Build a Data Ladder with MAP

Here is a new level of using your MAP data to plan your instruction. Step by step, here we go:

1. Determine what you plan to teach. For example, you might decide, based on your general impressions of your data, that you want to work on Measurement.

2. Print the PGID or DesCartes for that strand.

3. Pick a skill. Follow that skill through the RIT bands and highlight them. Maybe you choose telling time, for example. (Hand courtesy of Kaye Peters.)

4. See which bands overlap or could easily be taught together. If you chose telling time, you might see how that progresses -- from the hour, to the half hour to the 5 minutes to the minute. Make groupings that feel good to you. Maybe it seems reasonable to group to the hour and to the half hour, and the one minute people need to go in a group alone. 

6. Think about what you already teach for this topic; it's likely that how you normally teach will reach some of the groups. This will help you think about how you will extend the lesson to reach everyone on both sides of "typical."

5. Then, look at the RIT bands for your kids in measurement. 

6. Place the kids on the appropriately highlighted strand, and yippee! You can now again think of what you have normally taught, and by looking at the RIT bands, determine where you might need differentiation.

7. Plan to extend/simplify/adapt what you teach to meet all the bands, so each kid can grow with this lesson.

Teach Like a Champion: No Opt Out

In the book "Teach Like a Champion," (Jossey-Bass, 2010) teacher Doug Lemov outlines 49 techniques that increase learning in classrooms. What I have enjoyed about this book is the practical, concrete nature of his techniques. His premise is that specific considerations are critical for maximized learning and use of time in the classroom, even though these techniques and procedures sometimes seem too mundane to merit consideration.

Technique #1 is "No Opt Out."  According to Lemov, No Opt Out means

"a sequence that begins with a student unable to answer a question should end with the student answering the question as often as possible."

There are several ways for this to happen, but in all cases, the student who either doesn't or can't answer the question is revisited after prompting or hearing someone else answer the question. In some cases, the student just repeats the answer they have heard from another student. In others, after prompting, the student is able to answer the question independently. In either case, the student recognizes that their answers and learning matter, and that voluntarily opting out of answering will not save them work.

Next Technique: Right is Right

Creating a Parent Survey About After School Needs

Our work today on parent outreach has generated a few good questions. One of the biggest is "What do parents need/want for after school programming for themselves and their children.

We know that the most successful Title 1 schools focus heavily on parents and home-school connections. After today's meetings, it seemed like we need to survey GV parents to see what they would like in after/before school offerings.

I hope to be making a survey that parents can complete during conferences that will guide us in looking for the right resources for our families.

What questions would people like to ask to find out parent needs?

Parent Involvement

We have had some interesting discussion about parent involvement today in our skills clinic sessions. It's pretty clear how much we want our parents to be involved in their student's education, and research shows it is absolutely critical to student success. In fact, family participation in education was twice as predictive of academic success in school than was the economic status of the family. That success rate increases as the intensity of parent involvement increases. See the details of these studies here.

When thinking about parent involvement, a complete program will include these six items, called the Epstein Model of parent involvement:
Parenting
Communicating
Volunteering
Learning at Home
Decision Making
Collaborating with the Community

In all these types of involvement, two way communication is critical. The community must reach out to the school, for example, in collaborating with the community. But the school must also reach out to the community, working to make the whole community a better place.

What are some of the ways we are meeting these six items for parent involvement?

Jan. 24 and Feb. 10: Mark Your Calendars

Sign up now for these exciting activities.  All topics on these days will be related to goals people have set for their evaluations. As always, a sub will be provided by me. Email me if you would like to attend.
I Can Statements -- Feb. 10
Parent Communication -- Jan. 24
Online Resources (facilitated by Susan) -- Jan. 24
Organizing/Tracking Assessments -- Feb. 10
Progress Monitoring -- Feb 10
Differentiation: Materials -- Feb 10
Student Behavior: Nonverbal Cues -- Feb 10

Jane Hill Skills Clinic POSTPONED

Due to MAP testing conflicts, we need to reschedule the Jane Hill/ESL clinic we were planning until Friday, Feb. 10, from 1:30-2:30.

Sorry for the inconvenience.

Nancy Norman Videos Coming

Thanks to Nancy for coming last week to demo in grades 2 and 3. I did take video, and as soon as I can figure out how to make it work, I'll be posting those demo videos here. Check back soon for updates.

Our next Nancy Norman visit will be Feb. 9, from 10-1. Please let me know what things you would like to do when she is here.

Ashlock Trainings next week

Two more days of Ashlock Training next week:
Kinder training all day Jan. 10: focus on comprehension and vocabulary
1st grade all day Jan. 12: final exam, check offs, data and lesson maps.

Both are from 8:30-3:00 at MD training room.

Scheduling Form for Monday Early Release

http://schedtemp.wikispaces.com/space/contentscheduling template

Want to Watch Someone Else Teach?

I have a list of people who have asked to do observations of each other. I will start working with you to arrange those visits. I'd like to go with you for your observations whenever possible, so we can talk about it afterwards. To make that happen, I propose the following general protocol:
1. You agree to visit another classroom during your prep (if that works for the teacher being observed). I go with you.
2. We spend a few minutes afterwards debriefing.
3. I cover you for 45 minutes later that same day to ensure you have your allotted prep time.

There will be cases where that doesn't work, but I hope to do a number of observations that way when possible.

Nancy Norman Extravaganza!

Just a reminder about the Nancy Norman math classes this week for grades 2/3 and second year people. The second year people will meet on Wednesday, and grades 2/3 will meet on Thursday. Please be sure to call for your sub.

Also, Nancy will be here with us on Jan. 10 from 11-1. We plan on her visiting Ellen's class and Natasha's class.

I'll be sure to post video and pictures from her visit for your future viewing pleasure.

Erica's and Tia's Blog Up and Running

Check out the blog by our friends Erica and Tia.  Yeah you two! I know your blog was a long time in planning, so it is great to see you moving forward.

Fishin' in First

You can also find this link with the other blogs I follow if you click on my profile under my picture.

Workshop Dates for January

Welcome back everyone! I hope you had a relaxing and refreshing break. We are certainly hitting the ground running this month, so I wanted to remind you of upcoming workshop times and dates. All these workshops meet in my room, and I will get your sub for you. Also, please email me agenda items for these workshops so we can maximize our time together.

Special Ed (no subs), Jan. 9, 8-11
Grade 1, Jan. 11, 11:30-2:30
Grade 2, Jan. 17, 11:30-2:30
Grade 3, Jan. 19, 11:30-2:30
Grades 4/5, Jan 24, 8:00-11:00

Still working on a date for Kinders, so stay tuned for that.

Remember, opposite these workshops will be both drop ins and and skills clinics. More to come on those later today!

Looking forward to seeing you.