Instructional Rounds
- 1. + Instructional Rounds Juliette Low School February 29, 2012
- 2. “Knowledge is not ready made. Each of us is continually creating our own knowledge. We are continually + organizing what we know, structuring and re- structuring our knowledge.” - Piaget
- 3. + Logistics Map Restroom Classrooms Security
- 4. + Observation Guidelines Listen. Do not interrupt. Askstudents questions only when they are working independently. Talk with each other only in this debrief room, NOT in classrooms or outside. Recordevidence related to the focus questions, avoiding opinions.
- 5. Note-Taking Guide iPad Blank Notepad Focus on: • Problem of Practice + • Focus Questions
- 6. + Problem of Practice While we have made consistent growth in our API over the past 5 years, with a current score of 832, we have not consistently met growth targets with our English Learners the past 2 years in both English-Language Arts and Math.
- 7. + Problem of Practice cont. During professional discussions focused on delivering explicit direct instruction, we have reflected on whether all students are actively engaged throughout lessons and whether we consistently check for understanding to inform instruction and determine student needs.
- 8. + Focus Questions 1. Are we using a variety of strategies to check for understanding throughout each lesson? 2. Are we consistently providing effective feedback and modifying/scaffolding instruction to address student needs? 3. Are all students actively engaged throughout each lesson, assuring that English Learners have multiple opportunities to practice academic language and articulate key concepts and skills related to the lesson?
- 9. Demographics Inter-District Transfers: 13% Intra-District Transfers: 6% Overflow Students: 5% Bussed to School: 24% Homeless or + Double-Up Situation: 11% Free/Reduced Lunch: 74% English Learners: 46%
- 10. + Highlights Professional Book Clubs Daily SSR Consistent read-alouds Upper Grade Literature Circles/Core Lit Reading is Fundamental • 1 book 3 times/year
- 11. + Highlights Reading Lounge: Recess and Lunch • 5th and 6th grade staff members Budget Priorities • Scholastic Magazines • Classroom Libraries • Literature Circles/Core Literature
- 12. + Highlights Meet the Masters • All students/staff 3 times per year • Integration of music and history Annual Musical • 3rd – 6th grades • District-wide audiences Annual 5th Grade Art Exhibit District Music Program OC Performing Arts Center • PTA sponsored assemblies
- 13. + Highlights Science & History-Social Science Instruction • Vocabulary Readers in Interventions Annual 5th Grade Science Fair Annual 6th Grade Science Demonstrations
- 14. + Highlights Positive Behavior Study Team • Monthly meetings • Tier 2 Students • Parents, student, teacher, PBST team
- 15. + Academic Performance Index Consistent growth both school-wide and among ELs ELsmet subgroup growth target
- 16. + AYP: English/Language Arts Percent at or above Proficient Consistent growth school- wide and among ELs Progress toward closing the gap Growthnot sufficient to meet increased state target Didnot meet school-wide target in 2010-11 ELs in Safe Harbor status in 2010-11and 2009-10
- 17. + AYP: Math Percent at or above Proficient Decline school-wide and among ELs in 2010-11 ELs did not meet target in 2010-11
- 18. + Annual Measurable Objectives AMAO 1 Significant decrease in 2009-10 Significant increases in 2010-11 an 2011-12 Consistently met targets
- 19. + Annual Measurable Objectives AMAO 2 Studentswith less than 5 years did not meet goal in 2011-12 or 2010-11 Studentswith more than 5 years did not meet goal in 2009-10 or 2010-11 Goalswere met in 2008-09 and 2007-08
- 20. + Programs/Practices to Address Problem of Practice Faculty reading and discussing Explicit Direct Instruction Componentsof systematic English Language Development (ELD) included in daily ELD lessons Flexible ELD groups based on CELDT, ADEPT scores and teacher observation Teachersaddressing specific language needs of students as indicated on ADEPT Collaboration on best practices regarding student engagement
- 21. + School-Wide Intervention Program Paraeducators in kindergarten classes 3 hours/day to support increased class size Paraeducators, Impact Teacher, and IPC push in to first grade interventions 30 minutes daily (due to substantial number of Intensive and Strategic students) ImpactTeacher, IPC,1 paraeducator, and classroom teachers participate in second through sixth grade interventions
- 22. + Intervention Groups • SIPPS/Literature Circles 2nd Grade • Basic Skills Practice • Expository Reading Comprehension/Vocabulary 3rd Grade Development • Read About (Challenge) • Corrective Reading (FBB, BB, low B) 4th Grade • Literature Circles • Read About (Basic) • Corrective Reading (FBB, BB, low B) 5th Grade • Literature Circles • Read About (Basic) • Corrective Reading (FBB, BB, low B) 6th Grade • Literature Circles • Read About (Basic)
- 23. “Language is culture. Culture is language. How people talk to each other about what they are + doing is an important determinant of whether they are able to learn from their practice.” - Instructional Rounds in Education