Summary of Notes

12/13/16

Assessment

Beliefs Practices Research

Guided instruction UbD Marzano

Authentic FAST Allington
Ongoing, messy Formative (frequent D. Bear
Hard to quantify small checks; The Sisters
Layered ungraded?) Fountas & Pinnell
Evidence not always Summative Hattie
visible Conferring
Self assessment Running record
Tied back to learning Informal/formal
targets/standards MCA
Inform instruction MAP
Teacher generated Ongoing/cyclical
Higher level thinking T.S. GOld
not assessed with TABE/CASAS tests
multiple choice Reflection
Video-recording
Multiple data points

Parent Notification & Involvement

Beliefs Practices Research

The more frequent & Access to text Heckman

continual, the better Literacy strategies Gottman
Should be told about available to parents Goleman
growth, as well as Schoology-->1:1 access Ginot
benchmarks in parent Communicate how to Arnal
friendly language strategies
Involvement should be Parent info nights
reciprocol Parent education
Supportive--in home Parent events
rich/literacy Pop-up parenting
Reading logs are not Home visits
good practice at home Hospital visits
All parents need parent Communication via
education email and text
Reading should be fun Community building
 and done for pleasure Family literacy
Increase connections Text variety
with adult academic
programs
Parents remember
school differently; teach
them new grading &
assessments

Professional Learning

Beliefs Practices Research

Important Reflection-->video self Choice is best

Changing Daily 5/CAFE Implemented over time;
Parent education Reading Plus allow time to make
Motivate change Self-selected changes in instructional
Frequent Parent education practices
Continuous Literacy events Barth--Teacher
Job-embedded Access to books knowledge
Changes instructional Communication (text, Knight--Instructional
practices email. newsletters) coaching
Ask/survey teachers Literature circles
Variety of modes Staff book study
regarding learning Teacher led PD
preferences Job-embedded
Build upon strengths Modeling
Rooted in research Instructional coaching
Growth mindset Lesson study
Twitter
Professional networks
EdCamp/Unconferences

Student Support Systems for EL/Diverse Learners

Beliefs Practices Research

All students can learn
and succeed
Everyone is a reader and
writer
Reading materials
should reflect all
Text access--online and Mixed languages in one
in print (in English & room
home language) Multi-generational
Differentiation SIOP
EL push-in/co-teaching Hollie
Graphic aids--multiple Science House--disrupt
 learners languages status
Support reading in Parent education Elizabeth Cohen
home language Family literacy Worlds
Parent education Co-teaching w/reading Apart-American
Bridge to student teacher Educator
culture SIOP
(windows/mirrors) Best Buddies; attention
Start with strengths to community building
There is agency in Teacher building
student groups relationships
Content integration Use of language stems
Family literacy Lots of opportunities to
talk/write
Say it/show
it-->Info/directions in
multiple modalities
(verbal/visual)

Intervention & Instructional Supports

Beliefs Practices Research

Begin in the classroom Small group Matos

Targeted by need Read aloud Solution Tree
Fluid Lit circles The Sisters
All students Conferring 1:1 Richard Allington
Learning=time + Mentoring Michael Pressley
support Reading buddies Kim Gibbons/SCRED
Dont pull from core Increase intensity &
essential learning directive
Not to fix kids Progress monitor
Decisions based on Research-based
assessments interventions
All of our kids are all of Blend authentic texts &
our kids skills
WIN/RtI--MTSS
TACSEI--E.C.
Volunteer support

Curriculum

Beliefs Practices Research

 Reading independently Sustained reading of a Anderson, Wilson,
is the best predictor of variety of self-selected Fielding, 1988
reading achievement texts + Samuels & Farstriep,
Fun--for pleasure coaching/conferring 2011
Choice Access to text and time Action research
Reading achievement is to read Student voice
less about ability than Joyful reading! Attendance/behavioral
about the opportunity to Reading celebrations data
read Create a culture of Hollie, Gay,
Growth mindset literacy Ladson-Billings
Literacy rich Culturally relevant Caulkins
environment pedagogy The 2 Sisters
Textbooks=resources Daily 5/3 M. Pressley
Bridge to student Readers/Writers R. Allington
culture Workshop R. Routman
Reveal/tie to multiple Practical application D. Graves
perspectives Support family literacy L. Rosenblat
Balanced literacy D. Miller
Daily 5/CAFE Debbie Miller
Authentic audience/text
Lots and lots
Standards-based
Flexible to meet
students needs