PLAN THE WORK; WORK THE PLAN

 

I went the the 5th grade music festival on Friday and wow what a great show!  When the performance was over Mark Schuldt came up to me and shared how impressed he was with our MAP data.  He said when he looked back to 2018 he noticed that Bloomer had improved over 25-30% in reading and math.  I know how hard everyone is working and knew that our professional development along with feedback is working because achievement is rising.  Remember our goal is 75% proficient and the same for growth by the end of the year.  There are some of you, however who made the goal already.  The dedicated work to guided instruction and a system of assessment resulted in up to 3 of the 4 targeted students jumping bands and becoming proficient.  Tomorrow during professional development you will be hearing from them.  

They plan the work and then persistently work the plan.

Let's break down the formula that raises achievement:

Know What to Teach and Monitor

    It all starts with clear learning intentions and success criteria.  The focus on grade level expectation along with authentic activity allows teachers to monitor student progress while they work.  This is not a random act and definitely not something that is only posted.  It is the consistent use of language and sharing through models, explicit instruction or demonstration what the learning 'looks' like from the perspective of the expert, the teacher. Teachers who are getting over 85% expected growth have consistent use of success criteria.  In addition, they are aware of the development of student and potential misconceptions. They use this knowledge to move in and tweak learning with students who are approaching the learning target.  They are relentless and see that there is no other option than to learn what is being taught.  It's inescapable.  

Know How to Teach 

    Maximizing the gradual release of responsibility as our model for instruction is the second element.  This model is best utilized within the workshop format.  Primarily our professional development and focus is on guided instruction.  In order to optimize this time it's critical that teachers have a clear understanding the the curricular standard.  Planning instruction for above and below grade level helps with feedback given either through the group or during conferring opportunities.  The first grade team noticed that a few of their student where missing some foundational phonemic awareness skills.  They made it a focus of their literacy PLC and engaged in learning about hand cues. Please see the video of Kate providing professional development.  This gave the teachers the opportunity to learn how the meet the needs of a guided group.  If a child is learning to read it should include all five components of literacy (phonemic awareness, phonics, vocabulary, fluency, comprehension) within the scope of a lesson.

PA hand movements

Know Your System of Assessment

    A system of assessment is focused on real time, continuous improvement of student learning.  Its purpose is to close the gap on achievement with specific individuals or groups and the flexibility to design instruction that will suit the needs of many.  The system is based on grade level expectations and taking note of when a student reaches the goal.  Breaking down the learning intention and success criteria is key to find out what you will be assessing on a daily basis. consider the following photos from observations last week.  Natalie with her clipboard with the math's success criteria and Megan with a chart of who knew what and when.

The key to raising achievement isn't a mystery.  It's knowing what to teach, teaching it and then monitoring what was learned.  If this is done in a consistent manner you will have success beyond your wildest dreams.  It's about planning the work and then working the plan with relentless focus.  You are in a building where greatness is within our grasp.  

Where is your team heading?  

Do you have a plan?  

How are you supporting one another?

 

Dare to Be Different

 

What does it take to move the needle?  We've been talking for months about focusing on four students who have the potential to be proficient.  Your focus on them would involve a system of assessment as well as a schedule that resulted in meeting with these students multiple times a week.  When you reflect on their progress did they make the goal?  How would you rate yourself on the consistency and validity of your intervention.  The good news is that it's not too late.  You have time to recenter and double down to make sure these kids are proficient by the end of the year.  Last week we looked at data as a grade level.  It's time to focus on your classroom and note who you will target.

Last week during observation I noticed some excellent example of differentiation and how it's possible to make it work.  You do not need to go far afield to see differentiation in action. Let's consider the word work lesson from Megan Millar's classroom.

She went through every aspect of reading in the course of an hour.  During the lesson she integrated phonemic awareness, phonics and wrapped it into the application of reading and then comprehension.  When students went out to work Megan has modified the assignment in five different ways based on the abilities of the students. Megan's learning intention was to teach the text structure of sequencing.  

She modified the independent work in the following ways.  Each student was able to access the learning due to Megan's work and planning.  In the end 100% of her students were able to demonstrate the learning.

Cut and paste the sentences

Write the sentences that go along with the photos

Sequence the photos

Write the sequence in sentences.

I also watched Felicia Jones teaching a math lesson.  She also put differentiation into action with her students.  She sent students out to work on the full assignment working with numbers to 1000's.  She had a small group at her table who worked on the same concepts but with numbers to 100.  While the small group worked independently Felicia would go out to the groups and check on their progress.  Yes, another example of differentiation

These two examples from your colleagues illustrate how to make learning accessible to all students.  Does it take more time?  YES.  Does it require the analysis of the data?  YES! Does it take more planning?  YES! I would argue that these two teachers would say it's hard work but worth the effort.  Both of them saw tremendous growth on MAP this winter.  They dare to be different and step outside of the norm to make the best choices for their students.

During your PLCs this week please focus on how you are implementing small group and/or other differentiating teaching strategies.  Focus on learning about how you and others are maximizing instruction that will result in accelerated achievement.  Results should be shown in DFA/CFA as well as MAP results.  You have the ability to dare to be different and defy the odds.

In the comments below describe the direction your PLC will take in this area.  How will it fit into your common challenge in reading and in math?