Bryant Instructional Rounds 2014-2015
Student Demographics
Certificated Teaching and Support Staff
All K-5
262
PK-5 Teachers
15
Pre-K
57
SPED-(RSP/Inclusion) & Speech/Language
2.8
English learners (K-5)
182
69%
Coaches: Literacy & IRF
2
Special Education (pre-K-5)
42
14%
A-RTIF
2.5
Free/Reduced Lunch (preK-5)
252
96%
Paraprofessional educators
3
86%
Average years of experience of classroom teachers
6.8*
Race Demographics-Latino
●
50% new to Bryant (6/12)
Context
2014-15
2013-14
2010-12
PD- Focus: Vocabulary Across the
Curriculum
*Decrease in PD time, 2 a month, every
other, focus on deeper planning
-Math PDs being lead by teachers
*Writing Across the curriculum-Writing
About Reading, Writing about Math,
Writing about Social Studies
*DIfferentiated PDs
*Summer GLAD strategies training
(3/4 staff participated)
PD focus Balance Literacy Strengthen
Readers Workshop… Guided
Reading & Independent Reading
PD 2011-12 formative assessment,
engagement strategies, student
discourse
Coaching-co-teaching model, 1 coach
per grade level.
*Co-teachers doing coaching/peer
coaching to trial/problem solve make
school wide shifts
Coaching –targeted teachers on
balanced literacy & math
Coaching –all teachers on balanced
literacy and some teachers on math
GLCs-Facilitated by co-teacher/teacher
leader in K,1,2,4,5th
*Problem of practice/Theory of action
more tightly matched to
teachers/instruciton
* Grade Level Collaboration K-5
facilitated by IRF some 1st, 2nd grade
levels facilitate their own GLC
* Monthly Grade Level Goals (tied to
school’s BIG GOALS)
Focal students school wide (weekly
GLCs, ILT)
Grade Level Collaboration K-5
facilitated by IRF
Focal students school wide (range)
Curriculum & InstructionSpirals-various levels of quality/depth
* Full implementation of Calkins writing
* Continue to deepen the
development of CCSS Sprials
*Trial 1 unit of Calkins
Classroom environment with teacher
self reflection walkthrough, using first
20 days of Balanced Literacy checklist
*Established structures & materials for
balanced literacy and GR groups
ELD-Grouped to be by grade level, focus
on Tier II words or HFW/sight words
Shift from English Now curriculum to
GLAD units & ELD District lessons
ELD school-wide 8:00-8:30am
·
Implementation of new Into
English ELD curriculum
Assessment
*T’s no longer inputing own F&P/math
data
*GLs present data to staff
*Coaches support/some release for
F&Ps, T’s enter, track F&Ps in Data
Director on own
*IRF/Coaches present data for
analysis
*School wide teacher do F&P
assessment as part of their
instructional day
Data Release Days (full day 1 per
quarter)
Intervention
INSTRUCTIONAL FOCUS 2014-15
Problem of Practice: We have noticed a significant difference in students’ performance in reading and writing, this
trend is especially prevalent for our long term English language learners. After further analysis we have noticed that
students lack the ability to utilize academic language (which we define as High frequency words, sight words, Tier II words, and
content specific vocabulary) both written and orally. Additionally, a trend in our LTELs emerged that they often don’t know
how to get help and if something is hard and are more likely to give up than our R-FEP students.
Theory of Action: Thus, we believe, that if we increase students exposure and opportunities for practice to academic
language, both written and orally, their academic language production will increase. This will be evidenced in the
lower grades by students increased frequency and quality of oral participation, on a rubric, and in the upper grades
on written task success in word choice, grammar, use and conventions on the SFUSD writing rubric. We anticipate this
will increase outcomes for our LTELs and decrease the gap between them and the R-FEPs.
Focus Questions:
1. What does general, school wide implementation of Academic Language look like?
(To what degree have teachers implemented or school wide agreements made at PD-Word Walls, Word Work
intentionally planned academic vocabulary, Tier II words, Spanish/English Transfer time etc)
2. What instructional practices are present that support the development of academic language?
(From our co-teaching model we should see the presence of strong/growing practices that are well aligned in
each grade level- We would expect to see Structured Language Practices, Academic Conversations, etc)
3. How are various student given opportunities & actually engaging with academic language?
(We have been focusing on giving student more frequent, sustained, scaffolded opportunities to talk,
specifically focusing on supporting our LTELs)
Classroom Observation Guidelines:
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·
·
·
SMILE
Listen; don’t interrupt the teacher or disrupt the lesson;
It’s fine to ask students question as long as it seems appropriate at that point in the lesson
Talk with other network members during the debrief, not in the classrooms please
When engaging with students ask:
What are you learning? What are you working on?
Why are you learning this? Why is it important/useful?