Question #6 (Chapters 9-12)

Chapter 10 discussed things that the building did to help improve their scores. "You have to have the right tools (pg. 119)", "At first we took a piece meal approach (pg. 119)", "We needed to provide our teachers with the whole package (pg. 120)", "A basal series is necessary to get the materials, support, and structure to build high-performance programs (pg. 121)".

Wow, that was a lot of quotes! I quite often feel like we have a "piece meal approach" to teaching reading. I do not know that basal programs coming back to NU, since we like the guided reading component, but what do you think about what we are using?

Do you see it as a "piece meal approach"? What pieces do you think we need? Any other ideas?

Question #5 (Chapters 9-12)

Chapter nine talked about trying to get parents to read to their children 20 minutes a day from birth. I have also heard some of you (Kindergarten teachers) talk about how we need to educate our parents before they actually bring their children to Kindergarten screening. I think that parents are shocked when they hear what their child is expected to do before they even enter school. They thought that was "our job"! What are your ideas on how to educate parents earlier? As a district, what could we do? As a Kindergarten team, what could you do?

Question #4 (Chapters 5-8)

"There is no point in testing if you don't look at the data, don't understand it, and don't change it."

"Making us report what we are doing, as much as I don't like that. It keeps the facts in front of us. It's a reality check."

Based on those two quotes how comfortable are you with setting goals (based on the MAP assessment or something else you choose), using the data to see what we could change (for specific students) and then checking in on progress?

I know that last year Dave, Lisa and Rick had us set a goal for something (first grade choose speed on addition tests) then we had to track growth on that goal. What if we came up with something that we could check more often, set goals (just for us, not to be posted) then work toward setting new goals as we meet the past one(s)? In doing that I would want you to look at me as a support not a threat. I would want to help you find ways to meet the goals and work with you, not just be someone that you report the data or results to. I do agree that a big part of my job needs to be helping you with instruction. How comfortable are you with that?

Keep in mind, I am just throwing out ideas and am looking for honesty. Tell me what you are really thinking. I am looking for ways to take what you are doing so well at Kindergarten, help you find ways to make it even better ( this is not saying that you are not doing enough or not doing things well, but as a teacher I was always looking for ways to get better and grow. I know you are all the same way) , then build on what you are doing when those students to go first grade, second, etc.

Question #3 (Chapters 5-8)

At the beginning of the book I was excited when I realized that their districts testing used the RIT scale and that our new MAP assessments used the same scale. In chapter 7 the book actually mentioned the MAP assessment as a "newer-style test" like they were using. My questions for you about this are...
a) How do you see us using the MAP assessment? How often/ Which ones?
b) How do you see us using the data?
c) What are your questions, concerns or even excited feeling about the MAP assessment.

Week 2 reading

I'm heading off to church camp with twenty teenage girls (wish me luck). I didn't see questions yet for this section so I will answer when I return on Friday. One thing I found interesting to look at in this section was the table on page 88 regarding turnover of principals. If you compare this chart to table 1.1 on page 18, it seems the four schools at the bottom of table 1.1 had more turnover than the others. I am sure there are other factors contributing to these elementaries failing to reach the Kennewick goal, but you have to wonder how change in leadership affected staff and students. Did these administrators just not buy into it as much or never get the chance to get things going? There is a statement by Dave (Washington) right at the beginning of chapter eight which says, "I don't know how you can be a principal today without knowing what it takes for kids to read..." I was just looking at these three items and found it interesting to think about. By no means though am I suggesting our leadership is not prepared to support and lead us in this direction if this is where we are heading. Perhaps more answers will come later in the book explaining what other factors contributed to the failure of these four buildings to reach goal. Can't wait for the questions and to read on.

I noticed the author reiterated what we already know-that if students aren't proficient readers by the time they leave the primary grades they won't become proficient. During their block of time there were as many as 6 adults in each class instructing children- in my mind I could not come up with a scenario that would provide that number of adults for our classrooms. I do think we could be creative and use personnel more effectively. I was thinking about this direct instruction as also being guided reading group inclusive. I have always felt I should do all of my reading groups, but they use the parapros,etc. to work with more accelerated students. I think Title teachers have the potential to be much more effective with the longer time allotment.
In my classroom I only used a 30 minute block each day for Science or Social Studies which I alternated. Although, this is a short time there were many days I could have used that time to work on literacy activities I had not completed in the AM. I am not sure that we could completely dismiss these subjects because they are tied to state expectations. Maybe this could be addressed through read alouds and more of the text work addressed the second semester. I noticed the point was made that even though they didn't increase Math time the scores increased like the reading-indicating something else we already knew that Reading and Math are interdependent.

Other Questions/Comments?

I am sure you may have things that you want to ask everyone! Feel free to creat a new post or make additional comments here!

Question #2 (Chapters 1-4)

Chapter three discusses practice time vs. instructional time. I know that when we are doing guided reading we have students practice at their seats. I have laid awake at night wondering how to fit both in.

Later in Chapter three they say "if a principal is willing to cut almost everything else but math, it is possible to give a student 200-220 minutes of direct instruction". What do you think about that comment/idea?

I know that over the past 4-5 years there has been a big push to include much more Science and Social Studies. I have always seen the value in that but also know that when students get to 3rd, 4th and 5th grade, they cannot do the Science or Social Studies without the reading/literacy skills. Should we be just focusing on the literacy and math in k-1-2? We are all trying to integrate, but with the new Science and Social Studies curriculum's it is forcing us to do more workbook pages instead of just read alouds. What are you currently doing in your classroom? What would you do differently in a ideal world? What ideas do you have about this?
Thanks,
Vickie

** click on () comments at the bottom of this box to respond to my questions.

Question #1 (Chapters 1-4)

"Annual growth at Washington Elementary is built on inviolate instructional time (120 minutes reading block) plus quality instruction (direct, eye-ball to eye-ball, energetic, highly interactive) using rigerous curriculum."

We are right on track with the 120 minute reading block but do you think we are meeting the "quality instruction piece"? I see us as being energetic and interactive but what do you think they mean by eye-ball to eye-ball instruction?

I like how they said "Instructional time is treated as a critical commodity". They also "look for students getting instruction from the teacher, not working alone". How do you think we can get reading groups in and still have this "eye-ball to eye-ball" instruction when students are always being instructed by the teacher?

I know this was more than one question, but am VERY EXCITED to hear your ideas!
Thanks again for all you are doing!
Vickie

**click on () comments in the bottom of this box to respond to my questions.

I too finished reading the first four chapters, and peeked at a few others as well. I just heard that good administrators spend 80% of their time on curriculum related activities and this really fits that category. I am thrilled you are including us in this book study as it may have some powerful implications for our curriculum. Looking forward to responding to the posts.

I've read the 1st four chapters and find the book very interesting and informative. I think we are probably already doing some/many of the things discussed.. maybe just not spending the amount of time this school system does on direct instruction. Hopefully this book will guide us to tweak the "best practices" we are already doing at N.U.E.

Beginning the Journey to Change

Well, I, too, received the book yesterday. While the dog (best ever in the world!) was roaming the yard, I began to look over the chapters and subtitles. This only brought me to begin reading. The book looks interesting and yet very readable. I'm looking forward to the author's insights as to how to raise our success rate to 90-95%. What a way to definitely have other districts to sit back and finally take a look at North Union as a A1, top-notch district when we use these ideas and prove what we've known all along. Everyone needs a bit of tweeking and I believe this book can be the beginning of North Union's tweeking process. Here's to the new school year 2009-10!

Thanks Vickie

Melanie gave me my copy of the book. Thanks Vickie!

Good Evening!
I have received the books and am very excited to get things started. I will be delivering books this week so that you are able to complete your first reading assignment by July 14th. Please call or email me and let me know where and when to deliver your book!
Thanks and have a GREAT week!
Vickie