Initiative Listing 2015/2016May 12, 2016 DRAFT

5 Critical Focus Areas in in GSSD?

Definition - An act or step connected to our division’s 5 year PD Continuum & Strategic Plan aimed at actualizing our Aspirational Statements (i.e. student learning and well-being, balanced and equitable opportunities, etc.).

o Response to Interventiono Curriculumo Instructiono Assessment o Supports

What is an Initiative in GSSD?

A leading action aimed at achieving or supporting one of the 5 Critical Focus Areas in GSSD. Note, not all initiatives are mandatory or apply to all teachers. Many initiatives are aimed at providing support, enhancing teacher skills level or acting as tools that can

be applied in a differentiated manner.

Response to Intervention - The foundation for Good Spirit’s professional development continuum is a supportive learning environment in which all children can be successful. The implementation of the Response to Intervention (RTI) process will help teachers create a supportive learning environment for individual students.

G Description & Target Audience

Classroom Environment (clutter-free with minimal distractions)

Student Accommodations

RtI Teams Review360 Non-Violent Crisis

Intervention Threat Risk

Assessment Levelled Literacy

Intervention Seeing Stars

Intervention Math Interventions CSCH & CCSA

Classroom Environments & Student Accommodations (TARGET AUDIENCE – ALL TEACHERS): Teachers will focus on creating environments that support the learning needs of all the students in their classrooms and that allow students to focus their attention on learning. Ensuring there are minimal distractions and providing accommodations for student learning (alternate seating, seat cushions, Thera-band, assistive technology, fidgets, etc.) will help make this supportive learning environment a reality.

RtI Teams (TARGET AUDIENCE – ALL TEACHERS, EAs, PROFESSIONAL SERVICE PROVIDES): The school-based RTI team builds upon the PLC work being done by teachers GSSD. As identified by Buffum, Mattos, & Weber in chapter four of their book, Pyramid Response to Intervention. The essential characteristics of a professional learning community are perfectly aligned with the fundamental elements of response to intervention. Quite simply, PLC and RTI are complementary processes, built upon a proven research base of best practices and designed to produce the same outcome--high levels of student learning. PLCs create the school-wide cultural and structural foundation necessary to implement a highly effective RTI program.

The RTI team is made up of a core team of educators that meet on a regular basis. Along with the core team, there are other team members that can be called upon when needed. Educators work collaboratively, as a team, to problem solve and provide recommendations for interventions that will help students succeed.

Core Team (Elementary)The core school-based RTI team at the elementary level is made up of an administrator, Student Services personnel, and the classroom teacher, when appropriate. As interventions are planned on a student-by-student basis, classroom teachers should collaborate with other members of the core team when problem solving to determine interventions for a particular student.

Core Team (Middle & High School)The core school-based RTI team is a little different for middle and high school as students have a number of different teachers providing their instruction. Included on this core RTI team are an administrator, Student Services personnel, and one or two representative teachers, when appropriate. Teachers on the RTI team would vary from student to student. The teachers on the team would be those who spend the most time with the student or those that are present when the academic or behaviour need is occurring.

Other Team MembersOther team members may include division Professional Service Provides, parents or other teachers. The school-based RTI team may decide that parents can offer insights into the student and help design appropriate intervention. There may be teachers at a school that are knowledgeable about very specific areas and can be called upon when needed. Teachers with knowledge of Down Syndrome or ADHD are two examples.

Curriculum - The Ministry of Education has released renewed curriculums for Saskatchewan schools. These curriculums are inquiry-based and encourage teachers to create learning opportunities in which students can discover and construct new knowledge for themselves in a social context. Not all curriculums have been renewed at the publication of this document. Whether you are a teacher using outcome-based curriculums or you are a teacher using objective-based curriculums, there is a need for teachers to unpack outcomes and objectives before they begin planning how they will be implemented into their classrooms. There are a number of different terms used in current literature that refer to the process of understanding curriculum outcomes. The Good Spirit PD Continuum uses the term “unpacking” to refer to this process.

G Description & Target Audience

SSD

Initi

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urric

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Unpacking Outcomes

Designing Performance Tasks & Planning Evidence of Learning with Differentiation in Mind

UbD Planning Outcome-based

reporting

Unpacking Outcomes (TARGET AUDIENCE – ALL TEACHERS): Module One of the PD Continuum focused on the identification of the big ideas and the essential questions of curriculum outcomes and objectives. In addition, teachers determined what students need to know, understand, and do (KUDs) to achieve each outcome or objective. To assist teachers with this planning process, Good Spirit has developed an unpacking and planning template.

Designing Performance Tasks & Planning Evidence of Learning with Differentiation in Mind (TARGET AUDIENCE – ALL TEACHERS): A performance task is a task that uses one’s knowledge to effectively act or bring to fruition a complex product that reveals one’s knowledge and expertise. Music recitals, art displays, and auto mechanic competitions are performances in both senses (McTighe & Wiggins). A performance task measures the depth and breadth of student understanding of curriculum outcomes. These tasks appeal to different learning styles and provide students with choice in how they demonstrate their learning. When designing performance tasks, teachers need to consider, what student products and performances will provide evidence of understandings and what criteria will be used to assess student products and performances (McTighe & Wiggins). It is important to determine if students truly understand an outcome or if they are simply recalling facts. Therefore, teachers need to design a performance task that assesses the deep understanding of students in relation to a curriculum outcome. Steps to Designing Performance Tasks 1. Identify the outcome(s) you want to summatively assess student achievement. 2. Determine what evidence is needed for students to demonstrate a deep understanding of the outcome(s). 3. Plan an authentic performance task that measures the breadth and depth of student learning. Does the task focus on

the higher levels of Bloom’s taxonomy (analyzing, evaluating, and creating)?4. Decide upon the final product or performance students will create to show the depth and breadth of their learning. Will

it provide acceptable evidence of student learning? 5. Determine how differentiation will be utilized to meet the needs of all students in the class. Some performance tasks,

by their nature, will have differentiation built into them. Other performance tasks will require student choice of ways to demonstrate their learning.

6. Determine the criteria students must demonstrate to achieve the outcome(s). 7. Create a rubric, scoring guide, or other assessment measure to determine the level of student achievement. 8. Optional: Create an example of the product or performance to show students. 9. List other possible sources of evidence that will support findings of the performance task. Is there formative assessment

information that will support my findings? What other evidence do I need to gather for support findings from the performance task?

UbD Planning (TARGET AUDIENCE – ALL TEACHERS): UbD is a framework designed by Jay McTighe and Grant Wiggins that uses the backwards by design model to unpack outcomes and objectives, design assessment, and plan instruction for deeper understanding by students. Backward by Design utilizes an instructional design process that “begins with the end in mind.” Teachers begin with curriculum outcomes or objectives, then determine what evidence will be acceptable for students to demonstrate achievement, and finally they design learning experiences that will lead to the achievement of

Instruction - The development of a learning plan that meets the needs of all students in a classroom is key to student achievement. In order to plan opportunities that support student learning, teachers need to use differentiated instruction strategies that provide students with a variety of pathways for learning. Included in the different pathways for learning should be digital solutions that connect students to instruction through the use of technology.

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Incorporating flexible groupings into instruction

Providing student choice to demonstrate learning

Creating outcome-based anchor activities that target need

Planning tiered instruction

Grade 1 Word Study

Sk. Reads/Balanced Literacy (Guided Reading, Shared Reading, Independent Reading)

Dialogic Teaching - Grade 8 Perspectives

Grade 2 Word Study

Pearson Resource

Power of Ten

Description & Target Audience Incorporating Flexible Groupings into Instruction (TARGET AUDIENCE – ALL TEACHERS): Module Three of the PD Continuum focused on incorporating flexing grouping strategies into instruction. Flexible grouping is one of the key principles of differentiated instruction. Most teachers already use some form of flexible grouping in their classrooms and this module builds on this prior knowledge and encourages teachers to choose strategies that they are not familiar with using in their classrooms.

Providing Student Choice to Demonstrate Learning (TARGET AUDIENCE – ALL TEACHERS): Students learn in different ways and need the opportunity to demonstrate their learning using products that are meaningful to them. One of the essential characteristics of differentiated instruction is student choice. This module looks at different ways teachers can provide choice when students need to demonstrate their learning.

Creating Outcome-based Anchor Activities (TARGET AUDIENCE – ALL TEACHERS): Anchor activities are more than giving students “busy-work.” They should be tailored to the individual needs of students. This module looks at different ways of creating anchor activities for students in a classroom. Discussion of the concept of “bump-it-up walls” within the classroom.

Planning Tiered Instruction (TARGET AUDIENCE – ALL TEACHERS): Tiered instruction is a natural practice when teaching from a differentiated philosophy. It focuses on the learning needs and preferences of students. In this module, teachers focus on creating tiered activities and/or tiered assignments for their students.

Grade 1 Word Study (TARGET AUDIENCE – GRADE 1 TEACHERS): The Pinnell & Fountas Word Study would be a key component of the Balance Approach to literacy instruction. These materials are intended to supplement teacher’s phonics and word work materials. The Grade 1 materials were piloted in several of the GSSD Schools during the 2014/15 school year. Pilot teachers, along with the Literacy Coaches supported the implementation of this resource throughout the division in 2015/16. An anchor day was conduct in September where teachers were given materials that would support the resource. Follow-up visits have occurred during the 2015/16 to ensure that the resource is being utilized effectively to support student learning. The Early Literacy Assessment is the supporting assessment tool for this resource.

Sask. Reads/Balanced Literacy (TARGET AUDIENCE – GRADE 1 TO 8 TEACHERS): Sask. Reads is based on current research in learning to read and teaching reading. The following overarching principles guide the work of the sector: All students can read, the teacher is essential in a student’s success in learning to read, oral language is the foundation of literacy, balance is important in reading instruction, family and community critical partners in a student’s reading success. In GSSD we have

iLit Resource Blended

Classrooms Distributed

Learning Distance

Learning

committed to supporting the implementation of Sask. Reads through the support of our 4 Literacy Coaches. GSSD well developed assessment, instruction and intervention approaches in the area of literacy that directly align with the Education Sector Plan and the Sask. Reads Document. Dialogic Teaching – Grade 8 Perspectives (TARGET AUDIENCE – GRADE 8 TEACHERS WHO VOLUNTEERED FOR THE SUPPORTS): Teachers have been supported in using this instructional approach. A team of teachers have planned sample units using the UbD Framework. Instructional materials (ie. Novels, etc.) have been centrally purchased for teacher use. Sample units have also been posted on the portal for teachers to access.

Grade 2 Word Study (TARGET AUDIENCE – GRADE 2 TEACHERS THAT HAVE VOLUNTEERED FOR THE PILOT): Pilot teachers have been selected for the 2015/16 school year. The Grade 1 Word Study materials/approach has been implemented division wide in 2015/16. Grade 2 will follow in 2016/17.

Pearson Resource Training (TARGET AUDIENCE – GRADE 5 to 9 TEACHERS WHO REQUESTED TRAINING & SUPPORTS): For Grades 5-9 Teachers: Assess, Respond, Instruct Cycle This workshop teachers educators how to thoughtfully plan for math instruction by anticipating and assessing prerequisite skills. We will learn how to address gaps in understanding before introducing new concepts, and also how to enrich for students who already demonstrate a good understanding of outcomes. For Grades 4-9 Teachers: Pearson Resource In-service How do we effectively use all the components of our existing Pearson resources? Focus is on formative assessment, effective instruction, practice, and differentiating.

Power of Ten Training (TARGET AUDIENCE – KDN. to GRADE 6 TEACHERS WHO REQUESTED TRAINING & SUPPORTS): For K-6 Teachers: Trevor Calkins, Power of Ten This training helps teachers establish a solid foundation of basic numeracy and understanding of the base ten system. This foundation translates into success for students as they learn operations, place value, algorithms, and algebra.

iLit. Resource (TARGET AUDIENCE – HIGH SCHOOL ELA TEACHERS WHO REQUESTED TRAINING & SUPPORTS): This resource has been centrally purchased to support Grade 10 ELA Teachers. A team of teachers, along with a Literacy Coach reviewed the contemporary literacy in this program and selected print and digital resources that have been made available to all GSSD Teachers at the Grade 10 level. Grade 11 and 12 will follow.

Blended Classrooms (TARGET AUDIENCE – TEACHERS WHO REQUEST THIS SUPPORT FOR STUDENT CREDIT ATTAINTMENT): This approach has been supported by the GSSD Distributed Learning Coach. Using the Moodle Platform, teachers have been given time and support to “blend” their classrooms. This would see content, assessments, etc. being accessibly electronically to students. Benefits included increased student motivation/engagement, accessibility of content to those student absent, etc.

Distance & Distributed Learning (TARGET AUDIENCE – TEACHERS WHO REQUEST THIS SUPPORT FOR STUDENT CREDIT

ATTAINTMENT): This approach is the evolution of the GSSD Distance Learning Centre that was housed out of the YRHS. This approach has been supported by the GSSD Distributed Learning Coach. In many ways this approach mirrors blended learning, however, the primary means of accessing content is through electronic means.

Assessment – The ongoing assessment of student learning is an integral part of differentiated instruction and responding to individual student need. Assessment is used to determine the readiness levels of students and to plan instruction that will help students achieve or exceed curriculum expectations.

GSSD

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Using Pre-Assessment and Formative Assessment to Continually Assess Students

Working On the Big Ideas of Assessment

Giving Descriptive Feedback to Students

GSSD Assessment Rubrics

Kdn. Reportfolio Student-Led

Conferences Fountas &

Pinnell BAS Assessment (Gr. 1 to 6)

RAD Assessment (Gr. 6, 7 8 – optional)

Early Literacy Assessment (Gr. 1)

EYE TA Assessment (Kdn.)

Tell Them From Me Assessment (Gr. 4 to 12)

Description & Target AudienceUsing Pre-Assessment and Formative Assessment (TARGET AUDIENCE – ALL TEACHERS): Module Two of the PD Continuum looked at the pre-assessment and formative assessment processes and presents a number of different strategies that can be used in the classroom to continually assess student learning.

Working On the Big Ideas of Assessment (TARGET AUDIENCE – ALL TEACHERS): Assessment is “... the act of gathering information on an ongoing basis in order to understand individual student’s

learning and needs (Saskatchewan Education, 2010, p. 16).” Grade: “A grade is the symbol (number or letter) reported at the end of a period of time as a summary statement

of student performance (O’Connor, 2007, p. 7).” Mark: “A mark or score is the number (or letter) given to any student test or performance that may contribute to

the later determinations of a grade (O’Connor, 2007, p. 7).” Assessment, Grading, and Reporting Guidelines Outcome-based grading practices focus on student achievement of curriculum outcomes. Provide students with clear expectations of what they need to do to achieve each outcome they will be learning

about during a unit of study. Involve students in the assessment process. Outcome-based assessment practices provide different ways for students to demonstrate their learning. Data for summative assessment should be triangulated (student products, observations, and conversations).

Giving Descriptive Feedback to Students (TARGET AUDIENCE – ALL TEACHERS): Descriptive feedback plays an important role in formative assessment as this type of assessment informs instruction. It is never marked or graded. Rather, teachers provide feedback to students that will help them improve and achieve curriculum outcomes or objectives.

GSSD Assessment Rubric (TARGET AUDIENCE – ALL TEACHERS IN KDN. TO GRADE 9): In collaboration with Christ the Teacher School Division, GSSD has developed assessment rubrics for all subjects from Kdn. To Grade 9. These rubrics are an essential support in the move to outcome-based reporting.

Kdn. Reportfolio (TARGET AUDIENCE – KDN.): The Kdn. Reportfolio was collaboratively developed with GSSD Kdn. Teachers. It is a key piece of the assessment and reporting structure of Kdn. It is meant to be a celebration of student learning which is “unpacked” at the student-led conference. Note, the Kdn. Reportfolio is directly connected to the outcome-based reporting indicator of support outlined in the curriculum initiative.

Student- Led Conferences (TARGET AUDIENCE – ALL TEACHERS): Part of the outcome-based assessment reporting progress is the implementation of student-led conferences. Students meet with their classroom teachers and parents to celebrate their achievement of curriculum outcomes.

Fountas & Pinnell BAS Assessment (TARGET AUDIENCE – ALL TEACHERS GRADE 1 to 6): Assessment is a vital component of good instructional practice. In the area of literacy, teachers conduct many formative & summative assessments to guide their instruction and to enhance students learning. To date, GSSD utilizes the F & P BAS and RAD assessments as our benchmarks. We also use less formalized assessments such as the Grade 1 Early Literacy Assessment and Running Record Assessment to inform practice.

In GSSD the F & P BAS occurs in the fall and spring. Grade 1 would be an exception to this schedule with students in this grade being assessed in the fall with the Early Literacy Assessment, winter and spring with F & P BAS. In GSSD RAD is an optional assessment for Grades 6, 7, 8. All of our assessments listed are supported with time and literacy coach assistance and training.

F & P results for all students in the province at the Grade 3 level are shared with the Ministry on an annual basis as part of the Education Sector Strategic Plan.

EYE TA (TARGET AUDIENCE – KDN TEACHERS & PSPs): The EYE-TA assists Kdn. teachers by providing formative and instructionally relevant information to support readiness for Grade 1. For example, the EYE TA results can be used in combination with other assessments to identify students who are encountering difficulty, and discern the type and amount of support required in a ‘response-to-intervention’ (RTI) program.

The EYE TA assesses the following: Awareness of Self and Environment, Social Skills and Approaches to Learning, Cognitive Skills, Language and Communication, & Physical Development. The EYE TA is administered to all Kdn. Students across the province in the fall of Kdn. Those who are “at risk” are re-assessed in the spring.

Tell Them From Me Survey (TARGET AUDIENCE – GRADE 4 TO 12 TEACHERS): All students in Grades 4 to 12 participate in this survey. Results are gathered provincially. The Tell Them From Me (TTFM) Student Survey provides data on 25 separate measures of student outcomes that can be used in a school, district or province-wide monitoring system alongside academic achievement to provide a comprehensive assessment of schooling outcomes.

Supports – The on-going support and monitoring of GSSD initiatives is central to the future success of our students. Teachers are empowered to make data based decisions to enhance student learning and well-being in support of the Sector Plan and the GSSD Strategic Plan.

GSSD

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CLASS ACT PAAL Cognitive

Coaching CLEVR TEAM

Orientation Art of Facilitation PART

Description & Target AudienceCLASS ACT (TARGET AUDIENCE – ALL TEACHERS NEW TO TEACHING): This support is offered to all new teachers to GSSD, however, the primary audience for Class Act is new teachers to the division. During the 2015/16 school year, these individuals will be brought together 3 times to explore a variety of topics, such as: teacher professionalism (session led by the STF), UbD Planning (session led by our coaches), NVCI (session led by our NVCI Training Team), etc. The emphasis of Class Act has been on training and support for our new teachers.

PAAL (TARGET AUDIENCE – ALL TEACHERS ONCE PER 5 YEARS): Five years ago Good Spirit School Division embarked on a new teacher supervision process to help build capacity and growth mind set with their teachers. The process allows teachers time to work with instructional coaches to build teaching, assessment and technology strategies. Teachers choose a professional goal in one of the previously mentioned areas and work with their assigned instructional coach throughout the year. Superintendents do two formal supervision visits and have discussions with teachers regarding their goal. This year the following schools are designated as PAAL schools. Langenburg High School, Hoffman School, Churchbridge Public School, and some staff from the Yorkton Regional High School. Presently, there are 42 teachers going through the PAAL process.

Cognitive Coaching (TARGET AUDIENCE – PPS, COACHES, SSCs, SUP’T): Cognitive Coaching training focuses on the maps and tools needed to support another’s thinking. A coach is equipped with maps and tools which s/he uses to assist the person being coached in "navigating" the territory of his/her thinking. Each coach uses the maps and tools in slightly different ways, but always focuses on supporting thinking. To date, this training has been offered to GSSD Coaches, PSPs, Sup’t, etc. during the 2014/16 & 20115/16 school years. Opportunities for GSSD Administrators will occur during the 2016/17 school year.

CLEVR (TARGET AUDIENCE – ALL TEACHERS COMPLETING IIPs, F & P ASSESSMENT): CLEVR is the GSSD on-line data management system. It contains information ranging from our student IIPs, F & P BAS Results, Alt. Transportation Requests, etc.

TEAM Orientation (TARGET AUDIENCE – ALL TEACHERS WORKING WITH A NEW EA, EAs NEW TO THE DIVISION): TEAM Orientation is designed to orientate new GSSD Educational Assistants to their role and to support them in working as part of a collaborative team. All new temporary and permanent hires must complete the four modules of this orientation within the first month of being hired. When an Educational Assistant is assigned to a classroom teacher whom they have not worked with previously, the Educational Assistant, Classroom Teacher and Student Support Teacher are required to complete Modules Two and Three together.

Art of Facilitation (TARGET AUDIENCE – COACHES, SSCs, PSPs, SUP’T, etc.): Facilitation is truly an art. It engages those involved in the process to become experts while the lead facilitator guides the discussion. To date, this training has been offered to GSSD Coaches, PSPs, Sup’t, etc. in both the 2014/16 & 2015/16 school years.

PART (TARGET AUDIENCE – VOLUNTARY PARTICIPATION OF ON ADMINISTRATOR): An essential component to the success of the provincial Reading Priority has been the creation of a Provincial Administrator Reading Team (PART). This experienced group of educators from across the province represented the rich diversity of our population. GSSD’s own Lisa Wotherspoon (Principal of Davison School), was named to this team and was a pivotal member of the recent implementation meetings held in Saskatoon and Regina. We look forward to Lisa’s continued influence on the Sector and Division Literacy Plans.