Summer Learning PD May 19, 2016 Ciociaro Club

Six Degrees of Separation Talk with your teaching partner.  Together create a list of five things that you have in common with each other. For example, the year you were born, education major, favorite color, years married, children etc.   Once the first list is completed, you must find another partner team who also has at least one of those five things in common with you. Once you find that team, repeat step one and foster a new list with that team. 8:30 – 8:50

Welcome to Camp Wonder Foundational Principles Growth Mindset Inquiry Based Learning Blended Literacy and Numeracy Parent Engagement Balance, Differentiation and Small Group Instruction 8:50 – 9:00 Growth Mindset is the foundation from which we build to support learning for our student Inquiry Based Learning – responding to students’ interests and curiosity Blended Literacy and Numeracy – students enrolled in blended SLPs show an increase of 7 week improvement versus 5 week improvement for a single focus Parent Engagement – we know the importance – how do we grow it – SLP offers opportunities to explore relationship building in unique ways Balance, Differentiation and Small Group Instruction – assessment for learning is crucial in order to differentiate during 2 small group instruction per teacher per day

Differentiation for 2016 Camp Wonder Student Profile expanded to meet student and system learning needs ESL Learning Assessments for Literacy and Numeracy Edsby for Attendance Building on Parent Engagement Building on Community Partnerships 8:50 -9:00

Kerri Brinkman - Mental Health 9:00 – 9:45

Jan Foy – English Language Learners 9:45 – 10:30

Break

Melinda Hinch – Emotional Vocabulary

Summer Learning Handbook Administrative Procedures in the Summer Learning Program 2016 Calendar

Check In

Assessment for Learning In Mathematics Focus on the concepts of quantity, counting and operational sense in a problem solving contexts Jigsaw Learning and Expert Trios At your table, you will find a section from the Guides to Effective Instruction in Math K-3. Read independently. (10 minutes) Discuss at your table to determine key learning (10 minutes). Find 2 other people with different coloured cards and share your learning about your topic with them.

What is the purpose of assessment? Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject. The primary purpose of assessment is to improve student learning. Growing Success (2010)

Creating Assessments for Learning Assessments can be guided by asking ourselves: Will the assessment data collected be accurate? Why am I doing this assessment? What am I assessing? How will I assess? Will the assessment improve a student’s confidence and optimism and support their learning moving forward? John Schimmer ( 2016)

Math Assessment Leaps and Bounds Grade 1/2 Diagnostic assessment tools for each topic allow primary teachers to identify where students are struggling so they can address gaps early Answer Key identifies gaps based on student responses Background information for each topic identifies common errors and misconceptions, and addresses why students might be struggling with a particular topic Interview Assessment Research suggest that for early math learners an interview is the most effective means of math assessment Direct instruction is important it is important to focus on the important foundations and fundamentals Duncan 2007 research - early math is a more powerful predictor of later reading achievement than early reading is of later math achievement Spatial thinking is very important for young children – Clements & Sarama 2011

Math Assessment Teaching Notes support the implementation of each activity Multiple supporting activities help close specific gaps in understanding Features online access to the Teacher’s Resource in eBook format and digital Activity Cards with a print option

What can Leaps and Bounds look like in a math classroom? Administer and assess the diagnostic Choose the intervention pathway based on diagnostic results Choose an open-ended or guided lesson, connect students’ learnings, and assign student resource pages STEP 1 Diagnostic Pathway Intervention STEP 2 Leaps and Bounds is designed to make math intervention as easy as 1-2-3. Diagnostic: Teacher uses a short written or oral diagnostic assessment to develop a picture of where the students are with respect to their understanding of a particular topic. The teacher could be assessing the whole class, or may be assessing a small group of struggling students while the rest of the class is working on a lesson or activity from the core resource. Once the diagnostic is completed and assessed, the teacher goes to the “Possible Interventions” section of the TR and uses the data form the assessment to choose the appropriate pathway and topic to focus on with respect to the intervention. Teacher chooses either the open ended or the more specific, guided intervention - based on students’ learning preferences or the teacher’s instructional preferences/situation - and delivers the intervention. The rest of the class is working on the problem of the lesson from the core resource. After leading an open ended discussion, the teacher assigns the Student Resource pages to the group of struggling students while discussing the core text lesson with the others. STEP 3

Levelled Literacy Intervention

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Parent Engagement Monograph Support for Parent Engagement on Staff Resources on the Intranet Wonder Boxes Logistics Contacting Administrator at School Morning or afternoon Parent Engagement Session Locating resources Assessments for Learning

Partner Planning Class Profiles - Choose 4 marker students for June Assessments Resources

Check In

Exit Survey Please complete the Exit Survey using the QR Codes Next Optional After School Check –In – June 8 Wonder Boxes available for pick up Leaps and Bounds Assessment DRA and Number Talk Support Any other questions