West Ridge Elementary School

Opening Day

2013

Introductions

New Faces in 2013-14– Reading: Laura-Lee Sullivan– MIT: Rachel Sweet– SEM: Amanda Wilson– Lunch Monitors: Amanda Romig, Rosalind Marinelli

“Reform Agenda”

Annual Professional Performance Review

The Influence of Mindsets

Individually review your article using the 4 A’s what assumption / hypothesis does the author make? What do you agree with? What would you argue with (and why)? What would you add?  For your 4 A’s be sure to reference and cite the text!

Discuss with a same article peer (not family or grade level)

Jigsaw with a different article peer (not family or grade level)

The Influence of Mindsets

So What? With those around you (foursome) discuss:

– How do these articles impact my thinking as an educator?– How does these articles connect to our District goal of

Accelerating student learning?– As we begin the school year, think of students you are

working with whose mindset isn’t growth oriented (Dweck). What can you do to change his/her mindset? The mindset of all in the class?

APPR: Intended Purpose

To establish instructional priorities and promote a

common language of instruction (“Non-

negotiables” of instruction) Be able to identify how those non-negotiables

translate to instructional practice and student learning

APPR Conundrum

78 NYSUT Indicators– Can you collect meaningful evidence on all 78?– Can I review meaningful evidence on all 78?– Can we have meaningful and collaborative

discussion on all 78?– Are there redundancies?– Are all 78 equally important/effective in

accelerating student learning?

Meta-analysis of over 800 meta-analysesAll factors: school based and non school based.All teaching “works”Hinge point = .4 effect size [16% of variation explained]> .4 = effectiveAn explanatory story, not a what works list

John Hattie, Visible Learning

Hattie’s mantra

Your Theory of ChangeYour Theory of Change

IF we do this…. …and this, …this,…this,THEN, as a result, student achievement will improve.

NYSUT Through the Lens of “Visible Learning”

At SIT we did a close read of several snippets from Hattie and asked ourselves “What does the most current research support as the critical variables in instruction and how do they interact to create an instructional system? “

Given his research, which indicators are most likely to have the biggest effects on student achievement?

Hattie’s Six Activity

Hattie’s Six:– Explicit Learning Goal– Level of Challenge– Assessment– Feedback– Deliberate Practice– Reflection and Relationships

Reflect, individually and then with a partner what evidence of this looks like in your planning and in your classroom

Hattie’s Six and NYSUT

At SIT we categorized NYSUT indicators into each of the six categories and pared/limited (we got to 20)

Next steps … individually review for a few minutes for questions

Give feedback to SIT so we can revisit and finalize

Envision Greece & West Ridge

Purpose: How will we operationalize Envision Greece at West Ridge and prioritize our work in a way that will accelerate student learning?

Envision Greece Activity

Examine selected passages from Envision Greece vis-à-vis our West Ridge SIP synopsis

As you examine– Identify WR alignment to Envision Greece– Identify “carryover” from 2012-13– Identify what is “new”– Identify challenges and concerns

Accelerate Student Learning

Review: Where are we now?

The bad, the very bad and the ugly– Student achievement– Attendance– behavior

NYS Test Results

Grade Level ELA Math

3 29% 37%

4 27% 33%

5 30% 37%

Attendance

~18% of students missed 5% or more of instructional days (8 days)

9 students missed 20% or more (35 days)– At this rate students will have missed a YEAR of

school every 4 ½ years!!

31 students missed 10-19% (17-34 days)– At 10% a student will have missed a year of

school before entering high school!

Engage NY

http://www.engageny.org/resource/common-core-assessment-video-series-how-will-the-tests-be-harder-and-what-will-that-mean

http://www.engageny.org/resource/teaching-is-the-core

RtI Expectation:

Create a system / process to monitor

“every student by face and

name Every three to five weeks”

RTI is an approach that enables schools to monitor and provide support for all students in general education

Includes:Ongoing assessment of student performanceUse of evidence-based instructional practices to provide

quality instruction targeted to meet individual student needsData-based decision making

Academic Acceleration: RtI

RTI FRAMEWORK

Effective Core Instruction for All

(80%)

Supplemental Interventions for

Some(15-20%)

Strategic/Intensive Interventions for

Individuals(3-5%)

Many Questions (= need for flexibility)

What monitoring systems and meetings What data to use Math Intervention Blocks (who to focus, how to select, what to

work on) Re-Teach and Enrich (who to focus, how to select, what to

work on) Core Knowledge and Expeditionary Learning Where do we infuse

– Teaching Assistants– Reading Specialists

Initial Thoughts - Academics

Monthly Grade Level RtI meetings Continued use of Data Walls Grade level data to include: AIMS Web, Running

Record (K-2), … (Grade levels/SIT need to reflect on)

Follow-up Math PLT RtI PIE to focus on specific foci for groups

Weekly problem solving meeting (academics, behavior, attendance) (Tier III focus)

Initial Thoughts - Attendance

Goal: 95% of students are here 95% of the time (up from ~82% in 2012-13); Eliminate 20% ers

Biweekly Attendance committee monitoring (Data Wall); follow-up calls (teacher, counselor, nurse, administrator); assign CICO

Positive reinforcement: classrooms of the week; quarterly drawing

Behavior – Initial Thoughts

Biweekly behavior team CICO and Mentoring Separate location for ISS Identifying classroom vs. school behaviors

(PBIS) Hallway/Classroom vs. Office (infraction

dependent)

Teacher Leaders

Review Job description and parameters

Share thoughts on focus for Teacher Leader work at West Ridge

Literacy Coaches

Janet Hess (3rd – 5th Expeditionary Learning) Kristen Guliano (K-2, Core Knowledge)

Each two days per month

Focus: In classrooms, supporting implementation, providing feedback, modeling, supporting LASW for CK and EL assessments, helping to target interventions, etc…

Can arrange to have them attend PLT and SIT

Logistics

Arrival– 8:40 Tardy (TA at desk to check in and work on

blue slip)

Dismissal– 2:55 parent pick-up then first round of busses– 3:05 Educare and 2nd round of busses