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SIP schedule

SCHOOL IMPROVEMENT PLAN (SIP) NIGHT PRESENTATIONS

Monday, November 26th, 2018

 


 

6:00 PM Sessions

Session Title

School

MHS- Location

Collective Teacher Efficacy and the Power of Being Seen

Columbus

Room 224

There is a direct correlation between student achievement and the collective belief that all students can learn. Learn how the Columbus team is using Hattie's research on Collective Teacher Efficacy and "The Power of Being Seen" to create trusting relationships with students, build collegiality and collaboration, increase academic outcomes for students, and improve attendance.


Interdisciplinary Approach to Teaching Science and Guided Reading Combined with PSET Instructional Strategies Provides an Efficient Model to Accomplish Two Instructional Tasks Simultaneously

Grandhaven

Room 125

Inspire Science provides books for students at three different reading levels for each unit in the science curriculum. All teachers at Grandhaven also provide each student with a daily guided reading lesson at their instructional level. By using the science readers and incorporating PSET instructional strategies teachers are able to work on two learning standards during a lesson with students.


Growing Strong

Wascher

Room 124

Wascher students are growing in the top 10 percent of our state for both reading and math. In this session we will share our "kid by kid" approach that we attribute to this success. Our teachers strategically set goals that address the achievement gap, use fast cycle interventions, collectively compile and look at data, and choose high leverage instructional strategies.


Special Education and General Education:  Inclusion = Results

Duniway

Room 123

Duniway Middle School is implementing an inclusion model for our special education students. This school year will mark the 2nd year that Duniway has implemented an inclusion model with all LRC students, as well as our Life Skills students who are involved in general education classes. There has been significant gains both academically and socially for all students with disabilities as well as with their non-disabled peers. Specialists and special education support staff have been collaborating with general education teachers ensuring that curriculum, instruction and assessments are accessible to all students regardless of ability level. We are providing specially designed instruction in general education classrooms and changing our model to reach all special education students in all subject areas including Language Arts, Math, Science and Social Studies to offer maximum support while promoting independence and opportunities in the least restrictive environment.


Show Up and Succeed

MHS

Room 118

The biggest predictor of success in and after high school is regular attendance. McMinnville High School staff will do anything and everything to help students succeed, but helping students who aren't here can often feel insurmountable. When students feel their presence (and absence) is noticed and that they're missed when they're gone, they are more likely to show up for class. Find out how our new "Attendance Task Force" and Dropout Prevention work to re-engage students in school is making a difference for student achievement.



6:30 PM Sessions

Session Title

School

MHS- Location

Storyline Strategy

Memorial

Room 214

Everyone loves a good story. At the foundation of the Storyline is the principle that learning, in order to be meaningful, has to be memorable. This strategy integrates all subjects through the development of a story, including characters, setting, and events. Storyline creates a context for learning that is both meaningful and highly engaging. Active learning and reflection are essential parts of a Storyline, as it unfolds through a linear progression of guided inquiry. Learners develop a powerful sense of ownership of their learning. Storyline prepares students for the 21st Century, as they critically think, collaborate, and problem solve on their feet. In this session, we will share an introduction to Storyline, and share how the 4th grade team at Memorial has used Storyline to elevate teaching and learning.


Data Driven Decisions and Blended Learning

Newby

Room 218

Using data that we collect today to change teaching tomorrow is what will lead to student success. One piece of data that we use at Newby is information that we collect from iReady. The data we receive from this online curriculum correlates strongly to Smarter Balanced achievement and has been consistent over the last couple of years. With the reliability that the data has shown, we have been diving into the reports and using it to assist in grouping students, look into the misconceptions that students have, concentrate on strand data, and hold students accountable. Teachers at Newby aren’t just having students consume technology during their iReady time.  Teachers are using blended learning to insure a quality online learning experience. Teachers are using the Blended Learning model to work in partnership with the technology by viewing reports, reteaching where necessary, and monitoring student growth on math concepts. Using pencil and paper, students are working through the problems they are receiving feedback about from both the iReady program and the teacher.


ELD in Sync with the Classroom

Sue Buel

Room 223

Our 3rd, 4th, and 5th grade English learner (EL) students have been making growth and finding success on the Smarter Balanced assessment. See how they are motivated in their English Language Development (ELD) classes and check out some of the strategies our ELD teachers have been using to help them find this success.


More Time in Math Makes a Difference

Patton

Room 225

In this session, the 6th grade math teachers at Patton will describe how they are maximizing the newly created 90 minute block to build on last year’s successes. From math review and problem solving to structured student talk and exit tickets, teachers will explain and model how they are using the additional minutes to dive deeply into math concepts. Teachers will also share how current data and student evidence clearly shows that more time for math really does make a difference.




7:00 PM Sessions

Session Title

School

MHS- Location

Moving the Dial for English Learners

Columbus

Room 224

Last year Columbus showed a Level 5 growth in SBAC scores in math for English Learners (EL) and Hispanic subgroup populations. At Columbus, the success of our EL students is in part due to the collaborative spirit of all staff members but also as a result of a dedicated team of English Language Development (ELD) teachers. Learn a few of the reasons for our success to include collaboration, ELD data teams, and Systematic ELD.


Experiential Learning Enriches and Provides a Fun, Interactive Approach for All Fourth Grade Students to Learn the Social Studies and ELA Writing Standards

Grandhaven

Room 125

Grandhaven fourth graders all have the opportunity to visit with Yamhill County Heritage Museum to experience hands-on learning from McMinnville community volunteers. This fieldtrip provide students with real life experiences to help them understand what pioneer life was like and better understand their social studies unit of the Oregon Trail. Experiential learning also provides great motivation to help students meet both the social studies standards as well as the English Language Arts writing standards.


Back to Math Basics

Sue Buel

Room 124

Our 5th grade team is going back to the basics and will show how Number Corner has increased student performance by integrating math content and process standards in an engaging way that emphasizes pattern recognition, problem solving, and number sense.


Collective Teacher Efficacy

Wascher

Room 123

When a group of committed teachers believe that their collective action can positively influence student outcomes... this phenomenon, known as collective teacher efficacy, has an incredible impact on student achievement with a 1.57 effect size (John Hattie, 2016). In this session Wascher staff will share the journey that helped us turn around our student achievement so that our students could soar beyond our expectations by working as a team, supporting one another, and believing in ourselves and our students.


Designing Instruction and Assessment Tasks to Prepare Students for the NEW Oregon Science Assessment

Duniway

Room 118

This school year (2018-19) the state implements a new blueprint which includes new item types designed to correspond with the 2014 Oregon Science Standards. At the middle level in Mcminnville we have spent the past three years aligning grades 6, 7 and 8 with the Oregon curricular sequence and refining content instruction with the NGSS in mind. Our next step is to look at the new test, determine the skills our students will need, and then to modify instructional and assessment tasks. Our goal is to maximize our students success with instruction for the test rather than to the test. We are confident in our students’ content knowledge. However, we must ensure that they have the skills and strategies they need so that they can show what they know.


Although this is a middle school team, this session would be useful for all science teachers to gain insight into the new test this year, co-lead by one of the handful of state educators who participated in the state-led focus group on the assessment.




7:30 PM Sessions

Session Title

School

MHS- Location

Literacy Strategies

Memorial

Room 218

All teachers want to ensure their students are making growth. Literacy is the foundation of a strong education; students have to know how to read and write to be successful in all academic areas. Many teachers at Memorial agreed that focusing on literacy comprehensions strategies would help their students to make at least one year's growth in English language arts, and that focusing on literacy would help students to be successful in other academic areas as well. By creating and implementing interactive and engaging literacy strategies, teachers at Memorial have made sure their students are making growth. These strategies promote comprehension skills, keep students engaged and interested in what they are reading, and help students develop their speaking, writing, listening, and reading skills. The strategies and activities ensure that teachers are implementing a balanced reading curriculum that focuses on the Common Core State Standards and assists students in building dynamic reading skills.


Pillars of Academic Success

Newby

Room 223

Since 2015, Newby 5th grade English learners (EL) have demonstrated tremendous growth in their English Language Arts (ELA) and math Smarter Balanced success. In 2015, less than 5% of EL students were meeting statewide benchmarks in ELA and as well as in mathematics. In 2018, more than 45% were meeting in both of these areas. All of our other subpopulations have shown growth as well. There are several pillars that we can attribute these successes to. Come and hear about how we use our data, creatively use our assistants, and use trauma informed care and growth mindset to make sure that each of our students is able to reach success.


Using Social Justice to Engage Learners

Patton

Room 225

In this session, the 6th grade English Language Arts teachers at Patton will describe how they are using social justice to engage students in critical thinking. Fostering critical thinking skills is vital to improving student achievement in all subjects. Our teachers will share how they are having critical conversations with students around equity, gender stereotypes, and more to engage students in their learning. Join this amazing team to learn more about their journey into social justice in their English Language Arts classroom.


Algebra 2 For All


MHS

Room 224

Math is a not only a gatekeeper for success in high school, but demonstrating proficiency in Algebra 2 or higher is a prerequisite for most post-secondary institutions. In order to better prepare our students for college, it is crucial that we help all students master Algebra 2 by the end of their junior years. Find out how we accelerated our students' learning in math by redesigning the course trajectory so that struggling students get exponentially more time learning algebra during their freshman and junior years rather than being on a slower math track than their peers.


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