Background Information - Osky's Work

osky elementary - school in need of assistance

Summer of 2010 - Adequate Yearly Progress demonstrated the Elementary did not meet NCLB trajectory and was placed on the Watch List for both Reading Comprehension and Math.  Low SES and IEP student subgroups did not meet proficiency.  Summer of 2011 - Adequate Yearly Progress demonstrated the Elementary missed the NCLB trajectory and was named a School In Need of Assistance (SINA) in the areas of Reading Comprehension and Math for the subgroups of IEP and Low SES.  The SINA Team met and discussed what the Elementary needed to focus energies on in order to assist all students in the Elementary who were struggling.  As the work progressed in the district and in the building, it was evident that our work should focus on Core Instruction in Literacy and Math.  The two-year plan is listed below. 

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Year 1 work (2011-2012)                        YEAR 2 w0rK (2012-2013)                   YEar 3 work (2013-2014)

1. SINA Team was formed
2. Completed an Audit Profile (see below)
   
3. Teachers completed a Survey
4. Teachers were interviewed
5. SINA Team deep an analysis of the root cause of the achievement drop
6. SINA Team created, with the assistance of the AEA SINA Network, a two-year plan to address the deficiencies in Core instruction
7. The Plan was communicated to all staff
8. SINA Team defined and determined the difference between a program and an instructional technique (Strategy)
9. SINA Team developed professional development around the use of Small Group Instruction (SGI) and it was communicated that Workshop would be the next extension of SGI
   

1. PLC's completed Extended Shares and Quick Shares to share learning around SGI
2. PLC's used a data wall to track student success on GLB's using formative data
3. 2 Peer Observations were completed by each teacher
4. An Instructional Coach was hired to assist with the learning of Small Group Instruction and Reader's Workshop
5. Demonstration classrooms were formed so Peer observations could be done to extend the learning of all.  The main focus was on Mini-lessons and Anchor Charts.
   
6. The Expectation for all teachers were to implement Anchor Charts and the Mini-Lesson the following year.
7. Angela Maiers expertise is used to learn more about Workshop and the 2-5-2 for implementation in 2013-2014
   

1. Instructional Coach continues to work with Demonstration Classrooms. They will be working on Conferencing and SGI
   
2. All teachers will implement Mini-Lesson and Anchor Chart first trimester and then Conferencing and SGI the rest of the year
   
3. Extended Shares will continue in PLC's
   
4. A literacy block was formed to increase the amount of literacy instruction
5. Data walls continue to collect data around GLB succuss
6. 2 Peer Observations are to be completed by each teacher
7. Angela Maiers expertise was used to help develop ideas around the Iowa Core - Genre Studies in the Workshop Framework.  This was an extension of the Curriuclum Work and SINA Work together. No expectation of implementation until 2014-2015
   

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Instructional Technique - Defined....

Instructional Technique VERSUS Program

Instructional Technique
An Instructional Technique is a tool an instructor uses in their classroom to deliver quality instruction to students.  Some examples of an instructional technique would be:

• Graphic Organizers
• Mind Maps
• Small Group Instruction
• Reader’s Theatre
• Reader’s Workshop
• Writer’s Workshop
• Literature Circles
• Read Aloud
• Think Aloud
• Pair/Share
• Write/Pair/Share
• Head’s Together
• PWIM
• QAR

Program
A program is a prescriptive, packaged set of instructional materials.  The materials prescribe what lessons look like, what techniques to use and must be followed chronologically and systematically.   Some examples of programs would include:

• Accelerated Reader
• Success Maker
• Saxon Math and Everyday Math
• PBIS
• Teaching only with a Basal
• Read 180

osky_el_audit_profile.docx
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