Today EAC at the EC-5 level met for the monthly meeting. The following was discussed. Please follow up with any EAC member for further clarification of a topic:
The team reviewed the data for the writing audits. Please see and review the Google slides for a summary of the findings. The district is wanting to further plan professional development for enhancement of all key areas of need. Please share any ideas with your EAC member on the best way to engage in professional development.
The team looked at all the sight word lists used across the district and how we use the data. The team is recommending that a small group will meet that will include a grade level rep from every school in order to make a consistent list across the grade level. We will focus on K-2 revisions to sight word lists in the Spring, and later Spring or Summer revision for intermediate grades. Please share with your EAC rep or Sarah Mumm if you would be interested in being a grade span rep for your school This will be a voluntary small group work opportunity. It will take place with those who volunteer, even if all schools are not represented, revisions will occur that all will be held accountable to implement last year.
The committee took time to review the use of the learner profile in our classrooms. The following were ideas shared by grade spans:
-EC-1 summary
Teacher modeled practices
EC - modeled vocabulary, all about me or star student
K-1 -provide opportunities for students to reflect on best learning environments
Teacher using their own learner profile and modeling how to add to their profile authentically
Co-constructed feedback conferences and engagement
EC- thumbs up/thumbs down
EC- get to vote on what they want to learn about and where they work/play
K-rating scale on how they are doing - smiley face/thumbs up thumbs down
K-Students are tracking some of their progress for the academic part of their profile. They color in data sheets and participate in conferences.
1-add new reflections in different colors so that they can see how they changed.
1- students conferring in writing and using proficiency language to self reflect
K-Math pbp tables are kept in the learner profile in the academic status section. Learners use the pbp tables in their binder and participate in co-constructed conferences and next steps. Notes and next steps are kept in their binder.
K-They keep the sight words and letter formation progress in their learner profile.
K-Starting to notice when learners are advocating and then teachers are writing it on a piece of paper for the learner to draw a picture on the note and add it to their learner profile
Advocacy for Learner profile
EC-Students take initiative to advocate when they need a break
K-Starting to notice when learners are advocating and then teachers are writing it on a piece of paper for the learner to draw a picture on the note and add it to their learner profile
-2-3 summary:
Modeling how to do the reflections and they can put them in a binder at the end of the year. Binder including All about me, academic status, learning drivers
Once the proficiency table is complete for that standard, it is checked off and put into Learner Profile. Graph growth monitoring for iReady. Presentation for student-led conferences.
Binders are given to 3rd grade teachers for the next year.
Teachers let them know to add something to their learner profile after a conference. Students can decide when and what to add to their learner profile.
Language cards regarding Learner profile vocabulary.: advocate, learning partner, feedback etc. Having a star chart to celebrate when a student advocates for their own learning.
Students are expected to advocate for learning choices that work best for them
Students keep growth goals and graphs of data in their learner profile to self-reflect on their growth.Students can keep a digital or paper learner profile and update during WIN time. They use these to lead their student led conferences. They reference their preferences while advocating for their learning needs.
-4-5 summary
Showed examples of learner profile, teachers have created their own learner profiles
Suggestions of things that would be great to add to learner profile during conferences or discussions
Incorporating into content area conferences
Students have a choice of digital or paper profiles, share examples of profile choice boards OR allow them to create their own.
Use the different dimensions and give students choice of what they want to include, how they want to build a profile
Students are referring back to something they included in their profile and using that to advocate for learning needs.
Students are including work samples into profile
Still working on having students come up with the idea of what they want to include in their learner profile
Inconsistency of implementation of profiles between classrooms (KPASS partners)
It can be hard for the students to access profile between classes (especially if on paper)
The team took time to review the feedback from the handwriting delivery PBP table. The feedback will be used to finalize the table that will be sent out later this Spring and the intent is to reflect and implement next school year.
The team took time to share possible revisions for the handwriting delivery table. This table will be edited and a final version for delivery will be shared in later Spring.
Finally the team discussed any edits or clarifications for the Social Science tables. This year Social Science is in its review cycle. The team will share feedback with the review committee for final revisions in later Spring.
We hope that each and everyone of you have a great Thanksgiving week! Take time for family and friends!
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