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TRANSCRIPT
Provincial
Workshop April 24th, 2017
Agenda Welcome/Introductions/Opening
Comments
PLT Greetings
SK Reads Implementation
Extending SK Reads to other Grade levels
Connecting SK Reads to other areas
SK Reads connected to Writing
Provincial Writing Outcome
Website Update
Wrap up
Jim Jutras, Ph. D.
Formative Assessment of the
Implementation of
Saskatchewan Reads
Background
Purpose The appreciative inquiry:
is intended to inform the next steps in bringing Saskatchewan Reads to life;
provides information regarding the progress made;
identifies, analyzes and describes exemplary practices that might be replicated in the province;
Identified challenges and sought advice of participants; and
identified the value and impact of Saskatchewan Reads to date.
Participants 3 school divisions:
strong initial implementation work and some growth in student reading achievement;
a significant proportion of First Nations and Métis students;
varying student enrolment sizes;
different geographical areas of the province;
varying approaches to implementation; and
willingness to participate.
Methodology
Rubrics and conversation outlines
Progression (4-step)
Teacher Classroom Practices Rubrics
Leadership and Implementation Rubrics
Data collection
Data analysis
Limitations
General Finding:
Progress to Date
Strong start.
Sustainable improvement takes time and focus.
General Finding:
Classroom Practices
Consistent, coherent teaching practices
Shared teaching practices
New teachers
Teacher collaboration
Instructional goal
General Finding:
Leadership Practices
“Compelling Why and Shared Beliefs”
Individual and collective efficacy
Focus and alignment
The role of Lead Learner
Ongoing, intensive, job-embedded, and
collaborative learning opportunities
General Finding: Leadership Practices
Strong professional community
Using data to inform instruction, professional
learning, and school and division planning
Professional learning of principals and vice-
principals
Teamwork
General Finding: The Value and
Impact of Saskatchewan Reads
High value on Saskatchewan Reads
Practices outlined in Saskatchewan Reads
validate and clarify their developing teaching
practices and affirm the work of their school and
division
“Sharp focus” and the common language for
instruction
Resources are accessible, useful, and especially
helpful for new teachers
Frequent visits to the website to access
demonstration videos and other resources.
Shine a Light
Recommendations
Research
Recommendation #1
Invest in More Powerful,
More Coherent Teaching Practice
“The quality of teaching is the most important in-school factor that affects student learning and achievement.”
(Fullan & Hargreaves, 2016, p. 1)
“Coherence of an instructional program matters to students and teachers. Students achieve more in schools
with more coherent instructional programs” (Robinson, 2011, p. 83-84)
Recommendation #2:
Persist
“… we are beginning to appreciate that successful
schools, districts, and larger systems have “resolute
leadership” that stays with the focus,
especially during rough periods …” (Fullan, 2010, p. 4)
Recommendation #3:
Focus, align and monitor in pursuit of the
reading goal
“The compelling conclusion of the research is that
schools with higher levels of focus not only have
higher levels of student achievement but also are
better able to implement other essential leadership
and teaching strategies.” (Reeves, 2011, p. 51)
Recommendation #4:
Develop leaders of learning
The most powerful way that school leaders can make
a difference to the learning of their students is by
promoting and participating in the professional
learning and development of their teachers.
(Robinson, 2011, p. 104)
Recommendation #5:
Instill shared beliefs and efficacy
When we expect that we have an impact on student
achievement, we are right. When we expect that we
are impotent, we are also right.” (Reeves, 2008, p.7)
Collective efficacy – the shared belief among
teachers that they can make a positive difference for
all their students together – has one of the largest
effect sizes of any improvement strategy and
intervention. (Fullan & Hargreaves, 2016, p. 14)
Recommendation #6:
Engage teachers in powerful professional
learning
“Rigorous research suggests that sustained and
intensive professional learning for teachers is related
to student-achievement gains.” (Darling-Hammond et al., 2009, 9)
“Processes for active inquiry, learning and
experimenting have to become teachers’ core
business of thinking as a professional.” (Timperley, 2011, xviii)
Recommendation #7:
Build strong professional communities
“ … we emphasize the importance of professional
community, largely because accumulating evidence
shows that it is related to improved instruction,
students’ achievement, and shared leadership, …” (Leithwood & Louis, 2012, p. 33)
“For all systems, make collaborative professionalism
the centerpiece of your strategy.” (Fullan & Hargreaves, 2016, p. 22)
Recommendation #8:
Employ data to improve teaching, learning
and implementation “ … to optimize classroom teacher effectiveness, we need to
know on an ongoing basis that every child is learning by making ongoing assessments and by incorporating that information
about each child’s learning into daily instruction …” (Sharratt & Fullan, 2010, p. 29)
“ … data are meaningless unless we consider the causes that lead to the outcomes – that is the actions of teachers, school
leaders, and policymakers.” (Reeves, 2011, p. 29)
Recommendation #9:
Address all elements of implementation
“The nine high-focus schools that did especially well
were initially among the lowest performing schools in
the district, yet they moved beyond the state and
district averages in a relatively short time and
sustained their achievement levels. The explanation
for better performance in our view lies in more
carefully focused attention to the details in each of
the 14 improvement areas, or what we call the 14
parameters.”(Sharratt & Fullan, 2012, p. 9)
Recommendation #10:
Develop a provincial perspective
Teachers and leaders who participated in this study have
noted that it is important to be a part of a provincial
initiative and see Saskatchewan Reads as a unifying force
across the province. (This study p. 8)
“ … LftM [Leadership from the Middle] involves
strengthening districts and networks of schools, working
together on specific problems to build pedagogical
capacity and collective expertise linked to measurable
impact on student achievement.” (Fullan, 2015, p. 1)
Conclusion
Saskatchewan Reads is off to a good start
and holds great promise.
The sector must persist in its efforts to
develop classroom and leadership
practices that will bring Saskatchewan
Reads to life and thus ensure our students’
learning success.
Connecting Saskatchewan
Reads to Other Areas Kira Fladager – Regina Public School Division
Kathy Robson – Chinook School Division
Purpose
Celebrate
Reflect
Learn
Libraries – Book Trailers
Independent Reading
Book Talks
Storyboard Example
Lesson Plan
Book Trailers
Responding to Reading
Book Posters
Connecting to Early
Intervention Resource
Profile
Principles of Effective Reading Instruction
Classroom Instruction
Individual/Small Group Instruction
Integrating Early Literacy skills in context
Early Literacy Intervention in
Context
Classroom Library
Community Partnership Physical space
Print rich environment
Fostering a reading environment
Partnership with U of R Sask Reads shared with ERDG 310 course
Observations of literacy block in a school
Preparation and delivery of reading lessons
with a teacher mentor
Interventions in Content
Area Instruction
Workshop with High School content area teachers:
Key elements of Tier 1 Interventions
Gradual release of responsibility
Tier 1 instructional strategies
“We are ALL reading teachers!”
“The first and most important line of instruction is always the
classroom…no series of interventions; even highly effective
ones can take the place of good classroom
instruction.” (Fountas and Pinnell, 2009, p. 497)
Saskatchewan School Library
Association (SSLA)
Brainstorm in your team
• How have the principles and instructional approaches included in Saskatchewan Reads impacted…..
• What specific elements of Saskatchewan Reads and Saskatchewan Reads for Admin transferred to…..
• Record a different idea on each sticky note
Teaching in the content areas
School Libraries
Family Engagement
Providing Interventions
Professional Learning of Teachers
Community Engagement
Other
Summarize Team members choose different charts.
Divide up equally
Choose a facilitator for each group
Categorize sticky notes - Write a key word
above each group of sticky notes
Summarize ideas on graphic organizer
Record an idea(s) that you find interesting
to share back with your division team
Table Share
Go back to your table and share your
idea with the rest of your team/table
The Reading-Writing
Connection
“ I’m still studying writing as a reader.”
-Jhumpa Lahiri
Lisa Wotherspoon – GSSD
Dawn Paylor – Northwest
4 Corners North - “Writing can contribute to the building of
almost every kind of inner control of literacy learning that is needed by the successful reader” (Clay, 1998)
South - “Students need to write about the thinking they
do while reading” (Book Love, p.99)
East - “Children’s writing reflects the quality of the
reading they do” (Writing Essentials, p. 123)
West - “Writing can foster reading competence and
vice versa if the learner becomes aware of the reciprocal nature of these acts. Reading and writing can be learned concurrently and interrelatedly” (Clay, 1998 and Johnson & Keier)
The Reading Writing Relationship
“Reading and writing are different processes that
share a reciprocal relationship” (Johnson & Keier, 2010)
Reading-Writing Connection within the Balanced Literacy Framework
“A teacher must be knowledgeable about this reciprocal
relationship and scaffold instruction in a way that supports struggling
readers to use what they know in reading to help then in writing,
and vice versa”
(Johnson & Keier, 2010)
Quick Win Use literature as a
springboard for writing. Read aloud a picture
book or informational book and use the text to spur similar but original
text. Write Essentials, p. 123
Quick Win Bridge the gap between
writing and thinking about reading with
notebooks. Have adolescent and teenaged students write about the
thinking they do while reading. Have students consider the questions
the author is asking in the book and what they think
about these questions. Book Love, p. 99
“Integrating reading and writing leads to more authentic teaching, better reading and writing, and
higher scores on tests.” Routman, 2005
Reading/Writing Connection
In Action
Must Reads
Writing Reading, Writing and Math Outcome, ESSP, April 24, 2017
Kelly Gallagher
Writing is not simply a vehicle that allows students to express
what they know; writing is a tool that
generates new thinking.
ESSP Outcome
By June 30, 2020, 80% of students
will be at or above grade level in
reading, writing, and math.
Purposes of the Writing Outcome
1.To collect student data once a year indicating the degree to which students are writing at grade level in grades 4, 7, and 9
2.To provide a catalyst for investigation of the best ways to develop strong writers at every grade level
Timelines
2016 – 17 Experimentation with the draft documents
Spring 2017 Optional feedback session regarding documents and processes
2017-18 Draft designation is removed. Instruction and supports as usual, local work
Spring 2018 Reporting on SDS (by student)
Documents Supporting
Writing
Rubrics – one for each grade, holistic, 1-4 scale (with 3 being independently proficient), criteria matched to grade-level curricula, applied to multiple samples across multiple contexts, most recent and most consistent evidence honoured Writing continuum (1-12) –
clarifying grade level tasks and specific criteria Eligible students for data
collection – connection to reading Exemplars – as needed (SPDU)
French Immersion/Fransaskois
Update
By June 2017: Writing packages will include rubrics, tasks, examplars (expository and literary texts)
Posted online in the Writing Section of the French Assessment Unit website
French Immersion Gr. 2-12; Fransaskois Gr. 1-12
“Draft” until December 2017
To complete the packages, teachers are encouraged to submit exemplars by December 2017
Also available online: o Sample French Immersion package with brief
explanations in English
oWriting Continua (will be updated as renewed curricula become available)
Grades Data collection
4 French Immersion and 4 Fransaskois
4, 7, 9 English
June 2018
4, 7, 9 All Programs June 2019
Checking in Holistic rubric/ holistic assessment
Analytical rubric/ analytical assessment
Artifact
Independence
Summative assessment/ Formative assessment
6 strands
Most consistent data/ Most recent data
Exemplar
Professional judgement
Triangulation
Table Talk
Clarification?
Are there terms we need to clarify right
now?
Group discussion
and system
reflection
Harvesting Ideas
Quick Math
Update
A draft version of a holistic rubric has been created by a team of teachers from around the province
A series of grids have been drafted, connecting the criteria within the rubric (key mathematical foundations) to the contexts (outcomes)
The group of teachers will meet again in May to create exemplar prompts to reflect both the rubric and the outcome contexts at each grade level
The process for reporting up in Math (grades 2, 5, and 8) will reflect that of writing (year end, holistic decision based on the professional judgement of teachers)
This reporting will begin in the spring of 2018-19
For further
questions and/or
feedback, contact:
Don Rempel (North East School Division)
Saskatchewan Reads La Saskatchewan lit (Fr.
Immersion) La Saskatchewan lit
(Fransaskois)
Saskatchewan Reads for Administrators
Oct. 14, 2014 – April 11, 2017
Sept. 6, 2015 – April 11, 2017
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