not work with a particular student.Keep in mind that these comments are permanent and can be FOIAed.8Culture9Mission StatementIn support of our community, the mission of South Lyon Community Schools is to provide the highest quality educational process, so that all students can excel as individuals, and become contributing and productive members of society.10Our mission statement points out our shared end goal:so that all students can excel as individuals, and become contributing and productive members of society... Its our job then, to focus on providing the highest quality educational process to make that happen!

Which is why we have guiding principles11Guiding Principles:Continuous Learning for All, Whatever it TakesAll students can and will achieveConstructivist learningReflective practiceDecisions are grounded in best practices and researchInstructional approach designed to meet student needsData informs instructionResults-drivenStandards-basedInstruction changes over timeTime, hard work, trust, and commitmentUtilize all resourcesStaff as a community of learners, experiencing personal growth, contributing to a shared vision and mission12Instruction-Overarching Understandings13

How do we define academic achievement?The Authentic Academic Achievement Model14

What is the Authentic Academic Achievement Model?A model for instruction in which students are engaged in tasks, projects or other learning activities that require them to think, to develop in-depth understanding and to apply academic learning to important, real-life problems.15What is the Authentic Academic Achievement Model?Criteria:Students are constructing new knowledge (constructivism)The learning is inquiry-basedThe tasks have real-world application16What is the Authentic Academic Achievement Model?Common Elements:Higher Order ThinkingGreater Depth of KnowledgeEngagement in Substantive ConversationConnectedness to the World Beyond the ClassroomSchool to Home ConnectionsSocial Support for Student Achievement 17How do we define effective teaching?

Robert Marzanos Effective Educators Model18

Work of Dr. Robert MarzanoMeta-analysis of educational researchIdentified high-leverage strategies for improving teaching and learningHis book ,The Art and Science of Teaching, breaks down qualities of effective teaching into:4 Domains10 Design Questions within the Domains60 Elements19Marzanos 4 DomainsDomain 1: Classroom Strategies and Behaviors (contains 9 of the Design Questions or DQs)Domain 2: Planning and Preparing (contains the 10th Design Question)Domain 3: Reflecting on TeachingDomain 4: Collegiality and Professionalism20Robert Marzano talks Effective Educators:YouTube clip of Robert Marzano21How do we define critical habits?

Art Costas Habits of Mind22

What are Habits of Mind?Habits of Mind (HOM) are the residuals left over once our students leave schoolThey are the dispositions we foster in our students to help them be successful as students, but the ultimate goal is creating successful adultsThese define who we want our students to become as a result of their time with South Lyon Community Schools23What are Habits of Mind?Thinking skills, or work habits and attitudes, that you need when faced with a problem or situation where you dont know what to doHelpful behaviors that promote successDifferent than citizenship gradesAcademics, without these habits, will not lead to successSeparate grade category for students

24We are what we repeatedly do.Excellence, then, is not an act but a habit.

-Aristotle

25Art Costa talks HOM:YouTube clip of Art Costa26Habits of MindWorks IndependentlyPersistenceUse of Past KnowledgeMetacognitionStays on Task, Stays FocusedTeamworkListens to OthersThinks and Communicates ClearlyFinds Appropriate HumorThinks Interdependently Work HabitsManages ImpulsivityStrives for Accuracy and PrecisionIs OrganizedParticipates and Contributes in ClassInitiative Thinks FlexiblyQuestions and Poses ProblemsIs Creative, Imaginative, and InnovativeTakes Responsible RisksIs Motivated

27Habits of Mind are on report cards!Determine a way to collect some sort of evidence, in particular documenting events that may lead to a comment of area of concernSome teachers have secondary students complete self-assessmentsSome teachers fill out charts for each studentDiffers slightly in formatting at building levelsSample report cards are included

28Habits of Mind are on report cards!At secondary level, progress reports are given every six weeks. For card markings 1, 2, 4, and 5, comments may be given for students in addition to letter grades. There is a list from which to select. One strategy is to directly teach a few habits each marking period and then give students comments regarding those habits. If other comments are necessary, those can be given as well.Card markings 3 and 6 are the end of the semester and scores are given to each student for each HOM category as well as letter grades.If you plan to give the score Area of Concern there should be evidence to support your choice- conversations with parents, attempts to support the student in mastering that habit, card marking 1, 2, 4, or 5 comments.29Show examples of progress reports and report cards.29Curriculum Day August 25 and 26, 2014 South Lyon Community SchoolsHabits of Mind are on report cards!For elementary:Scored asConsistently observed Often observed Sometimes observed Area of concern You have sample report card copies.

30How do we define our approach to thinking?

Ron Ritchharts Cultures of Thinking31

What is a Culture of Thinking?Cultures of Thinking are places in which a groups collective, as well as individual, thinking is valued, visible and actively promoted as part of the regular, day-to-day experience of all group members.

32What is a Culture of Thinking?If Effective Educators is how we define good teaching and Habits of Mind are how we define the important traits we want our learners to develop, then Cultures of Thinking is how we define the types of questions we want students to ask, the way they structure their rationales and the processes, both independent and collaborative, that they use to develop their thoughts.

33What is a Culture of Thinking?The development of an understanding that simple teacher strategies can have a big impact on student engagement and how students approach the thinking processA thoughtful consideration of the 8 cultural forces that impact classrooms and schools

34Ron Ritchhart talks CoT:YouTube clip of Ron Ritchhart35Cultures of Thinking PDPhase 1: Administrator learningPhase 2: Leadership team learning and planningPhase 3: Whole staff learning and planningPhase 4: Continued implementation

We rolled out learning in phases since we partnered with the county ISD and spaces at their sessions were limited! All schools are at phase 4 but some are more deeply rooted in the learning at this point.

36Foundational Texts Provided to YouArt and Science of Teaching *Making Thinking VisibleLearning and Leading with the Habits of MindFirst Days of School

* Reminder: the teacher evaluation model is based on The Art and Science of Teaching so you will want to read or skim this as soon as possible!Learning and Leading with Habits of Mind is the updated version of Activating and Engaging Habits of Mind.

Teacher Toolkit Document- Additional Texts

37Curriculum38Michigans StandardsMichigan adopted the Common Core State Standards for ELA and Mathematics in 2010.SLCS has been working on alignment since that time.

39District Alignment - MathNew units and assessments in 8th grade-HS were implemented in 2012-13.New units and assessments in grades 5-7 were implemented in 2013-14.New units and assessments in grades 2-4 were implemented in 2014-15.Kindergarten and Grade 1 made tweaks in 2012-13 and new units and assessments begin this year!40District Alignment - MathBecause we believe instruction is constantly improving, a recognized need for adjustments in grades 6-8 math meant that those courses are in the process of being better aligned to the standards.41District Alignment - ELARather than overhauling the full course at once, units of study are being implemented over time as this was the structure used by the local ISD. 11th and 12th grade are writing new units.9th and 10th grade ELA launches new units of study this year.Middle school ELA was fully aligned last year.42District Alignment - ELAGrades K-5 have fully aligned writing units of study. Writing assessments are continuing to be developed.All teachers for Grades K-5 are piloting aligned Reading units of study.We anticipate fully aligned units of study for Reading will be distributed in 2016-17.The units will formally go through the SAC process and go for Board approval.43What is SAC?The district utilizes Subject Area Curriculum (SAC) committees to develop curriculum and select curricular materials. All K-8 core areas and high school courses required for graduation have SAC-developed curriculum in place. Each SAC committee consists of at least 2 grade or course level representatives from the district.44What does SAC Do?SAC committees, with guidance from the Curriculum Coordinators and the local ISD, study standards to create units of study, pace those units and identify the most appropriate materials to recommend for purchasing.45What does SAC Do?They share their recommendations with a Shared Involvement Process (SIP) team at the corresponding building level and use the feedback from that discussion to make any needed changes or clarifications.46What does SAC Do?The recommendations then go through the Curriculum Coordinator to the Assistant Superintendent for CITA Services. The Assistant Superintendent takes those curriculum recommendations to the Board of Education twice- once for information and once for approval. Purchase of district-wide curriculum materials also go through this process.47What does SAC Do?Upon Board approval, curriculum updates are implemented and become required curriculum. SAC then develops district-wide assessments which are used to measure the effectiveness of the curriculum and to identify areas for future professional development.48District Provided Materials and Teacher GuidesCITA and the SAC committees provide curriculum and materials for building use.These materials are the property of the district, specifically the classroom building and the particular section to which you are assigned.If you change grades, or buildings, the materials MUST remain with the section.Tips on how to best utilize the curriculum binders.49Staff/Building Purchased Supplementary Materials We have a checks and balance system.Rationale:Supplemental materials should be consistent with the SLCS beliefs about education and instruction.To ensure that no teacher is supplementing to the point that he/she is not able to complete the required curriculum.As a new SLCS instructor, you may not be aware of the values held by the community. This step helps to protect your professional credibility. It allows us to support any challenges to your supplemental materials.

50Staff/Building Purchased Supplementary Materials CITA and the SAC committees provide curriculum and materials for building use. If you add any supplemental materials (purchased with building funds or your personal funds), you must have principal approval PRIOR to the use of those materials with students!The form to submit to your principal for approval is located on the Intranet and provided in this binder. Label the materials you personally bring to your classroom!51Staff/Building Purchased Supplementary Materials Elementary classroom libraries:Many of the books that are not approved for use in classroom libraries have language or content that has been challenged in the past in our district- often the challenged content relates to human development. Once you go through the supplementary materials approval process, if a text in your library is challenged in the future, your principal will be able support your decision to include the text.There are basic suggested book lists for each grade. These titles have been approved on a district level and do not need to be approved by your building principal. The texts on these lists have already been screened by three independent readers.

52Video/DVD/Web-based Video ClipsUse Form on IntranetPreview video or clip.Complete form on the Intranet.Submit to principal at least 72 hours prior to using and wait for approval!YouTube clips must be approved.All United Streaming clips are approved as this is a cultivated video library that is screened. All schools have accounts.53Technology54How Technology Should Be UsedTo enhance instruction and learningTo increase students level of engagementTo make previously mastered tasks more efficient to allow your students to spend greater amounts of time engaged in higher order thinking 55What the CITA Department DoesThrough SAC, recommends software and online resources to support the curriculumThrough the building Technology Liaisons, provides information about new technology that impacts teaching and learningAdvises the Technology Department on their plan for hardware in the districtReviews requests for blocked websites to be opened for useCoordinates the use of the Pearson Inform system for data collection and reviewMaintains the CITA portions of the Internet and Intranet56The Technology Department would be happy to help you ifYour computer is not workingYour printer is not workingYour phone is not workingAn interactive whiteboard is not workingThere is a problem with a ChromebookThe internet in your classroom or school is down57Technology

58This is Barbara Heininger- our lovely Assessment Facilitator. She does the following:Coordinates the use of Pearson InformDisaggregates district and school level dataCoordinates state assessments for our districtWorks in collaboration with the Technology department and the Tech LiaisonsAssessment59State and National AssessmentsMichigan is currently using the M-STEP, our state assessment, to determine the proficiency levels of students in grades 3 through 8. We almost exclusively give the M-STEP online using Chromebooks.At the high school level, the PSAT and the SAT will be used beginning this year.60State and National AssessmentsWe also participate in the States assessment of students:with cognitive impairments (MI-Access) students learning the English Language (W-APT and WIDA)

From time to time one of our schools is selected to participate in the NAEP, a national testing program.61The Purpose of State and National AssessmentsSummative tests like the NAEP, M-STEP and SAT are important as they tell us how well we are providing instruction for our students in comparison to other districts and states.It allows us to put our work into a greater context, which is critical.62Why We Have District AssessmentsIt takes a while to get reliable and useful results from state and national testing dataWe need more robust and timely data to make decisions about curriculum, instruction and professional development.Through our SAC process, we have developed over 130 assessments each semester that are administered to students in grades K-12.63How You will Use the DataYou will use individual student data from these assessments to make decisions about differentiationYou will use class level data:To determine reteaching needs To adjust lessons in future units and across future yearsTo make decisions about your own personal professional development needs64How Your School Uses the DataTo make decisions about things like child studies or placement into special education servicesTo determine professional development needs of the staff as a whole or in subgroupsTo determine your school improvement goals and strategies

65How SAC and the District Use the DataTo edit and revise units of studyTo plan district-level professional developmentTo identify schools or teachers who might have ideas to share about how to improve student outcomesTo determine the quality of our units of study and programsTo write the districts improvement goals66SLCS Our Data Our use of data to improve our results is a key component of our cultureThe data is valued and used by manyWithout reliable data, we are unable to make the best possible decisions for our students

With this in mind, we are fiercely protective of our assessments!67Assessment Responsibility and Accountability:Maintaining Validity, Reliability and ConfidentialityDistrict assessments are created by SAC committees (have financial and time costs)The use of the data is critical to our improvement processAll changes must go through CITAAssessments are required and have deadlines

68At the secondary level, principals will review the Assessment and Review Guidelines with new teachers. These guidelines depict what SLCS views as unethical assessment practices.68Curriculum Day August 25 and 26, 2014 South Lyon Community SchoolsAssessment Responsibility and Accountability:Maintaining Validity, Reliability and ConfidentialityNo portion of district assessments can be used for classroom or test prep purposesCannot be removed from buildings (essays may be graded at home)Avoid guest teachers giving assessmentsWhat to do in these circumstances: student teachers, parents wanting to review students assessmentFollow Barbs Pearson Inform directions when scanning and storing a district assessment.69At the secondary level, principals will review the Assessment and Review Guidelines with new teachers. These guidelines depict what SLCS views as unethical assessment practices.69Curriculum Day August 25 and 26, 2014 South Lyon Community SchoolsYour Role in the ClassroomOur use of summative assessments is admirable, but youll need to supplement this with formative assessments in your classroom as wellThese might be created by you or shared between you and your colleaguesThese are created outside the SAC process70Teach Like a ChampionTechnique 18: Check for UnderstandingGood drivers check their mirrors every five seconds. They constantly need to know whats happening around them because waiting for an accident to tell them theyre doing something wrong is a costly strategy. As a teacher, you should think the same way.

-Doug Lemov

71Questions to Ask Myself as I Assess StudentsWhy am I assessing?Am I using a variety of assessments?Is the assessment aligned appropriately?How does it relate to prior knowledge and classroom experiences?Are the questions assessing the identified depths of understanding?Is the assessment substantial and thought provoking?72Formative vs. Summative AssessmentsIt is not necessarily the instrument that is formative or summative, but what is done with the data that drives the distinction.Formative assessment results have an immediate impact on instruction and planning of lessons.Formative assessments should occur on a frequent basis.73Two Types of AssessmentsFormative AssessmentSummative AssessmentLeads to some action that improves learning (informs instruction).Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.Results available in time to take action with the students to help them master the content.Summarizes achievement.Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

74Formative Assessmentshelp teachers answer the following questions:Who is and is not understanding the lesson?What are this students strengths and needs?What misconceptions do I need to address?What feedback should I give the students?What adjustments should I make to instruction?How should I group the students?What differentiation do I need to prepare?75Examples of Formative AssessmentsExit tickets/Exit questionsQuestions using clicker responsesClass discourseSmall group discussionsIndividual student-teacher conferencesShort quizzesHomeworkClass work

76Assessing the Appropriate Depth of KnowledgeJust as we want to vary the type of assessments given to meet the language of the standards, we want to be sure we are assessing the appropriate depth of knowledge with our questions as well.Webbs Depth of Knowledge chart will help you to verify that your tasks in an assessment are a match for the proper level of knowledge.

77Depth of Knowledge

Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.

From NYC Dept. of Education78A Common RubricThe district uses a common 4 point rubric whenever possible to keep expectations for students and their families consistentThere are two categories within the rubric: Has mastered the concept being assessed (3 or 4)Still needs to master the concept being assessed (0, 1, or 2)79Common Instructional Rubric4Exceeds the StandardAfter appropriate instruction, the student can independently extend (appropriate to his/her age) the application of instructional objectives/benchmarks. Products are consistently excellent or superior in quality. 3Meets the Standard ExpectationAfter appropriate instruction, the student independently applies instructional objectives/benchmarks and demonstrates an acceptable level of proficiency for the grade level. Products are usually average to above average. 2Making Progress Toward the StandardAfter appropriate instruction and with assistance, the student can apply instructional objectives/benchmarks and demonstrates a basic level of proficiency. The quality of products is uneven or minimally acceptable relative to the expectations.1Area of ConcernAfter appropriate instruction, the student demonstrates only rudimentary or unsatisfactory levels of understanding and with assistance has considerable difficulty or cannot apply instructional objectives. The quality of products is consistently unsatisfactory or unacceptable.0No response: After appropriate instruction and with assistance, the student does not respond to the task or the students work is unscorable, i.e. illegible or off task.80How to Use the Common RubricYou can add language to the rubric to customize it to your assessment and the standardsThe important component is to keep the rubric scores consistent For easier grading, divide all responses into two categories- mastery and non-mastery- and then refine within those categoriesScores of zero should be extremely rare as those scores offer no meaningful data to you as the classroom teacher. Do your best to get some response from the student.81Grading and ReportingIn 2002, the district began shifting to standards based grading. Standards based grading means that a students grade in a course or subject should directly reflect his or her level of mastery of the content, not the compliance level of the student to classroom rules, his or her participation, completion of incorrect work, or extra credit. To help with this shift, the district separately reports to parents and guardians on the students Habits of Mind mastery. 82Elementary Grading and ReportingAt the elementary level, the key standards in reading, writing, and mathematics are reported individually for parents. Science and Social Studies content mastery are reported by unit. Mastery is not reported as letter grades but on a 4 category rubric:4- Exceeds mastery of the standard3- Meets level of mastery for the standard2- Approaching mastery of the standard1- Area of concernLevels of content mastery are reported four times a year for elementary students.

83Secondary Grading and ReportingAt the middle school level, teachers use a 12 point grading scale.At the high school level, teachers use a 4 point scale.At the secondary level, departments and buildings have determined what types of assessments to count as formative or summative, how to weight those categories, and how to weight card markings. Secondary grades are reported six times a year.

84Summarizing Our LearningMission statement and guiding principlesAuthentic Academic AchievementDefining Good Teaching- Marzano Research and Evaluation Model Habits of MindCulture of ThinkingStandards AlignmentSAC Process and Supplemental MaterialsNational, State, District and Classroom AssessmentsGrading and Reporting

85Questions?Our contact information:CITAExt. 8111Lisa Kudwa, Assistant Superintendentkudwal@slcs.usKelley Engblom, Curriculum Coordinatorengblomk@slcs.us Dayna Britton, Curriculum Coordinatorbrittond@slcs.us

86Curriculum Day August 25 and 26, 2014 South Lyon Community Schools86