RAPID CITY SCHOOL DISTRICTStandards Retreat

September 2007

AGENDAProfessional Learning Communities

eMetrics Website Overview

Standards (3 years – broad standards)

Standards (specific standards)

SMART Goals Overview

Building Goal Development

OUTCOMES To examine building level standards

data

To determine areas for celebration.

To determine areas for improvement.

To have a foundation of SMART Goals

To develop building-level goals based on standards

NORMS Take care of your own needs.

Cell phones on vibrate.

Limit side conversations.

Hand in air indicates return to Large Group

Respect others opinions and viewpoints

Other???

PROFESSIONAL LEARNING COMMUNITIES

•Honor Previous PLC Work

•Listen, Watch, Record •Sit, Relax, Enjoy

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DakotaSTEP

Standards Retreat

InstructionalStrategies

School Improvement and Why

Identify Areas of Need

Goals

Review

2007 Data

8

2006 – 2007 Data

2004–2005–2006–2007 Data

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

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DakotaSTEP

Standards Retreat

InstructionalStrategies

School Improvement and Why

Identify Areas of Need

Goals

EMETRICS

WEBSITE

EMETRICS WEBSITE

Interactive Website for DakotaSTEP Standards

https://solutions1.emetric.net/sdstep/

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School

20 Usually, 7 questions per indicator

Bell-shaped curve 50% or more wrong answers = 3.565% or more wrong answers = 4.4

EMETRICS

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THE CUTOFF PERCENTAGE Seven questions per indicator (combines

standards)

What percentage? 50, 55, 60, 65

BB/Basic

Proficient

Advanced

How did this make you feel?

How would a student have felt?

How often do we do this to students?

Should we have done anything beforehand?

If you could change one thing in your classroom after this experience, what would it be?

READING TARGETED AREAS

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oeMetrics Reports based on 50% = 3.5

o2005 – 2006 – 2007

oReading and Mathematics

HANDOUT: TARGETED AREAS

Each South Dakota Reading and Math standard is listed with a summary definition.

Each grade level has a different wording but similar goals.

If grades K-2 are included, they have supporting standards for those at grades 3-12.

HANDOUT: TARGETED AREAS

HANDOUT: TARGETED AREAS

DATE (2005, 2006, 2007) “grade level” concern

xDATE (x05, x06, x07) “close score” concern

HANDOUT: READING DISCUSSION GUIDE

Complete the top portion of the BLUE handout based on the “Targeted Areas” for your GRADE LEVEL.

SPED, Title, and other areas – choose a grade level

HANDOUT: READING DISCUSSION GUIDE

Complete the bottom portion of the BLUE handout based on the “Targeted Areas” for your BUILDING.

SPED, Title, and other areas – choose a grade level

Each person has 3 dots

Individually, based on your discussion of the BUILDING targeted areas, choose 3 standards you think your BUILDING should focus on this year.

Stick a dot on the chart paper next to the corresponding reading standards you chose.

HANDOUT: READING DISCUSSION GUIDE

After the dots for your building have been placed on the chart, discuss which standards have the highest number of dots.

Later, you will be writing goals to address those standards.

HANDOUT: CORE STANDARDS

READINGCORE STANDARDSUNPACKED

STANDARDS

HANDOUT: CORE STANDARDS

Based on the highest “dotted” standards, highlight the specific standards that you chose to focus on for this year for EACH grade level in your building.

HANDOUT: CORE STANDARDS

DOE website http://doe.sd.gov/contentstandards/

Click on “Content Standards” on L-menu bar

Scroll down to “Core Standards”

Click on “Regular or Unpacked” version of the standards (reading, math, or science).

Reading unpacked for old and new standards

HANDOUT: CORE STANDARDS

8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text.

Verbs Defined:use -- apply in writing and/or speakingcomprehend -- understand

Key Terms Defined:skimmingscanningword webbingpredictinginferringvisualizingsynthesizing

8.R.1.2 Students are able to use reading strategies to comprehend the meaning of words and text.

Teacher Speak: Students are able to use (apply in writing and/or speaking) reading strategies (skimming, scanning, word webbing, predicting, inferring, visualizing, and synthesizing) to comprehend the meaning of words and text.

Student Speak: I can apply in writing and/or speaking (use): skimmingscanningword webbingpredictinginferringVisualizingSynthesizing

combining new information with existing knowledge to form an original idea or interpretation(reading strategies) to comprehend the meaning of words and text.

Form groups of 2-3 (by grade level if possible)

• SPED, Title, other areas – pick a grade level

Look at the unpacked standards for all grade levels for the highlighted focus standards

Study the Verbs and Key Terms in those unpacked standards

HANDOUT: UNPACKED STANDARDS

HANDOUT: UNPACKED STANDARDS

On Chart Paper

Brainstorm how you can ensure ALL teachers address the achievement of ALL kids for that standard

oDiscuss the connections with the standards in the grade level below yours.

NCLBoNCLB states that all students will improve.

oThe students from kindergarten on up need the added support and reinforcement of every person they see during the day.

oEvery person in the school is responsible for student achievement.

NCLBHow can you help build the skills in the lower grades that will support the achievement growth in the upper grades?

How can Library, PE, Music, Computer, etc assist in these areas?

We’ll address these questions later when we write goals.

MATH TARGETED AREAS

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oeMetrics Reports based on 50% = 3.5

o2005 – 2006 – 2007

oReading and Mathematics

HANDOUT: TARGETED AREAS

Each South Dakota Reading and Math standard is listed with a summary definition.

Each grade level has a different wording but similar goals.

If grades K-2 are included, they have supporting standards for those at grades 3-12.

HANDOUT: TARGETED AREAS

HANDOUT: TARGETED AREAS

DATE (2005, 2006, 2007) “grade level” concern

xDATE (x05, x06, x07) “close score” concern

HANDOUT: MATH DISCUSSION GUIDE

Complete the top portion of the YELLOWYELLOW handout based on the “Targeted Areas” for your GRADE LEVEL.

SPED, Title, and other areas – choose a grade level

HANDOUT: MATH DISCUSSION GUIDE

Complete the bottom portion of the YELLOWYELLOW handout based on the “Targeted Areas” for your BUILDING.

SPED, Title, and other areas – choose a grade level

Each person has 3 dots 3 dots

Individually, based on your discussion of the BUILDING targeted areas, choose 3 standards you think your BUILDING should focus on this year.

Stick a dot by the corresponding reading standards you chose.

HANDOUT: MATH DISCUSSION GUIDE

After the dots for your building have been placed on the chart, discuss which standards have the highest number of dots.

Later, you will be writing goals to address those standards.

HANDOUT: TARGETED AREAS

MATH CORE MATH

STANDARDSUNPACKED

STANDARDS

HANDOUT: CORE STANDARDS

Based on the highest “dotted” standards, highlight the specific standards chosen to focus on for this year for EACH grade level in your building.

HANDOUT: CORE STANDARDS

DOE website http://doe.sd.gov/contentstandards/

Click on “Content Standards” on L-menu bar

Scroll down to “Core Standards”

Click on “Regular or Unpacked” version of the standards (reading, math, or science).

Reading unpacked for old and new standards

HANDOUT: CORE STANDARDS

Form groups of 2-3 (by grade level if possible)

• SPED, Title, other areas – pick a grade level

Look at the unpacked standards for all grade levels for the highlighted focus standards

Study the Verbs and Key Terms in those unpacked standards

HANDOUT: UNPACKED STANDARDS

HANDOUT: UNPACKED STANDARDS

On Chart Paper

Brainstorm how you can ensure ALL teachers address the achievement of ALL kids for that standard

oDiscuss the connections with the standards in the grade level below yours.

NCLBoNCLB states that all students will improve.

oThe students from kindergarten on up need the added support and reinforcement of every person they see during the day.

oEvery person in the school is responsible for student achievement.

NCLBHow can you help build the skills in the lower grades that will support the achievement growth in the upper grades?

How can Library, PE, Music, Computer, etc assist in these areas?

We’ll address these questions later when we write goals.

DakotaSTEP

Standards Retreat

InstructionalStrategies

School Improvement and Why

Identify Areas of Need

Goals

“Would you tell me, please, which way I ought to go from here?” asked Alice.

“That depends a good deal on where you want to get to,” said the Cat.

“I don’t much care where–” said Alice.

“Then it doesn’t matter which way you go,” said the Cat.

–Lewis CarrollFrom Alice’s Adventure in Wonderland (2002, p. 53)

IF A MAN KNOWS NOT WHAT HARBOR HE

SEEKS,

ANY WIND IS THE RIGHT WIND.

- SENECA

SMART goals are the glue that holds teams and their efforts together against the incessant distractions that bombard us everyday.

Anne Conzemius (2006)

SMART GOALS IDENTIFICATION PRACTICE

S SpecificM MeasurableA AttainableR Results-orientedT Time-bound

As a team, evaluate each of the goal statements. You will have 8 minutes.

One of the most powerful indicators of a teacher’s success is the belief of

the teacher that s/he does make a

DIFFERENCE!

oIn your grade level groups SPED, Title, and other areas pick a grade

o Look at the standards your building chose as a focus this year.

o Write an action plan to address that need.

GOAL SETTING

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PLANNING FOR STUDENT SUCCESS

WE NEED LONG TERM GOALS

TO KEEP FROM BEING FRUSTRATED BY

SHORT-TERM OBSTACLES.

FINAL THOUGHTS

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