Standards Based Assessment and Reporting
DCSD TEach MagaZINE
Curriculum, Instruction & Assessment Director Update
Welcome to Teach Magazine! This year, we will continue to focus on the four pillars of the Teaching and Learning Plan. The goal of this magazine is to showcase research and our teacher practice into a fun and easy-to-read magazine. This publication is for DCSD teachers by DCSD teachers. Would you like to read previous issues? Click here.
Is there something you'd like us to highlight? We want your ideas, quotes, pictures, resources or any other items. Please send all submissions for the next issue to email@example.com.
Welcome to the first issue of the TEACH magazine for the 2018-2019 school year. The goal of TEACH is to spotlight DCSD teachers making a difference in the lives of students and to share strategies and resources that reinforce our district professional learning. All articles and strategies are based on components of the Teaching and Learning Plan.
During our August professional learning days many DCSD teachers got the opportunity to learn from Dr. Marcia Tate. She presented a workshop titled, “Creating a Brain-Compatible Environment”. During this workshop, she shared 20 strategies that take advantage of how the brain learns best. This workshop was engaging and powerful and to quote one of our teachers: “One of the best PDs I've ever been to. I'd love to have her back. Incredibly resourceful, knowledgeable, relatable, etc. EVERYONE could walk away with learning something from her!!” This was just one of the multiple positive feedback remarks that I could have chosen to quote. Due to the relevance of Marcia’s workshops and the feedback that was received, principals have decided to bring her back to work with all elementary teachers and most intermediate teachers during their October building time. We will also be highlighting her strategies in this edition of TEACH.
The beauty of having a speaker present strategies is that you have the opportunity to try them out in a non-threatening environment. You also get to choose which ones work for you, reflect on how those strategies are similar to your current practices or connect to the learning you acquired when reading or listening to another practitioner. After Marcia Tate presented on the strategies, I took the time to do some reflection. Listed below are five parallels that I drew between Dr. Marcia Tate’s strategies, Culturally and Linguistic Teaching and Learning strategies by Dr. Sharroky Hollie as well as many others.
Students talking and writing about content (Marcia Tate)
Dr. Hollie provides a list of over 35 responding and discussing protocols that teachers can adapt to any lesson. My favorite of these is the I Got This! strategy.
Students moving to learn content (Marcia Tate)
Marica often says, "when the bum is numb the brain is dumb." I think that is a good reminder to us that most learners need to get up and move. Sharroky’s strategy of Corners does just that.
High expectations (Marcia Tate)
Dr. Hattie’s research says that teacher expectations has a .43 effect size on student achievement. The most noteworthy study on this is called the Pygmalion effect and is a noteworthy read.
Relevant lessons (Marcia Tate)
Making learning relevant to students gives them a “hook” into why what you're teaching is important while at the same time Validating and Affirming their home culture. Check out this site for more insights. https://www.culturallyresponsive.org/new-page-1/
Visuals and visualization (Marcia Tate)
I think our teachers rock this idea! Think...Anchor charts, Graphic Organizers, Visual Instructional Plans VIP (remember Fred Jones?!), Google Drawings oh my! So many options to do this. Keep making learning visible for students because it works!
Teaching is hard work no doubt, but we need your commitment and diligence. You are the difference makers in our district, and you make me proud to work in a district with such passionate committed educators. Please do not hesitate to reach out to me personally or the Curriculum, Instruction, Assessment department with questions. We are here to support you.
Twenty Strategies that Take Advantage of How the Brain Learns Best
By Sarah Harris
Metaphors, Analogies, and Similes
Mid City has Relationships as a key School Wide Expectation for ALL staff, students and families in the building. Staff is participating in an activity on what students want to hear adults say.
Iowa Assessment and Extended Writing
As mentioned earlier, Dr. Marcia Tate shared a host of strategies and characteristics of a brain compatible classroom during August Professional Development. One of the strategies she modeled was storytelling. She shared with the teachers a story about a man named North America, his wife, and four daughters. Dr. Marcia Tate shared that students are more likely to remember the continents this way instead of memorizing them isolation. You can read more about this storytelling strategy here and read about all the strategies here. Below is a list of all twenty strategies.
The new state assessment is called Iowa Statewide Assessment of Student Progress (ISASP). During this test, students will be expected to read and respond to text with written extended responses in all areas. ISASP will be untimed, and science will only be given in fifth, eighth, and tenth grade. The chart below shows more about grade levels and the suggested time frames. If you would like to know more, click here to go the ISASP website.
One tool to help our students prepare for the extended writing is the “So What?” strategy. In this strategy, students read and write connections to a text. After they finish, students reread the selected text and write a connection they have with the passage. The students then respond again in writing to the text answering the So What or why this connection. Writing in this way allows students to go from the surface level understanding to a much deeper one. Alternatively, teachers can select a quote or paragraph for students to make a connection. This strategy is also tied to one of Dr. Marcia Tate's strategies. You can read more about this strategy here.
Begin with Positive Relationships
We all want to feel cared for and valued by the significant people in our everyday lives. Students are no different. As a classroom teacher, when students feel that you value and care for them as individuals, they are more willing to follow your directions and listen to your wishes. If we think about it for just a minute, aren't we more likely to go out of our way for someone who makes us feel valuable as an individual, rather than a person who may unconsciously communicate a lack of respect?
Research shares, positive teacher-student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005). Furthermore researchers Murry & Malmgren, 2005 share, "Low-income students who have strong teacher-student relationships have higher academic achievement and have more positive social-emotional adjustment than their peers who do not have a positive relationship with a teacher. "
Adult-student relationships are the starting point for classroom management as it increases academic engagement and builds a caring safe environment.
Here are some quick easy strategies to build positive relationships.
Listen to and affirm responses from all students
Protect their self-esteem – we are dealing with fragile beings
Maintain eye contact with students, and take time to give positive feedback
Build it on good days!
Allow time for students to problem solve before giving them feedback
Show an interest in your students' personal lives.
Greet the students by the front door as they enter the classroom.
Watch for and touch base with students who display strong emotion
Sincerely listen and empathize with students
Check out this excerpt of strategies for developing personal connections.
What specific classwide interventions are available for us to use? If classrooms have already embedded the 95 Percent Group resources in core (Tier 1), then PRESS (Path to Reading Excellence in School Sites) is a resource that provides classwide intervention tools based on work completed by the Minnesota Reading Research Center. If core (Tier 1) instruction does not already include 95 PG resources or if they are not being used with fidelity, those resources are a starting point for classwide interventions. Here are the the DCSD provided and supported classwide intervention resources available.
Here is a link to the PRESS classwide intervention descriptions and objectives.
Intervention selected and implementation started, now what? For interventions in any form to be effective they must be implemented as designed and student achievement must be progress monitored. Teachers do not have extra time to spend doing something that isn’t going to improve student achievement, which is why we commit to using research based interventions. To achieve the results the interventions claim to produce, teachers must implement the intervention as it was designed. All of the resources in the table have implementation checklists available to support their use and reflection. Consider inviting a fellow grade level teacher, coach, or lead teacher into your classroom to provide an outside perspective on the implementation of the classwide intervention early on. In addition to checking the fidelity of an intervention, teachers are collecting student data to gauge the intervention and to make adjustments as needed. There are a variety of data collection tools available for interventions. The coaches and leads in your building can guide you to some of these as you begin planning your classwide interventions.
For additional information about determining and implementing classwide interventions in Davenport, you can access the presentation from the elementary principals meeting in September. As you prepare to embark on the implementation of your classwide intervention, remember that you are not alone. There is a support team waiting to be called upon to guide and help you along the way. Don’t hesitate to reach out and call on them now.
Classwide Interventions are something that has been getting a great deal of buzz in the district, especially with the Universal Screening window being upon us. So what are they, how do you know when you should implement one, and which one should you implement?
What is a classwide intervention? Classwide interventions are evidence-based interventions that are implemented in the core (Tier 1) based on needs identified in classroom data from screening and diagnostic assessments. Classwide interventions focus on one or more foundational literacy skills (print concepts, phonological awareness, alphabet knowledge, phonics/decoding, irregular/sight words, fluency, oral language, vocabulary, comprehension, spelling, and writing). Classwide interventions are implemented with the entire class, hence the name “classwide interventions”. These interventions are in addition to core literacy instruction.
How does a teacher know if a classwide intervention is needed? In our collaborative work with the Iowa Department of Education, teams have been trained to use the Collaborative Inquiry Questions to analyze district, building, and classroom data. Using these questions and their criteria as our guide, classwide interventions are needed if less than 60% of students are meeting benchmark on universal screening. This determination is first made using earlyReading (K-1) and CMBr (2-5). aReading data is analyzed when earlyReading and CBMr data is above 60%.
Data says...classwide intervention, but which one should you implement? Depending on the data, there are different classwide interventions that could be implemented. Here is a flow chart to help guide your decisions about what classwide intervention focus fits the needs of the students.
Implementing Classwide Interventions-Which Intervention and for Whom?
By Beth Evans and Tarrah Parrish
Research shows that the ability to efficiently store and retrieve basic math facts is essential for future student success in mathematics. In order to reach this goal of math fact fluency many teachers use “timed tests” in the math class. However, research suggests "timed tests" have a negative learning impact on students and can cause high anxiety. The Common Core State Standards for Mathematics (CCSSM) defines fluency with four components:
Flexibility - the ability to use number relationships with ease in computation
Efficiency - how long it takes a student to solve a fact
Appropriate strategy used - choosing an appropriate strategy for a specific computation problem
Accuracy - producing the correct answer
Dr. Jo Boaler, author of Mathematical Mindsets, says, “The best way to develop fluency with numbers is to develop number sense and to work with numbers in different ways, not to blindly memorize without number sense.” As math educators, we want our students to know what numbers mean and how they work.
Posting your list of Call and Response in your room is a great way to use a variety of calls.
By Alissa Hansel
TIME'S Up On TIMED Test
Try This Instead
One on one (Running Records)
Tier 3 (CRA: Work on managing manipulatives with a small group)
Fluency Games (Addition and Subtraction; Multiplication and Division)
Whole Class (Student Evaluates thinking process)
Whole Class (Time up, not down)
Math Resources & Strategies
Reach out to your Math Coach for more information about how to implement these strategies in your classroom
Welcoming door into the learning environment using the School Wide Expectations at Williams
Mindfulness In the Classroom
Seen in the SchoolS
By Farrah Roberts
In the article, Why Mindfulness Belongs in the Classroom, Michelle Kinder suggests that mindfulness is one way to help students with toxic stress that can impede healthy brain development. Instruction in mindfulness helps students calm their nervous system.
Davenport currently has several schools using mindfulness practices. Mind Up is one curriculum that has been used successfully at Madison. Mind Up is a research-based curriculum which features 15 lessons that use the latest information about the brain to dramatically improve behavior and learning for all students. Each lesson offers easy strategies for helping students focus their attention, improve their self-regulation skills, build resilience to stress, and develop a positive mind-set in both school and life.
Another program currently being considered is Yoga Calm. The tools and skills that Yoga Calm nurtures provide the resilience and “grit” that more and more educators agree is key to children’s success, both in school and after graduation. But it’s more than just grit, attitude, growth mindset, or leadership skills; It’s growing emotional intelligence and providing resources for thriving in school and life.
Both models have been shown to improve students’ on-task behavior, their ability to deal with stress and anger, and decrease problem behaviors in the classroom. As a whole, studies suggest that school-based mindfulness may have a number of positive effects on students, such as improving mental health and increasing student well-being. When students have an increase in well-being, they can learn more .
Standards & Objectives
Presenting Instructional Content
Lesson Structure & Pacing
Activities & Materials
TEacher Content Knowledge
Teacher Knowledge of Students
Chart papers with an answer or prompt are posted around the room. The teacher asks a question and the students choose the chart paper with their answer. Once at the charts students discuss and explain their answers while another student writes the information on the chart paper. After a couple of minutes, each group shares, paraphrases, listens to, or debates ideas and opinions from each other's chart paper
Validates and Affirms: Cooperative; sociocentrism
Builds and Bridges: teaches collaboration and listening to a partner
PDF Version of directions
Want More Ideas??
DCSD Instructional Toolbox: Last year, Superintendent Dr. Tate shared various strategies in an email for the last quarter. They can all be found here.
TLCS Lead Teachers, Mentors and Instructional Coaches: TLCS Teachers can help you select one from this list of instructional strategies to implement in your classroom.
The teacher consistently organizes the content so that it is personally meaningful and relevant to students
The teacher consistently develops learning experiences where inquiry, curiosity, and exploration are valued
The teacher regularly reinforces and rewards effort
I've Got This!:
Each group of 4–6 students has a set of question cards and white boards or paper to write responses. The group’s captain pulls a question card and reads it aloud to the group. Each group member works independently, including the captain, writing their answers on their white boards or sheets of paper. After roughly 30–45 seconds, the team captain calls, “I Got This!” All team members show and discuss their answers. The team captain checks all answers. If everyone gets the answer correct, the group chooses an appropriate way to celebrate, such as Raise the Roof or high fives. If there are incorrect answers, team members tutor those having difficulty and/or ask the teacher for support. The person to the left of the first team captain now gets to be the captain. This continues until all questions have been addressed.
Validates and Affirms: honors background knowledge; sociocentrism
Builds and Bridges: teaches collaboration and listening to a partner
PDF Version of directions
I Got This Sample Questions (4th Grade Math and 6th Grade Math)
I Got This Recording Sheet
Marshall Callaway, Mid City High: In this video, Marshall Callaway uses a simulation to help students understand how the Black Plague spread. This example ties directly to Dr. Marcia Tate's strategy of role playing. Click here to see the video.
Janelle Vanerstrom, Wilson Teacher: In this video, Janelle shows several different ways she engages students as they review previous learning. Students engage in movement and music to review the newest site words. Also, watch at the five minute mark to see the excitement of the students as they successfully segment words. Click here to view the video.
When looking at the Motivating Students indicator, one should think about the 'how' and 'why' as they relate to the standard that is being taught. Sometimes, our reason why a student needs to know the standard is simply "it will help you in this course and in your life at some point in the future." However, for some students this is not enough of a reason. If we can give a 'why' that is relevant to the now and the near future, students are more likely to engage in the learning. Additionally, when teachers organize the learning (the 'how') in a way that provides students with more opportunities to inquire and explore, student engagement is maximized.
Culturally and Linguistically Responsive Teaching And Learning Strategies
Featured Videos from the Teach Website:
Teaching videos at teach.davenportschools.org are protected as they feature student faces and voices. They are accessible only to DCSD Google accounts.
NIET Rubric Language
TaG and Creating Anticipation
Building Teaching and Learning Plan
District TQ Request Form
By Bonnie Asay-Roak
Every year the state of Iowa appropriates a set amount of money for teachers' professional growth. This money is designed to improve teacher quality. DCSD divides the money into three different categories of use. Click on each pot to see the use and the next steps.
Collaborating Across the Curriculum
On August 21, 2018, our K-12 TAG facilitators spent time with Gifted presenter, Brian Housand. Brian's focus with the TAG facilitators was ways to integrate technology and creativity into the learning environment. He described the beginning of a lesson ‘like climbing the first big hill on a roller coaster’, or the 'heightened anticipation!'
How can we start our lessons with this heightened anticipation?
Start with a point to PONDER (initial question), using quotations. Great sources include Brainy Quote, Good Read Quotes, and Wikiquote.
Tickle the Imagination with images. Two sources of unique images are LIFE magazine online and National Trust Library Historic Postcard Collection.
The goal by incorporating ‘heightened anticipation’ is to leave students saying, “I didn’t know I was interested in that...I need to know more!”
This past summer, DCSD teachers attended the ISTE Conference. Staci Alexander, Walcott STEM teacher attended a session called "I Have a 3D Printer, Now What?" She learned about using the 3D printer to create cookie cutters. Staci approached Britta Adams, Walcott Family Consumer Science teacher, to discuss the possibility of showing their classes how to take a design idea, make the items in one class, and then use said items to create a product in the other class. Staci said, “We were able to demonstrate how their work from one class easily tied to another.” Learning was made more meaningful by having a purpose for their work. Britta Adams said, “The students loved combining the two classes together to engineer their cookie cutters and cookies were enjoyed by all!”
Teacher Quality Update
Jump Start Your CLR Strategies
Are you interesting in learning more about the strategies Dr. Hollie presented in January and the Lead Teachers have shared with you? The Jump Start Workshop is designed to help teachers with their use of the strategies through modeling and immersion. Teachers will learn how to use CLR strategies by doing them. The workshop also helps teachers begin to understand the WHY of the CLR strategies and how they can be used to validate and affirm cultural behaviors. Get ready to JUMP START your responsiveness!
TLCS Leads and Coaches and a select group of teachers from all buildings will have the opportunity to attend.
When: November 13, Secondary or November 15th, Elementary
How: Reach out to your principal and ask to attend. Space is limited.
Professional Growth Opportunities
CTRL + SHIFT + T opens the last tab you (accidentally) closed! Click here for the full tutorial.
Need to give a template of a form? Take a Google Doc, remove the word “edit” at the end of the URL and replace it with “template/preview”. Click here for the full tutorial.
Last year we had 175 DCSD employees take on the Google for Edu Level 1 certification. It was a big success! We are going to be offering both a Level 1 and a Level 2 cohort this year for any DCSD employee interested. Click here for more information.
Ask your building’s Tech Integration Teacher Leader for more info.
1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes. Suggested Tools: Flipgrid and Google Sites
1b: Students build networks and customize their learning environments in ways that support the learning process. Suggested Tool: Google Classroom
1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Suggested Tool: Google Classroom
1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use, and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies. Suggested Resource: Chromebook Tutorial
Click here to view all our DCSD tutorials and tips related to the Empowered Learner Student standard.
In the process of integrating technology into our classrooms, we use the ISTE Student and Educator standards to guide our work. Each issue, we will select a focus from our standards.
EDTECH TRAINING EVENTS:
Bucket Bytes are 1 hour training sessions on technology. Click here to view the current options.
Do you have specific things you would like to learn? Click here to access our request form.
If you have any questions about the items mentioned in the EdTech section, reach out to Jen Van Fleet anytime! firstname.lastname@example.org. 563-336-7446
By Jen Van Fleet
1a: Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. Suggested Resources: Twitter, EduBlogs, Google Sites
1b: Pursue professional interests by creating and actively participating in local and global learning networks. Suggested Resource: Twitter
1c: Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. Suggested Resource: Twitter
Click here to view all our DCSD tutorials and tips related to the Learner Educator standard.
Autocrat is a Google Sheets add-on that will allow you to do mail merges and automated emailed reports.
Mentimeter.com is a free tool to add interactive polling or questions to your professional development.
Click here and here to find even more tools!
It is the policy of the Davenport Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact the district’s Equity Coordinator: Jabari Woods, Assoc. Director of HR, Equity & Diversity, 1702 Main Street, Davenport, Iowa 52803; email@example.com or 563-336-7496 or Dr. Erica Goldstone, Director of HR, Equity & Diversity (District Level I & Title 9 Investigator) at firstname.lastname@example.org or 563-336-7487.
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