draft for revision - town halls 2013_workbook

Upper Elementary Town Hall

Supporting Your Children’s Learning at Home

__________________________________________________________________________________________________

OCTOBER 2013

School Home

GOALS FOR THIS EVENING

1. Reflection on the mission of the school

2. Exploration of our opportunities to support the children’s learning

3. Reminder of our shared hopes for the children

4. Insight into current faculty initiatives

5. Experience of Question Formulation Technique

6. Analysis of shared goals as parents

7. Strategies for parents from parents

Mission

Our goal is to develop, in every child, a sound mind in a sound body

governed by a compassionate heart.

governed by a compassionate heart

a sound mindin a sound body

We balance traditional and innovative pedagogical approaches in providing

a well-rounded, challenging education.

innovativetraditional

We develop children's academic, intellectual, creative, athletic,

and social potential...

creative,athletic, social

academicintellectual

...through dynamic teaching and by actively engaging them

in their own learning and growth.

studentengagement

dynamicteaching

Accountability as

'Measurement'

Accountability as

'Responsibility'

Determined by

Teachers

Facilitated by

Teachers

Identification of

Deficits/Challenges

Identificationof

Strengths/Passions

DiscreteAcademic

Proficiencies

Social-Emotional Learning &

21c Skills

A Continuum of Assessment:

Intentional Culture

Accountability as 'Measurement'Accountability to External CriteriaSummative Assessment of Group PerformanceDetermined by TeachersIdentification of Deficits/ChallengesDiscrete Academic ProficienciesStandardized Testing & Benchmarks

Accountability as 'Responsibility'Accountability to Individual & Program GoalsFormative Assessment of Individual ProgressFacilitated by TeachersIdentification of Strengths/PassionsSocial-Emotional Learning & 21c SkillsStudent Self-Assessment & Goal Setting

CTPIV-STANINESCTPIV-SCALED SCORES

STANDARDS-BASED MATH ASSESSMENTSBENCHMARK ASSESSMENTS – READING

FALL ASSESSMENT SCREENERWrAP WRITING ASSESSMENT

LEVELED LITERACY INTERVENTION (LLI)USE OF FALL ASSESSMENTS TO INFORM EARLY INSTRUCTION

DEVELOPMENT OF PERFORMANCE TASK ASSESSMENTSWRITERS WORKSHOP RUBRICS, CONFERENCES, GOAL-SETTING

ASSESSMENT & SELF-ASSESSMENT IN EVERYDAY MATHEMATICSASSESSMENT OF INCLUSIVITY & MULTICULTURALISM

FOUR PILLARS OF STUDENT SELF-REFLECTION & GOAL-SETTINGSTUDENT BLOGGING AND PEER FEEDBACK

REFLECTION & SELF-ASSESSMENT IN CONFERENCES & REPORTSSTUDENT AND ALUMNI SURVEYS

LE FEEDBACK MODEL & UE CLASS MEETINGSCONFLICT RESOLUTION & RESILIENCE: 'FRIENDSHIP COACHING'

STUDENT SELF-EVALUATION PROTOCOLS IN SCIENCESTUDENT LEADERSHIP CRITERIA & SERVICE PLATFORM

STUDENT ASSEMBLIES




STANDARDS-BASED MATH ASSESSMENTS

BENCHMARK ASSESSMENTS – READINGFALL ASSESSMENT SCREENERWrAP WRITING ASSESSMENT








STUDENT ASSEMBLIES










REFLECTION & SELF-ASSESSMENT IN CONFS & REPORTSSTUDENT AND ALUMNI SURVEYS



STUDENT ASSEMBLIES













STUDENT ASSEMBLIES

Last Year’s Engagement with Parents, Students,

and Teachers

Driving Questions – Fall 2012

[ For details see: http://bit.ly/UETownHalls2012 ]

http://bit.ly/UETownHalls2012



What words would describe the successful and empowered child who will emerge from the

best school we can continue to create together?

[ For details see: http://bit.ly/UETownHalls2012 ]

Driving Questions – Fall 2012




WHAT DO

YOUWANT TO BECOME?

Intelligent

Creative

Kind

Open-minded

Curious

Balanced

Flexible

Inspiring

Enthusiastic

Optimistic

Humble

Modest

Honest

Cooperative

Determined

STUDENTS DESCRIBE SUCCESSFUL STUDENTS

Compassionate

Cooperative

Courageous

Creative

Critically thinking

Curious

Empathetic

Expressive

Flexible

Happy

Kind

Resilient

Self-aware

Self-Reliant

Tolerant

TEAC

HER

S D

ESCR

IBE

SUCC

ESSF

UL

STU

DEN

TS

WHAT DO I WANT TO BECOME?

WHAT CAN I

DO?

CURTIS SCHOOL GOALS FOR LEARNING FRAMEWORK

CREATE: To make, to design, to connect, to perform, to solve

UNDERSTAND: To learn new ideas and skills, their connection to our lives, and their value to our community.

REFLECT: To explore, to examine, to identify, and to share our ideas and actions.

TRANSMIT: To present, to share, and to inform our learning, and to communicate effectively.

INCLUDE: To invite and to honor a wide range of people and points of view, and to collaborate productively.

STRIVE: To establish goals for learning and strategies to meet them.

This Year’s Engagement with Parents, Students,

and Teachers

How Might a Teacher . . .

1. CREATE an environment and climate conducive to learning?

2. UNDERSTAND and support the needs of each learner?

3. REFLECT with students on the purpose/objectives of instruction?

4. TRANSMIT new skills and understandings using a variety of instructional strategies?

5. INCLUDE all learners as active participants in their learning and community?

6. STRIVE to balance traditional and innovative pedagogical approaches?

How do teachers create

an environment and climate

conducive to learning?

How do teachers create an environment and climate conducive to learning?

ENVIRONMENT

SPACE

CLIMATE

RELATIONSHIPS

What have YOU noticed?

How can YOU help create an environment and climate conducive to

learning?

ENVIRONMENT

SPACE

CLIMATE

RELATIONSHIPS

A teacher creates an environment and climate conducive to learning.

FACES

PLACESCOLLABORATIVERELATIONSHIPS

ProtocolsVoiceNormsSupport

LEARNINGSPACE

ArrangementUse of areas

MaterialsMovement

#LearningCommunity

This Evening’s Goals

www.rightquestion.org

THE QUESTION FORMULATION TECHNIQUE™

www.rightquestion.org© 2001- 2012

RULES FOR PRODUCING QUESTIONS

Ask as many questions as you can Do not stop to discuss, judge or answer the questions Write down every question exactly as it is stated Change any statement into a question


RULES FOR PRODUCING QUESTIONS

Ask as many questions as you can Do not stop to discuss, judge or answer the questions Write down every question exactly as it is stated Change any statement into a question

What might be difficult about following these rules?


PRODUCING THE QUESTIONS

1. Follow the Rules for Producing Questions. 2. Number your questions.

Qfocus (A):

I create an environment and climate that supports

learning at home.


Qfocus (B):

I strive to balance order/structure with

independence/resilience.

IMPROVING THE QUESTIONS

You might have these two kinds of questions in your list:

• Closed-ended questions – they can be answered with “yes” or “no” or with one word.

• Open-ended questions – they require an explanation and cannot be answered with yes” or “no” or with one word.


IMPROVE YOUR QUESTIONS

Identify closed and open-ended questions.

1. Mark the closed ended questions with a C and the open-ended questions with an O.



2. Name advantages of asking closed-ended questions.



2. Name disadvantages of asking closed-ended questions.



2. Name advantages of asking open-ended questions.



2. Name disadvantages of asking open-ended questions.



3. Review your list of questions and change one closed-ended question into an open-ended.

Then, change one open-ended question into a closed-ended one.


PRIORITIZE YOUR QUESTIONS

Choose the two most important questions from your list.

Keep in mind the QFocus.

Mark each priority question with an “X”


Qfocus (A):

I create an environment and climate that supports

learning at home.

Qfocus (B):

I strive to balance order/structure with

independence/resilience.

SHARE YOUR QUESTIONS

Please share:• the questions you changed from closed to open-ended

and from open-ended to closed. Read each question as originally written and how it was changed,

• your two priority questions,

• your rationale for selecting those three.


NEXT STEPS

1. How are you going to use your two priority questions?


REFLECTION

1. What did you learn? 2. What value does it have?


Next Steps

1. Exploring your driving questions (2 x 7min)

Reflect on the reasons you chose these driving questions.

What are some of the opportunities or obstacles?

Name important core principles or criteria that should inform parents’ choices at home.

2. From ideas to examples (10 min)

Based on this discussion, look back at your group’s QFocus.

What does supporting your child’s learning at home ‘look like’? What have you done that has been successful? What could you do?

Name concrete solutions/strategies for other families to consider.

3. Report back (10 min)

Please share (1-2 min each) highlights of your group’s conclusions.

draft for revision - town halls 2013_workbook

Business

continuum of assessment

conferences reports

confs reports student

responsibility accountability

measurement accountability

childrens learning

alumni surveys

analysis of shared goals