1. Tonight’s Topics Conversations to follow… Differentiating Instruction “ Supporting All Learners” Staying Connected Parent Teacher Conferences

2. Conversations to follow… Transition to Interim Superintendent Dr. Lynne Pierson Royle Building Project New Math Resources “Investigations” Smarter Balance Assessment Consortium

3. Conversations to follow… Transition to Interim Superintendent Dr. Lynne Pierson National search committee starting in January. District is making plans to address Sue Gamm's recommendations. In this difficult time, please take time to support our staff.

4. Conversations to follow… Royle Building Project Tokeneke and Royle School Building Committee Considered anticipated district growth Considered a facility for ELP Considered age and needs of the Royle Facility BOE Meeting on November 26 th Likely District will consider a broader plan

5. New Math Resource: “Investigations” Unit Parent Letters Student Math Handbook Go to the website www.pearsonsuccessnet.comwww.pearsonsuccessnet.com Username: ROYLE2013 Password: DARIEN2013 Look on the left for My Library Click on the student edition of the grade of your choice. This brings you to the Student Math Handbook. Conversations to follow…

6. Student Math Handbook Conversations to follow…

7. New Math Resource: “Investigations” A K-5 Parent Workshop is being held on: STANDARDS OF PRACTICE IN MATHEMATICS December 11 at 7:00 PM at Holmes School Visit the K-5 Darien Math website: http://dpsk- 5parents.wikispaces.com/Mathhttp://dpsk- 5parents.wikispaces.com/Math Conversations to follow…

8. CMT is Replaced By “Smarter Balanced Assessment Consortium” (SBAC) Students: Students in Grades 3-8 What: Students will take the SBAC Field Test rather than take the CMT. How: Students will take the test online in the Royle School lab. Conversations to follow…

9. CMT is Replaced By “Smarter Balanced Assessment Consortium” (SBAC) Overview: In July of 2010, the Connecticut State Board of Education voted unanimously to adopt the Common Core. State also joined the national Smarter Balanced Assessment Consortium (SBAC). Earlier this fall, Darien elected to participate in the Field Test of the new SBAC All districts in the state will take SBAC during the 2014 – 2015 school year. Conversations to follow…

10. CMT is Replaced By “Smarter Balanced Assessment Consortium” (SBAC) Our curriculum is already aligned with the Common Core. Plans to orient students to the test, including providing typing instruction, are underway. It will be a transition for students but the State and SBAC suggest it will be a robust test (aligned to our curriculum) and provides a better understanding of each student the Field Test will not include a student specific report Dr. Pierson has a full plan under development that includes communicating with parents. Conversations to follow…

11. Differentiating Instruction Supporting All Learners

12. Supporting All Learners – Responsive Teaching Feedback Loop

13. Supporting All Learners – A Shift in the Instructional Model from “Our School Experience” (There was a) Focus on the Teacher (There is a) Focus on Teaching Each Learner Students work aloneStudents work in pairs, in groups, or alone depending on the purpose of the activity with a focus on understanding the “where each student is” Assessment is to exclusively “grade” the student. Students interact with teacher and students receive timely feedback. Teacher dictates all topics and context to apply knowledge Students have some choice of topics Teacher evaluates students learning The teacher and students evaluate their own learning; Only the student is viewed as a learner The teacher and student is viewed as a learner

14. Instructional Settings to Support All Students Whole Class Instruction (mini-lesson) Small Group (during independent work period) Individual Support

15. Supporting All Learners Meeting Each Learner Where They Are: Example: Guided Reading (small group) “Reading Was”“Reading Is” All students read the same book.Pre-assessment (DRA) determines each student’s appropriate book level Students focus answering “end of chapter questions” Student focus on monitoring their meaning and working on strategy or skill Teacher focus on teaching “the book”Teacher’s lessons focus on students “growing” reader toward next level. Student answer end of the chapter questions or book reports Teacher monitors student acquisition of the skill or strategy in the moment Whole Class Instruction Small Group Individual Support

16. Supporting All Learners Meeting Each Learner Where They Are: Example: Word Study (small group) “Spelling” WasWord Study Is All students received the same “20” words Pre-assessment determines each student’s word list Students memorize each wordStudents use the word in multiple ways Focus was on the wordFocus is on learning the pattern and generalizing the pattern to many words Words only examine in the context of the test Word pattern is considered in multiple contexts including daily writing Focus was on spelling the wordFocus is on reading the word, spelling the word, understanding the word Whole Class Instruction Small Group Individual Support

17. Supporting All Learners Meeting Each Learner Where They Are: Example: Conferring with Students (individual) Conferring is… Ongoing monitoring to research students acquisition of skill and strategy Target teaching to address something specific Can be part of a larger plan the teacher has for the student Often guided by a checklist of skills, rubric, or specific goals teacher has with a student To support ALL learners Whole Class Instruction Small Group Individual Support

18. Sources to understand each learner are diverse. For example: Reading DRA Teachers College Running Records CMT Results Listening to a student read a just-right book Students written response to reading Post-its Readers Response Notebook Peer Conversations Reading Log Assessment to Meeting Each Learner Where They Are… Supporting All Learners

19. How is the learner developing? Why is it happening? What should be done about it? Did it work? Supporting All Learners – Problem Solving Model

20. Core Classroom Instruction Examine student work Small group and one-on-one support to support student growth for ALL students Tier II Supplemental Instruction with Instructional specialist Support in class or “pullout” Specific goals monitored Reviewed by grade level team Not meeting benchmarks Tier III Intensive Instruction Pullout Specific goals monitored Reviewed by grade level team Not meeting benchmarks PPT Not meeting benchmark or outstanding concern after class room (Tier I) support Significant Growth Supporting All Learners Referral for a PPT (from a parent or teacher) can occur at anytime in the process. OR

21. Staying Connected darienps.org: DPS K – 5 Parent Wiki, K-5 Workshop Series, K- 5 Parent Brochure

22. DPS K – 5 Parent Wiki Staying Connected

23. roylepto.com : Parent Resources – Royle Leadership Blog, CDSP, K-5 Wiki etc.

24. Royle Leadership Blog Staying Connected

25. Parent Teacher Conferences What to look for? What to expect? To learn about the book level it is best for your child to be reading. To receive a description of the book level and examples. To see your child's written work. To understand your child’s progress toward the focus of the writing units. To see your child’s math work. To understand your child’s progress toward the focus of the math units. Staying Connected

26. Parent Teacher Conferences Questions to ask teachers: How can I support my child at home in a way that is aligned with what is happening at school? What questions can I ask my child about school that will encourage a conversation about what happened during the school day? Staying Connected

27. Parent Teacher Conferences Questions to ask teachers: My child is saying … about (reading/writing/math/ friendships) to me at home. How can I …? What are the best ways for us to stay in touch? Staying Connected

28. Thank You Staying Connected Have a great conference week!