1. Welcome and Congratulations!
Curriculum Day August 25 and 26, South Lyon Community Schools

2. Structure of SLCS Administration Building Departments
Melissa Baker
Superintendent -
Assistant Superintendent, Administrative Services-
Maureen Altermatt
Assistant Superintendent for
CITA Services-
Lisa Kudwa
Assistant Superintendent for Business/Finance-
Jim Graham

3. Introductions Name, Teaching Assignment, School(s)
Did anyone grow up in the district?
Is anyone a current resident in the district? Have children who are students here?
Is anyone joining us from out of state?

4. Norm Setting Count on us to … To welcome you to the district warmly
To provide you with necessary foundations to be successful
To give you a good sense of our culture and expectations
We’ll count on you …
To be active participants
To voice your needs
To keep track of questions for your mentor or principal

5. Culture

6. Mission Statement
In support of our community, the mission of South Lyon Community Schools is to provide the highest quality educational process, so that all students can excel as individuals, and become contributing and productive members of society.

7. Our mission statement points out our shared end goal: “…so that all students can excel as individuals, and become contributing and productive members of society... ” It’s our job then, to focus on “…providing the highest quality educational process…” to make that happen! Which is why we have guiding principles…

8. Guiding Principles: Continuous Learning for All, Whatever it Takes
All students can and will achieve
Constructivist learning
Reflective practice
Decisions are grounded in best practices and research
Instructional approach designed to meet student needs
Data informs instruction
Results-driven
Standards-based
Instruction changes over time
Time, hard work, trust, and commitment
Utilize all resources
Staff as a community of learners, experiencing personal growth, contributing to a shared vision and mission

9. Instruction- Overarching Understandings

10. How do we define academic achievement?
The Authentic Academic Achievement Model

11. What is the Authentic Academic Achievement Model?
A model for instruction in which students are engaged in tasks, projects or other learning activities that require them to think, to develop in-depth understanding and to apply academic learning to important, real-life problems.

12. What is the Authentic Academic Achievement Model?
Criteria:
Students are constructing new knowledge (constructivism)
The learning is inquiry-based
The tasks have real-world application

13. What is the Authentic Academic Achievement Model?
Common Elements:
Higher Order Thinking
Greater Depth of Knowledge
Engagement in Substantive Conversation
Connectedness to the World Beyond the Classroom
School to Home Connections
Social Support for Student Achievement

14. How do we define
effective teaching?
Robert Marzano’s
Effective Educators
Model

15. Work of Dr. Robert Marzano
Meta-analysis of educational research
Identified high-leverage strategies for improving teaching and learning
His book ,The Art and Science of Teaching, breaks down qualities of effective teaching into:
4 Domains
10 Design Questions within the Domains
60 Elements

16. Marzano’s 4 Domains
Domain 1: Classroom Strategies and Behaviors (contains 9 of the Design Questions or “DQ’s”)
Domain 2: Planning and Preparing (contains the 10th Design Question)
Domain 3: Reflecting on Teaching
Domain 4: Collegiality and Professionalism

17. Robert Marzano talks Effective Educators:
YouTube clip of Robert Marzano

18. How do we define
critical habits?
Art Costa’s
Habits of Mind

19. What are Habits of Mind?
Habits of Mind (HOM) are the residuals left over once our students leave school
They are the dispositions we foster in our students to help them be successful as students, but the ultimate goal is creating successful adults
These define who we want our students to become as a result of their time with South Lyon Community Schools

20. What are Habits of Mind?
Thinking skills, or work habits and attitudes, that you need when faced with a problem or situation where you don’t know what to do
Helpful behaviors that promote success
Different than “citizenship” grades
Academics, without these habits, will not lead to success
Separate grade category for students

21. “We are what we repeatedly do.
Excellence, then, is not
an act but a habit.”
-Aristotle

22. YouTube clip of Art Costa
Art Costa talks HOM:
YouTube clip of Art Costa

23. Habits of Mind Works Independently Persistence Use of Past Knowledge
Metacognition
Stays on Task, Stays Focused
Teamwork
Listens to Others
Thinks and Communicates Clearly
Finds Appropriate Humor
Thinks Interdependently
Work Habits
Manages Impulsivity
Strives for Accuracy and Precision
Is Organized
Participates and Contributes in Class
Initiative
Thinks Flexibly
Questions and Poses Problems
Is Creative, Imaginative, and Innovative
Takes Responsible Risks
Is Motivated

24. Habits of Mind are on report cards!
Determine a way to collect some sort of evidence, in particular documenting events that may lead to a comment of “area of concern”
Some teachers have secondary students complete self-assessments
Some teachers fill out charts for each student
Differs slightly in formatting at building levels
Sample report cards are included

25. Habits of Mind are on report cards!
For elementary:
Scored as
Consistently observed
Often observed
Sometimes observed
Area of concern
You have sample report card copies.

26. How do we define
our approach
to thinking?
Ron Ritchhart’s
Cultures of Thinking

27. What is a Culture of Thinking?
Cultures of Thinking are places in which a group’s collective, as well as individual, thinking is valued, visible and actively promoted as part of the regular, day-to-day experience of all group members.

28. What is a Culture of Thinking?
If Effective Educators is how we define good teaching and Habits of Mind are how we define the important traits we want our learners to develop, then Cultures of Thinking is how we define the types of questions we want students to ask, the way they structure their rationales and the processes, both independent and collaborative, that they use to develop their thoughts.

29. What is a Culture of Thinking?
The development of an understanding that simple teacher strategies can have a big impact on student engagement and how students approach the thinking process
A thoughtful consideration of the 8 cultural forces that impact classrooms and schools

30. Ron Ritchhart talks CoT:
YouTube clip of Ron Ritchhart

31. Cultures of Thinking PD
Phase 1: Administrator learning
Phase 2: Leadership team learning and planning
Phase 3: Whole staff learning and planning
Phase 4: Continued implementation
We rolled out learning in phases since we partnered with the county ISD and spaces at their sessions were limited! All schools are at phase 4 but some are more deeply rooted in the learning at this point.

32. Foundational Texts Provided to You
Art and Science of Teaching *
Making Thinking Visible
Learning and Leading with the Habits of Mind
First Days of School
* Reminder: the teacher evaluation model is based on The Art and Science of Teaching so you will want to read or skim this as soon as possible!
Learning and Leading with Habits of Mind is the updated version of Activating and Engaging Habits of Mind.
Teacher Toolkit Document- Additional Texts

33. Curriculum

34. Michigan’s Standards
Michigan adopted the Common Core State Standards for ELA and Mathematics in 2010.
SLCS has been working on alignment since that time.

35. District Alignment - Math
New units and assessments in 8th grade- HS were implemented in
New units and assessments in grades 5-7 were implemented in
New units and assessments in grades 2-4 were implemented in
Kindergarten and Grade 1 made tweaks in and new units and assessments begin this year!

36. District Alignment - Math
Because we believe instruction is constantly improving, a recognized need for adjustments in grades 6-8 math meant that those courses are in the process of being better aligned to the standards.

37. District Alignment - ELA
Rather than overhauling the full course at once, units of study are being implemented over time as this was the structure used by the local ISD.
11th and 12th grade are writing new units.
9th and 10th grade ELA launches new units of study this year.
Middle school ELA was fully aligned last year.

38. District Alignment - ELA
Grades K-5 have fully aligned writing units of study. Writing assessments are continuing to be developed.
All teachers for Grades K-5 are piloting aligned Reading units of study.
We anticipate fully aligned units of study for Reading will be distributed in
The units will formally go through the SAC process and go for Board approval.

39. What is SAC?
The district utilizes Subject Area Curriculum (SAC) committees to develop curriculum and select curricular materials. All K-8 core areas and high school courses required for graduation have SAC- developed curriculum in place. Each SAC committee consists of at least 2 grade or course level representatives from the district.

40. What does SAC Do?
SAC committees, with guidance from the Curriculum Coordinators and the local ISD, study standards to create units of study, pace those units and identify the most appropriate materials to recommend for purchasing.

41. What does SAC Do?
They share their recommendations with a Shared Involvement Process (SIP) team at the corresponding building level and use the feedback from that discussion to make any needed changes or clarifications.

42. What does SAC Do?
The recommendations then go through the Curriculum Coordinator to the Assistant Superintendent for CITA Services. The Assistant Superintendent takes those curriculum recommendations to the Board of Education twice- once for information and once for approval. Purchase of district- wide curriculum materials also go through this process.

43. What does SAC Do?
Upon Board approval, curriculum updates are implemented and become required curriculum. SAC then develops district- wide assessments which are used to measure the effectiveness of the curriculum and to identify areas for future professional development.

44. District Provided Materials and Teacher Guides
CITA and the SAC committees provide curriculum and materials for building use.
These materials are the property of the district, specifically the classroom building and the particular section to which you are assigned.
If you change grades, or buildings, the materials MUST remain with the section.
Tips on how to best utilize the curriculum binders.

45. Staff/Building Purchased Supplementary Materials
We have a checks and balance system.
Rationale:
Supplemental materials should be consistent with the SLCS beliefs about education and instruction.
To ensure that no teacher is supplementing to the point that he/she is not able to complete the required curriculum.
As a new SLCS instructor, you may not be aware of the values held by the community. This step helps to protect your professional credibility. It allows us to support any challenges to your supplemental materials.

46. Staff/Building Purchased Supplementary Materials
CITA and the SAC committees provide curriculum and materials for building use.
If you add any supplemental materials (purchased with building funds or your personal funds), you must have principal approval PRIOR to the use of those materials with students!
The form to submit to your principal for approval is located on the Intranet and provided in this binder.
Label the materials you personally bring to your classroom!

47. Staff/Building Purchased Supplementary Materials
Elementary classroom libraries:
Many of the books that are not approved for use in classroom libraries have language or content that has been challenged in the past in our district- often the challenged content relates to human development.
Once you go through the supplementary materials approval process, if a text in your library is challenged in the future, your principal will be able support your decision to include the text.
There are basic suggested book lists for each grade. These titles have been approved on a district level and do not need to be approved by your building principal. The texts on these lists have already been screened by three independent readers.

48. Video/DVD/Web-based Video Clips Use Form on Intranet
Preview video or clip.
Complete form on the Intranet.
Submit to principal at least 72 hours prior to using and wait for approval!
YouTube clips must be approved.
All United Streaming clips are approved as this is a cultivated video library that is screened. All schools have accounts.

49. Technology

50. How Technology Should Be Used
To enhance instruction and learning
To increase students’ level of engagement
To make previously mastered tasks more efficient to allow your students to spend greater amounts of time engaged in higher order thinking

51. What the CITA Department Does
Through SAC, recommends software and online resources to support the curriculum
Through the building Technology Liaisons, provides information about new technology that impacts teaching and learning
Advises the Technology Department on their plan for hardware in the district
Reviews requests for blocked websites to be opened for use
Coordinates the use of the Pearson Inform system for data collection and review
Maintains the CITA portions of the Internet and Intranet

52. The Technology Department would be happy to help you if…
Your computer is not working
Your printer is not working
Your phone is not working
An interactive whiteboard is not working
There is a problem with a Chromebook
The internet in your classroom or school is down

53. Technology
This is Barbara Heininger- our lovely Assessment Facilitator. She does the following:
Coordinates the use of Pearson Inform
Disaggregates district and school level data
Coordinates state assessments for our district
Works in collaboration with the Technology department and the Tech Liaisons

54. Assessment

55. State and National Assessments
Michigan is currently using the M-STEP, our state assessment, to determine the proficiency levels of students in grades 3 through 8.
We almost exclusively give the M-STEP online using Chromebooks.
At the high school level, the PSAT and the SAT will be used beginning this year.

56. State and National Assessments
We also participate in the State’s assessment of students:
with cognitive impairments (MI-Access)
students learning the English Language
(W-APT and WIDA)
From time to time one of our schools is selected to participate in the NAEP, a national testing program.

57. The Purpose of State and National Assessments
Summative tests like the NAEP, M-STEP and SAT are important as they tell us how well we are providing instruction for our students in comparison to other districts and states.
It allows us to put our work into a greater context, which is critical.

58. Why We Have District Assessments
It takes a while to get reliable and useful results from state and national testing data
We need more robust and timely data to make decisions about curriculum, instruction and professional development.
Through our SAC process, we have developed over 130 assessments each semester that are administered to students in grades K-12.

59. How You will Use the Data
You will use individual student data from these assessments to make decisions about differentiation
You will use class level data:
To determine reteaching needs
To adjust lessons in future units and across future years
To make decisions about your own personal professional development needs

60. How Your School Uses the Data
To make decisions about things like child studies or placement into special education services
To determine professional development needs of the staff as a whole or in subgroups
To determine your school improvement goals and strategies

61. How SAC and the District Use the Data
To edit and revise units of study
To plan district-level professional development
To identify schools or teachers who might have ideas to share about how to improve student outcomes
To determine the quality of our units of study and programs
To write the district’s improvement goals

62. SLCS Our Data
Our use of data to improve our results is a key component of our culture
The data is valued and used by many
Without reliable data, we are unable to make the best possible decisions for our students
With this in mind, we are fiercely protective of our assessments!

63. The use of the data is critical to our improvement process
Assessment Responsibility and Accountability: Maintaining Validity, Reliability and Confidentiality
District assessments are created by SAC committees (have financial and time costs)
The use of the data is critical to our improvement process
All changes must go through CITA
Assessments are required and have deadlines
At the secondary level, principals will review the Assessment and Review Guidelines with new teachers. These guidelines depict what SLCS views as unethical assessment practices.
Curriculum Day August 25 and 26, South Lyon Community Schools

64. Assessment Responsibility and Accountability: Maintaining Validity, Reliability and Confidentiality
No portion of district assessments can be used for classroom or test prep purposes
Cannot be removed from buildings (essays may be graded at home)
Avoid guest teachers giving assessments
What to do in these circumstances: student teachers, parents wanting to review student’s assessment
Follow Barb’s Pearson Inform directions when scanning and storing a district assessment.
At the secondary level, principals will review the Assessment and Review Guidelines with new teachers. These guidelines depict what SLCS views as unethical assessment practices.
Curriculum Day August 25 and 26, South Lyon Community Schools

65. Your Role in the Classroom
Our use of summative assessments is admirable, but you’ll need to supplement this with formative assessments in your classroom as well
These might be created by you or shared between you and your colleagues
These are created outside the SAC process

66. Teach Like a Champion Technique 18: Check for Understanding
“Good drivers check their mirrors every five seconds. They constantly need to know what’s happening around them because waiting for an accident to tell them they’re doing something wrong is a costly strategy.
As a teacher, you should think the same way.”
-Doug Lemov

67. Questions to Ask Myself as I Assess Students
Why am I assessing?
Am I using a variety of assessments?
Is the assessment aligned appropriately?
How does it relate to prior knowledge and classroom experiences?
Are the questions assessing the identified depths of understanding?
Is the assessment substantial and thought provoking?

68. Formative vs. Summative Assessments
It is not necessarily the instrument that is formative or summative, but what is done with the data that drives the distinction.
Formative assessment results have an immediate impact on instruction and planning of lessons.
Formative assessments should occur on a frequent basis.

69. Two Types of Assessments
Formative Assessment
Summative Assessment
Leads to some action that improves learning (informs instruction).
Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.
Results available in time to take action with the students to help them master the content.
Summarizes achievement.
Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.
Two Types of Assessments

70. Formative Assessments
help teachers answer the following questions:
Who is and is not understanding the lesson?
What are this student’s strengths and needs?
What misconceptions do I need to address?
What feedback should I give the students?
What adjustments should I make to instruction?
How should I group the students?
What differentiation do I need to prepare?

71. Examples of Formative Assessments
Exit tickets/Exit questions
Questions using clicker responses
Class discourse
Small group discussions
Individual student-teacher conferences
Short quizzes
Homework
Class work

72. Assessing the Appropriate Depth of Knowledge
Just as we want to vary the type of assessments given to meet the language of the standards, we want to be sure we are assessing the appropriate depth of knowledge with our questions as well.
Webb’s Depth of Knowledge chart will help you to verify that your tasks in an assessment are a match for the proper level of knowledge.

73. Depth of Knowledge
“Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.”
From NYC Dept. of Education

74. A Common Rubric
The district uses a common 4 point rubric whenever possible to keep expectations for students and their families consistent
There are two categories within the rubric:
Has mastered the concept being assessed
(3 or 4)
Still needs to master the concept being assessed (0, 1, or 2)

75. Common Instructional Rubric4
Exceeds the Standard
After appropriate instruction, the student can independently extend (appropriate to his/her age) the application of instructional objectives/benchmarks. Products are consistently excellent or superior in quality. 3
Meets the Standard Expectation
After appropriate instruction, the student independently applies instructional objectives/benchmarks and demonstrates an acceptable level of proficiency for the grade level. Products are usually average to above average. 2
Making Progress Toward the Standard
After appropriate instruction and with assistance, the student can apply instructional objectives/benchmarks and demonstrates a basic level of proficiency. The quality of products is uneven or minimally acceptable relative to the expectations. 1
Area of Concern
After appropriate instruction, the student demonstrates only rudimentary or unsatisfactory levels of understanding and with assistance has considerable difficulty or cannot apply instructional objectives. The quality of products is consistently unsatisfactory or unacceptable.
No response: After appropriate instruction and with assistance, the student does not respond to the task or the student’s work is unscorable, i.e. illegible or off task.

76. How to Use the Common Rubric
You can add language to the rubric to customize it to your assessment and the standards
The important component is to keep the rubric scores consistent
For easier grading, divide all responses into two categories- mastery and non-mastery- and then refine within those categories
Scores of zero should be extremely rare as those scores offer no meaningful data to you as the classroom teacher. Do your best to get some response from the student.

77. Grading and Reporting
In 2002, the district began shifting to standards based grading. Standards based grading means that a student’s grade in a course or subject should directly reflect his or her level of mastery of the content, not the compliance level of the student to classroom rules, his or her participation, completion of incorrect work, or extra credit.
To help with this shift, the district separately reports to parents and guardians on the student’s Habits of Mind mastery.

78. Elementary Grading and Reporting
At the elementary level, the key standards in reading, writing, and mathematics are reported individually for parents. Science and Social Studies content mastery are reported by unit. Mastery is not reported as letter grades but on a 4 category rubric:
4- Exceeds mastery of the standard
3- Meets level of mastery for the standard
2- Approaching mastery of the standard
1- Area of concern
Levels of content mastery are reported four times a year for elementary students.

79. Secondary Grading and Reporting
At the middle school level, teachers use a 12 point grading scale.
At the high school level, teachers use a 4 point scale.
At the secondary level, departments and buildings have determined what types of assessments to count as formative or summative, how to weight those categories, and how to weight card markings.
Secondary grades are reported six times a year.

80. Summarizing Our Learning
Mission statement and guiding principles
Authentic Academic Achievement
Defining Good Teaching- Marzano Research and Evaluation Model
Habits of Mind
Culture of Thinking
Standards Alignment
SAC Process and Supplemental Materials
National, State, District and Classroom Assessments
Grading and Reporting

81. Questions?
Our contact information:
CITA
Ext. 8111
Lisa Kudwa, Assistant Superintendent
Kelley Engblom, Curriculum Coordinator
Dayna Britton, Curriculum Coordinator
Curriculum Day August 25 and 26, South Lyon Community Schools