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BCPS MS Leadership Session - RWT - FINAL

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Encouraging Student Discourse Presentation - Lauren Wells.pptx

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Professional Learning - Literacy Strategies

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Professional Learning - Literacy Strategies

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I have worked with Baltimore County Public Schools during the 2016-2017, 2017-2018, 2018-2019, and the 2019-2020 school years. I have worked with administrators, teachers and instructional coaches to plan for instruction, and integrate instructional strategies and technology tools that support standards.

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Kentwood Gradual Release  Model FINAL June2011

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I worked with the Albuquerque Public Schools during the 2016-2017 school year.  The focus was on integrating instructional technology, student products, and instructional planning aligned to standards. This was achieved by working with teachers individually, modeling instruction, co-teaching, and leading/facilitating grade level and content area meetings.

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Analyzing Data for Instructional Planning

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Analyzing Data for Instructional Planning

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Professional Learning session

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CGES Analyzing Data for Instructional Planning.pptx

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Ms. Wells demonstrated how to use an instructional strategy, "X O Let's Go" with students.  Students used this strategy to recall and discuss information from a video about the Earth.

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Instructional Strategy - Table Top Texting

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Instructional Strategy - Table Top Texting

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Ms. Wells demonstrated how to use an instructional strategy, "Table Top Texting" with students.  This strategy allows students to have "conversations" around questions and "aha" moments as they watched a video about the atomic bomb, including testing it in New Mexico and the effects of the detonation in Hiroshima and Nagasaki.

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Process chart for opinion paragraph.

Focus: Instruction

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This station instructed students to round to the whole numbers to different place values.

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This station allowed students to review geometry concepts covered during the 4th grade year.

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This station had students represent numbers using place value and write them in extended and written forms.  Part 2 had students write the numbers in comparison statements.

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Station where students identified types of angles and lines. Students recorded their answers on their answer sheet.

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Rounding whole numbers. Students finished early at this station. Students were instructed to then round 3 digit numbers (hundreds) to the tenths place

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Station reviewing multiplication facts. Additional problems were given in the event students finished early.

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Ms. Lauren Wells demonstrated stations so that students could review math concepts from the year.  Students had 10 minutes at each station.  Examples were provided for students at each station.

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DE Consultant Lauren Wells demonstrated how to use Plickers as a formative assessment tool.

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Lessons Based on the MAP Learning Continuum - 1st Grade

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Lessons Based on the MAP Learning Continuum - 1st Grade

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Teacher used his Learning Continuum scores to create student groups. He worked with a small group while other students worked independently from a Learning Menu. He color coded his students - red, yellow, green. On the Learning Menu, activities were divided up into "Appetizer". "Dinner", and "Dessert". Each "course" had two activities for students to complete, one all students did and the others were for each level. Students were able to tell me what they were doing when I asked them. In his small group, Mr. Hollis worked with students on text features - glossary, headings, subheadings, etc. He first worked with them using guided instruction and gave them a passage on paper (copy) so that they could circle, underline, draw arrows, etc. He then moved to looking at the features in their Science book. In his closing, he had all students write what they learned today.

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Lauren Wells models for 1st grade teacher 

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Lauren Wells models for 1st grade teacher 

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Graphic organizer completed with students from text about birds.

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Lauren Wells models for 1st grade teacher

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Lauren Wells models for 1st grade teacher

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This text was used to identify main idea and three details.

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Lauren Wells models for 1st grade teacher 

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Lauren Wells models for 1st grade teacher 

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Ms. Wells modeled reading through the text and identifying the main idea (boxed) and three details.  The information is then put into the graphic organizer.

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Lauren Wells models for 1st grade teacher

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Lauren Wells models for 1st grade teacher

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This text was used to determine main idea and three details.

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Lauren Wells models for 1st grade teacher

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Lauren Wells models for 1st grade teacher

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Focus of model lesson was helping students identify the main idea and three details from text.  This is the anchor chart that was used for the lesson.  It is similar to the graphic organizer used with students.

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Lauren Wells models for 1st grade teacher

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Lauren Wells models for 1st grade teacher

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Standards and learning targets are displayed for model lesson with 1st grade students.

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Lauren Wells led a PD Session with 1st year teachers.  The focus was on using the MAP Learning Continuum to design lessons that will meet students' learning needs and address their learning levels.  Teachers examined  MAP performance data for their students and student levels for  the different topics, skills, and standards as measured on the MAP assessment.  Teachers were later observed and the lesson and activities were discussed during a debrief with each teacher.

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The focus of one of the curriculum meetings that I led was anchor charts (part of the Gradual Release of Responsibility model). Focus of presentation was a review of the types of anchor charts and how they are used effectively in the classroom and during instruction.  Further discussion with teachers during curriculum meetings and work with teachers individually followed.

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I worked with the teachers and administrators during the 2014-2015 school year. One of the schools showed significant improvement as evidenced by the state assessments and the Principal acknowledged my efforts in helping them improve.

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I worked with the Instructional Coaches, administration, and teachers during the 2015=2016 and 2016-2017 school years.

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@LLWellsPhD

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I graduated from Oakland University with my Education Specialist and Doctoral degrees in Educational Leadership. My dissertation was entitled "Teacher Self and Collective Efficacy: The Impact of School Labels and the Influence of School Administrators".

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I graduated from Michigan State University with my Bachelor of Arts degree in Social Relations (Public Policy) and Communication. I graduated with my Master of Arts degree in K-12 Educational Administration.

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Allgood Elementary School and Cedar Grove Elementary School were recognized for their improved achievement. These were schools where I served as an instructional coach and worked with both the instructional coaches and teachers at both schools.

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District shows significant numbers of students scoring within positive performance levels and continues to address improving scores and closing the statewide gap in academic growth and achievement. DeKalb County School District's Georgia Milestones End-of-Course and End-of-Grade test scores highlight student progress in academic proficiency across the District.

In language arts, 24 elementary schools met or exceeded the state average in the percentage of students in 3rd, 4th, and 5th grades scoring in the two highest categories, Proficient Learner and Distinguished Learner. Thirteen of these schools were Title I schools.

Likewise, 21 elementary schools met or exceeded state averages in the percentage of students in the highest scoring bands for mathematics. On average, over 19 elementary schools scored in the highest bands of performance for 5th grade students in both science and social studies.

In middle school language arts, 14 middle schools showed significant proficiency in the percentage of students in the 6th, 7th, and 8th grades scoring in the Proficient Learner or Distinguished Learner performance bands, either meeting or exceeding state averages. Seven of these middle schools were designated as Title I.

On average, 60 percent of students in the District scored within or above the scoring range for Lexile Levels, a scale for measuring the reading ability of a student.

Across the District, at least 35 percent of high school students completing the Ninth Grade Literature and Composition, American Literature and Composition, Biology, United States History, and Economics Spring 2017 End-of-Course assessments scored in state's highest performance categories, illustrating significant proficiency in the mastery of content standards.

Schools exhibiting 80 percent or more of their students scoring in the highest performance levels in one or more content areas include:

Ashford Park Elementary School

Austin Elementary School

Dunwoody Elementary School

Globe Academy Charter School

Kittredge Magnet School

Museum School at Avondale Estates

Wadsworth Magnet School for High Achievers

Vanderlyn Elementary School

Long-Term District Growth and Achievement DeKalb County School District students continue to show growth year-over-year on the Georgia Milestones Assessment since the 2014-2015 school year, indicating progress in the development of long-term student mastery:

In English Language Arts, third and sixth grade students across the district increased three percentage points in students showing proficiency; eighth grade students also increased performance by two percentage points.

High school students showing proficiency in English Language Arts increased 25 percentage points.

In mathematics, students in grade levels 3, 4, 6, 7, and 8 have displayed positive student growth, year-over year, in mathematics achievement with elementary students growing by nearly four percentage points; middle school students grew by nearly ten percentage points during this time period as well.

High School students showing proficiency in mathematics increased five percentage points with significant growth each school year.

High school science students increased proficiency by 18 percentage points.

"The latest Georgia Milestones results are encouraging because they clearly demonstrate DeKalb County School District students are becoming more proficient academically, and that we are reaching higher levels of achievement," said Superintendent/CEO R. Stephen Green. "Increased student performance is our commitment to the community, and we are headed in the right direction."
Significant Student Achievement at District's Lowest Performing Schools
Between school year 2015-2016 and 2016-2017, significant student academic progress was noted at DeKalb's lowest performing schools. During the 2016-2017 school year, ten of the District's lowest performing schools were placed into an aggressive school turnaround initiative program entitled 'Horizon Schools.' Under Superintendent Green's leadership, these schools received millions of dollars in additional support and a very structured instructional program aimed at increasing the number of students moving from the lowest performance level to higher performance levels on the Georgia Milestones Assessment. The school district continues to invest in the success of these schools, recognizing that while improvements can still be made, these schools consistently demonstrate success. The following Horizon Schools demonstrated the most significant improvement over the past two years:

Allgood Elementary School increased the percentage of 4th grade English/Language Arts students scoring in the Developing Learner and Proficient Learner levels by 14 percentage points. In Mathematics, the percentage of 4th grade Beginning Learners decreased 26 percentage points and the percentage of students scoring at the Developing and Proficient Learner levels increased 25 percentage points.

Cedar Grove Elementary School decreased the percentage of 3rd grade English/Language Arts Developing Learners by 4 percentage points and increased the percentage of Proficient Learners by 4 percentage points. In Mathematics, the percentage of 5th grade students scoring at Beginning Learner decreased 9 percentage points and the percentage of Developing Learners increased 11 percentage points.

Chapel Hill Elementary School decreased the percentage of 3rd grade English/Language Arts students scoring in the lowest performance band (Beginning Learner) by 20 percentage points; 3rd grade students scoring in the Developing Learner category decreased 4 percentage points while the percentage of 3rd grade students scoring at the Proficient Learner level increased 10 percentage points. In Mathematics, 3rd grade students scoring at Beginning Learner decreased 5 percentage points, while the percentage of 3rd grade students scoring at Proficient Learner increased 7 percentage points.

Fairington Elementary School decreased the percentage of 3rd grade students scoring at Beginning Learner by 12 percentage points and the percentage of 3rd grade Proficient Learners increased 7 percentage points. In Mathematics, the percentage of 3rd grade students scoring at Beginning Learner decreased 12 percentage points while the percentage of Developing Learners increased 8 percentage points.

Flat Shoals Elementary School decreased the percentage of Beginning Learners by 9 percentage points while the percentage of Developing and Proficient Learners increased 8 percentage points. In Mathematics, the percentage of Beginning Learners decreased 19 percentage points while the percentage of Developing and Proficient Learners increased 21 percentage points.

For those schools that need significant improvement, the District has undertaken the following initiatives to improve student academic outcomes including but not limited to:

The Curriculum, Instruction, Assessment, and Accountability (CIA²) task force is rebuilding the teaching and learning foundation to ensure that all students receive rigorous instruction, in all classrooms, in all schools, including the revamping of district-wide curriculum resources.

Family & Community Engagement programs ensure parents are included and supported in their roles in the learning process. This includes parent workshops, training in the use of Academic Parent Teacher Teams, school events, regional Parent Centers, and the District's pilot of a tool for online family engagement on demand (FAM-FLIX).

Wrap-around services address the social-emotional impacts of the learning process including strategic use of counselors, social workers, student engagement coaches, student success coaches, post-secondary transition specialists, and other critical positions to support students who are dealing with challenges that may impact their learning or matriculation toward graduation.

Incentives and support are in place to recruit, hire, and retain highly effective teachers in schools that are considered more challenged.

The Georgia Milestones Assessment System (Georgia Milestones) is a comprehensive summative assessment program spanning 3rd grade through high school. Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state- adopted content standards in language arts, mathematics, science, and social studies. Students in 3rd - 8th grades take an end-of-grade assessment, while high school students take an end-of-course assessment for each of the eight courses designated by the State Board of Education. From lowest to highest, student scores on this new assessment places students into the following performance levels: Beginning Learner, Developing Learner, Proficient Learner, and Distinguished Learner.

The Georgia Department of Education will offer credit toward the 2017 College and Career Ready Performance Index (CCRPI) scores for all students scoring in the Developing Learners, Proficient Learners, and Distinguished Learners performance levels. Developing Learners are learners that typically require moderate academic intervention to advance to Proficient Learner. On average, 40 percent of students in DeKalb County scored in the Developing Learner performance level, indicating that these students require only moderate academic intervention to become a Proficient Learner, and that significant academic progress is achievable.

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District shows significant numbers of students scoring within positive performance levels and continues to address improving scores and closing the statewide gap in academic growth and achievement. DeKalb County School District's Georgia Milestones End-of-Course and End-of-Grade test scores highlight student progress in academic proficiency across the District.

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Please review my blog that was created to provide resources for teachers and educational leaders:
http://laurenlwells.blogspot.com/

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Proud member of Delta Sigma Theta Sorority, Incorporated

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Proud member of Delta Sigma Theta Sorority, Incorporated

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I believe an educational coach is a partner for success.  As an educational coach I am a partner with school districts, schools, and teachers in the education and achievement of students.  As a coach, I will develop and maintain a professional relationship built upon mutual respect and trust.  As a coach, I will work collaboratively with teachers to further build their capacity to effectively teach their content through research and evidence based instructional strategies.  I will work in conjunction with teachers to facilitate and incorporate the use of assessment and data to inform instruction.  I will engage in dialogue with teachers that promotes reflection and mediates thinking around their teaching and instructional practices in order to positively influence student learning and achievement.  I will continue to be knowledgeable of and build upon my expertise of effective instructional practices so that I am able to serve as a resource for teachers.  I will provide teachers with resources and will coordinate professional learning opportunities to enhance their understanding of practices that will transform student learning.

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What does an instructional coach do?

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I found this when looking for images and thought it captured the role of an instructional coach.