PASS Team's Welcome Back Meeting

1. Welcome Back Presenters: Pam Lange Barb Rowenhorst Janet Hensley September 26 th , 2007

2. PASS Team Members

3. Outcomes • To reconnect with team members. • To determine how each building is working together as a Professional Learning Community. • To review strategies taught from 2005- 2007 through the PASS process. • To begin group conversations on the importance of creating homework guidelines.

4. Agenda 8:00 Welcome Housekeeping/Credit Transition/Reflection Professional Learning Communities PASS Survey Results Strategy Discussion Lunch Setting Homework Guidelines Team Planning 3:15 Closure/Evaluation

5. Credit for PASS Trainers • University of Sioux Falls (USF) • 2 Credits for PASS Trainers – Graded Credits (A, B, C, D, F) • Attendance Required – 4 PASS Trainings, 4 In-service Trainings – Must sign-in at both PASS Trainings and In-service Trainings • District is paying for PASS trainer’s credits • Graduate or Certificate Renewal (Pending)

6. University of Sioux Falls Undergraduate Degree : Location of your BA/BS Workshop Name : Taking Classroom Strategies that Work to the Next Level No : EDU 548Z Dates: Sep 07 – April 08 Credit: 2 Location: Sturgis, SD Cost : $80 (Paid by the District)

7. Credit for Staff Members • University of Sioux Falls (USF) • 1 Credit – Pass/Fail Grade – Under-graduate/Graduate/Certificate Renewal (Pending) • Attendance Required – 4 In-service Trainings – Must sign-in at In-service Trainings • Cost: $40.00 - Check or Credit Card – Check made out to USF; Credit Card information on back of the form

8. University of Sioux Falls Undergraduate Degree : Location of your BA/BS Workshop Name : Taking Classroom Strategies that Work to the Next Level No : EDU 548 Q Dates: Oct 07 – April 08 Credit: 1 Location: Sturgis, SD Cost : $40

9. Paper Work Complete the paperwork the first 15 minutes of October In-service – Stephanie Kaufman (Sturgis Brown High) – Ann Kling (Whitewood/Rural) – Connie Berg (Stagebarn/Piedmont) – Cheri Isaacson (Sturgis Elementary) – Susan Kessel (Sturgis Williams Middle School)

10. Housekeeping • Binders • School Assignments • NCA Goals • District Website

11. School Assignments Barb Rowenhorst Whitewood/Rural Sturgis Elementary Janet Hensley Stagebarn/Piedmont Pam Lange Sturgis Middle School Sturgis High School

12. NCA Goals Reading Goal: All students will improve reading skills across the curriculum. Math Goal: All students will improve math skills across the curriculum.

13. Norms Revisited • Share the same message • Minimize side conversations • Respect time frames • Stick to agenda • Positive Interaction – (Problem Solving NOT Problem Sharing) • Active Participation

14. Cooperative Learning

15. Category Percentile Gain Identifying Similarities and Differences 45 Summarizing and Note taking 34 Reinforcing Effort and Providing Recognition 29 Homework and Practice 28 Nonlinguistic Representations 27 Cooperative Learning 27 Setting Objectives & Providing Feedback 23 Generating & Testing Hypotheses 23 Questions, Cues, & Advance Organizers 22 Instructional Strategies that Affect Student Achievement

16. With Your Team Discuss … What was the biggest “aha” that your building came up with during the district-wide data retreat? OR What is one “super” training technique that your team used during the pre-day In-service?

17. Corners 1 2 3 4

18. What do you like to read? 1. Mysteries 2. Westerns 3. Romance 4. Non-fiction

19. Stand Up, Hand Up, Pair Up • Hands up and “High Five” someone to pair within your group. – Cannot be from your building. • Share your “table discussion” with your partner.

20. With Your Partner Discuss … What was the biggest “aha” that your building came up with during the district-wide data retreat? OR What is one “super” training technique that your team used during the pre-day In-service?

21. Where were you born? 1. Midwest 2. East 3. West 4. South

22. Stand Up, Hand Up, Pair Up • Hands up and “High Five” someone to pair with in your group. • Finish this sentence: – In order to utilize data more effectively, we need . . .

23. Pairs Pair • You and your partner pair with another pair that is not in your group. – In order to utilize data more effectively within our district, we need . . . • Come to a consensus of ONE suggestion within your group. • Report out to large group.

24. Face Partner/Shoulder Partner • Shake hands with your face and shoulder partners and say: “Thanks for being my partner today. I had fun working with you.”

25. Professional Learning Communities (PLC) Barb

26. Professional Someone with expertise in a specialized field, an individual who has not only pursed advanced training to enter the field, but who is also expected to remain current in its evolving knowledge base. Learning The acquisition of knowledge or skill; education knowledge or skill gained through education. Community A group of people with a common background or with shared interests within a society.

27. PLC Graphic Organizer • Count off by 3’s in your group • ALL read the introduction and conclusion . Each person reads his/her numbered section • Record information on Graphic Organizer • Please be mindful of those that are still reading 10 Minutes Step 1

28. PLC Graphic Organizer Individually , explain your # section’s key points with your table group. As a group: Draw a graphic and/or write a sentence to summarize the gist of each big idea and record the information on the pyramid under the correct titled section. Step 2 25 minutes

29. “I wonder how many children’s lives would be saved if we educators disclosed what we knew to each other" Roland Barth (2001)

30. Congeniality Cooperation Collaboration

31. Review and Reflect Pam

32. Review and Reflect • PASS Survey Results • Make observations about – district data – building data • What is the greatest strength? Areas for improvement? • How can we make sure to that we don’t forget what we have done in the past?

33. Review and Reflect Meade District PASS Website All handouts used at PASS Leadership Training are posted: 2005-2007 1. Log on to the District Website: www.meade.k12.sd.us 2. Click on Staff Links (left side of home page) 3. Click on the link: PASS Leadership Team 4. Type in the User-ID: PL045 5. Type in Password: PASSgroup1 The User ID and Password may ONLY be given to staff members of Meade District.

34. Review and Reflect • Review the content on the Meade PASS website and/or matrix. (Wow, you have done a lot in three years) • Select at least two strategies that you will review with your staff at the October In-service? • It may be something you did not teach to your staff. • It may be taking a strategy one step further. • It may be just reminding the staff of a strategy. • It may be having a dialogue with teams to determine how they make sure to continue implementing the strategies they’ve already learned.

35. Examples Questioning – Wait time – Purpose of questioning – Writing essential questions Note Taking – Teach a note taking strategy that you did not cover last year – Discussion about the most effective note taking strategies District Website – Have your teachers review the district website and create a SMART goal on implementing past strategies Graphic Organizers – Teach teachers how to take graphic organizers to the next level – not just using them as a worksheet – Teach students how to make their own graphic organizers

36. Team Planning Time

37. Homework Janet

38. Homework Goals: • Vision for homework: • Expectations - purpose of homework • Review various viewpoints • Classroom practice • Address homework format for grade levels and disabilities or special needs. • Parental involvement • Consistency • Homework goals (and modifications) • Homework Guidelines • Grade Level • Building • District

39. Category Percentile Gain Identifying Similarities and Differences 45 Summarizing and Note taking 34 Reinforcing Effort and Providing Recognition 29 Homework and Practice 28 Nonlinguistic Representations 27 Cooperative Learning 27 Setting Objectives & Providing Feedback 23 Generating & Testing Hypotheses 23 Questions, Cues, & Advance Organizers 22 Instructional Strategies that Affect Student Achievement

40. Self-check • We’re going to take a quick reflection on your personal practices and beliefs about homework. Homework #1

41. Various Viewpoints Article Reviews – Each person reads an article (various viewpoints) about homework and fills out a T-chart to assist in sharing with others.

42. Articles cont. Sharing – Assign numbers to tables. Some groups will have more than one representative. – Each person shares information about the article they read – Discussion of articles – Share out

43. Purposes of Homework • Teachers need to understand the purpose of the homework they assign and communicate the purpose to students and parents . • Specific homework guidelines can enhance student achievement.

44. Recommendations for Classroom Practice There are 4 basic recommendations for classroom practice according to Marzano: • establishing and communicating a homework guidelines (policy), • clarifying the purpose of homework, • asking students to use homework assignment sheets, and • commenting on homework.

45. Establishing and Communicating a Homework Guidelines Students and their parents need to understand expectations for homework. – Purpose – How much – Consequences for missing or late assignments – Parent involvement

46. Clarify the Purpose of Homework Many times, students don’t understand the purpose of their homework – Connecting the assignments to a meaningful purpose is important.

47. 3 Possible Purposes of Homework There are 3 possible purposes of homework according to Marzano: 1. To give students opportunities to practice skills. 2. To prepare students for a new topic 3. To elaborate on material that has already been introduced.

48. Key Identify the purpose of each homework assignment. Communicate the purpose to the students.

49. Feedback When assignments are just checked off as completed, students perceive them as meaningless, which leads to frustration and low-quality work (Lenard, 1997; Patton, 1994). Homework in which a teacher has embedded instructive comments has the greatest effect on learning. Students should receive feedback on their homework. Student achievement can vary based on the kind of feedback provided by the teacher (Walberg, 1999).

50. Parental Involvement Marzano suggests that parents should not be directly involved in homework, only in helping to provide a time and place. It is important to be clear with this at the building and district level.

51. Matching Activity Now that we’ve looked at some aspects of homework, let’s do an independent activity again matching types of homework and reviewing your previous homework. If you aren’t working directly with students, answer as you think your building is overall. 3 minutes Discuss reflection questions on this handout at your table. 7 minutes. Homework #3

52. Short Term Goal • Keep a log of homework – Homework – Purpose – Communication of purpose – Feedback method – Homework Modifications • Brainstorm activity • Share out Handout #4

53. “The amount of homework assigned to students should be different from elementary to middle school to high school” (Marzano, Pickering, Pollock, 2001, p. 61). Homework and Practice - Duration Where a student has more than one teacher (especially middle school and high school), there needs to be coordination of homework assignments.

54. Duration • Discuss the amount of time that may be important for each grade level. • Discuss how your school might coordinate homework if students have a variety of teachers.

55. Homework Guidelines • It’s essential for a district to have written homework guidelines. • Per building • Let’s look at page 121 in your Marzano book. • At your table, discuss the sample homework guideline.

56. Homework Guidelines • Developing Homework Guidelines

57. Team Planning Time