# data[].attributes.body
Specific - What, exactly, is it that we want to achieve?

Grow student’s reading comprehension based on iReady Reading norms, and mCLASS TRC norms

Measurable – How will we know we’ve achieved it?

80%  of students will grow at least two TRC guided reading levels

80% will reach their iReady scale score to make growth

Attainable – What is our realistic desire?

Students will become stronger readers

Relevant - Why are we doing this? Is it really what we want?

Prepare students to read on or above grade level to be better prepared their BOY EOG and EOY EOG in third grade

Time Bound - When will we achieve this by?

June 2017

# data[].attributes.body
SPECIFIC

General Focus:  By June 2018,  80% of my students will demonstrate growth in Reading Informational Text as measured by their performance on the Case 21 and EOGs.

Specific Standards for Reading Professionals to be addressed by the goal: RF4.4b - Read with sufficient accuracy and fluency to support comprehension. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. RI4.7 - Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears, as well as all of the RI standards.

Tells exactly what I will do: Yes

MEASURABLE

How will I be able to demonstrate my progress toward this goal?  Student work samples, guided reading groups centered around informational texts, Case 21 data, EOG data, quantitative and qualitative data.

ATTAINABLE

Is my goal challenging and meaningful, yet "do-able"?  Yes

RELEVANT

My goal aligns with district and/or school priorities because...we are trying to raise our students' TRC, Case 21, and EOG scores in the area of reading informational texts. Typically, our students perform the worst on informational texts, due to the fact that the students are more reluctant to pick up non-fictional texts and many of our teaching points are centered around fictional tests.

TIMELY

Timeline for meeting my goal: I will implement my goal in early September with hopes to achieve my goal by June 2018

Strategies to work toward the goal -

My action plan to work toward this goal:

Gather a wide range of nonfiction mentor texts and guided reading group texts

Discuss goals with colleagues around the school in order for this to be implemented school-wide

Add more nonfiction texts into my class library

Establish rules of book boxes at the beginning of the year. Two out of five books should be nonfiction.

Implement informational texts and passages cross-curricular.

Summary of My SMART Goal:  Using a more constant and direct approach to teaching with informational text, at least 80% of students will demonstrate growth in reading informational texts.

# data[].attributes.body
SPECIFIC

General Focus: Using scholarly articles for professional development to guide the fundamentals of literacy instruction.

Specific Standards for Reading Professionals to be addressed by the goal: All ELA and Foundational Standards

Tells exactly what I will do: Yes

MEASURABLE

How will I be able to demonstrate my progress toward this goal? In weekly PLCs we will discuss a scholarly journal on a literacy concept.  Teachers will implement one strategy discuss in article and coach will follow up with this lesson in a coach/teacher meeting. We will use progress monitoring data to demonstrate progress.

ATTAINABLE

Is my goal challenging and meaningful, yet "do-able"? yes

RELEVANT

My goal aligns with district and/or school priorities because our school wide goal is to increase TRC data for all students. To increase students ability to decode, orally comprehend and answer written response questions with a grade level text.

TIMELY

Timeline for meeting my goal: 6-9 weeks

Strategies to work toward the goal -

My action plan to work toward this goal: I plan to be intentional with the articles I choose to plan with professional development. I plan to support teachers with the implementation of a new strategy learned and to have follow up conversations with teachers to support their learning.

Summary of My SMART Goal:
Teachers will learned a literacy instructional strategy each week and will implement a strategy with a follow up reflection meeting between coach and teacher. Using literacy strategies will increase students TRC level by 1 level in 6-9 weeks by using mClass progress monitoring data.

# data[].attributes.body
Specific
General Focus:  Have 80% of my first grade students reading at a level K by the end first grade.
Specific Standards for Reading Professionals to be addressed by the goal:  RL.1.1:  Ask and answer questions about key details in a text.
Tells exactly what I will do:  Yes

Measurable
How will I be able to demonstrate my progress toward this goal?  Student work samples, TRC data

Attainable
Is my goal attainable and meaningful, yet "do-able"?  Yes

Relevant
My goal aligns with district and/or school priorities because first grade students should be reading at levels J/K by the end of first grade.

Timely
Timeline for meeting my goal:  May 2018

Strategies to work toward the goal
My action plan to work toward this goal:

Students will be divided into guided reading groups according to their assessment data.
Each reading group will work on instructional level texts, identifying sounds and syllables of vocabulary words, definitions of words, using the words in sentences.
Students will work on leveled fluency passages four times a week.
Students will work on practice TRC type questions twice a week per story with teacher modeling and gradual release to student.

Summary of SMART goal:

Using guided reading groups, fluency passages, vocabulary word word, and practice TRC questions, 80% of first grade students will be reading at levels J or K by May 2018.

# data[].attributes.body
CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.

Key Terms:  assess, point of view, purpose, content, style

assess-evaluates, figures out, tell how
point of view-opinion
purpose-cause, why something happens
content-information
style-way something is written

Figure out or tell your opinion of how the information in the text effects the information being shared and way something is written.

# data[].attributes.body
When going over assessment data to plan instruction, i usually take into consideration what exactly the data is showing. What skill is being assessed. I use that data to create groups of students who are at or above grade level, those that are on grade level, and those that are below grade level. I know that the students below grade level are going to need some intense remediation in the area being assessed. I definitely want to use the data to keep my at grade level and high learners moving forward and continuing to grow.

# data[].attributes.body
If I could plan my own professional development, I think it would have something to do with working with students who have not gained their basic  letter sounds, phonemic awareness skills, syllables, etc.  These are skills that I was really able to learn more about and work with as a kindergarten teacher. However, when I taught third grade, these skills were not something I really looked for with children who were struggling with reading. It is important that all teachers to be sure students know letter sounds and phonemic awareness skills because these struggling readers could very well be missing these skills. I would love to add make and take activities for teachers to make and use after they leave the professional development. This type of professional development would be appropriate for all elementary grade levels, not just kindergarten. We all have those students in our rooms who struggle with reading, we need to give all teachers the tools to assess, understand, and teach all students.

# data[].attributes.body
My dream PD opportunity would have less to do with a specific topic, and more to do with the possibility for significant change. I would choose a topic that I think is important and relevant across a range of subjects and grade levels, such as vocabulary instruction or writing across the curriculum. Then I would recruit a team of teachers interested in this topic, as buy-in makes professional learning more powerful. Finally, I would ask the teachers to commit to learning over the long-term, at least one academic year. The PD would integrate many of the activities in your book, including studying articles, looking at student work, co-planning lessons, and observing one another. It might look a lot like Japanese Lesson Study.

# data[].attributes.body
SPECIFIC

General Focus:  Teacher Leader

Specific Standards for Reading Professionals to be addressed by the goal: Standard 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

Tells exactly what I will do: Yes

MEASURABLE

How will I be able to demonstrate my progress toward this goal?  Agendas, observations and surveys.

ATTAINABLE

Is my goal challenging and meaningful, yet "do-able"?  Yes

RELEVANT

My goal aligns with district and/or school priorities because...We need more teacher leaders who are willing to help students succeed in literacy with meaningful texts.

TIMELY

Timeline for meeting my goal: I will begin to implement my action plan in September, the new school year. I will implement the plan throughout the school year, at the beginning of each quarter with teachers who are interested in improving the texts we use in our 5th grade curriculum.

Strategies to work toward the goal -

My action plan to work toward this goal:

Gather a team of teachers who are interested in improving our texts for instruction.

Establish criteria for selecting quality traditional print, digital, and online resources for all students, including English learners.

Review and critique a wide variety of quality traditional print, digital, and online resources.

Summary of My SMART Goal:  I will develop my expertise in being a teacher leader by developing a team of teachers to meet every quarter to select quality texts for the upcoming units. I will address standard 2.3 from Specific Standards of Reading Professionals. I will use surveys and observations to determine if our criteria need to be edited.

# data[].attributes.body
Create a SMART goal for yourself in regards to the next school year. In regards to your new degree and being a teacher leader.
SPECIFIC

General Focus:

Specific Standards for Reading Professionals to be addressed by the goal:

Tells exactly what I will do:

MEASURABLE

How will I be able to demonstrate my progress toward this goal?

ATTAINABLE

Is my goal challenging and meaningful, yet "do-able"?

RELEVANT

My goal aligns with district and/or school priorities because...

TIMELY

Timeline for meeting my goal:

Strategies to work toward the goal -

My action plan to work toward this goal:

Summary of My SMART Goal:

# data[].attributes.body
When looking at assessment data I take into consideration a few things.  1. How well does the child take tests.  Some students do better in small groups and less formal structures. 2. How was the test presented (multiple choice, short answer).  If I go back and see that the students got the correct answer but didn't simplify it, I would say that they understand the problem, just missed a step at the end. 3. Any other factors that may interfere with the testing environment.  If students were absent, they make it up when they can and usually it is not the ideal environment to be taking a test.

These factors help me to decide if the assessment is a true indicator of what they are able to do and how I need to proceed in my instructions. With the simplifying example, I know that I need to be more clear in that step and have more practice im simplifying fractions.

# data[].attributes.headline
Task 2: Professional Development - Malcolm

# data[].attributes.subject
Task 2: Professional Development - Malcolm

# data[].attributes.body
If I had to plan a professional development I would plan on discussing the importance of writing and reading being intertwined to enhance those literacy skills. In my current school they have set out a 30 minute time frame for writing and it is at the end of the day after recess. The students already have a difficult time in writing, and this set up makes it worse. Reading and writing should be intertwined and feed off of each other. This would be a PD that all grade levels and other staff should participate in.

# data[].attributes.body
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

~Key terms: interpret, determining, technical, connotative, figurative, analyze, tone

~Interpret - explain meaning
Determining - decide something
Technical - relating to a subject
Connotative - meaning that is implied by a word
Figurative - metaphorical
Analyze - examine
Tone - attitude of the speaker

~Explain words and phrases as they are used in a text, including deciding the words that are relating to a subject, the implied meanings from words, and metaphorical meanings or words, and examine how specific word choices shape meaning or the attitude of a speaker.

# data[].attributes.body
It is important to discuss assessment data weekly at PLCs. This discuss is focused on benchmark data, classroom data, and weekly progress monitoring data. We discuss the numbers and what is happening in the classroom to explain the numbers. For example: If a teachers data is rising in a particular skill we ask that she reflect on what she is doing and share out her best practice of implementing this skill or strategy into her daily instruction. The focus needs to always be about data and it's affect to drive instruction in the classroom.

# data[].attributes.body
Purpose: Help teachers to understand the purpose of engagement in the classroom with the use on STEAM thinking processes.

Participants:  Whole Staff

Place: Media Center where staff can have access to computers and have flexible seating

Preparation: Prepare info slides that are visible and direct in the information, this portion of the professional development will last 15 mins. Plan engaging tasks for teachers to participate in. These tasks will include portions of STEAM where teachers will collaborate with other peers to complete an inquiry task. These tasks might be build a spaghetti tower with the height of 3 feet, use a coding mouse and have him get to the cheese, etc. Then have staff come back together to explain the purpose/need for activities in the classroom to be engaging. Provide a research article on the importance of engagement and some ideas teachers can use and ways to implement in the classroom.

# data[].attributes.body
Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Key Terms:  central ideas, themes, analyze, summarize, supporting details, ideas

New version:
I can determine the central idea or them of a story. I can summarize a story by providing key details and ideas.

# data[].attributes.body
Awareness: Struggle with moving students in their reading level with written response.
Information: Writing Frames Structure and Metacognition Strategies
Personal:  This impacts my teacher evaluation and the growth of my students reading abilities.  I plan to start implementing writing frames and modeling think alouds in my whole group literacy block.
Management:  Plan in my daily plans to model one written response using writing frames each day.  Within 4 weeks I plan to take away a portion of the writing frame and start having students do this process.
Consequence:  Use progress monitoring data to determine if it is successful.
Collaboration:  Discuss ways at PLCs we can all do this to address our common SMART goal with written response.
Refocusing: Review and find new resources to help support this goal.

# data[].attributes.body
When using data to plan instruction there are many factors to take into account. Assessments can be used to determine many aspects, academically, but you can also determine what kind of test taker a child is, which can help you determine how accurate the results may or may not be. If a child constantly does well in class, but bombs a test/quiz, we shouldn't automatically assume that the child does not know the materials. We have to use our knowledge of the child to determine how accurate the results may be. Many of us often have flexible reading/math groups and they may change based on our data, but we have to remember that this data is only one snapshot of the child. I pulled the same quote out of the text as above, we have to articulate the "why". Using this data, we can discuss test taking strategies and etc. with our PLTs in order to best serve our students.

# data[].attributes.headline
Task 2: Professional Development - Kebker

# data[].attributes.subject
Task 2: Professional Development - Kebker

# data[].attributes.body
Often times when students reach the upper grades, the way we differentiate for our advanced students should look different than it did in the lower grades, especially for reading. In reading, we should be honing in on the Gradual Release of Responsibility Model.   The first part of my professional development would be on guided reading groups. I would demonstrate the process of guided reading groups with different reading levels , with the most advanced having advanced responsibilities. My second part of my professional development would be the process of GRR in order for the students to take ownership for their learning. I would plan the PD for teachers in 4th and 5th grades, as well as the support personnel.

# data[].attributes.body
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Key terms: explicitly, logical, inferences, cite, textual, evidence, conclusions
Explicitly: exactly, clearly
Logical: sensible
Inference: educated guess based on schema and evidence
Cite: show proof or justification
Textual: relating to the text
Evidence: using facts or information to justify claims
Conclusions: results gained from the text
Using evidence from the text, use clear and sensible background knowledge and your schema to justify the results gained from the text when writing or speaking.

# data[].attributes.body
I love this video! I recently used this video in a professional development workshop. At our school we are transistioning next year into a charter-public school. With this change we are able to make major changes to our curriculum at our school. With this power it was important that we all empower our staff to be active in participating in this change and to have buy-in with what we present and do next year.

# data[].attributes.body
When using assessment data to plan instruction I find it very imperative to use strong formative assessments measures that represent what students truly know. Then the assessments should be reviewed to find students' misconceptions of a concept or skill, areas of growth, and students' strengths. To be very effective data review needs to be ongoing, and occur regularly within a team. The author states, "Addressing a specific question during the data review will save time and provide a clear focus" (page 97). I think that is key to having an effective PLC. Teachers should also consider the "why" behind the data (page 97). I feel this is also important, because not only should teachers reflect on the numbers based on assessment data they should also reflect on their own instructional practices and behaviors.

# data[].attributes.body
I have found that being at a new school teachers come with a variety of skills and experiences that they bring into their classroom, which influence their instructional practices. In particular the K-2 teachers at my school each teach reading, and guided reading very differently. In order to establish common best practices across the K-2 wing I would like to plan a professional development of how to use reader's workshop. The purpose would be to establish a common structure and language used throughout the K-2 wing, and teach teachers best practices when it comes to teaching reading. I would plan the PD for the teachers that teach kindergarten, first grade, second grade, and the interventionist.

# data[].attributes.body
CCSS.ELA-LITERACY.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

Key terms: delineate, evaluate, argument, specific claims, validity, relevance, sufficiency, evidence

Delineate: describe or outline
Evaluate: judge or determine
Argument: reason in literature
Specific claims: specific reasons or details
Validity: logical
Sufficiency: being adequate
Evidence: prove

Describe and determine the reasons and specific details an author uses in a text, by including how logical the reasons are, as well as, how relevant and adequate the details are

# data[].attributes.headline
Common Core Coaching Book Page 60 - 126 

# data[].attributes.subject
Common Core Coaching Book Page 60 - 126 

# data[].attributes.body
Activity 1: Knowledge about vertical alignment will encourage teachers to confirm that students have mastered the expectations from previous grades and to reteach specific skills to students who have not achieved mastery (page 67).

Task 1: Choose an anchor standard (link: http://www.corestandards.org/ELA-Literacy/CCRA/R/)

What are the key terms you need to know and understand related to the target standard?

What does each of those key terms mean? Try to write them in your own words.

Write the anchor standard in your own words.

Activity 2: The four Ps of planning a  powerful professional development are purpose, participants, place and time, and preparation.
Task 2:

If you could plan your own powerful professional development what would it's purpose be? And whom would you plan the PD for?

Activity 3: Assessment data are the key ingredients of effective instructional planning (page 97).
Task 3:

What consideration do you take into account when using assessment data to plan instruction?

# data[].attributes.body
I like to think I have started a movement with the Girls on the Run program that I have been coaching for 12 seasons, at two different schools. It has significantly grown, more are aware of the program, the girls teach the strategies to their friends and incorporate them in their life. I felt more apart of this program being able to bring it to those schools and showing how amazing it is. This has created a strong girl community and teachers know me for bringing it to the school and helping these girls be confident in who they are.

# data[].attributes.body
Awareness - When I first began teaching my question was, "What is the best reading program to use for my students? Daily Five or Reading Workshop?"
Information - What are the differences and how will that work in my classroom?
Personal - How can I teach the lesson to all of my students and get to work with them in small groups?
Management - How can I make sure my pull-out students get the same instruction?
Consequence - How do I make sure all of my students are engaged when I am working in small groups?
Collaboration - How can I collaborate with my other team members if they are doing a different program?
Refocusing - Am I providing enough support for my students in small group and am I reaching all the standards I need to with this program?

# data[].attributes.body
My school is a brand new school; we are in our first year. I have established my self as a teacher leader through by taking initiative and being knowledgeable of best practices. I found that my colleagues in the K-2 wing all teach reading and implement guided reading different ways. It is very inconsistently throughout the school. This summer I am going to work with our reading specialist to create a PD on structure of reading workshop. My plan is start a movement towards effective literacy instruction.

# data[].attributes.body
In my first year of teaching I had very little experience in guided reading.
Awareness - What is guided reading?
Information - How do I organize my instruction for guided reading?
Personal - How will I use my time to plan effective guided reading lessons?
Management - How do I keep students working independently that are not working with the teacher?
Consequence - Is my instruction helping grow students as readers?
Collaboration - How do other teachers facilitate guided reading in their classroom?
Refocusing - Is there a more effective reading structure I could use to implement guided reading?

# data[].attributes.body
As technology has become more available at my school, I have tried to help teachers in my grade level embrace the technology and integrate it into our instruction. However, I still see some teachers who are stuck in their same old ways and don't want to try anyting new. There are also a few teachers who say they are ready to embrace technology, but they need someone to show them exactly how to do it.

# data[].attributes.body
Awareness-A few years ago I wondered what was:  Could the Words Their Way Phonics program help students improve their reading?  What is it and how do I implement it in my classroom.
Information-How do I assess students and place them in groups according to their needs?
Personal-How will I manage several phonics groups by myself?
Management-How do I schedule phonics instruction, several groups, around an already tight daily schedule?
Consequence-Will the students learn the phonics skill just by sorting the words?  Will they apply this to their reading and writing instruction?
Collaboration-Are other teachers having the same scheduling trouble?  Can we combine some groups working on the same skill?
Refocusing-Is the Words Their Way phonics program the best program to teach my students phonics? Would phonics instruction based on a weekly story work better?

# data[].attributes.body
I've attempted to move my school into a global direction. I have trained teachers and held professional development sessions in order to show the effectiveness of global interactions and how to get started. Slowly, teachers seem to be more and more intrigued!

# data[].attributes.headline
Activity 1: Establish a Personal Coaching Foundation pages 29, 35 - 38 - Kebker

# data[].attributes.subject
Activity 1: Establish a Personal Coaching Foundation pages 29, 35 - 38 - Kebker

# data[].attributes.body
Using Form 1.2,  answer the questions to consider an p.29 and then read about what you can do to enhance your readiness for coaching. No response or action plan is needed, but think about your answers and how you felt. Are you ready to coach, do you need more time, or do you want to pursue a different avenue?

# data[].attributes.body
Watch this Ted Talk by Derek Sivers. https://www.ted.com/talks/derek_sivers_how_to_start_a_movement. Do you have any thoughts on this video, have you ever started a movement before, or how can you start a movement to benefit your school community?

# data[].attributes.body
Awareness - When I first began teaching my question was, "What is Daily Five?"
Information - How is Daily Five organized?
Personal - What is my plan for addressing differentiation?
Management - How do I create a schedule to fit in all 5 stations during my reading block? Do you have to fit all 5 stations in a day?
Consequence - Are the student's compliant or engaged during the stations? Am I doing too many stations a day that take away from the effectiveness?
Collaboration - Do other teachers have their students rotate through 5 stations a day? How many guided reading groups do other teachers pull during their reading block?
Refocusing - Is Daily Five an effective reading structure? How can I tweak Daily Five in order to effectively engage all students without feeling rushed during each rotation?

# data[].attributes.body
On pages 8-9, Elish Piper and L'Allier describe the process of Concerns-based Adoption Model (CBAM). Using this model, fill out the ladder for a time that you had to go through this process.

ML Kebker