Presentation on theme: "Kellogg School 2014-2015 Parent Curriculum Night."— Presentation transcript:
Kellogg School Parent Curriculum Night
Vision & Mission Our Vision At Kellogg School, we are preparing all children to be successful leaders and learners with a solid foundation of skills and knowledge. We want to create an equitable, inclusive, collaborative and safe learning environment that is built on strong family and community partnerships, where all children will thrive. We believe that a diversified education is critical in laying a solid foundation for international mindedness and life-long learning. Our Mission All will develop skills needed to become resourceful, productive learners through a strong commitment and partnership between schools and parents. Our students’ academic performance will be enhanced through our rigorous instructional program and educational opportunities, which will result in increasing the number of students meeting and exceeding Illinois Common Core Standards.
Instructional Leadership Team Mrs. Majka, Primary Representative Mrs. O’Neal, Intermediate Representative Mrs. Pajkos, Upper Grade Representative Mrs. Reilly, Special Education Representative Mrs. Rooney, Counselor- Social Emotional Learning Mrs. Houtsma, IB Coordinator Mrs. Pienta, Assistant Principal Ms. Scanlan, Principal
Tonight’s Agenda o Chicago Public Schools District Priorities o Kellogg CIWP Goals o Updates for o Family Engagement o Data o NWEA - Parent Teacher Data Conferences o Stride Academy & ThinkCERCA o Common Core English/Language Arts & Math Curriculum Focus o IB Updates o PBIS Update
CPS District Priorities
1. CCSS Literacy: Through the use of the Optimal Learning Model and following their literacy block, teachers will increase rigorous English Language Arts instruction following the Common Core State Standards. 2. CCSS Math: Differentiation of instruction and professional development to increase mathematical rigor following the CCSS. Kellogg CIWP Goals 3. CCSS Science: Upon implementation of the New Generation Science Standards (NGSS) continue to increase the use of inquiry modules for instruction at each grade level. 5. CCSS Arts: We will expand Arts instruction to all grade levels and build a strong investment in the arts both during and after school. 4. CCSS IB: Increase staff and student knowledge and implementation of the IB Programme Next Chapter in order to maintain approved status.
Full time Physical Education Teacher: Student receive 2 hours of PE/Health a week Common Threads- 3 rd -5 th Grade Nutrition Program Art class expanded to 2 hours per week; loss of formal library instruction class CPS Art Certification-Excelling Urban Gateways Performing Arts Residency for Grades 6-8 Creative Schools Grant Submission New Faculty & Staff Mr. Michael Panozzo- PE Teacher Ms. Maura Raleigh- 6 th Homeroom and 5 th, 6 th & 8 th English/Language Arts Teacher Mrs. Niksic- Primary Special Education Teacher Mrs. Benjamin – Special Education Paraprofessional Updates for the School Year
Updates for the School Year continued… 5 th Grade beginning departmental experience & exposure to IB concepts; In preparation for inclusion in the IB MYP program and our re-authorization process. Healthy School Certification-Pending & On the Road to Wellness with CPS ThinkCERCA- Grades 6 th -8 th Code. Peoples Gas Grant awarded for Science Fair Club- Mrs. Wesley Classrooms (main building) Electricity upgrade & Installation of air conditioning units Asbestos abatement and tile floor removal & New classroom tile floors installed Computer Wireless Upgrade & Computer Lab Remodel (in progress)
Kellogg Family Engagement Parent Presentation Open House Ongoing PTA Events Back to School Ice Cream Social th Grade Parent Meeting IB Parent Leadership Committee IB Multi Cultural Gallery Walk MYP Parent Resource Workshop IB Curriculum Night PTA Meet & Greet High School Fair Science Fair Kindergarten Halloween Social And Many Many More to Come… Registration & PTA Bike-a- thon Kindergarten Parent/Student Workshop Be Kind Parent & Student Workshop
SubjectGrade 2013 Attainment2014 Attainment National School Attainment Percentile ReadingGrades 3-8 Combined8688 MathGrades 3-8 Combined6482 Kellogg NWEA MAP Scores SubjectGrade National School Growth Percentile ReadingAll Grades Combined78 MathAll Grades Combined78
Attendance & My School, My Voice Survey
Parent & Teacher Data Conferences October 20 th -23 rd
Stride Academy Alignment ● Stride uploads NWEA data to target curriculum based on students individual strengths and weaknesses. It has an adaptive engine to increase / decrease difficulty based on student progress. Format ● Questions are formatted to appear as the questions would on the NWEA assessment as well as the PARCC assessment. Supportive ● Stride provides skill remediation and enrichment through skills practice questions, instructional video lessons and printable, offline study guides. Automated Reporting ● Teachers are automatically ed student data results to allow for continuous monitoring of student progress
New this year for Kellogg 6 th, 7 th and 8 th grade students…
How Does it Work? 1.Teachers assign leveled lessons 2.Students read an informational text and complete assessments for comprehension 3.Students then go back and highlight and annotate the text they read 4.Students then make claims, build arguments, collaborate, and write responses 5.Students then receive feedback from teachers and other students
Kellogg’s Powerful Practice for ELA 2014 ANNOTATION Annotation is a tool to engage with text. It is a strategy that is best used with challenging text that may be difficult to read and understand.
Annotation is a strategy where student’s mark on the actual text using a set of symbols. We have developed a set of “Kellogg” annotation symbols that we are beginning to use on a school-wide basis.
Kellogg’s Annotation Symbols This strategy to improve critical reading skills looks very different depending upon the grade/age of the student.
In the upper grades, we often use this in conjunction with close reading. When a student reads text the first time, they are reading to find out why. Reading the same text again using the annotation tool provides an opportunity to have the student identify text examples which they do not know, or they made a connection with, or have additional questions about, or identify the main idea.
Each teacher at Kellogg School has a selected two novels for each student to use for annotation purposes during this school year. Ask your child about how they are using this powerful practice!
Common Core Mathematics Standards The Common Core concentrates on a clear set of math skills and concepts. Students learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.
Daily Rigor The math teachers at Kellogg, from the primary grades to the upper grades, plan learning experiences to ensure each student is being taught a rigorous curriculum. Two of the most commonly utilized mathematic activities that we will share this evening are Math Talks MARS tasks
Math Talks Math Talks are designed to be completed as a 10-minute daily ritual with the entire class. Their purpose is developing conceptual understanding of and efficiency with numbers, operations, and mathematics, as well as building positive habits of dialogue and discourse in the classroom community. Math Talks develop flexibility and fluency with numbers and promote multiple approaches to solving problems.
Math Talk Examples You are stuck in traffic and you only travel 5 miles in 20 minutes. How many miles can you travel in half an hour at this rate? 19 x 21 = ? Dominique bought an iPod for 40% off the original price and paid $54. How much money did she save? Which is larger? √ 70 or 9 InputOutput What is the function for this table?
MARS Tasks Mathematics Assessment Resource Service tasks are Common Core aligned performance- based assessments that make students’ knowledge and reasoning visible. They are intended to be used formatively and play an integral role in uncovering student misconceptions, as well as inform instruction. These assessments are performance-based and offer opportunities for teachers to assess a deeper conceptual understanding of the mathematics content being taught throughout the school year.
MARS Tasks Examples Janice is making necklaces with colored beads. She makes them into square patterns like this: Complete the table below. # of SquaresLong BeadsRound Beads
(continued) Explain how you figured out how many long beads are needed to make 4 and 8 squares. Explain how you figured out how many round beads are needed to make 4 and 8 squares. Janice uses 37 long beads to make some squares. a. How many squares does she make? Show your work. b. How many round beads will she need to make these squares? Write a rule or an algebraic formula for finding the total number of round and long beads, B, Janice needs to make n squares.
MARS Task Example Bracelets Abby is making bracelets. She finished making 3 bracelets. She needs to make 8 bracelets to give one to each friend. TASK A How many more bracelets does Abby need to make? ____ bracelets Show how you solved this problem. Use pictures, numbers, and words. Kindergarten
MARS Task Example KITCHEN TILES Austin’s mom is getting a new kitchen. The worker is making the counter with square tiles. The worker has just started working. TASK A How many tiles will it take in all to make this counter? EXPLAIN how you figured it out. Grade 3
MARS Task Example TASK B If the worker decides to make another counter that is 5 tiles wide and 6 tiles long how many tiles will they need to make that counter? Draw a picture of this counter showing all the tiles. Write a number sentence to show how many tiles are in the new counter. EXPLAIN how you figured it out. Grade 3
What is the common trend? Across all grade levels the shift toward mastery of the common core standards requires students to demonstrate their mathematical thinking by not only showing their work; but having the ability to communicate in writing what they did to solve and why.
International Baccalaureate Middle Years Programme Kellogg School has been an authorized IB Middle Years Programme school since Since that time the program has evolved and changed. The IB MYP has just finished an extensive review of all the components and implementation of all the new requirements began September 1, 2014 for all schools. Key Considerations: All teachers are required to be trained under the new requirements. Five teachers have already been trained, five more are registered for Fall/Winter training and the remaining teachers will be trained by the end of 2015.
Promoting the use of the IB Learner Profile traits school-wide. Morning announcements share ideas of ways students can develop and expand these traits of good citizens. Preparing for the October 2015 evaluation visit to maintain authorized status. 1.Parent leadership team 2. 8 th grade students Community projects 3.Introducing the 5 th grade students to some of the MYP activities to improve transition to the programme in the 6 th grade.
PBIS Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to proactive, school-wide behavior. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture. Behaving the Kellogg Way Responsible, Respectful, Safe and Kind