INSTRUCTIONAL
ROUNDS
Woodlin Elementary School
March 20, 2013
Sarah Sirgo, Principal &
Troy Clarke, Assistant Principal
WELCOME
TODAY’S AGENDA
Time
7:45 AM
(30’)
Breakfast
8:15 AM
(20’)
Welcome & Overview of Agenda
Reminder of the Norm, Theory of
Action and Problem of Practice
Dr. Beth Schiavino-Narvaez
Dr. George Perry
8:35 AM
(20’)
Overview of Woodlin
Classroom Visit Schedule
Ms. Bronda Mills
Ms. Sarah Sirgo
8:55 AM
(5’)
Short Break/Travel to
Classrooms
9:00 AM
(90’)
Classroom Visits
10:30 AM
(70’)
Debrief the Classroom Visits
Dr. George Perry
11:40 AM
(15’)
Debrief the Instructional Rounds
Process & Next Steps
Dr. George Perry
11:55 AM
(5’)
Concluding Comments
Dr. Beth Schiavino-Narvaez
WOODLIN ELEMENTARY
TOGETHER WE EXPLORE, LEARN, AND SUCCEED!
Vision Statement
 We believe in a safe,
nurturing environment which
promotes high achievement
and success for students
through an integrated and
culturally inclusive approach
to learning. Students,
parents, school staf f, and
community work together to
create an atmosphere of
mutual respect where each
child can fully develop his or
her potential.
Our Pledge
 We Pledge to do the
best we can do,
We'll respect ourselves
and others too.
We'll put forth our best
effort everyday,
We'll explore, learn, and
succeed the Woodlin way!
WOODLIN STUDENT DEMOGRAPHICS
Sex
#/Percentage
Population
#/Percentage
Male
299 (53.4%)
FARMS
132 (23.6%)
Female
261 (46.6%)
SPED
78 (13.9%)
Total
560 students
ESOL
66 (11.8%)
*Projected at 597 for next year;
growth of ~200 students over past 6
years
Hispanic
92
(16.4 %)
Asian/
Pacific
Islander
American
Indian
Black
34
(6.1%)
2
(0.4%)
157
(28.0%)
Multi-Race
White
(Not included
in the total
number)
32
(5.7%)
243
(43.4%)
CLASSROOM DISTRIBUTION
Grade Level
Number of Classrooms
Kindergarten
4
First Grade
5
Second Grade
4
Third Grade
5
Fourth Grade
3
Fifth Grade
2
Learning for Independence
4
 Parent Outreach & Involvement
 Dining with Dads, Muffins with
Moms, Reading with Relatives:
Bringing families and supporting
adults in to the classroom
experience
 Weekly email communication to all
families on learning targets
 After School Academic clubs
 Taught by staff to targeted students
in small groups to facilitate
relationships
 Town Meeting
 Celebration of core values and
developing positive culture and
climate
KEY
FEATURES
OF THE
WOODLIN
JOURNEY
KEY INSTRUCTIONAL FOCI
Student Learning Need
Problem of Practice
 Opportunities to work
with and master all
UCARE strands through
differentiated
instruction
 Collecting evidence of
student learning and
using that information
to identify interventions
and support structures
that are matched to
student learning needs
and align with UCARE
proficiency
SCHOOL IMPROVEMENT PLAN
Mathematics
 Higher Order Questioning
 Varied Assessment
Opportunities
 Observation
 paper/pencil
 Performance
 UCARE





Understanding
Computing
Applying
Reasoning
Engaging
STEM
 Inquiry based approaches
to designing instruction
 Developing scientific
thinking, reasoning, and
integration with other
subjects: STEM Day
PROFESSIONAL DEVELOPMENT AND
STAFF FOCI









Curriculum 2.0
Collaborative planning (Grades K -5)
Higher Order Thinking Questions (in Math)
Flexible media schedule for technology integration
UCARE
Rangefinding: Examining Student Work in Math
Math Block Models for Differentiation
Grouping Practices for Math
Inquiry Groups




Building Positive Relationships with Hard to Reach Families
Criteria for Success vs. Proficiency
Make-and-Take: Student
Math in the Heterogeneous Classroom
GALLUP:
Student
Hope &
Engagement
GALLUP:
Student
Wellbeing
GALLUP: Staff
Engagement
QUESTIONS & CLARIFICATIONS