Enhancing Student Achievement with Targeted Instruction at Wright Elementary School

1. Welcome Michele Dorrance, 2nd grade teacher Lynne Marzen, 2nd grade teacher Greg O’Connell, Principal Karen Wildhagen, Instructional Coach Wright Elementary School, Cedar Rapids, Iowa

2. Imagine having a 20 minute school-wide intervention block dedicated to daily targeted instruction…… how do you think this would impact student achievement?

3. Three Main Ideas • Collaboration in grade level teams with support staff(What do we want each student to know and be able to do?) • Analyzing student formative and summative assessments(How do we know? What evidence do we have of learning?) • Flexible and fluid grouping for differentiated instruction(How do we respond if they struggle or don’t learn? How do we respond if they know it?)

4. District Overview • District Plan on a Page • District School Improvement Plan (SIP) • Building SIP

5. Demographics • Demographics CRCSD/Wright Elementary • Enrollment 16,503(Ak-12) 865 preschool/ 259 (K-5) 40 preschool • Free/Reduced 50.2%/ 57% • Ethnic Diversity 24.6%/ 15% • Individualized Education Plan (IEP) students7.5%/ 6%

6. Student Learning Expectations (SLE’s) • Creation • Implementation • Alignment

7. Seeing things in a variety of ways

8. What is an intervention block?

9. Data • 2010-11 Math Student Learning Expectations (SLE) Graphs

11. Scaffolding Student Learning Expectations (SLE) • SLE scaffolding graphic Money I Can Name__________________________ 1-struggling to meet the expectation 2-Making progress toward meeting the expectation 3-Meets the expectation consistently and independently

12. Money Intervention

13. Video clip - students • The students tell all…What happens when they do not get it? • Who helps them to identify where they are and where they need to go? • Mizell and Isaac

14. Intervention Groups • Intervention block

15. Subtraction Facts Data

16. Post-test and beyond... • How is this information used?

17. Parent Connection • SLE homework connection (differentiated homework) • Helper sheets • Parent sharing

18. Student/Teacher Data Clip Lexi and Jade

19. Additional Differentiation • Treasures – leveled reading • Test taking strategies • Goal setting • Small group in addition to whole group instruction • Push-In (Title 1/Level 1 Special Education) as much as possible

20. Carousel Walk • Time to look at some of our data, charts, forms and ask questions • How does this relate to your school and students?

21. Three Main Ideas • Collaboration in grade level teams with support staff(What do we want each student to know and be able to do?) • Analyzing student formative and summative assessments(How do we know? What evidence do we have of learning?) • Flexible and fluid grouping for differentiated instruction(How do we respond if they struggle or don’t learn? How do we respond if they know it?)

22. Questions • What questions do you have for us?

23. Resources • Cassandra Erkens/Process for Common Assessments • Anam Cara Consulting, Inc. http://www.anamcaraconsulting.com/index.php • Solution Tree Professional Development • http://www.solution-tree.com/Public/ProfDev.aspx • Analyzing Student Work Protocol • New Teacher Center • University of California-Santa Cruz • www.newteachercenter.org

24. A Special thanks to: • Grant Wood Area Education Agency • Kim Owen, Regional Administrator • Emily Thomson, Professional Development • New Teacher Center www.newteachercenter.org • University of California-Santa Cruz • Justin Schaffer for the video assistance • Becky Martin for her continuous improvement assistance • Staff & Students at Wright School for all the photos

25. Contacts • Cedar Rapids School District site • http://www.cr.k12.ia.us/http://quality.cr.k12.ia.us/ • Michele Dorrance • mdorrance@cr.k12.ia.us • Lynne Marzen • lmarzen@cr.k12.ia.us • Greg O’Connell • goconnell@cr.k12.ia.us • Karen Wildhagen • kwildhagen@cr.k12.ia.us