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Virginia Support for School Impr

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Virginia Support for School Impr Powered By Docstoc
					The ultimate goal in school
  improvement is for the
  people attached to the
     school to drive its
 continuous improvement
 for the sake of their own
  children and students.

                              1
     The Virginia Model:
Support for School Improvement



 Training for Instructional Leaders
             Session 2
          October 14, 2009



                                      2
    PMI Activity from Session 1
 Thinking about Effective Teaming
    and Instructional Planning
• On the PLUS side: What worked well?
  What was easy? What was a quick win ?
• On the MINUS side: What was difficult?
  What presented somewhat of a challenge?
• What is INTERESTING that we didn’t
  expect?

                                        3
           Next Steps - Report
 Give a summary of your team’s response to the Next
  Steps for people at your table.
                     Effective Teaming
                  Instructional Planning
• Complete the appropriate form at your table to identify
  the priority item for your school for each of the two
  topics listed above.

• Participate in activity.

•   Post each summary under the appropriate category in
    our Gallery of Improving Practices.

                                                            4
        Leveling Objectives


1. Target – on grade level
2. Prerequisite – approximately one grade
   level below target
3. Enhanced – related to the target but of a
   higher order, possibly a higher grade
   level.

                                               5
        Session 2 Objectives
• Determine a process of collegial coaching that
  supports best practices.
• Begin to develop an Instructional Team profile
  for examining student learning data
• Apply the Mega System unit planning process to
  classroom culture
• Explore monitoring and reporting student
  progress
• Explore classroom management techniques for
  Work Time

                                               6
       Let’s Get Started!!

In the Session 1 Manual, read page 33
and complete the first two items in Think,
Write, Share on page 34.




                                             7
  COLLEGIAL LEARNING

“The star teachers of the twenty-first
century will be those who work together to
infuse the best ideas into standard
practice.”
             James W. Stigler & James Hiebert
                 from The Teaching Gap



                                                8
                Indicators
Classroom Assessment
• IIB03-Instructional Team reviews unit pre-
  post test results

• IIB04-Teachers individualize instruction
  based on pre-test results

• IIB05-Teachers re-teach based on post-
  test results
                                               9
                   Indicators
Periodic Assessment: Instructional Teams use
IID08-student learning data to assess strengths and
weaknesses of curriculum and instructional strategies

IID09-student learning data to plan instruction

IID10-student learning data to identify students in need
of support or enhancement

IID11-pre-post data to make decisions about curriculum
and instructional strategies and to “Red Flag” students in
need of intervention                                 10
     Ongoing Assessment
• Determines learner readiness to
  work with essential knowledge,
  skills, and understandings
  Before the unit begins (pre-
   assessment).
  During the study of the unit with each
   prescribed SOL (formative).
  After the unit concludes (summative).
                                            11
                Pre-assessments
These assessments are completed prior to teaching a unit.
  They
  • Determine students’ current readiness for content and skill
   development relevant to prescribed SOL and criteria for
    mastery.

  • Inform instructional decisions and planning for the
    individual student.

   • Are short and to the point;

   • Focus on the essential knowledge, skills, and
      understandings, relevant to prescribed SOL in the
      unit.
                                                            12
   • Are not graded.
       Formative Assessments
 These assessments are done frequently during work
  time. They provide

      • Ongoing and helpful feedback.

      • Information to modify instruction.

 These assessments are usually not graded.


                                                      13
    Summative Assessments
These assessments are given to students at the end of
the learning. They

  • Reflect the essential knowledge, skills, and
    understandings required by the prescribed SOL in
    the unit.

  • Can be differentiated products relevant to the
    learner’s needs.

  • Are graded.
                                                        14
  Activity: Before, During, After, and More

Division Teams will
• Review one of the statement cards that has
  been placed at the table.
• Determine whether the statement applies to the
  ongoing assessment of students
   Prior to instruction.
   During instruction.
   After appropriate instruction.
   Associated with teachers’ involvement in school and
    district decision-making (More).
                                                          15
         Putting it all together…
Team members will
• Locate in Session 1 Manual the self-check sheets for the
  Before, During, After, and More activity.
• Review the placement/location of the statement card as
  the team representative stands under or beside the
  correct caption.
• Highlight the statement on the self check sheet if there is
  a discrepancy between card placement and self check
  sheet.
• Come to agreement within the team as to where team
  would now place the statement card. Prepare to defend
  new placement.
                                                           16
                  Differentiated Instruction
                  •Responds to Individual Learner Needs

                  •Is Guided by Principles of Work Time
                                including


Personalized Instruction          Ongoing                           Fluid &
that meets the needs of          Assessment                        Flexible
     each student                                                  Grouping

                    Teachers can differentiate through

                  Content:        Process:        Product:
                   P, T, E         Varied          Create
                                  Activities      Brochure
                                                  vs. Video
                           According to students'

                Readiness          Interest via      Learning
                                  Instructional
                 (P, T, E)           Modes          Profile Data
                 Through a variety of instructional strategies
                                                                              17
      Ongoing Assessment

                   Formative   Summative
Pre-assessment    Assessment   Assessment


 Assessment       Assessment   Assessment
       Of
                      For           Of
Prior Knowledge
                   Learning      Learning
                               (Evaluation)

                                              18
Learning Together to Improve Instruction


          Where are the data?
          Who has the data?
          What are the data saying?
          How can we use these data?

 The Student Profile helps to clarify the purpose
 of achievement through the scope of looking at
 the whole child.
                                                    19
                Indicators
• IIIA01-Teachers are guided by documents
  to align standards, curriculum, instruction
  and assessment

• IIIA02-Teachers develop weekly lesson
  plans based on aligned units of instruction



                                            20
                  Indicators
• IIIA05-Teachers maintain a record of each
  students’ mastery of specific learning objectives
• IIIA06-Teachers test frequently using a variety of
  evaluation methods and maintain a record of the
  results
• IIIA07-Differentiated assignments in response to
  individual student performance on pre-post tests
  and other evaluations


                                                   21
                Indicators
Classroom Assessment
• IIB03-Instructional Team reviews unit pre-
  post test results

• IIB04-Teachers individualize instruction
  based on pre-test results

• IIB05-Teachers re-teach based on post-
  test results
                                               22
                   Indicators
Periodic Assessment: Instructional Teams use
IID08-student learning data to assess strengths and
weaknesses of curriculum and instructional strategies

IID09-student learning data to plan instruction

IID10-student learning data to identify students in need
of support or enhancement

IID11-pre-post data to make decisions about curriculum
and instructional strategies and to “Red Flag” students in
need of intervention                                 23
Learning Together to Improve Instruction


 In your team, complete the exercise on
 pages 36-37 of the Session 1 Manual as if
 you were an Instructional Team.




                                         24
                                   Effective Use of Data in Instructional Decisions

                                                   Next Steps

Conduct a data checkup for your school.
                                     What do we do now?     How can it be improved?   What is our next step?

Review your current strategies
for collecting and using student
performance data for instruction
and intervention.



Review the frequency of
collection and review of student
performance data.




Review your use of data in
developing strategies for tiered
instruction and intervention.




                                                                                                         25
26
27
28
2009 SOL Re-teaching, Review and Remediation Plan- Template
        Week 1: Mar 23 - 27             Week 2: Mar 30 - Apr 3        Week 3: Apr 6 - Apr 10      Week 4: Apr 20 - Apr 24
M
T
W
Th
F

       Week 5: Apr 27 - May 1              Week 6: May 4 - 8
M
T
W
Th
F

     Pre-Planning Strategies           Assessments                   Instruction                  Monitoring
            1. Available Data
                                       1. SOL Released Tests         1. Associated Bell Ringers   1. Lesson Plans
      2. Individualized by Strengths
             and Weaknesses            2.Teacher made or Team made   2. Direct Instruction        2. Assessments*
            3. SPBQ Reports
                                       3. SOL Format                 3. Vocabulary Focused        3. Walk Throughs
            4. SOL Blueprints          4. 10 - 12 questions          4. Check for mastery



                                                                                                                      29
2009 SOL Re-teaching, Review and Remediation Plan- Template - Hylton, Lea, and Granger
         Week 1: Mar 23 - 27                     Week 2: Mar 30 - Apr 3                  Week 3: Apr 6 - Apr 10          Week 4: Apr 20 - Apr 24
                                                  8.5c character / Act 1 Anne             8.5b main idea / Act 2 Anne    8.6c text structure, word choice,
M          Review: Literary Terms
                                                            Frank                                    Frank                            purpose
                                                                                         8.5a symbols and figurative     8.6c text structure, word choice,
T         post-test 3rd nine weeks                 8.5c conflict / Act 1 Anne Frank
                                                                                         language / Act 2 Anne Frank                  purpose
       8.6d informational text/ background of     8.5c point of view and tone / Act 1    8.5a symbols and figurative     8.6c text structure, word choice,
W                   Anne Frank                               Anne Frank                  language / Act 2 Anne Frank                  purpose
       8.6d informational text/ background of                                             8.4 vocabulary and context       Quiz on text structure, word
Th                  Anne Frank
                                                             8.5b themes
                                                                                            clues / Act 2 Anne Frank             choice, purpose
                                                  Test on Act 1 and 8.5b and              Test on Act 2 and 8.4, 8.5a,
F           Quiz on past 2 days                                                                                               Practice Reading Test
                                                             8.5c                                   and 8.5b

       Week 5: Apr 27 - May 1                       Week 6: May 4 - 8
M           8.6e follow directions                 8.6h drawing conclusions

T       8.6f summarize and critique                 8.6i making inferences
                                                    Quiz on inferences and
W       8.6f summarize and critique
                                                         conclusions
                                                 Final Review on 8.4, 8.5, and
Th     8.6g evaluate and synthesize
                                                              8.6
F       quiz on 8.6e, 8.6f, and 8.6g


     Pre-Planning Strategies                    Assessments                             Instruction                      Monitoring
               1. Available Data
                                                1. SOL Released Tests                   1. Associated Bell Ringers       1. Lesson Plans
      2. Individualized by Strengths
             and Weaknesses                     2.Teacher made or Team made             2. Direct Instruction            2. Assessments*
              3. SPBQ Reports
                                                3. SOL Format                           3. Vocabulary Focused            3. Walk Throughs
              4. SOL Blueprints                 4. 10 - 12 questions                    4. Check for mastery




                                                                                                                                                      30
         Collegial Coaching
     to Hone Instructional Skills
In fact, a profession is created not by
certificates and censures but by the
existence of a substantive body of
professional knowledge, as well as a
mechanism for improving it, and by the
genuine desire of the profession’s
members to improve their practice.”

                  Stigler & Hiebert, 1999

                                            31
                Indicators
Professional Development
• IF04-peer observations related to
  indicators of effective teaching and
  classroom management

• IF05-self-assessment related to indicators
  of effective teaching and classroom
  management
                                           32
                 Collegiality
• Adults in school talk about practice
• Adults in school observe each other
• Adults in school work on curriculum
• Adults in school teach each other what
  they know
                       (Judith Warren Little, 1981)




                                                      33
           Collegial Coaching
•   Strengthens an environment of trust
•   Increases interdependency
•   Values coaching qualities
•   Develops communication guidelines
•   Invites observation opportunities
•   Identifies a time for reflection and
    discussion, before and after observation

                                               34
Collegial Coaching: Next Steps
Read and discuss pages 41-44 in the
Session 1 Manual.

With your school team, complete row 4
ONLY in “Next Steps” chart on page 45 in
the Session 1 Manual.



                                           35
36
37
38
Classroom Culture: The Big Picture
 A well-orchestrated classroom is the
       result of careful planning.

 Whole Class Instruction is focused,
 interactive and efficient.
 Work Time engages all students in
 standards-aligned and differentiated
 learning activities.


                                        39
                 Indicators
• IIIC01-When waiting for teacher assistance,
  students are occupied with curriculum related
  activities provided by the teacher
• IIIC04-Students signal before speaking
• IIIC05-Teachers use a variety of instructional
  modes
• IIIC06- Teacher maintains well-organized
  student learning materials in the classroom


                                                   40
        Leveling Objectives


1. Target – on grade level
2. Prerequisite – approximately one grade
   level below target
3. Enhanced – related to the target but of a
   higher order, possibly a higher grade
   level.

                                           41
                                                                       Learning Plan Grid
                                                                                 Standard/Benchmark Code: _5.5 b & c_*
*These SOL have been taught separately first.
 Assessment Level Code: U
Target Objective Code: Red          Enhanced Objective Code:         Yellow                                        Prerequisite Code: Green

                                                                                           Student-Directed                Teacher-Directed
      SOL 5.5 b & c              Independent               Computer Based                                                                                Homework
                                                                                                Group                          Group
        ALC: U
   Enhanced: TSW             In your journal:           With a partner at the            In your 12 noon                 The 12 noon                Be prepared to defend
   read & demonstrate        Write why and how you      computer station, choose         cooperative group               cooperative group will     or criticize how the
   comprehension of          might have changed the     two fiction selections (one      (interests), use the
                                                        poem) and compare how            Character & Plot                review the rubric and      media might develop
   fiction                   character development                                                                       expectations with the      a cartoon character or
                                                        the authors developed the        Development Rubric to
   b. Describe character     of the main character in
                                                        main character and the           write and present a skit that   teacher before writing     a movie plot of your
   development in            the play, The Catch of     conflict and how s/he            portrays a character & plot
   fiction and poetry        the Day OR                                                                                  the skit as the student-   choice). List specific
                                                        resolved the conflict. *         similar to those in the play,
   selections.                Write why you would       *Character vs. Character?        The Catch of the Day.
                                                                                                                         directed activity.         examples/actions.
   c. Describe the           not have changed it.       *Character vs. Society?
   development of plot                                  *Character vs. Nature?
   and explain how                                      Self?
   conflicts are resolved.

   Target                    In your journal, write     At the computer station          In your 12 noon group,          Character   Plot/Action    Be prepared to discuss
   b. Describe character     two strategies that you    read poem # 5, and tell          review the play, The                                       how you or the media
                                                        how or if the author             Catch of the Day, list
   development in            would use in                                                                                                           might develop a
                                                        resolved the conflict of the
   fiction and poetry        developing someone’s                                        the five most important                                    cartoon character or a
                                                        main character. (Teacher
   selections.                                                                           actions that develop the
                             character. Explain         has bookmarked selections                                                                   movie plot of your
   c. Describe the                                      from Using PX Books to           plot. Justify choices &
   development of plot
                             why                                                         list them in the                                           choice). List specific
                                                        Teach Plot Conflict for
   and explain how           you would use those        students to use as               Character & Plot Chart                                     examples/actions.
   conflicts are resolved.   strategies.                references.)                     to discuss with teacher.

   Prerequisite              From the assignment        At the computer station,         In your 12 noon                 The group will review      Be prepared to defend
   b. Describe character     you completed with         review with a partner your       cooperative group,              with the teacher ways      your illustration – why
                                                        choice of a story (in            compare what you                that an author might       you represented the
   development in            your partner at the        TITYS folder) that shows         wrote/discussed with your
   fiction and poetry        computer, illustrate in                                                                     develop a fictional        characters the way you
                                                        how the author develops a        partner with what the other
   selections.                                                                                                           character and conflict     did, why you sequenced
                             sequence the actions       character, a conflict, and a     members of the group
   c. Describe the                                      resolution of the conflict.      wrote/discussed with their      and resolve the            the actions the way you
   development of plot
                             that lead to resolution                                                                     character’s conflict.      did, etc. Talk about how
                                                        Using the Character & Plot       partners.
   and explain how           of the conflict.           Chart, list in sequence the                                      (See Using Picture         the media might do the
   conflicts are resolved.                              important actions that lead to                                   Books to Teach Plot
                                                                                                                                                                          42
                                                                                                                                                    same type thing.
                                                        the resolution. From Using PX
                                                        Books to Teach .)Plot.)                                          Conflict; Conflict Map.
Classroom Culture: The Big Picture
 A well-orchestrated classroom is the
       result of careful planning.

 Whole Class Instruction is focused,
 interactive and efficient.
 Work Time engages all students in
 standards-aligned and differentiated
 learning activities.


                                        43
Do your teachers have a common planning
form for planning their whole class lesson?

Do your teachers prepare weekly lesson plans
and schedules?

Do those plans and schedules differentiate
between whole class instruction and work
time?

Do teachers share their successful whole
class lessons with other teachers?           44
                Task #1
  Review pages 11 and 13 in Session 2
  Manual (Work Time described, Weekly
  Class Schedule)
Think and Share:
• How do teachers in your school
  differentiate between whole-class
  instruction and work time?
• How do practices vary across grade levels
  and / or subject areas?
                                          45
         Work Time Provides
• Pre-planned activities by the instructional team
  via the Learning Plan Grid (LPG).
• Time for students to practice and master
  concepts and skills already introduced.
• Opportunities for self-directed learning.
• Motivating and engaging learning activities.
• Efficient and flexible use of time
• Opportunities for focused and purposeful
  interaction.
                                                     46
       Examination of Guiding Principles for
          Differentiation and Work Time
•   In designing work stations to effectively implement student work time
    activities in my classroom, there is evidence in my lesson plans that I
    have considered that
•   1. [ ] My instructional decisions support the mission and vision of this
    school.
•   2. [ ] My instructional decisions support my school improvement plan (SIP).
•   3. [ ] There are bodies of research to which my school subscribes that
    indicate that student engagement is influenced by (a) teacher
    involvement (that influences student relatedness: “I know that my
    teacher cares about me because….”); (b) teacher structure (that
    influences student competence: “I know that I can do this work
    because my teacher thinks that I can and everything in this classroom
    is designed to help me succeed in doing it.”); and (c) teacher
    autonomy support (that influences student autonomy: “ I know that I
    have choices in whether or not I am successful and those choices are
    related to my reality.” (Connell & Wellborn, 1991; Baskerville, 2008). And
    student engagement influences student achievement and performance
    (Connell & Wellborn, 1991).


                                                                             47
     Examination of Guiding Principles for
    Differentiation and Work Time continued
4. [ ] “Teaching with the brain in mind” research (Eric Jensen, 1998) supports increasing
     intrinsic motivation – providing choices, making learning relevant and personal,
     and setting students up to experience success (in other words, influencing
     engagement). See # 3 of Guiding Principles. This can be done during student work
     time – provided that students can perceive relatedness.

5. [ ] My work time activities are an outgrowth of and/or are related to my instructional
    delivery. Materials are used for instruction first and then they may be used by my
    students during work time in their workstations – opportunities to teach/learn with the
    brain in mind.

6. [ ] Based on the design of my instructional team’s unit plans and Learning Plan Grids
     (see Sample Learning Plan Grid – LPG) that come from those unit plans, I have
     meaningful work time activities that are aligned with my instruction that is aligned with
     SOL assessments and aligned with the prescribed assessment levels (i.e., if Reading
     SOL 5.5c -- Describe the development of plot and explain how conflicts are resolved
     – is assessed at the Comprehension Level of Bloom’s Taxonomy, then Prerequisite
     (P), Target (T), and Enhanced (E) students will eventually have to perform at or
     above that level to be successful with that SOL).



                                                                                            48
   Examination of Guiding Principles for
  Differentiation and Work Time continued

7. [ ] My students can move from one performance group to the other based
on Pre Test performance and subsequent assessments (i.e., a student who
performs at the Prerequisite level on SOL 5.5 b or c may have performed at
the Target on Enhance Level of 5.5 a). Prerequisite, Target, and Enhanced
groups are fluid.
8. [ ] I follow the recommendation by The Center on Innovation and
Improvement (CII) for 5 different modes of instruction for work stations:
Independent (individually or sometimes in pairs); Computer Based (could
be in pairs or otherwise); Student Directed (could be a cooperative learning
group); Teacher Directed (TD) (Prerequisite performers may routinely need
to start with the TD group); and Homework (that is also differentiated
according to P, T, or E performance).




                                                                           49
    Examination of Guiding Principles for
   Differentiation and Work Time continued
9. [ ] I demonstrate awareness that students need explicit directions and routine
    opportunities to practice how to use work time in work stations effectively.
    Just as students practice what to do during a fire drill; they need to practice
    what to do during work time. Per Debbie Diller’s Practice with Purpose
    (2005), teachers can guarantee success at work stations through lots of
    modeling, gradually turning over more responsibility to students. A List of I
    Cans can be helpful to students at each work station (i.e., At the Computer
    Based Work Station centering on Word Study, third grade students may find
    instructions relating: I Can (1) make four letter words, (2) make five letter
    words, (3) figure out the mystery word, (4) sort words that end in um and
    change to a for the plural.
10. [ ] I demonstrate awareness that my students need to have
   meaningful wait time activities available (instructional activities for
   students who complete assignments early (i.e., In your journal,
   complete the reflection questions that are posted on the wall –
   independent assignment.) See # 8 above. Wait time activities may
   center on cumulative review that is requisite in work time activities.
11. [ ] Student engagement (via work time) influences student performance.


                                                                                50
                                                                       Learning Plan Grid
                                                                                 Standard/Benchmark Code: _5.5 b & c_*
*These SOL have been taught separately first.
 Assessment Level Code: U
Target Objective Code: Red          Enhanced Objective Code:         Yellow                                        Prerequisite Code: Green

                                                                                           Student-Directed                Teacher-Directed
      SOL 5.5 b & c              Independent               Computer Based                                                                                Homework
                                                                                                Group                          Group
        ALC: U
   Enhanced: TSW             In your journal:           With a partner at the            In your 12 noon                 The 12 noon                Be prepared to defend
   read & demonstrate        Write why and how you      computer station, choose         cooperative group               cooperative group will     or criticize how the
   comprehension of          might have changed the     two fiction selections (one      (interests), use the
                                                        poem) and compare how            Character & Plot                review the rubric and      media might develop
   fiction                   character development                                                                       expectations with the      a cartoon character or
                                                        the authors developed the        Development Rubric to
   b. Describe character     of the main character in
                                                        main character and the           write and present a skit that   teacher before writing     a movie plot of your
   development in            the play, The Catch of     conflict and how s/he            portrays a character & plot
   fiction and poetry        the Day OR                                                                                  the skit as the student-   choice). List specific
                                                        resolved the conflict. *         similar to those in the play,
   selections.                Write why you would       *Character vs. Character?        The Catch of the Day.
                                                                                                                         directed activity.         examples/actions.
   c. Describe the           not have changed it.       *Character vs. Society?
   development of plot                                  *Character vs. Nature?
   and explain how                                      Self?
   conflicts are resolved.

   Target                    In your journal, write     At the computer station          In your 12 noon group,          Character   Plot/Action    Be prepared to discuss
   b. Describe character     two strategies that you    read poem # 5, and tell          review the play, The                                       how you or the media
                                                        how or if the author             Catch of the Day, list
   development in            would use in                                                                                                           might develop a
                                                        resolved the conflict of the
   fiction and poetry        developing someone’s                                        the five most important                                    cartoon character or a
                                                        main character. (Teacher
   selections.                                                                           actions that develop the
                             character. Explain         has bookmarked selections                                                                   movie plot of your
   c. Describe the                                      from Using PX Books to           plot. Justify choices &
   development of plot
                             why                                                         list them in the                                           choice). List specific
                                                        Teach Plot Conflict for
   and explain how           you would use those        students to use as               Character & Plot Chart                                     examples/actions.
   conflicts are resolved.   strategies.                references.)                     to discuss with teacher.

   Prerequisite              From the assignment        At the computer station,         In your 12 noon                 The group will review      Be prepared to defend
   b. Describe character     you completed with         review with a partner your       cooperative group,              with the teacher ways      your illustration – why
                                                        choice of a story (in            compare what you                that an author might       you represented the
   development in            your partner at the        TITYS folder) that shows         wrote/discussed with your
   fiction and poetry        computer, illustrate in                                                                     develop a fictional        characters the way you
                                                        how the author develops a        partner with what the other
   selections.                                                                                                           character and conflict     did, why you sequenced
                             sequence the actions       character, a conflict, and a     members of the group
   c. Describe the                                      resolution of the conflict.      wrote/discussed with their      and resolve the            the actions the way you
   development of plot
                             that lead to resolution                                                                     character’s conflict.      did, etc. Talk about how
                                                        Using the Character & Plot       partners.
   and explain how           of the conflict.           Chart, list in sequence the                                      (See Using Picture         the media might do the
   conflicts are resolved.                              important actions that lead to                                   Books to Teach Plot
                                                                                                                                                                          51
                                                                                                                                                    same type thing.
                                                        the resolution. From Using PX
                                                        Books to Teach .)Plot.)                                          Conflict; Conflict Map.
        Session 2 Objectives
• Determine a process of collegial coaching that
  supports best practices.
• Begin to develop an Instructional Team profile
  for examining student learning data
• Apply the Mega System unit planning process to
  classroom culture
• Explore monitoring and reporting student
  progress
• Explore classroom management techniques for
  Work Time

                                               52
               Session Closing
• Questions and remarks
• Next scheduled session, January 27, 2010
  – Session 2, follow-up
     • Next Steps Form addressing Whole Class Instruction vs.
       Work Time
     • School Data Check Up Form
     • For Teacher-Directed Whole-Class and Small Group
       Instruction (Instructional Delivery), participants are asked to
       be prepared to discuss specific activities/strategies used in
       classroom differentiation. (You are welcome to bring products
       or examples.)


                         Thank you!

                                                                    53
                        The Virginia Model: Support for School Improvement
                                  Training for Instructional Leaders
                           Session 2 Next Steps/Action Plan & Follow Up
                                     School Division_________________
                                     School ________________________
       School Contact ____________________________ and Email ____________________________________



                     Please list the actions you plan to implement    For each action step you tried to implement, indicate
                     when you return to your school/division. You     successes and/or challenges associated with it.
                     will be asked to share experiences at the next
                     session.
Whole Class
Instruction




Work Time




                                                                                                                        54
                      The Virginia Model: Support for School Improvement
                                Training for Instructional Leaders
                         Session 2 Next Steps/Action Plan & Follow Up
                                   School Division_________________
                                   School ________________________
     School Contact ____________________________ and Email ____________________________________


                     Please list the actions you plan to implement    For each action step you tried to implement, indicate
                     when you return to your school/division. You     successes and/or challenges associated with it.
                     will be asked to share experiences at the next
                     session.
Effective Use of
Data in
Instructional
Decisions




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                 SOL 3.4
         Organizing Topic: Fluency
                              Excerpts
         Grade Three Reading (Curriculum Framework)
3.4 The student will use strategies to read a variety of
       fiction and nonfiction materials.
a) Preview and use text formats.
b) Set a purpose for reading.
c) Apply meaning clues, language structure, and
       phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Read fiction and nonfiction fluently and accurately.
f) Reread and self-correct when necessary.
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    (3.4 e & 3.4 f; excluded from test).
Strategies: SOL 3.4 & Related SOL
 Organizing Topic: Fluency (ESS)
• Buddy Reading:1.8, 2.7, 3.4
• Choral Reading:1.8, 2.7, 3.4
• Echo Reading:1.8, 2.7, 3.4
• Paired Reading:1.8, 2.7, 3.4
• Radio Reading:1.8, 2.7, 3.4
• Readers’ Theater:1.8, 2.7, 3.4
• Timed Repeated Reading:1.8, 2.7, 3.4, 4.3, 5.4
(See page 105 of Enhanced Scope and Sequence.)

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         READING Lesson Plan Excerpt
            Readers’ Theater (ESS)

• Objective(s); 3.4
• The student will use text clues to read accurately and fluently with
  expression.
• Materials needed
• Copies of a Readers’ Theater script based on a familiar story, e.g.,
  fairy tale, traditional tale, myth
• Chart paper
• Marker
• Lesson procedure
• 1. Engage students in a discussion regarding how watching a
  movie or play is different from listening to a story being read.
• 2. Introduce Readers’ Theater by saying that it is a little like
  listening to a story being read and a little like watching a movie. List
  on chart paper key characteristics of Readers’ Theater:
• The script is read.

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Accessing VDOE Enhanced Scope
     & Sequence Document
Go to
• VDOE Home.
• Standards of Learning in the drop down menu
  beside Most Requested Information.
• English Resources link (as an example) under
  Instructional Services (Contents); see English
  SOL Enhanced Sample Scope & Sequence
  Guide (2004). Follow link, see in left column
  Grade Level/Course, and choose K-5 (as
  example).

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  English ESS Table of Contents:
     Reading Strand Excerpt
• The Reading Strand for Grades K-5,
  starting on page 48
• Grade-Level Information by Organizing
  Topics, starting on page 50
• Reading Strategies, starting on page104
• Reading Lesson Plans, starting on page
  144
• Released Reading Test Items Link, page
  204
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