From OpenContent Curriculum
Go to Facilitators Page
Go to SFA Site Plans
Go to DART
Log in - click on the Edit link to the right - Enter your conference summary - Save Page - Enter the 2 words for spam control and you are done :)
SFA Conference Feedback
FY 08 San Antonio
FY 08 Baltimore
FY 09 San Francisco
FY 10 Nashville
Keynote- Always refreshing to hear inspirational speakers motivate and remind us what we do and why we do it. She had a fascinating background, with a strong belief that all kids can accomplish great things.
Using Data to Motivate Staff and shape school culture- The main focus of this session was to take a snapshot of your school and see what things are going well and what ideas and goals we (as facilitators) could implement to promote school culture. The main components all schools should have are 1. Clear expectations. 2. High expectations 3. Teamwork and support 3. Recognition for hard work 4. Celebration for success. We talked about all of these in depth and came up with ideas how to bring these to the center of our schools. There were some neat intervention plan ideas gone through that teachers can use in the classroom to identify the individual needs for students. There were also a lot of neat ideas on how to appreciate the hard working reading teachers that work so tirelessly to implement the SFA program. Great and powerful class.
Maximize your students’ writing potential in Adventures in Writing---- Three main objectives to this class. The first area of focus was making sure we as teachers implement the writing process during adventures in writing. They also made it clear that teachers can adjust the writing prompts to align with their state’s or district’s goals and expectations. The most important objective to come out of this class was the idea of modeling for the students. If we don’t model what we want, how is it clear to the students what we are looking for? They showed a lot of data to back this up as well.
Ever better student responses to Treasure Hunt and Story Test questions- The theme of this class was closely related to that of the previous one I discussed. Model, Model, Model!!! They had some really neat templates teachers can use in the classroom to model what are acceptable, or non-acceptable answers, or advanced, proficient, developing and emerging answers. The one template I really would like to see used in the SFA classroom was the star template. With this one there are 3 sections, teachers can write a one star answer (Developing and emerging) a two star answer (proficient) and a 3 star answer (advanced) Our instructor emphasized the importance of showing students the range of all kinds of answers. There were also templates that used points as well. Great class, simple and user friendly ideas.
Coaching for cooperative learning- Great class that emphasized the use of cooperative learning in the classroom. Although not a new concept they reinforced the importance of cooperative learning with data and the research that proves the impact it has on student learning. We also went over data tools to use to take a snapshot of classrooms and our school as a whole. Not only collecting the data but what the next steps are to continuously improve cooperative learning. We worked on different scenarios facilitators often face when working with teachers and promoting cooperative learning. I viewed this class as a lead in to our day long session on Thursday.
Vocabulary Development in the Reading Edge levels 1-8: We went through vocabulary teaching strategies that can be used in the SFA classroom. They had us go through a lesson ourselves using words most of us were not familiar with. The presenter wanted us to realize the learning process students must go through when they are not familiar with words. This portion proved to be very powerful for creating awareness of the challenges students face. It was also interesting how the presenter took us through a week long lesson and made us aware of all the different ways vocabulary was used in the SFA program. Not only how it was used, but how we can make it more visible to our students. We also shared ideas on how vocabulary instruction was used in different schools. Great ideas!
Promoting oral language in our young students: The main message of this session was to realize the importance of how we question our young students. An educator’s technique to questioning is so important for prompting students to practice there oral language skills. Basically making sure we don’t always ask yes and no questions.
Keynote Quote (Phyllis Hunter) "Good won't do when better is Possible." This set the stage for the 3 sessions I attended.
Session 1: Text Structures that Improve Student Comprehension ...... ah hah or question: Do we intentionally utilize the "Text Structures" across the content at all levels or isolate it in SFA?
Session 2: Peer Mediation and Getting Along Together .....although iMessages are used regularly, seldom are they done without teacher involvement (seldom initiated student-to-student). How do we support independent communication? Also, there are other Conflict Stoppers - it would be valuable to begin asking students which conflict stopper they have tried or may try to solve the problem.
Session 3: ADHD and the SFA Classroom ..... Key: ADHD can't go away, but it can be managed. Management should be consistent in all classrooms, student should own the intervention and whenever possible, apply the strategy classwide (ex. if student cannot do a transition without tapping 3 other kids along the way, maybe during transitions, all students are expected to walk with their hands by their sides).
Session 1: Learning Labs in Early Childhood Classroom .... Keys: Learning labs should be a part of CC, KC and Kinderroots. In all, students should have the freedom to choose from a variety of lab stations, each of which has a specific learning goal (domain of focus - i.e. cognitive, social, social studies, math, etc) for that unit/theme. The quality of learning depends on the interactions between teacher:student and between student:student. These are times for students to explore and to express their individuality in learning.
Session 2: Using the 4 Core Comprehension Strategies in EDGE .... EDGE teacher goal: help students learn to use the same reading strategies we use, daily, while reading for comprehension (clarifying, predicting, questioning, summarizing). Key 2: think-alouds are not effective if they are "read from the script" Key 3: clarification should be modeled every day during LC (especially for our students who are behind pace). Without clarification skills, the other skills cannot be developed.
Session 3: Helping children who can't manage their own behavior ..... (hmmmm, do any of us have students like this??? hee, hee) A question of my own practices, after listening to presentation: We (me) are identifying the problem behavior, setting goals, using tracking tools .... but do we (I) provide support to help TEACH the student the new behavior? We tell him/her what it is we want, but if they could do it, wouldn't they be DOING it? Videos made by students modeling the expected behavior are right on, but we are not always doing this. Tracking a behavior, to provide feedback to student as progress or lack thereof, without practicing the new behavior may not be effective?
Session 1: Emergent Science and Social Studies in Early Childhood Classrooms .....Key 1: to get more out of CC/KC (actually all programs) the teacher must intentionally develop higher-order questions within the script (preparing prior to lesson, adding sticky notes to self for question prompts, etc); Key 2: discoveries and observations should go beyond "Wow, that is so neat/interesting!" to "Why do you think that happened?" or "What might happen if?" or "How can we find out if....?" Direct instruction is NOT the instructional strategy of choice!!! Inquiry should dominate the experience/lesson.
Session 2: Writing in Early Childhood..... Key 1: writing does not mean penmanship or spelling, it refers simply to the creative, meaningful expression of ideas. Key 2: students need to know reasons to write (to find out, to comment, to inform, to persuade, to entertain, etc. Refer to KinderCorner Teacher Manual for the Developmental stages of Children's Writing. A possible idea: use this with parents to help them understand where their student is and what they might expect as their student becomes a skillful writer. Also, post examplars in room, so students know different levels, and acceptable writing samples.
Post Conference Training "Proactive Behavior Management" Key Thoughts:
- Treat a misbehaving student as one with a disability ... they may just be doing the best they can, with what they have, at that time.
- Being Proactive means to eliminate the problem (through classroom design, classroom management and instructional strategies) BEFORE it happens.
- Goal should be for decreased need for interventions through systemic prevention/proactive strategies.
- Students are motivated by the rewards of success, not by the fear/threat of consequence.
- We can't expect a student to learn a replacement behavior after being taught one time (learning social skills is no less possible, and at the same time no simpler, than learning academic skills.
The main idea of the dynamic opening speaker (Phyllis Hunter) was, "Every Child Needs to Learn to Read". A statement that struck me was that "Help helps". This means get some help if needed to help students learn to read. Phyllis walked among the audience as she spoke. Her presentation skills were excellent. She used a power point presentation with audio infusions. Her humor lightened the audience and her content was complete.
The sessions I attended were:
- Helping Reading Roots Students to Be Good Partners:
Partnering is the act of sharing or associating with another. Partnering is used to reach desired student outcomes in oral language, vocabulary, phonemic awareness, word skills, fluency and tracking, comprehension and writing. Partnering goals are to talk to one another and share ideas, take turns speaking, listen and hear one another points of view, and give one another immediate feedback. Peer support creates a safe, risk-free environment. It is used in Fast Track Phonics, Partner Word and Sentence Reading, Partner Reading, Partner Story Questions, and Adventures in Writing. Students sit beside one another. Students talk softly to one another.
My next step is to work with our Roots teachers to better incorporate partner practice.
- Effective Use of SOLOs in Curiosity Corner and KinderCorner:
Oral language is a means of basic communication and the foundation for reading and writing. Oral language is measured in SOLOs. Effectively administering SOLOS to children provides information that leads to meeting individual student needs. The steps for use of the SOLO are to prepare, administer, record, score, and plan the next step of instruction.
My next step with this information is to check with the Curiosity Corner and KinderCorner teachers and see how they are administering the SOLOs. I will collect Curiosity Corner's SOLOs.
- Tackling Fluency Skills:
The goals of fluency are to read correct letter-sound correspondence and phonemic awareness, decoding/word recognition, fluency, clarifying expository and narrative test. Students struggle with fluency because of environmental problems, lack of self-confidence, vocabulary deficiency, speech impediments, punctuation difficulties, etc.
My next step is to encourage all Savvy and Edge teachers to work on fluency. Roots curriculum also includes fluency. I will begin a campaign to enhance and chart fluency progress.
- Using the Reader's Box in the Reading Edge:
This was my favorite workshop. I am still learning about Edge and thus, my teachers are still learning too. This session identified the purpose and uses of the Reader's Box. Reader's Box lessons should provide guided practice in the strategies of predicting, clarifying, summarizing, and questioning. The Reader's Box can be one day lessons, used between units, used before end-of-quarter assessments, two lessons per quarter, and student selected materials. Contents of the Reader's Box can be magazines, comic books, cartoons, guides to tourist attractions, travel brochures, how-to articles, career pamphlets, text passages, newspaper articles, website information, and other items of interest. The content are based on STUDENT'S wants, not on the teacher's wants. Cooperative learning is suggested in the learning process and the Edge format directs the instruction.
My next step: I collected a manual for each of our Edge teachers. I am excited to talk to them about this. And, if they need help in creating the boxes, I may do it for them.
- Leading for Solutions, Building a Successful Network:
The Solutions team is now called the "Solutions Network". It's purpose is to meet each grading period, is data drive, communicates school-wide goals, and instills accountability. It's members are administrators, SFA facilitators, solution's coordinator, teachers, nurse, counselor, social worker, attendance clerk, special education representative and parent and guardians. The network focuses on the leadership team, school wide goals, and school wide data. Each meeting should start on time, limit the length of the meeting, require participation, conclude on time, and express appreciation.
My next step: I will provide training manuals from this session to each member of the team. It is suggested that a "solutions team processes" meeting be held before our next official meeting.
- Hot Topic for New SFA Elementary Reading Facilitators:
The role of the facilitator is to support teacher growth, assess and monitor student growth, serve as a member of the solutions network, develop program expertise, and manage program materials. Scenarios were provided for facilitators to determine the correct form of actions with our teachers. Sharing challenges and issues are: instruction, student achievement, parent involvement, collaboration with leadership, material and professional development.
My next step: I will continue in my role as SFA facilitator, being certain to meet all of the components of my role.
- Proactive Behavior Management:
The session began with a list of student behavior problems such as, aggression, violence, hyperactivity, disruptive behavior, impulsivity. etc. A fact to note from the session is: "Students spend as little as 17% of their classroom time successfully involved in academic skills." "Teaching is 95% classroom management". Without classroom management, learning does not happen. The goal of the teacher is to keep as many students engaged and involved in the learning process for as much instructional time as possible. All students have basic needs. They are love, belonging, significance, competence, master, self-respect, power, choice and independence. The behaviors most often seen are: attention seeking, seeking power, seeking revenge, and displaying inadequacy. Some solutions for the behaviors are: for the student seeking power, avoid power struggles and seek solutions. For the student who is seeking revenge, design activities in which the student and others come to view one another positively.
My next step: I will distribute the training manuals that I collected during the convention, to all administrators and teachers. I also will create a chart of the behaviors.
Each workshop was outstanding. I learned new things to help my administrators, teachers, and myself achieve excellence in the delivery of SFA. Thank you so much for the opportunity of attending the convention in Nashville, Tennessee.
- You can’t have a quality model without preparing the lesson
- Think of modeling as coaching
- Should be used for academic as well as behavioral goals and procedures
- Often times needs to be remodeled many times throughout the year
- Are you monitoring for task or impact? Do you walk around the room solely to make sure kids are focused, or are you using checklists, anecdotal notes, joining teams looking for specific skills?
- Think of positive contact with parents as money in the bank: make at least 3 deposits before you make a withdrawal
- Follow up with parents after a conference or phone call ("How is he liking that book we picked out?" "Do you need more flashcards?" "I've noticed a difference in her fluency!")
- We teach academic concepts, why do we leave out explicit instruction on behavior concepts? Children often lack the vocabulary to express their emotions as well as the skills to handle them when the emotions lead to behaviors. We need to teach that process. “It’s ok to feel this way, it’s not ok to act this way.” (Thanks Kim!)
- Involve the child in the process of identifying the problem behavior (specific!--what basic need is not being met?), determining a replacement behavior, setting a goal with supports, determine how to track the success, and follow up with the student
- "Discipline that teaches children helps them learn for the future, while punishment makes children pay for the past" Jane Nelson
- Set clear expectations and boundaries
Ineffective Verbal and Action Messages (Fuzzy Limits)
- “I’m waiting”
- “I’ll wait until you are all ready”
- “Some people are being rude”
- “Would you like it if I interrupted you?”
Effective Verbal and Action Messages (Clear Limits)
- “It’s not ok to interrupt”
- “I expect you to be back in five minutes”
- “You won’t be ready to leave until your desk is clean”
Class Council Meetings Agenda
- Teacher Affirmations (recognize students/class for positive practices)
- Encouraging Words (students can read their encouraging words about classmates)
- Class Concerns (teacher may want to have kids write down concerns before meeting and determine which are appropriate issues)
- Skill Building (address specific social skill--role play, write/brainstorm, goal set, use a story, second step??)
Improving the Quality of Written Responses
- Turn the question into stems to begin answers
- Engage in quality discussion (1 question at a time)
- Paraphrase key question/prompt words
- Clarify key content words and phrases
- Use graphic organizers to plan and think about idas
- Use question-answer relationship (reinforced with savvy questioning)
- Use student-friendly rubrics or checklists to set clear expectations
- Go over desired student outcomes of the component with teachers and identify exact places during the program that those outcomes are addressed through team and/or partner work
- Characteristics of partnering: Students sitting beside one another, students helping one another with their reading strategies, students giving one another feedback, students listening to one another, students talking softly to one another
- Model, monitor, reteach/model when necessary
- When beginning or struggling with partner/team work, constant positive reinforcement for students/groups that are successful
Overall message I got from the conference: Whether your goal is academic or behavioral concepts, set clear expectations; model, model, model; support (set them up for success!); celebrate success and explicitly teach children how to learn from falling short of the goal.
Phyllis Hunter mentioned in her inspirational keynote speech that reading is everybody’s civil right. If a person cannot read, they cannot access their other rights to equality. She specializes in research-based programs and believes that we should use programs that we know works. Session 1 Coaching Cooperative Learning In this session, we learned strategies on how to coach staff members to use cooperative learning effectively to promote student achievement. The three central concepts to cooperative learning are: team recognition, individual accountability, and equal opportunity for success. We discussed and practiced the different structures and routines of cooperative learning such as talking stick, role cards, team names, T-P-S, etc. We also discussed and practiced coaching techniques to provide an individual with feedback, insight, and guidance. These coaching techniques include but not limited to peer observations whisper coaching, videotaping, team teaching, and gathering and sharing data. Session 2 Raising the Quality of Treasure Hunt and Story Test Responses As we prepare to think, discuss, and examine ways of raising the quality of students’ treasure hunt and story test responses, it is important to consider planning how we will model each aspect of what we expect our students to do. Strategies for raising the quality of written responses are: turning questions into stems to begin answers, engaging in quality discussion, paraphrasing key questions, clarifying key content words and phrases, using graphic organizers, using quality-answer relationships, and using student friendly rubrics to set clear expectations. Session 3 ADHD and the SFA Classroom ADHD doesn’t get fixed; it gets managed. Managing the environment can be accomplished by setting classroom rules and have them posted, prompted, and practiced. Give students positive motivation before negative consequences. Be consistent, be meaningful, and apply motivations/consequences in the appropriate magnitude. Tips for the teacher: keep a disability perspective, practice forgiveness, maintain a sense of priorities, get to know the whole child, and don’t personalize the problem. Session 1 Reaching Every Child: Intervention Strategies in Reading Roots and Reading Wings In this session we looked at characteristics of struggling readers and discussed possible root causes and interventions. Session 2 Using Anticipation Guides with English Language Learners In this session, we identified the characteristics of anticipation guides and learned how they are used to increase reading comprehension. Anticipation guides consist of a list of statements about the topic of a text selection and students determine whether they agree or disagree with each idea. These guides tap into students’ background knowledge and set a purpose for their reading. Anticipation guide is an excellent tool to introduce a selection. Session 3 Ever Better Student Responses to Treasure Hunt and Story Test Questions This session is an extension of Session 2 of day 1. Session 1 Supporting Goal-Focused Observation in the Reading Edge We looked at various tools and resources to support goal-focused observations in reading edge as well as guides for component-level team meetings. These tools include ISAG, Snapshot, reflection checklist, rubrics, strategy cards, student reference sheets, discussion role cards, and scope and sequence. I learned that our observation focus should be student behavior and skills. Observers with a purpose and clear focus see more in the classroom than those who just check in and generally observe. Session 2 Tackling Fluency Skills Some of the root causes of student struggles with fluency are lack of decoding skills, lack of automaticity, issue with text reading level/interest level, inability to segment text into meaningful chunks or phrases, and not attending to punctuation. In this session, we discussed different interventions that teachers can use and integrate in the classrooms. G.R.E.A.T.E.R Coaching for Classroom Success In this post-conference session, we practiced techniques on coaching other teachers to increase effectiveness, performance, creativity, and fulfillment, in order to meet the needs of the school.
Keynote Speaker (Phyllis Hunter) - Hunter was the kind of speaker that held my total interest for the entire 90 minutes. One of her many phrases that "sticks" with me is: It doesn't just happen. If you don't have a plan for the kids, the kids will have a plan for you. This is what I learned at every session that I attended - build strong walls & we need a blueprint.
Monday 10:00-11:30 Reading Incentive Programs: A Key To Success - Presenter - Elizabeth Harper The goal of R+R is practice, repeated reading, monitored oral reading to improve fluency & overall reading achievement. Encourages kids to read when parents are listening. Success in school starts with reading. The obstacles to get kids to read at home are lack of books, kids take care of siblings, no one to read too, unmotivated, and distracted by other media. We need to have expectations, tracking mechanisms, charts and the idea of a Homework Cart with treats, prizes. What can we do in the classrooms to help? R+R tracking tools, implement daily, Meaningful to the students, celebrate successes. At Open House have a R+R booth to promote 20 minutes reading at home.
Monday 1:00-2:30 Increasing Vocabulary Acquisition in Reading Wings - Presenter - Patrick Butler This was a excellent session. We were students being instructed to, with continuous modeling for 90 minutes. Examples throughout this session were: *increase vocabulary all day long (science) *partner talk - oral language & vocabulary development *bathe students in voc *at least 7 times we need to hear voc. word & meanings *incidental learning is voc. vaults, child to child, outside of the classroom *help child have ownership of words: hear, see, feel- reach children through more than one modality. *word wall - powerful thing to keep the wheels moving *use total physical response for voc. draw it, act it out *students need encouragement *teacher knows students by walking around *use T-P-S: listen to my sentence, close your eyes - can you see it? now write in a sentence. turn to your partner tell your sentence. Tons of modeling in this session.
Monday 3:00-4:30 Good Leaders Ask Good Questions: Questioning To Increase Student Achievement - Presenter - Dee Deettendricks Good Questions to ask: *questions about student data *need to know what the schools goal is - how many are needed for AYP *3rd assessment - if they're on grade level then have a good chance to pass the state testing. *what do students know & what don't they know. *school is a system - don't look at one teacher. *always use these questions when we analazye data. We became familiar with a data analysis framework )Highland School Data). We analazyed data & identified how these good questions can create a focus. Also, use questions to shape school culture.
Tuesday 8:00-11:30 Learning Labs in Early Childhood Classroom - Presenter - Laurie Wanderski This session identified the benefits of learning through specific lessons and learning through play. The formal lessons are in a logical order, re-enforce vocabulary, the teacher has most control at this point. Learning through play has challenges that the teacher helps the children with: some play well with others, others don't. Children learn to socialize, and use their imagination. Children thrieve on boundaries because they learn and can deal with situations because an adult (teacher) is there with them. Time was also spent talking about the use of using rebus's throughout the classroom. Rebus's are important in the learning labs as well. Discussion of the goals for the learning labs. One idea that I thought was good and helpful was for the teacher to plan ahead & write the higher order (Bloom's Taxonomy) questions on an index card and put the by the specfic learning lab.
Tuesday 1:00-2:30 pm Using The Four Core Comprehension Strategies in the Reading Edge - Presenter - Lisa Thomas Clarifying is called the gatekeeper to the strategies. Clarifying never goes away *if not PRO in clarifying won't be able to do the other 3 strategies. Strategies for clarifying are: chunk it, re-read, sticky notes. Predicting *set a purpose for reading *prove or disprove what they thought *use information from text & their prior knowledge to make a prediction. Questioning *Read with awareness *have lots of higher order thinking when reading the text *model generating a question during listening comprehension.
Tuesday 3:00-4:30 The Cycle of Effective Instruction The co-operative learning piece is the foundation of the cycle of effective instuction needed for long term memory. In this session the presenter modeled what teachers are doing in the classroom. She demonstrated by teaching/modeling/guided practice/T-P-S/numbered heads,parter/team practice all in French. We learned the parts of the body in French - eyes, nose, top of head, neck, hands, arms, legs & mouth. This was difficult. We were assessed throughout the lesson and assessed at the end - having celebrations throughout the lesson.
Wednesday 8:00-9:30am Team Study Works! - Presenter - Terri Coffelt The Cycle of Effective Instruction are the walls that go up around the foundation. Teaching & Team Study are relationships not activities *utilize graphic organizers *plan ahead *plan lower-and-higher order thinking questions (applying Bloom's Taxonomy) *use class discussion to extend team's thinking & their responses (discussion cards) *celebrate. We did an actual lesson using # heads, T-P-S, vocabulary, & fluency.
Wednesday 10:00-11:30am RTI and SFA - Putting the Pieces in Place - Presenter - Sharon Waters We looked at the 8 core principles of RTI checking to see if our school met the criteria. As teams we looked at a snapshot of a SFA achievement school. The scenario included number of years a school was with SFA, high population of ESL students, high teacher turn over, did not make AYP, and had high attendance rate. We discussed the implementation of the schoolwide structures. There was a direct correlation to having all the structures "in place" and being a successful school. RTI has 3 tiers. SFA has many components that fall into the tiers. Some are: Team Alphie, having a Breakfast Club for Fluency, a group of students needing additional instruction in one of the 4 core strategies are all Tier 2. The Solutions Team & Alphie' Alley are Tier 3 Interventions. We also reviewed & learned how to use a goal-focused implementation process to support teachers and students.
As a new full time SFA Facilitator in Saint Michael, as well as being totally new to the SFA model for reading instruction, the information I absorbed during this conference was invaluable! The words practical, theoretical, collegial, validating and reinforcing came to my mind formost as I reflected on summarizing my involvement in the 9 sessions attended.
In theory, the most useful session to me was “Setting Goals for Students in Tutoring”. I have made one of my personal goals for 2009-2010 to develop a consistent tutoring program to implement cohesively with our SFA and RTI model. The first semester as a staff, we grappled with technology, data and scheduling. After this session, I am well prepared to tackle the “motivation” behind tutoring, and make it a meaninful experience for the students.
In a collegial sense, the extened-day session, which lasted from 8am-3:00pm on Behavior Management was the most powerful. As a result of this session I provided a component meeting to all grades K-12. It was important to me (and to my colleagues) that they re-think their approach to beahvior issues, and revisit the how’s and why’s to effective classroom management. It was a component meeting that brought many positive comments!
Validating and Reinforcing??? Well, the session titled “Good Leaders Ask Good Questions”, reinforced my professional need to continually imporve my skills at data analysis. If I “Know It”, I better be able to “Show It” – thank you Linda Simmons! “Who is proficient, who is not”? I should continually have a pulse on that answer. After this session I made a note to myself to reflect with Dan regarding a school-wide Mission Statement. Do we have one? What is it? How does it fit into our SIP?
In summary, the whole experience confirmed for me, as an SFA Facilitator and as an educator, that I am devoted to my own self improvement in: theory, SFA practices and an on-going collegial “mind set” in our school.
Nancy A. Madden, Ph.D and Robert Slavin, Ph.D were both there, and Dr. Slavin showed us data on big screens that depicted graphs of increased scores across the country, compared with schools not using SFAF programs. Throughout the conference it was interesting to talk to folks from all over our country, and England too, about what they are doing in their schools. Dr. Slavin introduced the keynote speaker Phyllis Hunter, she was a hoot, but right on about reading being a “civil right.” George Bush got that from her apparently.
Class 1: Using Classroom Data to Drive Instruction in Reading Edge- The first item I will be sharing in my school from this session- I noticed a neat homework table on page 43 of the booklet that I thought our students could use to enhance their Read & Responds. I asked her about it, and she was glad I noticed because she created it, and said it can easily be adapted for classes all the way from Roots through Edge. I believe it would allow students to practice their “Savvy” skills each night. Something like this might help students to practice exactly what skills they are using from the 4 core strategies.
Class 2: Increasing Vocabulary Acquisition in Reading Wings. I wished aloud that this presenter would film his reading class so we could see all the great things he spoke of in action. I believe it would be good for other students to see current research based practices in action! We will be using some of these strategies in K-12. The first item I will be sharing in my school from this session- The Making Connections with Examples and Non-Examples intervention card. Used in Team practice the teacher selects a word from the vocab. List, then creates examples & non examples. Students will raise their hands if it's an example. And they can make a buzzing noise if it's a non example. Word : Bolted- 1. Lizzie ran to the ice cream truck.- “raise hand” 2.The turtle slowly walked to the flower.- “BUZZZZZZZZ” 3.The mouse moved under the cabinet when it saw a cat. “raise hand”
Class 3: What's Stopping You? Acceleration for Low-Performing Students- The first item I will be sharing in my school from this session- Solutions focused planning and intentional interventions.
Class 1: Cooperative Groups with Quality Discussion -The first item I will be sharing in my school from this session- Conversation Puzzles. The object is to put a puzzle together with story questions printed on them while having a great discussion.
Class 2: Using Anticipation Guides with ELLs- The first item I will be sharing in my school from this session- Native level language fluency stages and their definitions.
Class 3: - What was the story about? Summarizing in Narrative Text. -The first item I will be sharing in my school from this session- Ways teachers can model Think Alouds more effectively and more often during LC by engaging students in the act of summarizing as we read aloud.
Class 1: Raising the Quality of Treasure Hunt and Story Test Responses- What I will be sharing in my school from this session- The Write-On Rubric, which guides students in composing well-constructed responses to Team Talk questions.
Class 2: (2 sessions) RTI and SFA – Putting the Pieces Together- The first item I will be sharing in my school from this session- That we are already doing the most practical recommendations in our school, and what we have been discussing is research based and sound.
G.R.E.A.T.E.R Coaching class:
This class provided us with a variety of ways to help teachers to set and meet goals when issues arise. The first item I will be sharing in my school from this session- I will use some of the tools from this class, such as the Root Cause Analysis Fishbone to establish a deeper coaching relationship with teachers, so that we can help students achieve their goals.
Conclusion- Overall it was a very educational (if brain overflowing) experience! I now have much to share each week for the rest of the year!
8:00-9:30 Keynote Speaker Phyllis C. Hunter A 12-Step Program for Educators: What We Know About What Works Mrs. Hunter was a very engaging and thought provoking speaker. She discusses the ways for schools to raise scores, prevent dropouts, focus on early reading programs, and making school meaningful for students. She really made you think about what some of the underlying causes are to school and student failure.
Monday January 25th 10:00-11:30 276 Developing Oral Language in Early Childhood Classrooms In this session the various components of oral language were defined. We discussed the best practices for facilitating oral-language development based on research findings and how they are applied through Curiosity Corner and KinderCorner. We closed with a reflection on our personal practices to facilitate the development of oral language.
Monday January 25th 1:00-2:30 280 Emergent Science and Social Studies in Early Childhood Classrooms This session addressed scientific literacy and how it is an essential outcome for today’s students. It also addressed the importance of teaching social studies in the early years. During this session we dissected both a Curiosity Corner lesson and a KinderCorner lesson to demonstrate how both science and social studies are embedded into many of the units. We discussed how to enhance and bring out the science and social studies in every unit.
Monday January 25th 3:00-4:30 953 Early Childhood Portfolios This session focused on how to use authentic and dynamic assessment to demonstrate student growth. Building a portfolio for each student offers a teacher documented growth over time, gives a clear picture of the child’s development, helps to drive instruction to support a child’s growth more effectively, keeps families informed and provides opportunities to make connections with the child’s family.
Tuesday January 26th 8:00-11:30 277 Learning Labs in the Early Childhood Classroom This session highlighted the benefits of learning through instruction and play. We discussed the goals of Learning Labs, how to create an effective culture through designing and facilitating quality labs. We also discussed addressing student needs during labs. I was hoping for more nuts and bolts of effective Learning Labs. This session leaned more towards why they are important not so much on the actual building and implementing the labs as prescribed in the unit lessons.
Tuesday January 26th 1:00-2:30 165 Helping Reading Roots Students to Be Good Partners The goal of this session was to help us understand what partnering is and it’s importance. It highlighted the opportune times to use this strategy during Reading Roots. We discussed how partner reading is introduced and developed. We brainstormed the characteristic of good partnering and the responsibilities of both the students and the teacher during partnering times. We ended the session with developing a plan of how to continue modeling, monitoring, and supporting to ensure successful and effective partnering. Great session I think this would be a good VTC opportunity.
Tuesday January 26th 3:00-4:30 207 Small Group Labs in Curiosity Corner The objectives of this session were to clarify the purpose and goals of Small Group Labs during Learning Labs. We reviewed the characteristics of Small Group Labs, explored a variety of effective logistics for conducting them, and how to use them to target individual or small group needs of students in a classroom. For example if you have a small group of students who are struggling with letter or number concepts. Small Group Labs are to be well planned out and relevant not just an art activity or activities that could be done independently. The objectives of Small Group Labs are to enhance learning of the theme related concepts or support individual student needs.
Wednesday January 27th 8:00-9:30 161 KinderCorner: Peaceful Classrooms Through Conflict Resolution and Classroom Meetings The goal of conflict resolution is to equip children with the knowledge, skills, and processes to resolve conflict peacefully. The goal of this session is to examine conflict resolution skills, strategies and processes and explore the characteristics of a peaceful classroom. This was a wonderful and insightful look into conflict resolution. The session focused on how children perceive situations and how these situations can be best resolved with support from their teachers. Teaching the students self-regulation, cooperation, problem solving skills and conflict strategies will support a peaceful classroom. Embedding consistent classroom management through routines, classroom organization, rules and expectation, schedules and routines are the keys to a peaceful classroom.
Wednesday January 27th 10:00-11:30 208 Emergent Math in the Preschool Classroom During this session we defined the mathematic standards as they relate to the preschool classroom. We looked at a Curiosity Corner lesson to help us understand and locate math related activities. We also learned how to maximize the opportunities to develop math skills and concepts based on individual classroom needs.
G.R.E.A.T.E.R. Coaching for Classroom Success All Day Session G=Goal R=Reality E=Exploration A=Action T=Timeline E=Evaluation R=Renegotiation During this session we were taught ways to enhance our coaching skills and how to have effective and positive interactions with the teacher we support. Using such strategies as the Pull Nondirective (listening) as coach you are getting information and the Push Directive (Instructing) where the coach is giving information. Under the Pull strategy fall the sub-skills listening to understand, and asking questions to raise awareness. We practiced using listening strategies like parroting which is repeating back what was said, paraphrasing; restating in your own words for content/affect or feeling, and summarizing content/affect where you restate the main points. Under the Push strategy fall the sub-skills giving feedback and instructing. As a coach you want to make sure you keep the Pull and the Push in balance. The session instructors provided modeling of these approaches, guided practice and the opportunity to practice the strategies with a partner. It was very helpful to watch the instructors demonstrate the strategies and then get the opportunity to practice them in small groups. The session was presented in the same way you would want to instruct your students, a lot of modeling and many opportunities to practice the skill being taught. We discussed how a performance goal is something that the teacher wants his or her students to achieve and that a learning goal is something that the teacher needs to learn to achieve the performance goal. The G.R.E.A.T.E.R. Coaching Model includes helping teachers set effective goal by flushing out the reality of the situation. The 5 Whys would be a good strategy to use to get to the heart of the situation, what are the real barriers? Then help them explore their options, what could be done differently to help accomplish his or her goals. Brainstorm ideas together. Decide on an action plan, set a timeline for that action plan, evaluate your plan and lastly renegotiate, ask what have I learned and what are some new goals? Skills for establishing a coaching relationship are to be aware of your body language, it speaks louder that words, set your pace and match the use of language. Determine the learning style of the teacher you are working with are they an analyzer, someone who needs extensive information to be prepared to complete a task, a doer who uses trail and error to develop skills while figuring out a task, a watcher who hones skills by watching others in action, or intuitive someone who hones his or her skills by listening and discussing with others. To be an effective coach, it is vital to know the learning styles of the teacher with whom you work. I welcomed the opportunity to participate in the training. I was able to work with facilitators and support them in skills they were working to acquire. It was a great session, I feel that the skills taught will help me become a better coach and I am looking forward to the advanced coaching session offered at the facilitator weekend in March.
Keynote Speaker – Dr. Phyllis Hunter The morning started off the same as always, showing testing data by states. The one that stood out the most to me was the middle school assessment graph. I do think that BSSD is the only district that uses the Edge component. The graph showed a huge difference of students passing when they were part of the SFA program!!! Dr. Hunter was a dynamic speaker. She brought in facts and humor to her speech. Some of the words/phrases she used that hit home to me was reading is a civil right. That no matter where technology is taking us today, people still need to know how to read. Also, she agrees with everyone else, that we need to reach kids by 3rd grade. Finally, she shares the same opinion I have: the attitude of the teacher can make all the difference in the world. We need to start looking at what is going on in the classroom instead of what is wrong with the child. We can no longer point at certain students and talk about all of their baggage, but instead, what can we do while they are in our hands.
Administrative Day' I spent the first full day of the conference at a new session geared for district support personnel for SFA. This session seemed to be focused for new schools/districts to the SFA program, but as always, there was much to learn/gather from the leaders in this session. We went over successful IV visits and what role an administrator plays in the visit. Also, discussed the foundation’s support throughout all of this and how they can work side by side a school to help student achievement. One of the tools we examined is called a snapshot. This tool is a handy document that organizes everything within SFA that makes a school successful. During IV visits, this is filled out so that the school and the foundation can see what is going well at schools and what still needs to be worked on. I hope to start using these soon, as it will also help with the RTI process. The second half of the day, Dr. Slavin presented the new educational policies with the Obama administration. We went into detail about all the grants that are available to schools/districts and how SFA will work with you to help receive some of the federal grants. The day concluded with the research proven facts behind SFA and how the research was collected, documented, and shared.
Reaching Every Child – Roots This session reinforced some of the intervention strategies within Roots to help the struggling reader. The main focus was on root causes and interventions within the components. It is very important to collect data and use that data to find root causes on why a student may be struggling in Roots. It is not beneficial to anyone to just say, they are behind or they can’t do it or keep up with the class. By using FTP and classroom observations, the root causes can be found and explicit interventions can be put into place. Another great tool I took from this is the intervention checklist.
School-wide Discipline Plan This session was very good. I gleamed a lot of insightfulness to discipline situations. The session had primarily Dean of Students and Principals, so I went to listen and learn. ☺ Although I was drenched in information, there were a couple of discussion items that made me really think. One discussion was the most important and that is that a plan, no matter who’s it is or what it is, must be followed by EVERYONE. It must be consistent in every part of the school and every staff member must be part of the process. Without this in place, there is not a plan. Also, discussions geared around not assuming students know the desired behavior. A student acting out may know that it was not a good choice to do so, but have they been taught how to act instead? This is an important key to discipline in schools. Then, does the plan at your school prevent misconduct or punish misconduct. Now, that was a great conversation piece! Last, the one conversation that still remains in my mind is how the punishment switches once the teacher has sent the student to the principal. Once this happens, teachers must realize they have lost all control of what consequences that student gets.
Here are the main steps required in making a school-wide discipline plan.
- 1. Recruit interested parties to participate in planning and developing
- 2. Establish the school mission
- 3. Review existing school curriculum and discipline policies
- 4. Create a list of clearly defined behavioral expectations
- 5. Develop systems that help students learn to understand and display the desired behaviors
- 6. Develop a system of consequences
- 7. Secure and monitor buy-in by everyone
- 8. Review, modify, and celebrate
RTI and SFA I just loved this session! I learned so much within this 90-minute session that I now totally understand RTI. ☺ There are many misconceptions out there regarding the role of RTI, so I would like to focus on the facts.
- 1. Instruction of a research-based program must be in place. Before a school can look into interventions, the core curriculum must be in place and teachers must be proficient at the program, standards, or whatever your curriculum may be. This instruction must hit 80% of students before becoming proficient. Once this is in place, then there needs to be interventions for those 20% of students the curriculum is not targeting.
- 2. For those students falling in the 20%, Tier 2 interventions must be geared for groups of students, not individual. The intervention must also be research-proven for effectiveness
- 3. Tier 2 usually hits 15% of those 20%, so Tier 3 interventions are for those individual students still not reaching proficient or mastery level for their grade. Sometimes Tier 3 is the same intervention as Tier 2, but more time allowed.
Another key factor of how RTI and SFA work together is within the Solutions Team. Which is going to be renamed next year. ☺ If a school has a working Solutions Team, then everything seems to fit together easier and the consistency is there.
New Program Review This session was geared around the new and upcoming components that SFA is brining on board. There were 3 rotations within this session.
- 1. Reading Roots Interactive. This is the new interactive Roots program that works through the smart board. We have this in 4 of our sites right now and have heard very positive comments from the teachers.
- 2. Reading Wings Interactive. This is the new interactive wings program. It is not ready for the public yet, so we were given a demonstration of what it would look like. The one nice part of it is that the Savvy videos are embedded into this interaction. No more finding the right spot on the video or CD! And for 2.1, Word Power is also embedded into the program!
- 3. Power Teaching. This is a new program for the MathWings. It brings in all the strategies within the reading program into the math program; cooperative learning, cycle of effective instruction, individual accountability.
For the second session of the morning, I stayed in the resource center and trained several schools, SFA persons, and Dr. Slavin himself, on the Reading Roots Interactive!!!! ☺
We first discussed the different ways teachers may handle behavior problems. The main areas were Permissive approach, Punitive approach, Mixed approach, and Democratic approach. Went into groups and jigsaw the different approaches and then had an activity where we grouped scenario teachers into those categories. Some of the main ideas of proactive behavior include:
- 1. Establish limits – here we really discussed what they call fuzzy limits vs. clear limits. Fuzzy limits include, using wish, hope, should statements; repeating and reminding, lecturing, giving warnings, and arguing/debating.
- 2. Effective Consequences – includes; logical, immediate, consistent, temporary, respectful, and followed by clean slate
We then went into an activity that helped explain the different stages of behavior a child goes through. If we as educators, can identify these when they happen and deal with them effectively, many of the discipline problems that occur can be eliminated. Some of the stages are
- 1. attention seeking
- 2. seeking power
- 3. seeking revenge
- 4. displaying inadequacy
I think the main idea from this session is once again, we must teach our students what good behavior is and what it looks like. Also, to make sure they know the appropriate way to behave when something is wrong. We must not assume that all children know this, many of these must be taught and should be part of the school’s curriculum.
FY 10 Baltimore (New Leaders)
Jack Donachy, Shishmaref Facilitator Barbra Donachy, Shishmaref Teacher
The information presented in the SFA training reminded me of previous experiences I've (Jack) had in three quite different educational settings: 1) as a researcher with the Accelerated Schools Project in Charleston, South Carolina; 2) as a teacher with Job Corps Training Center in Astoria, Oregon; and 3) as a teacher and teacher mentor at Astor Elementary School, also in Astoria, Oregon.
The Accelerated Schools Project (ASP) was a relatively early attempt in school-wide education reform. ASP’s focus was on at-risk students. The program aimed to promote a school-wide change in culture among the administrators, faculty and staff of a given building to better serve students who were below grade-level benchmarks. Part of the idea behind ASP was to have faculty and administrators come up with their own action plan(s) to improve student performance and (hopefully) test scores. In my view, ASP suffered from a number of conceptual problems, chief among them were the facts that a) it is not a data-driven program and b) you could have 10 schools designated as ASP schools in a given district, and these 10 school could be doing 10 different things. As a researcher, I saw very little, if any, gains made by the students in ASP schools compared to other schools—although in some cases, the teachers involved raved about ASP (at least initially).
By contrast, at Tongue Point Job Corps Training Center, teaching and learning were highly numbers-driven. Targets for student learning were established, set in stone, and measured with standardized tests. Exit data was also collected in the form of job placement among students after they exited Job Corps and in terms of hourly wages earned by former students. The concept was excellent and overall did seem to lead to a positive, productive learning environment. However, Job Crops teachers are paid a significantly lower wage than their public school counterparts, and low morale among faculty and administrators coupled with pressure to “show student gains” resulted in an environment where a blind eye was turned to students cheating on standardized tests—and led me to question whether any of the data reported by Job Corps was (or is) reliable.
At Astor Elementary, we had a program that mirrored SFA in almost every respect. Committee names were different than those employed by SFA, and there was no thought given to replicating Astor’s program, (nor were there outside coaches or curricula)—and we did not use the kind of canned curricula SFA markets… But an SFA facilitator who might have visited Astor Elementary in the 1990’s and early 2000’s would have felt very much at home. And Astor’s scores in that era were phenomenal. Unfortunately, the administrator who had led the Astor program retired, and the two subsequent administrators let the program devolve.
Overall, we felt that the Baltimore training accomplished its mission: to verse program administrators and facilitators in the SFA program and their duties within the program.
Meredith Beck, Diomede Facilitator
The Success for All New Leaders conference provided thorough program training for the facilitators, solutions coordinators, coaches, and principals of SFA schools. Not only was the conference very detailed and thorough, all of the session leaders were energetic and used cooperative learning to lead us in the training, which was helpful in giving ideas on how to promote a positive atmosphere within the classroom. The overarching goal of the conference was for us to learn about our unique leadership role in our schools. As a facilitator, my primary responsibility is to support teacher growth, assess and monitor student progress, serve as a member of the Success Network, refine the program and its usage at the school, and manage the program materials.
On the first day, we learned about the variety of roles present within a Success for All school. Perhaps the most vital aspect of these roles is the need for teamwork. It is through working together and sharing a common goal that all of the roles (principal, solutions coordinator, facilitator, teacher, etc.) that progress is made and student achievement is increased. Along with learning about the SFA leadership roles, we discussed and practiced cooperative learning methods. I greatly appreciated the leaders’ use of these methods throughout the conference as it showed how they can be practically and effectively used within the regular classroom. These methods varied from active listening, positive reinforcement (cheers, encouragement), checking statements ("Tell me more about..."), etc. Cooperative learning is vital to the SFA program, and research indicates that it produces higher achievement and better classroom behavior. The second day, the focus was on implementing Reading Roots 4th Edition. The details involved for assessing the Reading Roots students are vital to effective regrouping. Using this assessment accurately will determine mastery levels and progress through the RR stages. The third day's topic was implementing Reading Wings. We compared the differences between Reading Roots and Reading Wings; for example, RR implements one-to-one assessment while RW assessments are completed during the 90-minute RW time. On the fourth day of the conference, we discussed KinderCorner and CuriosityCorner. Both of these SFA levels focus on themed-learning. In addition to learning about the different SFA levels, we utilized the Grade Summary Form for case study schools and analyzed the results in order to determine student placement/achievement. On the last day, we learned about our individual roles within our schools, and as a facilitator, I will be a part of many collaborative teams which will meet regularly to discuss student progress.
Overall, the conference was a helpful overview of the mission and process of the SFA program, and I am excited to be a part of a program that has a record of effectiveness and a mission worth working towards.
Rick Breske: Gambell AP
The Success for All Foundation New Leaders Conference in Baltimore, MD from June 21-25, was an abundance of unfamiliar information for this new administrator of BSSD. Almost all, of my career has been in secondary math education, therefore, reading programs are very foreign to me. I did learn that the mission of Success for All is for all children to be reading at or above grade level by the end of third grade and to maintain that level of proficiency throughout their school careers. To learn how to accomplish this lofty goal I had to sit through 5 intensive days of SFA training. Here are some highlights of those days:
Day 1: ➢ Brief SFAF History. Also, I found out some of our schools have been using the program for 12-15 years. ➢ Acronyms and the SFAF Dictionary. The foundation has its own language, knowing it or at least being familiar with it will help implement the program. ➢ SFA Cheers. The foundation is all about rewarding success. My favorites were the “High Five” and the “Slot Machine.” ➢ Roles and responsibilities of the SFAF School Leaders. ➢ “Cannot Skip the Dip!!!”
Day 2 ➢ Reading Roots. ➢ Guidelines for placing students in Reading Groups. ➢ Tutoring options. ➢ Administering the Structured Oral-Language Observation (SOLO). ➢ Sample Lessons for Reading Roots.
Day 3 ➢ Reading Wings. ➢ Similarities and differences between Reading Roots and Reading Wings. ➢ BSSD uses the Scholastic Reading Inventory (SRI) as the Formal Assessment Tool for Reading Wings and the Reading Edge. ➢ Using Mastery Levels to Create Reading Groups. ➢ Reading Skills Targets. ➢ Cooperative Learning in Reading Wings. ➢ Tools to Teach and Manage Cooperative Learning. ➢ Teacher Procedure: Active Instruction. ➢ Professional Learning Communities (PLC). ➢ Beware of students to watch!!!
Day 4 ➢ KinderCorner and Curiosity Corner. ➢ Stepping Stones Assessments and Structured Oral Language Observations: Administration Guide. ➢ The Tutoring Program: 20 min/Daily/one on one: Collect Data, Analyze and Interpret, Plan and Implement, Evaluate. ➢ Success Network ➢ Attendance: On time for full day on a consistent basis is a must.
Day 5 ➢ Administrators need the Big Picture and a Vision! Know the roles and responsibilities. Support w/Fidelity and support the Facilitator. Have weekly meetings. Answer Questions based on Data. ➢ Facilitator runs meetings, I support. ➢ 2 meetings a month better than weekly. ➢ PLC Meeting: Who, What, Why. ➢ We are not alone: training and support are available from SFAF Staff. ➢ First Year Implementation Checklist.
The training was very involved and informative having my 12 fellow BSSD colleagues in Baltimore helped me tremendously. I want to thank all of them for their support and insights, especially, Gay, Julie, Robin, Tracey, Pick and Ed. I know I have a lot to learn this first year, but it is really comforting knowing I have a collaborative team of colleagues to seek help when I need it! I look forward to getting to know all of my BSSD colleagues and becoming a very effective administrator for this district.
FY 11 Los Angeles
Being my first SFA conference I was rather impressed. With over 100 different sessions to choose from there was something for everyone. Attending the conference were people from all over the country including Canada. An interesting observation was how many of us have the same concerns for our children, many with similar issues and many with great insights.
In my first session “Catch the Wave for Solutions/Success Network Coordinators” we went through a scenario of data and then used it to 1. prioritize areas of concern, then select one 2. connect the concern to target to root cause 3. review the root causes for your selected area of concern 4. identify possible leverage points that are related to the target and root causes 5. are there upcoming conference topics schedule to help focus on target? 6. share your selected target with colleagues The scenario was meant to show how teachers and school leaders come together to identify the best leverage points and use them to for school improvement.
Session two was “Creating and Supporting Professional Learning and Growth In Your School” During this session we discussed putting together a ‘Professional Learning Community’ to create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results. If it doesn’t drive student achievement, it isn’t worth the time.
Session three “Raising the Quality of Treasure Hunt and Story Test Responses” During this session we discussed the importance of modeling to students. Without clear direction from the teacher, students are often left guessing what they need to include in their responses. This is where modeling helps improve the quality of students’ responses. If the expected goal is for students to write complete, detailed, and clear responses, they must first observe how this is accomplished. Using rubrics give exact expectations of what is being asked of the students. “Readers and Writers are thinkers”
Session four “Cooperative learning works in the middle school!” This session was all about how to engage middle school students in cooperative learning.
Session five “Class Council Meetings” In this session we discussed what a class council meeting would look and sound like. Class council meetings should always have an agenda, this will help to keep the meeting effective. Each agenda should consist of teacher affirmations, encouraging words, class concerns, and skill building.
Session six “Introducing Reading Wings 4th Edition” In this session we were given a demonstration of the new interactive wings program. I am looking forward to seeing this in our school. It covers what we are already teaching and will add some of the grammar and language arts concerns we have within the district. It will be something the district will need to make sure there is training for the smart-board as well as the program.
Session seven “RtI and SFA – Putting the Pieces in Place” During this session we discussed how the SFA program has built in components to assist in targeting student needs.
Session eight “Schoolwide Discipline Plans” In this session we focused on seven characteristics of a well-managed school… 1. Staff buy-in and commitment 2. Clearly stated/hugh behavioral expectations 3. Input and communication 4. Warm school climate 5. Visable/supportive principal 6. Teachers assume authority 7. Close community ties (parental support) And the structure of an effective behavior-management plan… • Classroom Procedures: -Levels of intervention -Chronic vs. crisis problems • Administrative Procedures -Consequences -Renewal • Support for Success -Hot points -Consistency -Behavioral education It is important to have these in place and for all the stakeholders involved.
I am thankful that I was able to participate in this conference. The knowledge I gained from the conference will help me to help my colleagues in the future. Also, I would like to be considered for the opportunity to be sent through the district to the conference for New Leaders July 18-22 in Hunt Valley, MD. I believe the conference will further assist me in my position as Solutions Coordinator.
Julie Egli SFA Conference Summary
209 Catch the Wave for Curiosity Corner Teachers
Using a scenario participants learned how to utilize data gathered from the Curiosity Corner Snapshot and Solos to impact the school wide Snapshot. We discussed a schools leverage points and how they can be used to impact student achievement. I would like to see our sites utilize the Curiosity Conner Snapshot more effectively. Linda Simmons’s introduced the Snapshot tool and a baseline was established during the fist implementation visit. Teachers, facilitators and principals can use this tool to follow up on student progress.
201 Goal-Focused Observation in Curiosity Corner
In this session participants learned the purpose behind observing in the classroom, quality tools and methods that can be used and how often observations should be made. Using a scenario and the Curiosity Corner Snapshot tool the instructor led participates step by step though the process of designing purposeful observations and how to use the data gathered to provide focused feedback and create an action plan that will impact student achievement. I believe this process would be a great way to help our facilitators and principals make meaningful and authentic classroom observations. I would love to have this session taught to all facilitators.
159 Helping Children Who Can’t Manage Their Own Behavior
This session’s primary focus was how to help teachers determine the why behind inappropriate behaviors. It helped participants learn how to establish and implement replacement behaviors. The instructor walked us through the process of writing a behavior success plan. This session could also prove to be an invaluable training for our staff as a whole because it teaches how to positively deal with behavior that prevents learning.
203 Emergent Literacy in the Preschool Classroom
This session was designed to help participants understand what emergent literacy is and how to develop it in their classrooms. We discussed what parts of the Curiosity Corner day can offer opportunities for emergent literacy development. The instructor led us through the process of creating emergent literacy activities and finding ways to assess student progress. Again this would be a great session to share with the entire ECE team. With approval, I would like to offer this session via VTC.
253 Getting Your Munchkins to Talk About Math
This session helped teachers learn how to support math achievement by encouraging meaningful math talk in their classrooms. We were taught how to enhance different components of the KinderCorner day to support active mathematical discussions. I had taken this session before and had hoped with a different presenter the session would have been of more value. However there are many good things to share from the participant book and with some creative planning could be a good training to offer through VTC.
280 Emergent Science and Social Studies in Early Childhood Classrooms
This session demonstrated how social studies and science are integrated into the Curiosity Corner and KinderCorner days. Even though there is not a specific component for these content areas the presenter illustrated how they are woven in throughout the themes and daily lessons. This session helped teachers focus on building theses content areas through intentional questioning and by providing opportunities for exploring during labs. This again would be a good session to offer VTC including both CC and KC teachers.
861 RTI and SFA—Putting the Pieces in Place
This session gave an overview of how SFA and the RTI process are aligned. We discussed systems that support a multitier model an problem solving methods used at all tiers. We also discussed utilizing an integrated assessment system and using data to monitor student progress. The last part of the session focused on tier two interventions. The participant book is full of process charts that support the ideas presented. I found this session to be very informative and I feel that I have a better understanding of the RTI process and how SFA meets the core components of the RTI process.
153 Proactive Behavior Management (all day session)
The agenda for this all day session was to review the motivation behind the behavior, consider how we as teachers react to the behavior and how to create a successful environment. We discussed how there is always a reason behind the behavior and what some of the underlying causes might be. We learned that being able to reflect upon the kind of management approach we use as a teacher may lend to the success or failure of a classroom. Approaches such as permissive, punitive, mixed or democratic. We learned how to set clear limits and utilize the Getting Along Together tools to support these expectations. This again would be a wonderful session to offer the BSSD staff as a whole. It aligns well with the PBIS approach.
A, B, C
Alphie's Alley-SFA computerized tutoring program that targets Roots students or any student needing phonemic help.
AYP Hot List - list of students to focus on during the current school year obtained by looking at data. These students are sometimes referred to as the "low hanging fruit." These are the students the school chooses that with a little extra push will help them obtain proficient test scores.
Baseline - Beginning of the year scores/lexiles. These are carried over from 4th quarter of previous year. The only testing needed for this period is Roots students, new students, and/or questionable scores from Wings students.
Book Club - Book projects based on read and respond books (read outside of SFA day) that are presented to class quarterly. Story map should include checklist for that student's level. These are required for end of level assessments levels 4-8. (3 for each level)
BSSD Level vs. SFA Level - These 2 levels do not necessarily correspond to each other. Students work on standards in BSSD level at their own pace. When completed, students take an EOL to move onto the next level. SFA levels are based on lexile scores from SRI testing.
Celebrations - Ways to celebrate student growth in reading.
Class Progress Reports- Quarterly report on DART to show how class is progressing. Shows previous and current SRI scores, student's BSSD level, growth on scores, and score needed to be on grade level. This is to be shared with stakeholders to monitor expectations needed for next testing period.
Component Meeting - Meeting involving Edge, Roots, or Wings teachers, principal and facilitator. The purpose of component meetings can include: Sharing information, expectations, and schedules; problem solving; professional development; data discussions.
Concepts of Print-- Part of CC, KC curriculum that helps students learn what books are about. COP includes, holding a book correctly, knowing front/back of cover, tracking words, title, words, spaces, etc. This is also part of BSSD levels 1 & 2 EOL.
Conversion Chart - Chart used to convert SRI lexile scores to mastery grade level; used by facilitator to help in regrouping.
Cooperative Learning-Element in SFA which encourages students to work together to solve problems, answer questions, and discuss passages. The standards include: Helps and encourages others, everyone participates, actively listens, completes tasks.
Cooperation Points- Points given to teams (up to 20 a day) who work cooperatively and as a team. Points are put on Team Score Sheets and calculated at the end of the week for team awards/poster.
Curiosity Corner-(CC)- SFA program for preschool students that is now integrated into the Kawerak Head Start program.
D, E, F
DART (Data Analysis Recording Tool)-The BSSD's computerized recording and reporting tool used to track student progress in BSSD levels. Accessible to all stakeholders.
Edge score sheet - used to display scores from story test, team points, fluency, homework, fluency, book club. The sheet has a place for individaual scores and team scores.
Edge student learning guides - a sheet used by individual students to track and monitor progress and scores. Students should work as partners to ensure accurate use and teacher should collect at end of lesson/quarter.
Error analysis - Teachers analyze classroom assessments to find common errors among students
Expected growth - according to the BSSD calendar, what book students should be on at a given time of the year - used as a pacing calendar
Facilitator role - to monitor/observe the reading program, assess students quarterly, ability grouping, ordering materials, data collection and recording, member of solutions team, conduct weekly/bi-weekly component meetings, monitor tutoring, attend trainings, and model various components of the program.
Fast Track Phonics-(FTP) phonics component of the Roots curriculum that is taught daily
Fluency- Expression, rate, accuracy, speed. There is a different score or wpm for each BSSD level that students need to master to pass out of level. Fluency
Fluency flyer- Used in roots to help track and monitor students progress in fluency.
G, H, I, J
Gatekeeper: A member of the solution's team that is in charge of data and review of a particular case.
Getting Along Together - Cooperative learning format introduced with formal curriculum during first 2 weeks of school. Coopertaive learning, conflict resolution, class council meetings are implemented throughout the entire year.
Grade summary form - Chart to display data from SRI testing. Shows grade level, and SFA mastery level. Placement on the grade summary form is determined by the Conversion Chart and is broken down in this downloadable table.
Graphic Organizers - These help organize student ideas.
High School Graduation Qualifying Exam-(HSGQE), which is used by the state to test proficiencies in Reading, Writing, and Math.
Hot List - identifies the students that are just above or below grade level. They are placed on the list in order to emphasize the importance of keeping or getting on grade level.
If/then statement - a process used to help identify a correlation between on grade level students according to their SRI score, and their predicted performance on SBA or high stakes testing
Implementation Matrix - Visual tool to track implementation
Implementation Self-Assessment Guide-(ISAG) - Checklist of the criteria of each SFA component put out by the foundation. Includes what the teacher should do and what the students should do. Guide for principal, facilitator and teacher.
Implementation visit-(IV): SFA support personnel visit each site, to help with SFA implementation and goal setting.
Instructional level - grade level that students are placed according to the groupings made by facilitator; should be a higher level than student's mastery level
K, L, M
KC - Success for All's research-based full or half day kindergarten program that targets nine developmental areas of K students. The KinderCorner (KC) day is broken into 13 components.
KR - KinderRoots. KinderRoots is implemented the second half of the year during Stepping Stones, the KC component that focuses on reading instruction. Phonemic awareness, shared stories, cooperative learning, writing, and Read and Respond are important parts of KR instruction.
Lexile - The score given by the SRI and is linked to book levels
Lexile needed for movement in BSSD level- Refer to your standards and/or EOL for specific numbers
Mastery level - the level students have achieved according to their SRI score via the Conversion Chart.
Mind movie - a term used to help students visualize what they are reading
N, O, P
On grade level - students are considered on grade level if they score the appropriate lexile on SRI according to conversion chart
Pacing calendar - individualized school guide to track class progress in roots.
Parent liaison - Stipended community member on the solution team. Responsibilities include calling the families when students are absent/tardy. Designated go-between for school/home/community issues. Help with yellow attendance cards.
Partner reading - part of all (kc, roots, wings, edge) sfa daily program in which students in pairs read selected pages of book outloud to partner. Students should be sitting in "partner position" and asking questions at the end of each page or summarizing what they read to their partner.
Podcast - A short video we use to model SFA components
Q, R, S, T
Quarterly Assessment Summary-(QAS) a form used by teachers to collect and record comprehensive data for their classrooms
Read and Respond-(R&R)- The homework element of sfa that deals with outside of the classroom. Students should be reading at least 20 minutes a night, with books at their reading level, then write a brief summary on the night's reading. This ultimately will increase fluency, comprehension, and summary skills.
Realia-Connecting something from a student's real life in order to provide representation of vocabuluary words.
Roots Profile - Visual aid for parent/guardian/student to show progress
Scholastic Reading Inventory-(SRI) test on computer used quarterly for assessin student's reading comprehension, inferencing, and vocabulary
SOLO - a part of CC, KC, and Roots curriculum that assesses student's language development skills. It is also a requirement for end of level assessments for reading levels 1 & 2.
Solutions Team-(ST) (formerly Family Support)
Stand Alone Requirements - provides a framework of instruction, for students in BSSD reading levels 8 and 9. Students are assessed and placed at their appropriate reading levels. Students reading at a ninth-grade level or higher focus on refining comprehension strategies using both narrative and expository texts. Students also focus on further developing decoding skills, reading fluency, vocabulary, and comprehension. All levels focus on building background knowledge and developing study skills to foster future success in school and beyond. The Stand Alone Reading uses cooperative-learning techniques to engage students in their learning and to create a positive classroom environment. The Stand Alone Reading framework is the same framework as EITHER the 60 minute Reading Edge component OR the 90 minute Targeted Treasure Hunt Component.
Student Procedures Wings - Folder comprised of materials students need to be successful in classroom. Very nice for students new to wings. Folder includes; 4 essestial strategy cards, routines and procedures needed for daily lessons.
Success For All-(SFA)- reading program, a research based reading program program.
Targeted Treasure Hunt(TTH)- the newest wings curriculum used for students in instructional levels 2.1 - 6.2
Teacher Procedure Wings - same as above, but for teachers. Very nice for 1st year teachers.
Team Discussion - component of TTH/TT/Edge that requires students to discuss/work comprehension questions as a group before they write the answers independently. Discussion cards are available to help facilitate teamwork. The importance of this activity is in the discussion process as a team.
Think-Pair-Share - Students are given the time to think about a concept, pair with a partner and discuss the concept, then share with the class.
Tutoring - Twenty minutes, 5 times a week, of one-on-one instruction focused on prevention rather than intervention. Guidelines are 30% of 1st graders, 20% of 2nd graders, 10% of third graders. Preferred format is Alphie's Alley (computer program); tutoring manual is also availble.
U, V, W
- Vocabulary journal - part of TTH vocabulary element that students use rate their knowledge/understanding of weekly vocabulary. Day 1, students write the words in a "journal" and rate then using a ? if don't know meaning, + if they can correctly read, define, and use in sentence.
- Vocabulary vault/treasure chest - Treasure Chest is used in 2.1/2.2; Vocabulary vault is used in 3.1 - 6.2. This component is used to encourage students to become aware of vocabulary words used in real life situations - outside of the sfa classroom.
- Wings Team Score Sheet - used to display scores from story test, team points, fluency, homework, fluency, book club. The sheet has a place for individaul scores and team scores.
- Word power--Beginning Wings, 2.1. Uses the image of a sailboat to teach how words are put together. Students learn about root words, prefixes, and suffixes and practice chunking and blending.