instructional rounds
TRANSCRIPT
+
Instructional Rounds Juliette Low School
February 29, 2012
+
“Knowledge is not ready made. Each of us is continually creating our own knowledge.
- Piaget
We are continually organizing what we know, structuring and re-structuring our knowledge.”
+Logistics Map
Restroom
Classrooms
Security
+Observation Guidelines
Listen. Do not interrupt.
Ask students questions only when they are working independently.
Talk with each other only in this debrief room, NOT in classrooms or outside.
Record evidence related to the focus questions, avoiding opinions.
+
Note-Taking Guide
iPad Blank Notepad Focus on:
• Problem of Practice
• Focus Questions
+Problem of Practice
While we have made consistent growth in our API over the past 5 years, with a current score of 832, we have not consistently met growth targets with our English Learners the past 2 years in both English-Language Arts and Math.
+Problem of Practice cont.During professional discussions focused on delivering explicit direct instruction, we have reflected on whether all students are actively engaged throughout lessons and whether we consistently check for understanding to inform instruction and determine student needs.
+
1. Are we using a variety of strategies to check for understanding throughout each lesson?
2. Are we consistently providing effective feedback and modifying/scaffolding instruction to address student needs?
3. Are all students actively engaged throughout each lesson, assuring that English Learners have multiple opportunities to practice academic language and articulate key concepts and skills related to the lesson?
Focus Questions
+
Demographics
Inter-District Transfers: 13%
Intra-District Transfers: 6%
Overflow Students: 5% Bussed to School: 24% Homeless or Double-Up Situation: 11% Free/Reduced Lunch: 74% English Learners: 46%
716Students
+Literacy
Emphasis Professional Book Clubs
Daily SSR
Consistent read-alouds
Upper Grade Literature Circles/Core Lit
Reading is Fundamental• 1 book 3 times/year
Highlights
+Highlights LiteracyEmphasisReading Lounge: Recess
and Lunch • 5th and 6th grade staff
members
Budget Priorities• Scholastic Magazines
• Classroom Libraries
• Literature Circles/Core
Literature
+ Visual/Performing
ArtsEmphasis
Meet the Masters• All students/staff 3 times per
year• Integration of music and
history
Annual Musical• 3rd – 6th grades• District-wide audiences
Annual 5th Grade Art Exhibit
District Music Program
OC Performing Arts Center• PTA sponsored assemblies
Highlights
+ Content Area
EmphasisScience & History-Social Science Instruction
• Vocabulary Readers in Interventions
Annual 5th Grade Science Fair
Annual 6th Grade Science Demonstrations
Highlights
+Highlights PositiveBehavior
Positive Behavior Study Team
• Monthly meetings
• Tier 2 Students
• Parents, student, teacher, PBST team
+Academic Performance Index
Consistent growth both school-wide and among ELs
ELs met subgroup growth target
+AYP: English/Language ArtsPercent at or above Proficient Consistent growth
school-wide and among ELs
Progress toward closing the gap
Growth not sufficient to meet increased state target
Did not meet school-wide target in 2010-11
ELs in Safe Harbor status in 2010-11and 2009-10
+AYP: MathPercent at or above Proficient
Decline school-wide and among ELs in 2010-11
ELs did not meet target in 2010-11
+ Annual Measurable Objectives AMAO 1
Significant decrease in 2009-10
Significant increases in 2010-11 an 2011-12
Consistently met targets
+
Students with less than 5 years did not meet goal in 2011-12 or 2010-11
Students with more than 5 years did not meet goal in 2009-10 or 2010-11
Goals were met in 2008-09 and 2007-08
Annual Measurable Objectives AMAO 2
+Programs/Practices to Address Problem of PracticeFaculty reading and discussing Explicit Direct Instruction
Components of systematic English Language Development (ELD) included in daily ELD lessons
Flexible ELD groups based on CELDT, ADEPT scores and teacher observation
Teachers addressing specific language needs of students as indicated on ADEPT
Collaboration on best practices regarding student engagement
+School-Wide Intervention ProgramParaeducators in kindergarten classes 3
hours/day to support increased class size
Paraeducators, Impact Teacher, and IPC push in to first grade interventions 30 minutes daily (due to substantial number of Intensive and Strategic students)
Impact Teacher, IPC,1 paraeducator, and classroom teachers participate in second through sixth grade interventions
+Intervention Groups• SIPPS/Literature Circles• Basic Skills Practice2nd Grade• Expository Reading
Comprehension/Vocabulary Development
• Read About (Challenge)3rd Grade
• Corrective Reading (FBB, BB, low B)
• Literature Circles• Read About (Basic)
4th Grade
• Corrective Reading (FBB, BB, low B)• Literature Circles• Read About (Basic)
5th Grade• Corrective Reading (FBB, BB, low
B)• Literature Circles• Read About (Basic)
6th Grade
+
“Language is culture. Culture is language.
How people talk to each other about what they are doing is an important determinant of whether they are able to learn from their practice.”
- Instructional Rounds in Education