One (M-) Step at a Time

Our state is in its second week of the administration of new, online assessments. For our district, with over 10,000 students spread over 17 different schools, it is the first time we have done wholesale online testing. Perhaps I should knock on wood, but so far, so good.

While I can only report what I have seen at Orchard View, our students have embraced this new venture without much anxiety or fear. I attribute that in large measure to all of the behind-the-scenes work done by our Technology Office, and certainly to the positive, encouraging, and relaxed attitude of our teachers and administrators. We know that kids and parents will take their cue from us, and again, so far, so good.

The over-the-shoulder glances at the assessment items as kids asked a question or requested to  pause to take a break reveal the critical thinking skills we know will be essential to success as our students grow into adulthood. While these current assessments are just one snapshot of information in the year-long evidence of learning album we gather on our students, it is rewarding to see that our approach to implementation of  the Michigan Content Standards within our Instructional Framework is on target.

Just as state assessments will continue to be refined to provide us with one form of check-in as to the level of student learning, we will continue to refine our efforts to positively impact the instructional core of our K-12 classrooms, that being the relationship between teachers, students, and content. We will also continue to refine our daily monitoring of learning, both through formative assessment processes and summative assessments we employ in our classrooms, schools, and district. Our analysis and use of this data to inform our daily instruction is key to student learning and growth.

Many on social media and in news outlets continue to debate the legitimacy of state-mandated assessments. In our district, we have largely set that aside, and have continued day-in and day-out to take care of our students in the best way possible given what we have been asked to accomplish. There is not a day I have ever dread coming to serve in this district because of the people and kids I have the good fortune to be around. Kudos to all of you.

Every. Single. Student.

This morning at Orchard View I participated in two different grade-level data meetings. The meetings are conducted quarterly, and teacher teams bring three or more sources of recent, common data on each individual student’s reading and writing proficiency. The data discussion is facilitated by the school principal, and the counselor and an interventionist are also present to provide additional information as needed.

Wow! Let me say that again – wow! Each individual student’s name was mentioned at least once, and our students were carefully placed into specific groups to improve and enrich their reading and writing power. After the groups are formed, each teacher takes one group, and others, depending on need, are placed into an interventionist-led or specialized educator group for which the teacher provides guided instruction. Beginning next week, each of the groups meets Monday through Thursday for 30 minutes each day during “Target Team Time.” Every single student in each grade will be receiving targeted instruction during this time, in addition to all of the other intentional instruction they receive throughout the course of a school day. That is powerful!

The care with which students were discussed and placed into need-based groups was inspirational (but not surprising). The way in which teachers discussed data, and more importantly, their observations about our students, so that each student was a person rather than a score, was impressive. Each meeting lasted 90 minutes, and through deft facilitation by the principal, the planning was completed. In twelve years of education, I have never been a part of something quite like this, and I am glad I had the chance to see it in action.

For our students needing the most help, we use the Fountas & Pinnell Leveled Literacy Intervention System (LLI). It is specifically targeted at small group instruction and helps teachers provide those impactful, daily learning pieces to bring students to grade level in reading. Students who are currently at grade level or higher are also in smaller groups with intentionally planned instruction to enhance their capacity as well.

Like any implemented strategy, two vital pieces are monitoring of adult implementation of the plan, and monitoring of student growth through the plan. In fact, the LLI program, as part of OV’s School Improvement Plan, is the chosen program for evaluation through the Michigan Department of Education’s newly-required Program Evaluation Tool. As we move through the second half of the school year, it will be important and interesting to continually evaluate our efforts to live out our district vision of “all learners achieving individual potential.”

-          J. Walton

P.S. Check out the Principal Intern Video Blog: http://pointofviewsquared.blogspot.com/