September+21,+2010+with+Follow-up

Giltner PD One on One Sessions Sept. 21, 2010 (February 15, 2011) Jean Regier Jackie Hinrich Sarah Hoffman Matt Drew Nancy Lockmon Lia Heckenlively Susan Pillard Wendy Findley

Follow-up (September) Recap:
 * 1) Annotating Text
 * 2) Highlighting
 * 3) Note-taking (based on highlighting)

Follow-up (February) Vocab
 * 1) Websites for vocab thinking
 * 2) I Have, Who Has
 * 3) Fact or Fiction
 * 4) Lingo (like Bingo)

FCS: Using annotating on an article in FCS on dating (boy/girl perspective); has used highlighting and note-taking; has been using vocab boxes and shared (per request) with other staff; allowed her (teacher) to see who was reading and where they were and how they were thinking about it with the colors of highlighters; low student struggled with highlighting due to very low reading ability; highlighting is the simplest for her to pull out and ‘go’ with; still a challenge in that you can’t highlight textbook; 8 vocab words in a chapter

FCS: Highlighting is still the favorite for FCS (art presents a reading challenge with time and content); becoming more second nature, some students still struggle, 5 resource students, 4 that are not; in the past (teacher) would hand them an article and not know if they were even reading it and now at least she knows that they are reading it. Engaging with the text; highlighters are in the room so (teacher) is using them in different ways…highlighting vocab in a recipe; reduces the bizarre questions and the comprehension; no complaints from students regardless of skill level

Music: Reviewed strategies

Music: Annotating text and highlighting; highlighters for music; if we are working on dynamics (its sort of like vocabulary) then it focuses them in on that; they tend to focus on just getting through the music and this helps them focus in;

Vocabulary strategies: Shared the //Take 7// strategies (how did lingo go with art and music)

Technology and FCS – Jean: One-on-One mini lesson on Pulse pens and Flip cameras for classroom use

Business and Tech: Students are noticing the consistent use of strategies: Student asked, “What was up with all this reading and stuff that teachers are doing? Why are they all doing the same things?” (Teacher/mom explains that there is an emphasis on comprehension, not just reading, but reading and understanding); Highlighting used most often

Music: Already uses Vocab squares and KWL charts; plans on using highlighting; heavy on vocab; Consumer music has more reading in it; Elementary is more hands on *visual cue vocabulary: we need to get some examples from her on elem. music

Social Studies (M. Drew): Using highlighting and note taking from day one; highlighting current events; discovered that there is usually one green, two yellow per passage; students struggle with ‘just 5 words’ and are picky about it while those advanced reader highlights too much; Would like to emphasis the read it first then highlight (maybe keep highlighters out of hand until read through once); Students struggle with knowing what is important, especially in History; He does his notes in outline form and the note taking strategy is challenging to his thinking and to transfer to his class; Dollars and cents could be a tool for when he has them partner read

Vocabulary list identified: Has vocabulary identified for entire year; Vocabulary strategies; Vocabulary lists are Middle School; American History there is too much and there isn’t enough time (9th grade); Students have a list within their notes

Social Studies (Active reading: Uses Highlighters and the Jr. high students like it and the High school students are able to focus on what is important and seem to understand that less is better. It is easier now “within your notes this would be pink”; do students comprehend the text better, makes them read it and they focus more; you have evidence that they are actually reading it vs. answering at the end of the chapter; Word of the week-has not been done but are using note-taking strategies in current events instead; Highlighting is something we can’t do in textbooks; (how are struggling readers doing with highlighting? Resource teachers)

Math (Lockman): Older students resist more and don’t have a clear understanding of why they are doing this now but younger students see it as this is the way it is; She has told them that after high school the speed of the game changes and they need these now so they will be ready; Does math notes already highlighted for students on Smartboard and they use that to take their notes; checks notebooks weekly and found a student who didn’t have their notes in their notebook and when she asked they said they USE the notes as they work the problem! (student struggles with reading but does math fairly well); Need strategies that increase students ability to do math; works in 5 vocabulary as bonus, multiple choice on every test; takes more time to wait for students to ‘get notes done’

Math: has identified her entire vocabulary for Middle and High school and they do highlighting text for key vocabulary words; vocabulary words are used as bonus on her tests;

Shared websites with Math and SS; shared vocabulary strategies (shared a website with math that generates quizzes for vocabulary that relates to Saxon); I have, who has we could create for her with the vocabulary that they use – social studies 8 words as well.

Math will be going to the Mobi session for technology mini’s

Matt: websites and iPads (one student using pulse pens and we need to identify best use for pulse pens)

*Survey for next year at the end of this year:
 * Link it together like the tech survey
 * Targeted reading/vocabulary strategies
 * Review at beginning of the year
 * Identify what to observe for, what do we observe for and what feedback to they want
 * Talk about ‘where are students struggling’
 * Once identified, select dates for next year, plan out individual impact
 * E.g. Mr. Drew has American history (typically a 2 year class) packed into one and doesn’t have time for active reading and vocabulary strategies.
 * Sped and resource and para-educator support of how to utilize pulse pens more effectively and intentionally
 * In the fall target one school-wide technology support that links to reading and vocabulary?

Science (Heckenlively): Powermedia plus passwords; brainpop.com; Mr. Edmonds on youtube; Kicks Science; Science Cadre for sure; once starts playing, right click, zoom, 100%; Going to use highlighting with articles about things that fall from the sky and students find details that are then entered on a chart; highlighted the periodic table using 3 colors; appreciated that lang teachers taught it and waited for them to give the go-ahead before using it

Science: action plan review: develop a list of biology prefix/suffix glossary exists already; biology will implement strategies to increase morpheme list; Technology that she already has but doesn’t know how to use (Vernere probs – ph, temperature, physics ramp and it is all hooked into the computer – [|www.vernier.com], 18888376437) ekg, ph, co2 gas sensor, nitrate ion electrode, ph amplyfyer, heart exercise moniot, gas pressure sensor, calimeer, colorimeter) she has 2 or 3 and the computers have it set up for = her focus would be for physics as well as the heart monitor for anatomy and physiology; forensic science; add digital microscope learning that Lia has incorporated (middle school at Hastings and see)…do this with a professional day for her? Somehow build it around Lia’s skills and needs. She would also like to observe them in use somewhere

Language Arts: High level readers, differentiate the text so the advanced readers use the strategies on text that challenges them so that they learn how it can be useful; Model with easier text but use text that challenges; Wendy: circle words that you don’t know to spot check; see struggling readers ‘get it’ because of the strategy; celebration that everyone has highlighters; people are using them; Language Arts teachers as resource to identify how to differentiate, how to use a variety of strategies; Susan has done more note taking; Wendy annotating text more; use Wendy’s bingo; Get one, Take one

7 and 8: Vocabulary for a unit (which are dense vocabulary in addition to skill words)

9th grade: Expanded word meaning strategies to learn regular words and to extend Tier II words that are beyond the curriculum vocabulary: 10 every 3 weeks (with review and revisiting them)

10th : Tier II vocabulary; targeted vocabulary that they have to use in sentences (these have visuals that go with them)

Jr. and Sr. classes use the vocabulary from their literature

Active Reading Strategies: Language Arts teachers introduced them to all students and in non-fiction they are using; uses highlighters in writing for detail

Note taking for 10 – 12 is the most common strategy that they are using

10-12 uses the active reading skill builders (summary of the passage, graphic organizer, and vocabulary quiz)

Thinking notebooks: graphic organizer is in the book for each segment and they use thinking notebooks to capture the information. Teacher: they like them because it helps them. They like to read with the graphic organizers, it guides their focus and increases comprehension of text; like the name “skill builders” vs. active reading strategies

Amy shared about Anita Archer: Explicit Instruction and lit cadre

4 out of 11 7th graders are on an IEP for reading comprehension; using graphic organizers;

Flip camera – learned how to use them in the mini-sessions and has now bought one and is using it for Speech


 * Idea of purchasing textbooks that allow sped students to highlight and annotate (disposable text in a sense)
 * Collect this into a notebook or electronically to give this to new teachers every year
 * Strategies for a range of ability levels; build in modification

Taught dollars and cents summarization:

Drew: Dollars and cents could be a tool for when he has them partner read

Elementary (4-6): Updating the action plan
 * Collect resources/differentiate for big 5/listed items (they have been using and continue to do so)
 * Program specific training for language arts teachers add to resources (Lynette and Janette) for explicit instruction
 * Implementation of the 90 minute reading block
 * Developed a fidelity checklist for core and for interventions
 * Peer feedback with the fidelity checklist (developed and implemented Fall 2010 and spring 2011) How did fidelity check go in the fall? Went well, validated that others could see those things happen; shared ideas among teachers learned from one another; informal conversations are happening to share resources and technology.
 * Using reading mastery as an intervention (parallel core for a students who is more than 2 years behind); students through B2 needed more work; (add these to the intervention list)
 * Establish a training template for new teachers; Mr. Polt does a mentoring program; Angela created a ‘what is going on for SIP’ document
 * ADD or ELABORATE the mentor program piece
 * Collaborate and review implementation practice (grade level meetings over lunch happen every other week, student focused, talk about Dibels, behavior)
 * Data meetings are an opportunity to discuss implementation
 * Site word identification needs to be added for 2010-11; American Heritage

Would like to have someone come in who is not a member of the staff who could come do an outside fidelity check?

How do we support kids with memory and processing issues? How do you make it relevant? How do you make it stick?

Quantum Refresher? What happens when we feel like we have gone over and over and over it and then they act like they have never seen it. Saxons strength is also downfall is that they don’t have enough practice. If they have not gained on the previous lesson they carry on with that problem and layers of not knowing build up. Saxon is very word heavy.

Wendy is going to share the highlighting strategy with upper elementary.

*Scaffold worksheets for math that sixth hesitates to use because it takes out all the “words”

Jill shared out the vocab strategies and websites

K-3:

2010-11: Fidelity checklist (k-6) Fall/Spring check; data is compiled and Angela collects; validation of the process Also add the program specific training (K-6 with Debbie doing 5/6 language) Grade level meetings

Sight words K-6 Reading Mastery past B2 core

Time remains an issue Kindergarten student that can read really well but forgets things, or from day to day loses comprehension OR she doesn’t have the vocabulary to get it back out unless the language is ‘handed to her’ and is inconsistent in recall (processing? Recall); can decode, memorize concrete; nothing abstract; can draw a picture and write a sentence to go with it but won’t recall what happens in a story she has heard; getting the concept that a story is not ‘her life’ (eg “my dad”)

Technology: Implementation and integration of technology in the classroom (all teachers have Smartboards)

Behavior (workshop with Sped and gen ed) Active listening

Smartboards add to the survey – 2 surveys (one for elementary and one for high) differentiate the needs assessment survey

***Connect with 4-6 and let them know about Anita Archer