Lead Learners Update 12.10.12

Happy Holidays!

Calendar of Events
12.10 Instructional Rounds (Ridge and Point)
Point Project Exhibition Night (5:00 - 7:00)
12.11 GT Advisory Meeting (6:00 - 8:00)
12.12 RTI (8:45 - 11:45) Point
12.13 K-1 Literacy Team (9:00 AM - 3:30 PM)--plan for Jan11; location TBD
12.17 Admin Meeting (12:00 - 3:30)
Board Meeting
12.18 Math Task Force
TQ Meeting
12.20 - 1.2  Winter Break
1.3.13 School resumes

Celebration of Learning (Ying Ying Chen)
By now, you have had some knowledge about this event through our communication and John’s e-mail.  Signing up with principals is due December 18.  When we tested this idea with teachers, they gave us the following feedback:

• They like the idea that it is “not a presentation”, but sharing.  
• They think if principals give examples that is very much in line with what they are already doing, then more teachers will be willing to share.
• Use more artifacts and images, less writing on the display.  They believe artifacts and images will generate more conversations.

We totally agree with their comments. Those details are already on the flyer.  The Learning Fair is going to boost professional efficacy and promote a culture of sharing.  Thank you for your support in making CCSD a learning organization.

Writing Task Force Update (Ying Ying Chen)
The  WTF team focused on the following when they meet on 12/5:

• Explored SMARTER Balanced Assessment sample questions to develop a deeper understanding of the next generation of assessment
• Reviewed Common Core Appendix A - Three types of writing
• Explored StandardsInsighs - a tool to unpack standards for unit and lesson design
• Wrote additional prompts aligned with the three types of writing (argument, expository and narrative). In the following year, we will randomly draw the assessment from the writing prompt collection.  This means, teachers will not know which prompt will be used  till the last moment.  This practice will ensure that teachers will teach all three types of genres throughout the year.

Getting SMARTER (Ying Ying Chen)
I am trying to keep you up to date on SMARTER as it continues to evolve.  Here is a excellent article that clearly outlines the recent changes on SMARTER Balanced Assessment.

Digital Literacy Update (Craig Barnum)
The digital literacy trainers have put in quite a bit of work in the last few days.  At the end of November we spend a couple of days learning new content in order to prepare for the January PL day.  Our first day at this meeting, the team spent with Wesley Fryer and learned about the MIT open source program, Scratch.  Scratch allows just about any age of student to create very simple to very complex media programs.  It is an incredible tool for teaching math.  On the second day of our training, the team working to tune/revise exemplar units, discussed ways to seamlessly embed digital literacy into existing PL.  Each school’s principal and cadre function differently so we will count on the principals and trainers to work together.  Their job is to enhance your PL for the entire PL day, not just a given period (like one hour or three hours).  We did simulation practice with them on December 6 so all of them have ideas to draw from.  They should be able to suggest digitally enhanced process to engage adult learners with the content you and your cadre provide.

We also visited (virtually using Google HangOut) with a team from Bettendorf High School on their “gamified” PL.  I know that at first blush, the idea of turning PL into a game sounds absolutely crazy.  It is an idea that is very difficult to convey without concrete examples.  I know that I can’t do it justice in a couple of paragraphs here. I’m sure that many of team members were very skeptical of this idea before talking with the team from Bettendorf, too.  But, my impression is that now most of the team “gets” this idea and see it as a powerful strategy.  I’ve even visited with a few digital literacy trainers that are starting down the path to create instruction for their students based upon some of these game-style designs.  I would encourage you to visit with your building’s digital literacy trainers about gamification to learn more.

Curriculum Matters by Bill Poock
K-1 Literacy Team Planning (from Bill and Cheryl):  On 12/13/12, we will have the opportunity to meet as a K-1 Literacy Team from 9:00 AM to 3:30 PM (location will be emailed to everyone on Monday, December 10th).  This will be a prime opportunity for us to gather together after attending the Walpole/McKenna differentiation workshop.  This will be a chance for us to clarify what next steps we need to take as a K-1 team.  We learned a lot about effective differentiation in the ELA block.  We just need to sift through it all to determine what messages we need to share with the K-1 teams at all buildings.  We learned about the following:

• Read Aloud
• Shared Reading
• Small Group Differentiation/Guided Reading

We will need to take the bulk of the day for planning the January 11th PL day (7:45 AM - 11:45 AM) in the HS Study Halls.  We decided that the following reps would be at the planning meeting on 12/13/12:  Kindergarten teacher, 1st grade teacher, Title One teacher, Strategist, and Building Principal (as much as you are able).  Also, it is presumed that anyone who comes to the planning session on 12/13/12 also attended the Walpole/McKenna workshop.

K-6 Textbook Adoption Team Meeting Update (from Bill):  On 12/6/12, we had an opportunity to meet as a team to deepen our understanding of the textbook adoption/curriculum review process.  The team engaged in the following:

• viewed a video from Marilyn Burns about the Mathematics Reasoning Inventory (MRI) found at www.mathreasoninginventory.com -- a free online assessment for learning more about how students reason mathematically--definitely one to check out!
• created an anchor document that deepens our understanding of the three shifts in the mathematics standards:  focus, coherence, and rigor (see:  https://docs.google.com/document/d/1qXyiqc_ZshJiYmOw5rdaxqS_ig3UBi324VqboQdJ9mg/edit)
• unpacked and further clarified the evaluation instrument that we are using from the K-8 Publishers’ Criteria for Common Core Mathematics--this is an excellent document that the team created to help us better understand the criteria for recommendation (https://docs.google.com/document/d/1vWB9u9SHjYjDWfH5CHICPxwEi1_lpLv_NksJespZjEw/edit)

The team also walked away with a box of curriculum (teachers’ materials) to kick off the pilot/review process.  These task force members are expected to pilot at least ONE unit of instruction for each of 3 rounds.  

Again, the three sets of curriculum we will investigate include:

• enVision Mathematics
• Math in Focus (US version of Singapore Mathematics)
• Go Math!

This team is very excited to lead this process and is anxious to get into the materials.  A word of caution:  there are MANY boxes coming your way when it is your building’s turn for enVision Mathematics--I have tried to warn you in advance--LOTS of boxes!!

These team members are also helping to coordinate the distribution of materials to all of your teachers at the building level.  In the future, I will send a survey for feedback to your teachers (sample taken from teaching staff) that will be different than the evaluation criteria document that the MTF members will use.  More information to come!

Lead Learners Update 11.26.12

Tell me to what you pay attention, and I'll tell you who you are.

--Jose Ortega y Gasset

Calendar of Events
11.26 Walpole Workshop (K-4)
11.27 Walpole Workshop (5/6 and 7-9)
11.28 Media Council
11.29 Digital Train the Trainer Day
11.30 Digital Train the Trainer Day
12.3 PL Day
12.4 Cadre Day (Common day)
12.5 Writing Task Force
12.6 Digital Literacy Planning

Celebration of Learning (By Ying Ying Chen)
Cassie Erkens, the consultant we hired two years ago, emphasized the importance of celebration.  Deliberate celebration of learning, according to Cassie, has a positive effect on school culture.  At the system level, we witness success stories all the time.  For example:

• Crest just did a presentation about concept-based learning at the AIW leadership group as most other AIW schools struggle with this practice.
• Heights’ SINA process has been considered a model, and the results have been evident in classroom practice.
• View’s 4th grade teachers have used the new math standards and redesigned their teaching to be more personalized, student-centered, concept-based and standard aligned. They also embed digital tools to manage student assessment and feedback. They will submit their experience for the Iowa ASCD presentation!
• Ridge teachers are well positioned for its Literacy Improvement Cycles and produced team common formative assessments for their literacy units.
• Creek began to use the newly designed, competency-based report card this year and continues to build their units and assessments aligned with standards.
• Point’s PLC structure is engenius that teachers have 80 minutes a week to collaborate.  Their student-joined tuning protocol has been featured by Transform Ed.
• PHS will have their first adult POL (presentation of learning) in December.  What a courageous move!

Our district has been invited to present at the Spring Iowa ASCD Statewide Conference with the focus on Concept-based learning and Iowa Core.  This invitation is not self promoted.  Others have heard about our work and are interested in learning from us.  It is a great honor.  Bill and I will  get some input from you as regarding the content of the presentation. The district is also working on some form of celebration in mid-year.  More details to come.

Q/A (By Ying Ying Chen)
As schools differentiate PD and school improvement focus, we have less opportunities to answer questions directly. This section is written with the intention to clarify questions we heard from the field.  ESC will be happy to schedule additional conferences with individual principals if further clarification is needed.

Q1: What is the relationship between SMART Goals and “Cycle of Improvement”?  
The cycle of improvement is a framework that helps schools reach SMART goals.  We have worked very hard on unit design, Common Formative Assessment and AFL in the past two or three years.  Our weakness has been completing the entire cycle so that we can see the effect of our instruction and respond to student needs. So far, all schools are approaching the work diligently.  Our strengths will come from our administrative PLC when we share our insights, pitfalls and successes.  ESC will also focus on unpacking, prioritize standards and building common assessments with curriculum teams.

Q2:  What is the expectation on Curriculum Mapping/Rubicon?
Rubicon is a tool to help teachers plan quality units individually and collaboratively.  The research-based, locally designed framework (UBD/Concept Based Instruction) helps us, the entire system, to sustain best practice in curriculum work.  

The only tight guidance from the district: principals ask teachers to identify one (or two) subject area to map their instructional units.  This is the same expectation we have had for the past three years.  Teachers could use the same maps from last year and choose to improve some over time. In addition to summer Rubicon orientation sessions, Tutorial 1 (how to begin a unit) and Tutorial 2 (How to transfer a map from Edhesion) have been mailed to all teachers.  Transferring a new unit takes about 5 minutes.

Eventually, when all core curriculum anchor units are sequenced, they will be our planned curriculum (they are “D” - district maps).  Teacher and team maps will be the taught curriculum (they are “B”- building or “I” - individual maps).  Unit assessment results will be the learned curriculum.  We estimate that we should be able to have all “District” units established in four core areas within 18 months.  (Note: Singletons will have only individual maps unless they choose to work with vertical teams and build district maps.)

Q3. Why is it important to use Rubicon?
The most important reason is to keep the research-based framework in front of all teachers as they collaborate on units. The second reason is that teachers will look at standards more carefully when they use the tool to plan units.  Thirdly, Rubicon is our district’s chosen strategy to monitor IC implementation, which is a state mandate.  If a school does not choose this strategy, the school will have to provide other strategies/evidence such as Power School (which is impossible) or ICAT.  Schools that have used ICAT have concerns about its “event” based nature and the results are not deep enough.  Most importantly, Rubicon is sustainable.  Quality units can be preserved, shared and improved over time at individual, team and system levels.  The administrators and the Rubicon Task Force will learn the report function in January.  It is vital that all teachers enter their chosen subject so that we have real data to analyze in January.

Q4: What should be entered on the map?
Teachers should select standards first (check them), then enter EU, EQ, Concepts, Content (just nouns) and Skills/Learning Targets.  They should also build assessments that are aligned with the chosen standards.  Additional information will be teachers’ choice.

Q5: Do we assess the unit recorded on Rubicon when we collect data for SMART goal #1?  Which unit should they assess?
Yes, we should ask the staff to record on a map, then assess the unit.  The reason is that our TPP is highly aligned with the Rubicon template.  It will raise their awareness on quality with the “help bubbles” and other references available to them.  Regarding which unit to assess, our Oversight team did discuss this last year.  The committee agreed that it should be the unit they are currently working on, not just any “old unit”.  Reason for this decision?  It is “improvement” we are after, not compliance.

Q6.  Data collection still feels like compliance, what can we do?
Adult learners need formative assessment, peer and self-assessment just like any other learners.  Using TPP to self-assess does not need to be an event, but a habit.  Capitalize your weekly collaboration by asking teams to reflect and set small goals as they plan authentic lessons to address student learning needs.  Since unit design and AFL are not new learning but maintenance learning, principals can provide guidance without too much direct instruction.  For example:

Tight: each team will reflect their units against TPP at least once/per unit

Loose: when or how to do it and where to record team reflection or goal setting

In addition, schools can celebrate and highlight teams’ successes and reflection through weekly news and on PL days. Their reflection will provide insight to building leaders regarding their next level of work.

More About SMARTER Balanced Assessment (By Ying Ying Chen)
Even though Iowa’s assessment plan is still pending on legislative decisions,  we begin to hear more update about SMARTER.  We keep you posted as our teachers should align their assessment design with the same level of rigor as seen in SMARTER.  A few interesting points:

• An initial pilot school reported that the pilot test was 90 minutes long for only 15-18 problems.  This means, it involves a lot of analyzing, thinking and WRITING, not quick/short answers.
• The actual assessment will be about 4 hours long and the assessment is not timed.
• Invitation for larger scale pilot will happen soon. (Advantage for being in pilot: teachers will have a preview of the assessment)

This reinforces what we have been thinking along the way - we must design more rigorous assessments if we are serious about implementing Iowa Core.  We have been collecting assessment/task samples to prepare our curriculum councils for the upcoming work.  All the hard work you are doing on unit design, common assessment, PLC, AIW and PBL etc. are fully aligned with the thinking behind the assessment design.

Student Services (By Cheryl Kiburz)
12.3   Special Education Teachers meet from 1:45-3:45 PM
         IAA/Literacy Action Plan-Heights
         Reading Instruction- Point
         Challenging Behavior-***change in location--ESC Boardroom

12.6   LETRS Training-Teaching Phonics, Word Study, and the Alphabetic Principle
12.7   LETRS Training-Digging for Meaning: Teaching Text Comprehension

Curriculum Matters (By Bill Poock)
K-6 Math Textbook Adoption Update:
On November 13th, we met as a K-6 Math Task Force Textbook Adoption team to begin the process to recommend a new mathematics curriculum for K-6 for the 2013-2014 school year.  To review, we concentrated on the following:

1. Learned about the 3 shifts in the standards:  focus, coherence, and rigor
2. Needs assessment using district mathematics data (Iowa Assessments and MAP)
3. Needs assessment reviewing K-6 math teachers feedback from survey
4. Investigated the K-8 Publishers’ Criteria and Evaluation instrument we will use
5. Exploring mathematics curriculum online
6. Narrowed down to 3 vendors

We have made the decision to narrow down to 3 vendors:  enVisions, Math in Focus (US version of Singapore Mathematics), and Go Math!.  All three curricula look very different than what we’ve been using in Everyday Mathematics.  With the Common Core State Standards, there is more of an emphasis on learning to mastery, so a spiral philosophy such as Everyday Mathematics is inconsistent with the standards and their intent.
I have started receiving boxes of materials.  LOTS of boxes!  We will meet again on Thursday, December 6th from 4:00 - 6:00 PM in the ESC Boardroom to begin the next component--pilot/review.  Teachers will dig deeper into the evaluation criteria and will also get samples/boxes for use.
Our timeline will run roughly about 19-20 school days with each set of curriculum.  There will be enough materials for the representative on the Math Task Force team (K-6) to have a complete set of materials.  I’m hopeful that we’ll receive additional materials so that other teachers can also view the materials.  The expectation will be that Math Task Force members K-6 will need to pilot/review at least one unit/chapter within the materials.  I will share a timeline/schedule that will need to be adhered to closely and the procedures for making sure that all materials are passed to the next school when appropriate.
Thank you in advance for your patience and flexibility--there are lots of materials and many things to consider as we move forward in this process.  We will run the pilot/review until spring break in March, followed by a vendor presentation of our final 2 vendors shortly after Spring Break vacation.

Walpole/McKenna workshop at GWAEA:  
On Monday, November 26th, your K-1 reps on the Literacy Team will attend the Walpole/McKenna workshop at GWAEA to learn more about effective differentiation of the ELA block for primary grades.  This workshop will be an important foundation for us as we seek to provide more effective differentiated instruction for students who need additional support.  It is also important because your reps on this team will lead the PL session on January 11th (AM session of the AM-PL and PM-Clerical Day).  It will be important that you have follow-up discussions with the members of this team as we determine what is best to be shared with the rest of the K-1 teachers to ensure that we have adequate time to share what is needed.  There will also be a time to share diagnostic reading materials with these teachers and to think about follow-up sessions (1/2 day sessions for each team - kindergarten team and 1st grade team).  More details will be shared as we have more clarity about the materials and the schedule.

The 5-9 reps will attend the November 27 workshop with the focus on vocabulary, comprehension strategies and text complexity. These strategies will strengthen instructional core as they carry out the literacy standards.

Lead Learners Update 11.12.12

Thanksgiving is not just about pilgrims and turkeys but also a special culture and a mindset for life.  We would like to take a moment to thank each of you for being a giving person in your words, actions and spirit.  Most of all, what a privilege to work in such a giving environment when the entire purpose of our daily life is devoted to growing minds and hearts of youngs and adults! We are truly blessed!

Happy Thanksgiving!

Upcoming Events
11/12 Administrative Learning (K-6: 10:00 - 1:30; 7-12: 12:00 - 3:30)
11/13 PHS AIW site visit day/Plan with Dana K @ 11:00 (Mark, Laura, Ying and Bill)
11/14-11/20 K-6 conference
11/19 Elementary/Secondary Administrative meeting
11/20 Music Council
11/21 No School

Dropout Prevention/Allowable Growth State Report (Ying Ying Chen)
As you remember, this is a very involved report and we have a very short timeline (Due in Mid December).  The state made some revisions on the questions again so we will have to sort them out first.  We will begin to work with you /your designee very soon.  The most important data for you to gather is to identify the students served by your dropout prevention programs from last year (for results) and to propose number of students who will be served this year:

7-12

• Success center/Learning Center
• Strategy classes (reading and math)
• Credit recovery programs
• Kirkwood High School Completion Program
• Alternative school
• Supported math classes (like algebra half)
• 540 program
• Second Chance Reading/21st Reading

K-6

• Strategist service
• At Risk Tutoring

 

Study Group (By Ying Ying Chen)
The teachers on the Oversight Team had a very positive experience in the study group on Data Team.  If you wish to capitalize on their learning, you may invite them to lead a small piece of learning for your cadre/leadership teams.  Their sharing was deep, constructive and highly collaborative.  Teachers who felt that their teams were “stuck” actually gained ideas from the book and/or other teachers on the team.

New Teacher Workshop Feedback and Follow Up (Ying Ying Chen)
Once again, thank you for your commitment in inducting new teachers to best practice.  Your investment in year 1 and 2 will pay off for many years to come.  Here are the feedback results from workshop #2.  

From our follow up visits, we found a higher level of implementation this year.  Several new teachers approached us and shared their positive experience in implementing Think Aloud.  One teacher said, “In my X years of teaching and learning, I finally realized why it was not working with my students before.  Sarah’s video made a huge difference for me!”.  Another teacher said, “When I did my Think Aloud, so many of my kids wanted to help me, but I resisted to interact with them.  It was hard to do, but the result of their learning was wonderful.”

Please continue to reinforce that the Think Aloud strategy should be implemented on a weekly basis and that they should continue to write strong learning targets and use varied responses to check for understanding.

Quarterly Conversations (Ying Ying Chen)
We truly appreciate the privilege to have quarterly conversations with our leaders.  Your voices help us understand your focus, reflection and challenges.   It reinforces my belief that our district is full of talents and commitment and that we are a very cohesive team, more than we realize. Thank you for taking time to reflect what you do as a leader and to model life-long learning.  

We also learned a lot of great strategies from our team.  For example, many are trying to turn general team collaboration into high functioning teams.  Ideas highlighted:

• Team self-assessment on cycles

• Using a PLC rubric for team to reflect
• Building leadership capacities among team leaders by hosting leader PLC/Study groups
• Have teacher teams model high performing team behaviors for each other
• Have teams examine results from CFA
• Have teams formatively assess progress using TPP
• Have teams set short-term SMART goals with a focus on student learning

Common Core Resources (Ying Ying Chen)
As we continue to implement common core and build Formative Assessments, there are plenty of resources on the field. Here are two items worth reviewing:

• Inside Mathematics (There is a section developed for principals with videos, discussion guides, etc.)
• SMARTER Balanced Assessment (A quick review power points)

I have shared SMARTER with you before, but the link/ppt above indicates a few key functions that might trigger some thoughts about how you lead teachers in building CFA:

• SMARTER will be an electronic interactive assessment (Implication: Think about the endless ways a “task item” could be presented.  It will be highly performance-based.)
• SMARTER will be given as a summative assessment by the state, but it suggests schools to have benchmark and formative assessments (Implication: We will need to build both benchmark and formative assessments to inform teaching and to monitor system progress.)
• SMARTER will assess skill, concept and performance in various formats  (Implication: Traditional items such as multiple choice, short answers, etc. may be included, but writing, reasoning and problem solving will be heavily emphasized.)

Curriculum Matters (Bill Poock)
Math Task Force Curriculum Adoption Meeting:  I will meet with the K-6 Math Task Force team members on Tuesday, November 13th to begin our process for textbook adoption.  We will ground our work in three important shifts in the core curriculum mathematics standards:

• focus
• coherence
• rigor

We will study the three shifts in greater detail and use a new evaluation instrument to determine how well mathematics curricula options are aligned with the common core standards.  In addition, we’ll specifically look at focus, coherence, and rigor in order to make the determination for which publishers we’ll invite for an on-site presentation of the materials.  Please communicate with your K-6 Math Task Force team members about this process.  I am excited to work with them this week to begin this process.  Our ultimate goal is to recommend a new mathematics curriculum to be implemented in the fall of 2013.

Lead Learners Update 10.29.12

No matter how much you have achieved, you will always be merely good relative to what you can become. Greatness is an inherently dynamic process, not an end point. The moment you think of yourself as great, your slide toward mediocrity will have already begun.
Jim Collins, 2005

Calendar of Events
10.29 Oversight- Read Chapter 1 and 2, Data Team  
Teachers start @7:45; Principals join @10:00

CTE Curriculum Council Day

10.30 New Teacher Workshop (Read Chapter 1 - The Formative Assessment Action Plan)
10.31 Quarterly Conversations
11.2 Clerical Day
11.5 Instructional Rounds (8:00 - 2:00)
11.6 High School Cadre
11.6 K-6 Mathematics Textbook Adoption Team meeting (ESC Boardroom 7:45 - 3:45)
11.8 Cadre for K-9

Reminder:  
Two Reading Assignments - see above in red.
Order lunch from Kim or bring your own on 10/29.

Leading Learning and Common Core ( Ying Ying Chen)
Today’s leaders certainly face a common challenge - implementing Common Core.  Multiple versions and rigor make our initial work overwhelming.  This reminds me about the “fly wheel” analogy in “Good to Great”.  Initially, the work is hard and slow, but the momentum will build up if we take small steps and persist.  

In CCSD, we have set a great foundation to implement Iowa Core.  Take a look at the most recent research from International Reading Association; you will see many items have been addressed via “Every Child Reads”, “Writing to Learn” and “New Teacher Mentor/Induction”.  I highlighted those items in red.  Items not highlighted may have been practiced by individual teachers or schools, but they have not been our focused PD.

Research Highlights from the International Reading Association Report (4 pages)

Use of Challenging Texts - Recommendations

• Do not increase levels of texts used in reading lessons in Kindergarten and Grade 1.
• Instruction across the school year needs to involve students in the reading of texts written at a variety levels.
• Teachers need professional learning opportunities to be able to provide adequate scaffolding and support for student reading of complex texts in Grades 2-12 and listening to complex texts in Kindergarten and Grade 1.

Foundational Skills - Recommendations:

• Early, systematic, and explicit teaching of the foundational reading skills are required.
• During the K-2 years, teaching of all aspects of the English Language Arts should take place simultaneously and be coordinated

Comprehension - Recommendations:

• Engage students in reading high-quality texts closely and critically.
• Teach research-proven reading comprehension strategies using gradual release of responsibility approaches.
• Guide students to apply strategies when reading particularly challenging texts.

Vocabulary - Recommendations:  

• Study all strands of the Standards for references to vocabulary development.
• Plan for vocabulary development across the school day in all subjects.
• Provide instruction in word-solving strategies as well as teaching individual words.

Writing - Recommendations:  

• Provide opportunities for students to write in response to reading across the curriculum.
• Provide research opportunities that involve reading both print and digital texts, and that require writing in response to reading. (Our Digital Literacy is certainly heading in the right direction.)
• Teachers will need professional development in teaching students how to write the types of texts required in the Core Standards. This professional development should include teachers doing their own writing, as well as analyzing annotated student writing. (I highlighted the area pink as we are only partially there.)

Disciplinary Literacy - Recommendations:  

• Involve content area teachers in teaching the disciplinary literacy standards. (Writing To Learn)
• Teach students the literacy strategies that are pertinent to each discipline.
• Provide appropriate professional learning opportunities for teachers in the literacy practices appropriate for their disciplines.

Diverse Learners - Recommendations:  (I highlighted this area pink as we are moving into deeper understanding about RTI)

• The Core Standards require equal outcomes for all students, but they do not require equal inputs. Vary the amounts and types of instruction provided to students to ensure high rates of success.
• Monitor student learning and provide adjustments and supplements based on that information.

The most recent Walpole training (K- 12) from GWAEA will address text complexity, importance of explicit instruction and reading strategies across content areas.  We are sending groups of teachers to the training.  Please be aware of the learning opportunity and be mindful about what you can do to maximize capacity in your building.

A Final Message about Leading Learning with Iowa Core

• Don’t let the existing wheels rust if you have cranked them before. (Example: Send new teachers to Write Tools training and continue to highlight good work among teachers who use these strategies well in collaboration and PL.)
• Acknowledge that teachers will need new knowledge and skills to implement Common Core and the initial stage is difficult.  Take small steps but be persistent over time. Use Rubicon!  It is a perfect tool to focus teachers on Iowa Core!
• Promote the idea that today’s learners are active learners.  They should model 21st century learning by being connected (traditional and web based).  In short, learning is not limited to space, time and format.  We need to be open about these ideas in order to survive and thrive as 21st century learners. (Principals do not need to be the only person organizing learning during school day!  Be open to other options.)

New Rules and Procedures Regarding Bullying (By John Speer)
The Department of education, responding to changes in legislation, has altered the process for identifying and documenting bullying in Iowa Schools.  I am currently working on finding additional guidance surrounding this issue, but Matt Carver’s article in this month’s SAI Bulletin is pertinent and gives a good overview regarding this issue.  We will certainly have to work and discuss this together and determine the implications as they play out on a daily basis.  Please read the following link in preparation for a future discussion.  https://docs.google.com/file/d/0B2pf-u9wP-KwZ0doTjAtQ2U0ems/edit

October 30 PM Support (By Ying Ying Chen)
We are very excited about the upcoming New Teacher Workshop, which is completely redesigned - new materials, new process, new strategies. The single focus of the workshop is Think Aloud.  Think Aloud is a complex teaching practice that will require immediate and multiple practices supported by intense coaching/feedback.  Therefore, we recommend the following for PM structure:

Demo Lesson:  If you have arranged demo lessons on Think Aloud, that will be great.  If quality Think Aloud lessons are not available, we have made videos available.  Feel free to use them to reinforce learning. A quality demo is more important than having a bunch of unrelated demos.
Application:  Allow a large chunk of time for teachers to create/design a Think Aloud lesson within a unit of instruction (Unit: EU, EQ, LT, CFU/VR from workshop 1.  They don’t have to be proficient but they need to practice writing them and begin to use Rubicon.)
Coaching with Feedback:  A part of our workshop material will show a coaching session on TA.  You may find it helpful as you plan to coach new teachers.
Implementation Support:  Please establish follow up support between October and January.  A mid-year self-assessment will be given to new teachers in January.  The assessment will focus on:

• Conceptual lens, EU, EQ, and Learning Targets
• Strategies for CFU and Varied Response
• Think Aloud lessons implemented with frequency (weekly) and fidelity (moves)

Digital Literacy After School Sessions by Craig Barnum
I highlighted this in my blog last week, but it bears repeating.  We have some really excellent after school digital literacy PL happening this fall.  We have two more session coming up before the end of the calendar year:

• GRASPS/PBL/6As Design --  Project base learning design -- on 11/8
• Web 2.0 Collaborative Tools (Edmodo; Livebinders; Dropbox; Evernote) on 12/11.  

You can see more description at our Digital Literacy site on PrairiePride.org -- http://www.prairiepride.org/dlpd  You can find this link by going to our home page → Staff Hub → Teacher Resouces → Digital Literacy PD.  On this site, you’ll also see the portfolios of all of our Digital Literacy Trainers, handy tutorials on digital tools, and featured units and other exemplary digital literacy work.  Please encourage your teachers to check out this site excellent set of resources.

Writing Task Force Meeting (By Bill Poock)
On December 5th, we will convene the Writing Task Force for the one and only meeting for this school year.  This important group has had much success in bringing coherence in K-12 writing curriculum and alignment to the Iowa Common Core curriculum over the past three years.  The team’s recommendation was to meet one time this school year to focus on the generation of additional writing prompts for multiple genres of writing more closely aligned with the Iowa Common Core Standards (opinion/argumentative writing; informative/explanatory writing; and narrative writing)  Our focus on the meet date will be on creating at least 2 writing prompts for each genre of writing and revising the administration of district writing assessments as needed.

Title One Comparability Documentation Report (By Bill Poock)
As part of federal requirements for ESEA, any district that receives Title I monies must prove that State and local funds are used in Title I schools to provide services that, taken as a whole, are at least comparable to the services provided to non-Title I schools.  By November 30, I have to submit our district’s Comparability Report.  I will be contacting your building secretary for specific numbers of teachers and/or support staff in order for me to complete the report properly.  This is an annual requirement to secure allocated funds through the Title One program.

Student Services (By Cheryl Kiburz)
10.26  Special Education COUNT DAY
10.29  LETRS Training-The Mighty Word:  Vocabulary & Oral Language
10.30 LETRS Training-The Mighty Word:  Vocabulary & Oral Language

In the October issue of Education Update (www.ascd.org) a brief article entitled,
“Quick Tips for Leading Successful Change” provides things to consider as an effective leader during times of change.  I have summarized the key points below:

Collaborate.  People in the organization must be talking and working together to discuss and solve issues.

Take the time to ask, “What else should we think about while we do this?”
 --Joel Rose, cofounder and chief executive officer of New Classrooms

Determine where you are and where you want to go.  What is already in place?  Take an inventory and ask if what you’re currently doing is aligned with where you are going.  Sometimes we continue practices that no longer align with the new direction.  Taking an inventory of the current state is a huge step that is often ignored.

Be patient.  Change takes time and there will be bumps along the way.  The process involves risks and is not always a smooth process.

Stay focused.  “Change demands [that we] focus.”  Be deliberate.  Listen to teachers and others to provide what they need to implement the change.  Celebrate the wins along the way!

Provide professional development.  Funding needs to support the training to go with the new tools.

Provide strong leadership.  “Know that at some point you’ll hit roadblocks and get major pushback.  Be prepared for that and be courageous, flexible and open to the feedback.  If you’ve laid the course clearly and outlined the goals, visions, decision points, and milestones that need to be hit and the pushback is legitimate, be open to reassessment and recalibration.  But if it’s just typical pushback, be steadfast. Strong leaders can’t waiver.”
--Jean Desrvaines, chief executive officer of New Leaders