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valley forge

Valley Forge Elementary 2013-2014 meeting
by

joseph patete

on 19 August 2013

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Transcript of valley forge

Welcome Back !
Our Performance Index Summary Report
What are Teacher Based Teams?

What should they look like?
Our data says...
So what?
What does the data tell us about how we are doing?
What does the data suggest as an area of needed focus and growth?
Now that you know everything......
Avalon Elementary
Opening Staff Meeting
2012-2013
The role of the teacher is to take care of the students by being the:
-Listener
-Developer
-Challenger
-Supporter
-Encourager
-Informer
What are WE going to do?
CCS Student Success System
100% Student Success

Organizational Excellence

Team Learning

Professional Mastery

Content Expertise
5 yr. Data trends
What should students know and be able to do?
How will we know if students have learned?
How will we respond when students do not learn?
How will we respond when students already know the learning targets?
What TBT'S look like
Four critical questions to focus on
Focus on learning
Building highly effective and efficient collaborative teams
Focus on results by using common assessments
Charting the course focused on learning
Ohio Improvement Process
Each table will share their words
Whole group discussion
Analysis
Questions
Whip Around

Success with Common Core standards will be determined not by how many answers you know, but by what you do when you don’t know the answer.

Focus on Thinking
What is your vision for mathematics in our building?

What would you look for when observing a math classroom?

What do you cite as evidence of good math teaching and learning?
Setting the vision in our school
We have revised curriculum and they have to teach differently
Plan differently (Determine Academic Triggers)
Using authentic student work
Assess differently
Question purposefully
Teacher as the facilitator
Promote student thinking
Integration of 21st century skills
(Problem Solving, Communication, Collaboration, Creativity and Innovation)
What does this mean for teachers?
Our Performance Index Summary Report
Brain Dump
Albert Einstein
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
On the index card at your table, write down some strengths and weaknesses of Valley Forge.
As a table group, you will discuss what is written on your index card. After the discussion you will come up with one word that your group feels summarizes a strength and weakness of Valley Forge.
Please write this word on the paper on your table.
Establishing norms
Part 1: Individually, write behaviors that occur at meetings that don't work for you.

Part 2: As a group, "flip" the behavior into a norm.

People arrive late.. FLIP
All meetings start on time
Recorder: write the norms on the table sheet
TBT's will
engage teachers and administrators simultaneously in learning.

continuously seek and share learning and then act on it.

be seen as a potent strategy for school change and improvement.
Common Core
Norms are stated as commitments to act in certain ways rather than as beliefs.
Norms are reviewed as the beginning and end of each meeting until each team member internalizes them.
One norm should require the team to access its effectiveness at least twice during each school year
Less is more. A few key norms are better than a laundry list.
Violations of norms should be addressed.
Tips for establishing norms
staff updates
OUR COLLECTIVE COMMITMENTS
The Highly Engaged Classroom
What do we want our students to learn? (essential, guaranteed, and viable curriculum)
How will we know they are learning? (frequent, team-developed, common formative assessments)
How will we respond when they don’t learn? (timely, directive, systematic intervention)
How will we respond when they do learn? (timely enrichment and extension)
What Do We Collaborate About?
15
What do we want our students to learn? (essential, guaranteed, and viable curriculum)
How will we know they are learning? (frequent, team-developed, common formative assessments)
How will we respond when they don’t learn? (timely, directive, systematic intervention)
How will we respond when they do learn? (timely enrichment and extension)
The 4 Guiding Questions
16
AGENDA
8:15 – start our work together
a. m. break
12:15 - lunch
Nurse trainings
p.m. break
3:30 – end our work together
LOGISTICS AND HOUSEKEEPING
17
not open to criticism
resistance to change
comfort zone issues
nothing to collaborate about
competition
no common goal
being too new to speak up
not confident in their skills
don’t have enough information
just another program
more work
getting ready to retire
negative personality
fear of being uncovered
loss of control
don’t trust others
Who are your resisters, and why?
18
Meeting Norms
OTES
Jacquelyn Golden-room 19-4/5 split
Melissa DeFilippo-room 23-4th grade
Rebecca Touchman-KDG Instructional Assistant
Laura England-room 16-3rd grade
Terra Vajcher-Psychologist
Stephanie Zimmerman- ESL math support

New Staff

One thing is clear: Having clear norms gives teams a huge advantage. A key to effective teams is
involving all members in establishing norms, and
then holding everyone accountable to what they
have agreed upon.
Norms help teams clarify expectations regarding how they work together.

List of guidelines that will help create an effective team.

Norms represent protocols and commitments developed by each member.
Norms
Lunch
OSU trains volunteer reading buddies in September with follow-up in November.
Buddies work with students for 20 minutes/twice each week.
Buddies learn to use a three-part lesson:
Familiar reading & discussion
Poetry reading for fluency & comprehension
Sharing a take-home book

Reading Support Initiative

District-wide research will be designed using current testing data K-3
Focused research will be conducted in 10 schools with full-time coaches
Grant will fund for 2013-14:
4 days of Team Planning for 6/building
4 days of Principals’ Academy

CCS Research Plan

So, by the 3rd year, 32% is the average increase in learning across children, grades, teachers, and schools in that year over what would have been predicted for them to learn based on the baseline year.

Finding #1

Every minute is maximized
Routines are essential to learning
Quality children’s books are central
Accelerated learning is expected

Key Ideas

Learners are engaged as readers and writers
Learners feel successful
Instruction is targeted at students’ needs

Key Ideas

Writers’ Workshop: 40-60 min.

Guided Reading & Managed Independent Learning: 1-1 ½ hr.

Community Writing: 20 minutes

Interactive Read Aloud: 15-20 min.

Buckeye coaches continue to teach the literacy block
daily in the same classroom for 9 weeks.
Conduct K-3 demonstration lessons
Coach K-3 teachers
Design and deliver 40 hours of PD
2 school visits by an OSU trainer/year
Attend 6 days of professional development at OSU


Implementation of Literacy Collaborative 2014-15

CCITs “push in” to teach the literacy block daily in
the same classroom for 9 weeks.
Classroom is selected based on:
1. Willingness of the classroom teacher
2. Teaching needs of the coach
2 school visits by an OSU trainer/year
Credentialed for 3rd Grade Reading Guarantee through 2016


Training in Literacy Collaborative 2013-14

Over the years since 1984, about 75% of students who completed the full 12- to 20-week series of lessons met grade-level expectations in reading and writing.
or
Child can more reliably be referred on for a more intensive intervention




Two Positive Outcomes

Scheduled at Northgate for 3-day sessions in October & November
for 60 @ time.
All 3rd grade teachers & Buckeye coaches Nov. 13, Dec. 11,& Feb. 12.
4 days schedule in early June, 2014
Participation in 60 hours will credential the teacher Third Grade Guarantee through 2016.

3rd Grade PD Offerings

I Like Red

Red is the color of apples.

Red is the color of cherries, too.

Red is the color of strawberries.

I like red!

Do you?

Shared Reading:
10 minutes

Writing development in fewer than 20 weeks

LEVEL 16 - AFTER LESSONS

LEVEL 2 - BEFORE LESSONS

Reading progress in fewer than 20 weeks

LESSONS ARE FAST PACED AND VARIED

Daily 30-Minute One-to-One Lessons

Community Writing

Shared Reading

Interactive Read Aloud

Word Study

Letters, Sounds & Words: How They Work

Re-reading one or two familiar books
Re-reading yesterday’s new book (teacher takes a running record)
Letter identification and word work
Writing a story
Cut up story to be rearranged
New book introduced
New book read


Goal 2: Learning environments are student-centered, efficient, and stable
District Goals
Goal 1: Each and every child reaches her/his full potential: prepared to go to college, secure a job, serve in the military, or start a business
Goal 3: The district is accountable to the community, the community's confidence in the school district is restored
Break
10 minute break
Community
back to school bbq
read for the record
dad's day
morning with mom
boys night out
girls night out
OSU basketball game
mother/son dance
father/daughter dance
Professional Development
Reading Endorsements classes
SmartBoard Training based on user comfort
level
PD will be done in house from now on
Changes
students before 8:30
breakfast
sitting in hallways with book
enforcing uniform
monthly calendar
daily bulletin
community partners
Expectations
Branding Valley Forge
No hidden agendas
Laser focused on academics
Discipline policy
PEAk
referring teacher calls home to notify parent

Housekeeping Items
Duty schedule
Specialist schedule
Fundraisers
It's a New Day
Full transcript