SMART 2006 Team Reports
|
Team Members: Renee Hendrickson, Stephanie Kent, and Kathy Biss | |||
|
Team Name: Volney Professional Learning Community |
For each team member, Place an X in the boxes that apply. |
Academic Year |
Summer Institute |
|
3 |
3 | ||
|
Team Location and Focus Volney School:
| |||
|
Data analyzed on teacher learning and results (e.g. Faculty surveys, teachers reflective journals) In the past several years Volney has participated in a number of study groups that have focused on best teaching practices for literacy instruction. Upon reflecting on the experience of the study groups, the benefits to instructional practices and student learning became evident. The data analyzed came from: feedback in the form of notes about general conversations, discussions as part of the study group meetings, staff surveys, results from an end of the year evaluation of what worked in our school, and goals from The Volney School Improvement Plan for Continued Professional Development. | |||
|
Data analyzed on student learning and results: (e.g. annual literacy assessments/NYS report card disaggregated data for 4th grade ELA, analysis of rubric scores on students writing samples each quarter for students in v.s. not in the program): Gap analysis of ELA, Math, Social Studies, and Science NYS assessments show a continued need to address student performance in the following areas:
| |||
|
Action Plan for 2006-07 (list objectives, activities, people responsible, month by month for the academic year. E.g. September Peng will recruit teachers for ESL study group to focus on analyzing various models of ESL instruction, October-teacher team members recruit/select students to participate in the College Experience and pair with Candidate writing partners pre-assess students writing samples) Renee Hendrickson, Kathy Biss and Stephanie Kent: Goal: Plan Study Groups for the 2006-2007 school year that focus on Comprehension and Fluency in the Content areas. (* See attached schedule for Study Groups to see monthly plan for implementation.) | |||
|
Standard 3: Professional Development Activities Address School/District Professional Development Plans. The School Action Plan at Volney states the need to develop a successful learning community for all students by linking instruction with revised State Learning Standards. After implementing new instructional and assessment strategies, our goal is to see students motivated and actively engaged in content area comprehension. The ultimate outcome of this goal is the creation of a student-centered rich learning community that will lead to overall increased student achievement reflected both in achievement levels within the classroom and on standardized assessments. The goals and objectives of the plans we have attached to this document are representative of our school districts commitment to on-going professional development that results in the implementation of best teaching practices. With the planned implementation of two new Study Groups that focus on best practices in teaching, we hope to create, with other faculty members, a learning environment that will support providing high-quality instruction to students as a means of increasing student growth, development and achievement. Standard 4: Professional Development Activities Improve the Teaching and Learning Environment. The model of the proposed study groups will seek the active involvement of all group members in researching, discussing, and implementing (as appropriate) the teaching practices discussed. This model is structured as follows:
At Volney Elementary School, the focus of the two planned study groups will be the implementation of combined aspects of a balanced literacy approach and ensuring success for all students. Standard 5: Professional Development Involves the Participation of All Stakeholders. Open to all stakeholders, each member of the group is expected to participate analyzing professional literature on a variety of subjects. In addition, the findings will be communicated to administrators and discussed with colleagues. Standard 6: Professional Development Activities Provide Significant Opportunities for Active Learning. The tentative plan for Study groups will establish approximately 28 meetings of 1.5 hours in length. Fulton teachers have established and will have established curriculum alignment to maximize work/study efforts. Standard 7: Professional Development Content involves Scientifically based Research. Planned study groups are centered on well-known educational authors such as Gay Su Pinnell, Irene Fountas, Laura Robb, Marilyn Burns and others who have engaged in high-quality educational research. The instructional practices in each of their works share the common theme of addressing student needs at their individual level of readiness and using proven instructional practices to take students to where they need to be. Standard 8: Professional Development Content Activities Utilized the NYS Learning Standards. The planned implementation of study groups is in alignment with New York State Learning Standards. The aim and objective of the creation of this professional learning community are helping students meet and exceed State expectations. Standard 9: Professional Development Activities are Aimed at Helping ALL Students Achieve to a Level of Excellence. Professional development activities will be involved in the active collection and disaggregating of data based on the representative classrooms. The disaggregating of data will be in alignment with NCLB benchmarks for specific subgroup populations (e.g. General Education Students, Special Education Students, Male/Female, etc.). Data will include pre and post study group surveys used to assess teacher awareness and attitude towards using content area reading strategies and self -examination of practices towards non-achieving students. Student achievement will be measured through use of Terra Nova scores and various authentic assessments. | |||
|
|
Agenda Teaching for Comprehending and Fluency |
Date |
Time |
Location |
Presenters |
Topic |
|
9/15 |
7:00-8:30 |
Volney Library |
Kathy and Renee |
Understanding Readers, Texts and Teaching Presentation of: Chapters 1 and 3 Homework: Chapters 2, 4, and 5. |
|
9/22 |
7:00-8:30 |
Volney Library |
|
DVD: Teaching for Comprehending and Fluency Across the Day: Whole Group Teaching. |
|
9/29 |
7:00-8:30 |
Volney Library |
|
Helping Students Develop Systems Of Strategic Actions Presentation of: Chapters 2, 4, and 5. Homework: Chapters 6 and 7. |
|
10/6 |
7:00-8:30 |
Volney Library |
|
DVD: Teaching for Comprehending and Fluency Across the Day: Small Group and Individual Teaching. |
|
10/13 |
7:00-8:30 |
Volney Library |
|
Understanding the Fluent Reader Presentation of: Chapters 6 and 7. Homework: Chapters 8 and 9. |
|
10/20 |
7:00-8:30 |
Volney Library |
|
Assessing Comprehension Presentation of: Chapters 8 and 9. Homework: Chapters 15 and 16. |
|
10/27 |
7:00-8:30 |
Volney Library |
|
Interactive Read-Alouds Presentation of: Chapters 15 and 16. Homework: Chapters 17 and 18. |
|
11/3 |
7:00-8:30 |
Volney Library |
|
Planning for Interactive Read-Alouds Presentation of: Chapters 17 and 18. Homework: Chapters 19, 20, and 21. |
|
12/1 |
7:00-8:30 |
Volney Library |
|
Book Clubs Presentation of: Chapters 19, 20, and 21. Homework: Chapters 22 and 23. |
|
12/8 |
7:00-8:30 |
Volney Library |
|
Reading Workshop Presentation of: Chapters 22 and 23. Homework: Chapters 24, 25, and 26. |
|
12/15 |
7:00-8:30 |
Volney Library |
|
Using Guided Reading to Teach Comprehension Presentation of: Chapters 24, 25, and 26. Homework: Chapters 27 and 28. |
|
1/5 |
7:00-8:30 |
Volney Library |
|
Writing About Reading Presentation of: Chapters 27 and 28. Homework: Chapters 30 and 31. |
|
1/12 |
7:00-8:30 |
Volney Library |
|
Teaching Fluency & Vocabulary Across Instructional Context Presentation of: Chapters 30 and 31. Homework: Reflect on your own teaching in relation to this study group. |
|
1/19 |
7:00-8:30 |
Volney Library |
|
Reflection and Wrap-up of Study Group |
Fountas, I. & Pinnell, G. S., Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8.
Agenda Comprehension in the Content Areas |
Date |
Time |
Location |
Presenters |
Topic |
|
2/9 |
7:00-8:30 |
Volney Library |
Kathy & Renee |
Rethinking the Way we Teaching Content Area Reading Presentation of: Chapters 1-2 Homework: Chapter 3 |
|
2/16 |
7:00-8:30 |
Volney Library |
|
Strategies That Span Before, During and After Reading Presentation of: Chapter 3 Homework: Chapter 4 |
|
3/2 |
7:00-8:30 |
Volney Library |
|
Strategies to Use Before Learning Presentation of: Chapter 4 Homework: Chapter 5 |
|
3/9 |
7:00-8:30 |
Volney Library |
|
Strategies to Use During Learning Presentation of: Chapter 5 Homework: Chapter 6 |
|
3/16 |
7:00-8:30 |
Volney Library |
|
Strategies to Use After Learning Presentation of: Chapter 6 Homework: Chapter 7 |
|
3/23 |
7:00-8:30 |
Volney Library |
|
Building Students Vocabulary Presentation of: Chapter 7 Homework: Part 1 Pgs 1-42 About Teaching Mathematics |
|
4/20 |
7:00-8:30 |
Volney Library |
|
Raising the Issues Presentation of: Part 1 |