Curriculum, Instruction and Assessment
September 29, 2011
Curriculum, Assessment and Instruction
NEWSLETTER A Message from Heidi... Welcome to the 2011—2012 school year. I am thrilled that you are back. I am looking forward to another great year. We will continue in our commitment to provide all students with an exemplary education.
teaching and dedication to our students that our District continues to excel. I feel very blessed to work with all of you. Together, we will once again make student achievement a priority for all students.
I believe very strongly that my role is to support you as the classroom teacher. Please never hesitate to contact me with anything you may need.
Wishing you a great 2011—2012 school year!
Inside this issue:
MEAP/MME Cut Scores
2
Common Core
2
RTI Story/Lesson
3
Reading Resources
4
2011-2012 Initiatives
4
IXL
4
Sincerely,
I sincerely thank you for all you do for our students and community. It is due to your passion for
Olweus Bullying Prevention Program Going District Wide As educators, we deal with bullying behaviors on a daily basis. We also recognize the significant impact it can have on an individual student, classroom, and school. Our number one priority is to keep all of our students safe both physically and emotionally. We currently have 3 of our schools in the District (Oakview, Pine
Tree, and the High School) that has or is in the process of implementing the Olweus Bullying Prevention Program. It is the goal of the District to implement this program eventually in all buildings with the active involvement from the community. Recently, an email was sent regarding the op-
portunity of becoming a certified Olweus trainer. We are also currently pursuing community partnerships. Having a consistent bullying prevention program District-wide with community support and involvement will undoubtedly benefit our students. For further program
information go to http:// www.clemson.edu/ olweus/ Stay tuned for further details. To win a CIA Update prize go on the website and be the first of three people to email Heidi Kast the Olweus Program goals.
CIA Update Page 2
NEW CUT SCORES FOR MEAP/MME State Board Gives Nod to Improved Standards for State Assessment Scores
Please read the news release , right, regarding the approval of the new cut scores for the 2011/2012 MEAP/MME.
LANSING—The State Board of Education today adopted more rigorous standards for scores on the statewide achievement tests—the Michigan Educational Assessment Program (MEAP) and the Michigan Merit Exam (MME).
because it wanted to wait until students had the full benefit of being exposed to the rigorous Michigan Merit Curriculum for high school graduation and the updated Grade Level Content Expectations.
This shift forward will better reflect whether schools are preparing their students to be on-track to being career and college ready when they complete their high school educations.
“This is a school-wide measurement, and will end up energizing school districts when they understand where they really are,” said state Superintendent of Public Instruction Mike Flanagan. “We have great schools and great teachers who will take this knowledge and really move forward toward improvement. They want to get their students career and college ready, and so do the students and their parents.
Michigan now is only the third state in the nation (New York and Tennessee) to have moved to this rigorous level of assessment scoring. Like in those other states, this action will result in an adjustment in schools’ overall scores on the MEAP and MME tests, but one that is more accurate to where schools need to be, according to the Michigan Department of Education. With the more rigorous cut scores, students will need to get roughly 65 % of the answers correct to “pass” the state test, instead of only 39 % as was the previous benchmark. “I was chagrined that we hadn’t put the bar in the right place before now,” State Board of Education President John C. Austin said. “This is a good proxy for what we are trying to hit toward being college and career ready.” The State Board of Education is doing this now, instead of earlier,
MON COM CORE
Tha
nk
You !!!
From
Heid i….
In February, the State Board of Education approved the improvement of cut scores on the MME and MEAP. Today was the presentation from the Michigan Department of education on where the actual cut scores will be. “Cut scores” are essential components in defining the levels of performance (e.g., Advanced; Proficient: Partial Proficient; or Not Proficient) on a given test, in consideration of the content being measured. The previous passing scores for the state assessments were set at a very basic level—enough for a basic trade in our old manufacturing economy, not in the advanced information economy of the future
I want to sincerely thank all of the teachers that are involved in the Math and ELA Common Core project through Oakland Schools. I am so grateful for your leadership. You are thought of so highly by Oakland Schools and surrounding districts. I continually hear positive comments.
that requires significantly higher level of academic proficiency in language arts and mathematics. State assessment scores will go down initially, Flanagan explained, for example, it will show that our 3rd graders are not really 90 % proficient statewide—but only 60% proficient. “But even after this adjustment, we will continue to make progress each year, like we have been for the past 3 years, “ Flanagan said. The State Board vote was 6-1 to adopt the new cut scores, with Board members Marianne Yared McGuire voting no and Kathleen N. Straus abstaining. MDE has worked with national and statewide experts, including : ACT Measurement & Research staff, the National Center for Educational Achievement; the department’s own Technical Advisory Committee consisting of loc al stakeholders; and other experts as appropriate to develop the methods to be used to identify career and college ready benchmarks based on the MME. Likewise, MDE has worked with the same group of experts to develop the methods to be used to identify cut scores representative of being on track to career and college readiness for MEAP. See District chart of scores, old vs new ~ ATTACHMENT 1
This project has not been a small undertaking. Thank you for your continued involvement, expertise, dedication and leadership.
Page 3
The Power of a Bandaid! -
Helping Kids Understand Differentiation
This lesson was sent to me by first grade teacher Michele Smyth. I thought it was great and worth sharing. Michele got it from a blog and said the lesson went very well with students. I have had a saying for a long time that I use with my class: Fair doesn't mean that everyone gets the same thing, fair means that everyone gets what they need. I'm sure I saw it on an overpriced poster that I refused to buy from the teacher store, but the saying itself stuck with me. So when I read about this activity from Saylor's Log, it fit perfectly. We did it today in class and I have to say, it was a very powerful teaching moment. I gathered the kids on the carpet (don't all the best lessons happen there?). Then I told them to think about a time they were hurt. Of course they all wanted to tell me every little detail of every injury they've ever endured in their seven little years. This was actually causing my head to hurt, but we pressed on. After I let a few share, I asked them all to close their eyes and imagine that something was hurting them right now. They had serious concentration faces on during this part. Then I had them come up a few at a time, making sure the rest could hear and see the action. When each student approached I asked them where they were hurt. No matter what they said to me, I put a bandaid on the back of their hand. I had a few kids mumbling and whispering and one little girl was just not havin'
it. She kept asking her friends, "Why does she keep putting it on the same spot?" and "That's not where she said it hurt!". She was so bothered by what I was doing, but it was perfect to make my point, so I let her go on. I put 16 bandaids on 16 hands and when my 17th student came up for his, I just told him I was sorry, but I didn't have any for him. He looked a little bummed, but went back to the carpet bandaid-less. I asked the kids if the bandaid made anyone feel better or if I put it on the right spot. Of course, no hands raised. Then I asked them if a bandaid would even help if you had a sprained ankle or headache - of course they all said no. So then I launched into a kid friendly discussion of differentiation. I told them that not everyone in our class has the same needs, so not everyone will get to do the same things all the time. We talked about times when I might work with a small group, it's just because they need a bandaid at that particular moment, but maybe they don't. I assured them that at some time in the year, everyone would need a bandaid for something. We talked about kids who leave the room for special services and how they
need a particular bandaid that another teacher gives them. I finally hit the point home when I said, if one student needs a little extra math practice, does that mean we ALL need extra practice? Of course, they said noooo (in only the way a group of 7 year olds can drag out a one word response...) I also added in how our last student didn't get a bandaid at all! When I asked him how he felt, he said he felt left out and confused. I told the group that never getting a bandaid was even worse and that's why when I'm with a student or small group they can't interrupt because it's the same as taking away their bandaid. I have to say, it was a goose bump inducing lesson. The visual of the bandaid and the real life, kid level examples really made an impact on them. They proudly wore their bandaids around all day, until recess when our Dollar Tree bandaids were no match for the Florida humidity.
From: http:// imbloghoppin.blogspot.com/2011/08/powerof-bandaid.html
Reading Resources New reading resources are now available on the LOCS website. Choose curriculum under the employees tab to find an updated Dolch 220 list, and a new sight word test with coordinating flash cards to individualize instruction. There is also a NEW leveled correlation chart, Sulzby book list and more! If you have not visited this section lately, check it out.
2011-2012 INITIATIVES ELEMENTARY
HIGH SCHOOL
Math Common Assessments
Research High School Schedules
Reader’s Workshop, Writer’s Workshop – Kate DiMeo
Common Assessments
Parent Workshop
RTI
Student Transition 2nd to 3rd Grade
MIDDLE
ALL LEVELS Principal as Instructional Leader
Common Assessments
Using Technology to Enhance Instruction
Reorganization
RTI → Core Instruction → Special Education/General Education
Reader’s Workshop
Parental Information/Involvement in Curriculum
Common Core Standard Implementation
Grade/Depart. Collaboration →Using Data to Drive Instruction → Pearson Inform
IXL Please remember that all students and teachers K-8 have access to Math IXL. This is an excellent program that can be used in the classroom and is a wonderful resource for math support at home. Please be sure that you are promoting the use of this program.
KEEP READING!!!! Attachment 1—MEAP & MME 2010-11 Old & New Cut Scores Attachment 2—Reader’s Workshop / Book Club participation form Attachment 3 & 4— Book club book choices Attachment 5— ThinkLink Monthly Update
CURRICULUM, INSTRUCTION AND ASSESSMENT CONTACTS Heidi Kast….…...Asst. Superintendent of Curriculum, Instruction and Assessment Marysue Schwartzmiller….Administrative Assistant 248693-5409 or Ext. 3908 Linda Glowaz…….…..Assessment Coordinator...Ext. 6410 District Department Chairs………..………..Listed on LOnet District School Improvement Chairs……..Listed on LOnet
Attachment 1
MEAP & MME 2010-11 Old & New Cut Scores Lake Orion Old
100
98
97
96 91
94
93
91
95
Lake Orion New
94
93
94
92
90
93
90
90 82
83
88
83 79
77
80
90
78
77 77
72 69
70 Percent Proficient
62 60 50
69 61
59
55
54 51
50
49
45 40
40 31
30
5th
8th
30 20 10 0 3rd
4th
5th
6th
Math
7th
8th
11th
3rd
4th
5th
6th
Reading
7th
8th
11th
11th
Science
6th
9th
11th
Social Studies
Attachment 2
The Office of Curriculum, Instruction and Assessment invites you. . . Join us as we grow together by participating in a professional book club on Reader’s Workshop. This fall we will be discussing Teaching Reading in Small Groups by Jennifer Seravallo and Conferring with Readers by Seravallo and Goldberg. Flyers advertising each book are attached. If you choose to participate, the book will be offered to you for only $10.00. As a way of saying thank you for going the extra mile, the district will cover the additional cost. Student teachers, long term substitutes, friends from other districts etc. are welcome to participate but must purchase his/her own book. Interschool mail or e-mail Kate DiMeo at Webber by September 30th at 3:30 PM with your book selection. A book will be ordered for you and sent to you via interschool mail. You will only need to return the book if you do not attend at least three of the four meetings on the book you select. All meetings will take place at Webber from 4:15-5:30PM in office 1. Childcare will be arranged if interest is expressed. Teaching Reading in Small Groups October 11, October 18, October 25, November 8 Conferring with Readers November 21 (Monday), November 29, December 6, December 13 ----------------------------------------------------------------------------------------------------This information may be e-mailed or interschool mailed to Kate DiMeo by September 30thth. Name_________________________________ School_______________ Grade Level___________ Please indicate which books you are ordering (if you already own the book, please indicate that and a book will not be ordered for you). Enclose $10.00 for each book (non-LOCS employees include $27.00 per book). Checks may be made payable to LOCS.
Conferring With Readers By Gravity Goldberg and Jennifer Serravallo Teaching Reading in Small Groups
By Jennifer Serraavallo
Attachment 3
Conferring with Readers
Supporting Each Student’s Growth & Independence Gravity Goldberg & Jennifer Serravallo • Foreword by Lucy Calkins Conferring with Readers shows you how to confer well and put students on the path to becoming better, more independent readers. It shows you how to determine what readers have learned and what they need to practice, then provides suggestions for targeting instruction to meet students’ needs. Its explicit teaching methods demonstrate: n r esearching a student’s use of skills through questions and observations n c omplimenting to support and build upon successes
Conferring with �eaders Supporting Each Student’s Growth& Independence
n f ollowing up on prior instruction for accountability and depth of understanding n e xplaining a reading strategy by providing an explicit purpose and context nm odeling the strategy to make the invisible brainwork of reading more visible
Jennifer Serravallo & Gravity Goldberg Foreword by Lucy Calkins
n g uiding a reader in practicing the strategy n l inking the strategy to independent reading. Conferring with Readers repeatable frameworks target six specific purposes: nm atching students to just-right books n r einforcing students’ strengths n s upporting students during whole-class studies n h elping students move from one reading level to the next n h olding students accountable for previous learning n d eepening students’ conversations about books in order to deepen their thinking. Read Conferring with Readers. You’ll feel confident and well equipped to foster any student’s growth and independence as a reader.
978-0-325-01101-1 / 0-325-01101-X / 2007 / 224pp / $23.00
A great reading conference only takes five minutes, but its impact can last a lifetime.
www.heinemann.com
About the Authors Conferring with �eaders Supporting Each Student’s Growth& Independence
Gravity Goldberg is a full-time staff developer at the Teachers College Reading and Writing Project at Columbia University, where she consults with principals, coaches, and teachers in New York City and throughout the country. Gravity was a special educator and third-grade teacher in Boston and is currently a doctoral candidate at Teachers College, Columbia University, where she is also a part-time instructor in the preservice early childhood education department. Jennifer Serravallo is a full-time staff developer at the Teachers College Reading and Writing Project at Columbia University, where she consults nationally to help urban, suburban, and rural schools develop strong reading and writing workshops. She is an alumn of Vassar College and Teachers College, and a former New York City public school teacher of grades three, four, and five.
Jennifer Serravallo & Gravity Goldberg Foreword by Lucy Calkins
You may also be interested in... One to One
The Art of Conferring with Young Writers Lucy Calkins, Amanda Hartman, and Zoe Ryder White 978-0-325-00788-5 / 0-325-00788-8 / 2005 / 232pp / $24.00
Good conferring, like good teaching, relies on your ability to communicate effectively with children. The skills you develop as you learn to confer will improve your teaching abilities in all areas, including developing curriculum, leading strong minilessons, and untangling the classroom chaos that can derail a smoothly running workshop. Read One to One to improve your conferences and your teaching. But most important, read it to improve your students’ writing every day.
What’s After Assessment?
Follow-Up Instruction for Phonics, Fluency, and Comprehension Kathleen Strickland 978-0-325-00572-0 / 0-325-00572-9 / 2005 / 176pp/ $21.00
In What’s After Assessment?, Kathleen Strickland provides a comprehensive instructional resource that will help you select the strategies that best match your students’ needs. With emphases on engaging kids in the process of improving their own reading and on differentiated teaching, Strickland shows you how to develop children’s abilities to use semantic, syntactic, and graphic strategies to help them build a variety of meaning-making skills.
Read Sample Chapters of our books anytime—online! www.heinemann.com
To order call 800.225.5800 or visit us at www.heinemann.com
Attachment 4
F r o m J e n n i f e r S e r r ava l l o , A u t h o r
of
Conferring with Readers
In Teaching Reading in Small Groups, Jennifer Serravallo extends the powerful teaching that made Conferring with Readers a hit and helps you meet instructional challenges effectively and efficiently.
For teache rs who sometimes fee l as if data-based instruction, dif ferentiated groupings , and formative assessments somehow involve going ove r to The Dark Side, this book is a powerful antidote . It will help you know that you can hold tight to your dee pest beliefs about children and lite rature , classroom communities , and good teaching. —Lucy Calkins Author of Units of Study
Grades 2–6 / 978-0-325-02680-0 / 2010 / 248pp / $24.50
for Teaching Reading
Prices are subject to change.
Jennifer Serravallo helps you n use formative assessment
✽
n differentiate for individuals
n enhance Tier 1 and Tier 2 RTI instruction
Special Book Study Group Discount: 15 books for $312.38 • Save $55.12! 978-0-325-03079-1
Dedicated to Teachers
Visit www.heinemann.com to read Sample Chapters of our books and order online. Extra Credit Club and save! • To order by phone call 800.225.5800. Join the online
Trust a master teacher and read Teaching Reading in Small Groups
to find out how small groups can make a big difference in your classroom. Jennifer Serravallo shows how small groups help you uncover hidden time in your teaching for meeting individual students’ needs. You’ll work more closely with more children each day with her how-tos on: n using formative assessment to create groups of readers with common needs n differentiating for individuals, even when they’re in a group n enhancing your Tier 1 and Tier 2 instruction.
Jennifer Serravallo came to New York City to develop her passion for urban education reform. While working
You’ll see how Jen captures the strength of individual conference while working with multiple students—even if they aren’t reading the same book. For comprehension, fluency, engagement, and print-work strategies, she shares ideas for assessment and flexible grouping structures as well as her own teaching language. You’ll help readers:
on her MA at Teachers College, Columbia
n get into texts and get more out of them
University, she taught in two Title I schools
n earn vital strategies that help them read more
with swelling class sizes, high numbers of ELLs, and an enormous range of learners.
challenging texts n talk about books with rigor and vigor.
She’s now a full-time staff developer and national consultant with the Teachers College Reading and Writing Project. What she shares in Teaching Reading in Small Groups comes from the work in her classroom and from the classrooms where she consults.
Dedicated to Teachers
When we supplement individual conferences with small-group conferences, we work more efficiently and can deal well with higher benchmarks, larger class sizes, and the increasing demands placed on readers and teachers. —Jennifer Serravallo
Visit www.heinemann.com to read Sample Chapters of our books and order online. Extra Credit Club and save! • To order by phone call 800.225.5800. Join the online
Attachment 5
ThinkLink Monthly Update
September 2011
A collaboration between Lake Orion Community Schools and Orion Township Public Library
For All Schools
Orion Township Public Library 825 Joslyn Road Lake Orion MI 48362 248.693.3000 www.orionlibrary.org Children’s Services Debra Refior, Department Head 248.693.3002 drefior@orionlibrary.org
Welcome back! Our unique partnership allows teachers in the district to obtain a teacher library card. With this card, you can check out up to 30 books for six weeks. Items kept longer than 50 days past the six weeks will be charged a $2 processing fee. Materials for your classroom can be delivered to you at your school and returned through the blue ThinkLInk bin located in your school library. Let us know if you need a card so we can send you the application or stop in for a brief tour.
For Elementary Schools Our Book Bingo program on Wednesday, Sept. 14 at 7:00 pm offers students in grades K-5 the opportunity to play bingo and win new books. We have some great books to choose from to start off another great year of reading. Saturday, Sept. 17 is our first Lego@ the Library. This will be a monthly program with a different theme each month and a great opportunity to showcase the creativity of your students as they build an object based the theme that is only revealed on the day of the program. If you have any questions or requests you can call at 248.693.3002 or find links to any of the children’s librarians on the librarian page.
For Middle and High Schools We have Brainfuse, a live homework help website to assist your students when you're not around to answer their questions. We also have great databases that can be accessed by going to www.orionlibrary.org, then clicking on Research in the menu bar. We have all the middle school and high school textbooks for reference. No more excuses for not having homework done! To know more about any of these services, please contact Deb Motley at dmotley@orionlibrary.org.
Featured Resource This month’s featured resource: Reading, Math and Science websites Do you have special reading, math or science websites that you use with your students in the classroom? We can add them to our list on our Homework Help page and have them available with our other resources. To see the sites we already have go to the Homework tab on the Children’s page and scroll to the bottom of the page for the links.