Instructional Rounds

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Instructional Rounds Juliette Low School

February 29, 2012

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“Knowledge is not ready made. Each of us is continually creating our own knowledge.

- Piaget

We are continually organizing what we know, structuring and re-structuring our knowledge.”

+Logistics Map

Restroom

Classrooms

Security

+Observation Guidelines

Listen. Do not interrupt.

Ask students questions only when they are working independently.

Talk with each other only in this debrief room, NOT in classrooms or outside.

Record evidence related to the focus questions, avoiding opinions.

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Note-Taking Guide

iPad Blank Notepad Focus on:

• Problem of Practice

• Focus Questions

+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.

+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.

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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?

Focus Questions

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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%

716Students

+Literacy

Emphasis Professional Book Clubs

Daily SSR

Consistent read-alouds

Upper Grade Literature Circles/Core Lit

Reading is Fundamental• 1 book 3 times/year

Highlights

+Highlights LiteracyEmphasisReading Lounge: Recess

and Lunch • 5th and 6th grade staff

members

Budget Priorities• Scholastic Magazines

• Classroom Libraries

• Literature Circles/Core

Literature

+ Visual/Performing

ArtsEmphasis

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

Highlights

+ Content Area

EmphasisScience & History-Social Science Instruction

• Vocabulary Readers in Interventions

Annual 5th Grade Science Fair

Annual 6th Grade Science Demonstrations

Highlights

+Highlights PositiveBehavior

Positive Behavior Study Team

• Monthly meetings

• Tier 2 Students

• Parents, student, teacher, PBST team

+Academic Performance Index

Consistent growth both school-wide and among ELs

ELs met subgroup growth target

+AYP: English/Language ArtsPercent at or above Proficient Consistent growth

school-wide and among ELs

Progress toward closing the gap

Growth not sufficient to meet increased state target

Did not meet school-wide target in 2010-11

ELs in Safe Harbor status in 2010-11and 2009-10

+AYP: MathPercent at or above Proficient

Decline school-wide and among ELs in 2010-11

ELs did not meet target in 2010-11

+ Annual Measurable Objectives AMAO 1

Significant decrease in 2009-10

Significant increases in 2010-11 an 2011-12

Consistently met targets

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Students with less than 5 years did not meet goal in 2011-12 or 2010-11

Students with more than 5 years did not meet goal in 2009-10 or 2010-11

Goals were met in 2008-09 and 2007-08

Annual Measurable Objectives AMAO 2

+Programs/Practices to Address Problem of PracticeFaculty reading and discussing Explicit Direct Instruction

Components of systematic English Language Development (ELD) included in daily ELD lessons

Flexible ELD groups based on CELDT, ADEPT scores and teacher observation

Teachers addressing specific language needs of students as indicated on ADEPT

Collaboration on best practices regarding student engagement

+School-Wide Intervention ProgramParaeducators 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)

Impact Teacher, IPC,1 paraeducator, and classroom teachers participate in second through sixth grade interventions

+Intervention Groups• SIPPS/Literature Circles• Basic Skills Practice2nd Grade• Expository Reading

Comprehension/Vocabulary Development

• Read About (Challenge)3rd Grade

• Corrective Reading (FBB, BB, low B)

• Literature Circles• Read About (Basic)

4th Grade

• Corrective Reading (FBB, BB, low B)• Literature Circles• Read About (Basic)

5th Grade• Corrective Reading (FBB, BB, low

B)• Literature Circles• Read About (Basic)

6th Grade

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“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