Woodlin Elementary School March 20, 2013 Sarah Sirgo, Principal & Troy Clarke, Assistant Principal

INSTRUCTIONAL ROUNDS

Time 7:45 AM (30’)

Breakfast

8:15 AM (20’)

Welcome & Overview of AgendaReminder of the Norm, Theory of Action and Problem of Practice

Dr. Beth Schiavino-NarvaezDr. George Perry

8:35 AM (20’)

Overview of WoodlinClassroom Visit Schedule

Ms. Bronda MillsMs. Sarah Sirgo

8:55 AM (5’)

Short Break/Travel to Classrooms

9:00 AM (90’)

Classroom Visits

10:30 AM (70’)

Debrief the Classroom Visits Dr. George Perry

11:40 AM (15’)

Debrief the Instructional Rounds Process & Next Steps

Dr. George Perry

11:55 AM (5’)

Concluding Comments Dr. Beth Schiavino-Narvaez

WELCOMETODAY’S AGENDA

Vision Statement We believe in a safe, nurturing environment which promotes high achievement and success for students through an integrated and culturally inclusive approach to learning. Students, parents, school staff, and community work together to create an atmosphere of mutual respect where each child can fully develop his or her potential.

Our PledgeWe Pledge to do the best we can do, We'll respect ourselves and others too. We'll put forth our best effort everyday, We'll explore, learn, and succeed the Woodlin way!

WOODLIN ELEMENTARYTOGETHER WE EXPLORE, LEARN, AND

SUCCEED!

WOODLIN STUDENT DEMOGRAPHICS

Sex #/Percentage

Male 299 (53.4%)

Female 261 (46.6%)

Total 560 students *Projected at 597 for next year; growth of ~200 students over past 6 years

Hispanic

Asian/ Pacific

Islander

American

Indian

Black Multi-Race

(Not included in the total number)

White

92 (16.4 %)

34(6.1%)

2(0.4%)

157(28.0%

)

32(5.7%)

243(43.4%)

Population #/Percentage

FARMS 132 (23.6%)

SPED 78 (13.9%)

ESOL 66 (11.8%)

Grade Level Number of Classrooms Kindergarten 4First Grade 5

Second Grade 4Third Grade 5

Fourth Grade 3Fifth Grade 2

Learning for Independence 4

CLASSROOM DISTRIBUTION

Parent Outreach & InvolvementDining with Dads, Muffins with Moms, Reading with Relatives: Bringing families and supporting adults in to the classroom experience

Weekly email communication to all families on learning targets

After School Academic clubs Taught by staff to targeted students in small groups to facilitate relationships

Town MeetingCelebration of core values and developing positive culture and climate

KEY FEATURES OF THEWOODLIN JOURNEY

Student Learning Need

Opportunities to work with and master all UCARE strands through differentiated instruction

Problem of PracticeCollecting evidence of

student learning and using that information to identify interventions and support structures that are matched to student learning needs and align with UCARE proficiency

KEY INSTRUCTIONAL FOCI

MathematicsHigher Order QuestioningVaried Assessment

Opportunities Observation paper/pencil Performance

UCARE Understanding Computing Applying Reasoning Engaging

STEMInquiry based

approaches to designing instruction

Developing scientific thinking, reasoning, and integration with other subjects: STEM Day

SCHOOL IMPROVEMENT PLAN

Curriculum 2.0 Collaborative planning (Grades K-5) Higher Order Thinking Questions (in Math) Flexible media schedule for technology integration UCARE Rangefinding: Examining Student Work in Math Math Block Models for Differentiation Grouping Practices for Math Inquiry Groups

Building Positive Relationships with Hard to Reach Families Criteria for Success vs. Proficiency Make-and-Take: Student Math in the Heterogeneous Classroom

PROFESSIONAL DEVELOPMENT AND STAFF FOCI

GALLUP:Student Hope & Engagement

GALLUP:Student Wellbeing

GALLUP: Staff Engagement

QUESTIONS & CLARIFICATIONS