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South Johnston Consortium
Removing the Band-Aid: The Need for K-12 Alignment
Kelley Johnson, JCS Director of High School Curriculum
Laura Makey, JCS MTSS Specialist
Tracy Vannurden, Assistant Principal, Benson Middle School
Expected Outcomes
~Recognize the need for K-12 vertical alignment~Identify key components/practices necessary for vertical alignment~Analyze and problem-solve “your situation”
Healing the Hurt
- Core Instruction - weak ; tried intervention first- POWER Block- Behavioral intervention- Common assessments and flex grouping- An aligned literacy strategy- Consensus with feeder schools: journey and data- Consensus building and educating
SJHS Consensus Building
- NCDPI RtI Pilot Initiative
- RtI Leadership team ( district and local)
Quality Core Instruction- Weekly PLC’s - Professional development- Literacy implementation in all departments - PBL training- Interest based lessons- Hands-on learning- Critical thinking- Instructional technology
Common Assessments
Teachers PLC weekly and are encouraged to
design common assessments, compare the
results and use the data to enhance
instruction
Science PLC - Common Assessments
Engagement
- Walk throughs
- PBL and 21st Century strategies
Walkthrough Data
Student Engagement Videos
Tolerton’s Collapse of Rome
Bell’s Donut Lab
Behavior Intervention Model
Student Role in Own Learning
- MMOB
- POWER tutorials
- JCC online courses
Word Mapping StrategiesSouth Johnston High School Word Mapping Strategy – Schedule of Instruction
Part I: PretestStudents will take a vocabulary pretest (GRADE) and a Word Mapping quiz. These will be completed by January 31st.
Part II: Introducing the Strategy -The strategy will be introduced during the weeks of February 3rd and 10th. -Part II consists of 4 lessons that require approximately 45 minutes each. -The content covered in Part I includes introducing the definition of morphemes and presenting the 3 types of morphemes (prefixes, suffixes, and roots). The steps of the strategy are also introduced (MAPS). Practice worksheets are provided in the teacher’s manual.
Part III: Practicing the Strategy-Practice of the Word Mapping Strategy will take place between February 10th and April 30th.-This section contains 6 practice lessons for prefixes, 6 practice lessons for roots and 6 practice lessons for suffixes. Each lesson requires approximately 30 minutes to complete.-A monthly quiz or probe will be administered in March and April.
Part IV: Posttest-The posttest will take place during the first two weeks of May.-Posttests will include a vocabulary posttest (GRADE) and a final Word Mapping Quiz.
Core Components of RtI for Literacy Instruction
- Xtreme
- Word Mapping strategies
- Universal screeners
Diagnoses: Data doesn’t lie. 2013 8th grade EOY Literacy Results : SJHS feeder schools
School Percentage below grade level norm-
Reading (MAP)
Percentage below grade level norm- Language
Arts (MAP)
Percentage NOT
proficient on 8th grade
EOG(ELA)
Percentagebelow
Reading norm and not proficient on
EOG
# of non EC students
qualifying for Language! (Based on TOSWFR) screener)
# of students needing Tier 2 or
Tier 3 support
(Reading)
Benson Middle School
47% 53% 59% 86% 11 Tier 2: 10Tier 3: 1*
Four Oaks Middle
52% 50% 58% 88% 13 Tier 2: 13Tier 3: 1
Meadow 59% 51% 67% 87% 7 Tier 2: 6Tier 3: 2*
*qualified for EC services
Prescriptions
- Strategic Scheduling- EVAC- Ag Academy- e2020- JCC courses- AGP
- POWER tutorials- Common assessment data - Xtreme- Word Mapping- Flex grouping-K-12 Alignment ***
LEADERSHIP
Vertical Alignment with Feeder Schools
Summer 2013Met with feeder schools for ½ day of planning. Objectives included:
● Meet as a PLC to develop consistency in the reading curriculum used in feeder schools
● Formulate a common reading rubric/matrix that all schools will use to make decisions about the placement of students
● Collaborate to make decisions about possible interventions that would be consistent in all schools
The wound was deeper than we thought :
There was no consistency among SJHS feeder schools. ★ grading policies★ testing practices★ scheduling★ prevention and intervention
services
Decision making was a challenge!
Vertical Alignment with Feeder Schools
Continued Partnership with NCDPI and SJHS region
Purpose:
● establish alignment K-12● complete District Initiative Inventory to
identify commonalities● develop a multi-tiered system of support
across all SJHS region schools● meet monthly with District Leaders and
key stakeholders
Vertical Alignment with Feeder Schools - The Plan for 2014-2015
Meadow and Four Oaks Middle Word Mapping Strategy - Schedule of Instruction/Training
February, 2014 Pam Leitzell, Tracy Vannurden, Eddie Price and Laura Makey (district rep)
will meet with Four Oaks Middle and Meadow administrators to discuss a plan on how to train teachers
March, 2014 South Johnston High School will send five English teachers will spend
two hours at each site on predetermined days, training 8th Grade Language
Arts teachers.
April-May, 2014 Meadow and Four Oaks Middle 8th Grade Language Arts teachers
will train students on word mapping strategies and give the GRADE pre
assessment at the end of April and and post GRADE assessment in May.
* Only 8th grade students will receive word mapping training this year. The goal will be to support both feeder schools as they refine the process and mainstream to other grade levels.
A Timeline of Events...
Tracking Data
Xtreme Data Spreadsheet
Word Mapping Spreadsheet
2014-15 school yearMAP vocab growth
K-8“Power words” 9-12
2013-2014 Xtreme Results
SJHS Academic Framework to Support Effective Core Instruction:
Response to Intervention (RtI): Multi-Tiered System of Supports (MTSS)
for Academics and Behavior RtI
Providing high quality core instruction, matched to students’ needs
using data over time (i.e. rate of learning, level of performance, fidelity of implementation)
to make important educational decisions for ALL children.
SJHSStudent
Achievement Principles
ALL students and educators are part of ONE proactive educational system.
Evidence-based instruction and interventions are aligned with rigorous content standards.
Data is used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.
Educators use instructionally relevant assessments that are reliable and valid.
Educators problem solve collaboratively to meet student needs.
Quality professional development supports effective instruction for ALL students.
Leadership at all levels is vital.
Quality professional development supports effective instruction for ALL students.
Leadership at all levels is vital.
Quality professional development supports effective instruction for ALL students.
Leadership at all levels is vital.
Curriculum(Standards and Materials)
Evidence-BasedInstructional Priorities
Time Allocation Data Collection and Use Fidelity of Implementation Decision Making
Literacy in all content areas
Technology in all content areas
Prioritized Curriculum(aligned with CCSS standards)
Pacing guides
Schoolwide Positive Behavioral Interventions and Supports
AVID Curriculum(Strategies)
Student Engagement
Explicit instruction (I, We, Ya’ll, You)
Maximizing opportunities to respond
Acquisition, automaticity, then application
FRAME
Word Mapping
Grouping structures
Differentiation
Feedback/Reflection
Daily maximization of instructional time
POWER Lunch(tutorials, absence and grade recovery)
Protected time for department/ team learning & planning
Established rules, routines, and arrangements to increase efficiency for adults and students
Leadership teams
Consistent evaluation of Core instruction
Formative assessments
Benchmark assessments/Summative assessments
HomeBase reports
Early warning system for identification of risk (academic, social, and performance)
Timely and consistent review of relevant data
Progress monitoring
EVAAS data
Classscape
Instructional and Coaching supports
Monitoring and evaluating effectiveness of implementation through engagement walkthroughs and other protocols
Products to demonstrate evidence of implementation
Professional Learning Communities
Evaluate the effectiveness of Core/Initial instruction (>80% proficiency) for all subgroups and maintain or adjust
Analyze trends to inform decisions
Determine needs forsupplemental instruction
Developing a Common Pyramid of Interventions:
South Johnston Consortium
South Johnston Consortium
Four Oaks Elementary
Four Oaks Middle
Meadow
Benson Elementary
Benson Middle
South Johnston High
Growing a Tree of Leaders
The healing has started... ★ continued literacy
alignment★ writing alignment★ professional
development★ transitioning MTSS into
the high school★ grading policies★ scheduling★ monthly leadership
meetings