Curriculum, Instruction & Assessment

Dear Staff,

Happy Holidays!

I wish you and your family a joy-filled holiday season. I hope you find

your break relaxing, fun and safe.

We will return in 2012 to continue our commitment to our students—

providing the best education for them.

All the Best!

Heidi Kast,

Asst. Superintendent of Curriculum, Instruction and Assessment

A M e s s a g e f r o m H e i d i . . .

Please see ATTACHMENT

#1 PowerPoint from

MDE for more infor-

mation.

With the Race to the Top

came Common Core

Standards and a new test

for measuring the new

standards in ELA and

math. Two consortia are

currently working to

develop the assessment:

SMARTER/Balanced

Assessment (SBAC) and

Partnership for the As-

sessment of Readiness

for College and Career

(PARCC). The test is

expected for implemen-

tation in the 2014-2015

school year.

The major changes in-

clude:

Moving online

Scoring

Reporting

Curriculum, Instruction and Assessment

N e w S t a t e T e s t C o m i n g 2 0 1 4 - 2 0 1 5

I n s i d e t h i s

i s s u e :

Technology Update 2

Olweus Update 2

IXL Statistics 2

Service Learning 3

Community Enrich-

ment

3

Did You Know? 3

Book Drive 4

D e c e m b e r 1 4 , 2 0 1 1

K i n d e r g a r t e n

a n d 1 s t G r a d e

P l a y

Kindergarten and 1st grade

each had a day during the

first week of December to

work with Mary Masson to

dig deeper into the study

and importance of play.

We believe children learn

through play. Children

develop language, cogni-

tion, socio-emotional, and

physical skills, as well as

creativity, through play.

Therefore we need to:

Keep play experiences

fresh, relevant, and fun

Provide children oppor-

tunities, materials, and

time for free play within

our daily schedule

Curriculum, Instruction

and Assessment

NEWSLETTER

I X L S t a t i s t i c s

T e c h n o l o g y

U p d a t e

O l w e u s U p d a t e

applied for grants for bullying

prevention. We have been

granted one at this time. Let-

ters have been sent to some

local organizations and a

presentation was done for the

Chamber of Commerce. Ef-

forts are being made to re-

ceive funding and get the

community involved. Please

see ATTACHMENT #2, a bro-

chure summarizing some

important information regard-

ing this District initiative.

There were 4 staff members

that applied to attend the

training to become certified

Olweus trainers for our Dis-

trict. At this point, the District

has received the funding to

train 2 people. Brent Skiba,

Family School Coordinator at

Pine Tree and Cindy Hilley,

head custodian at Oakview,

attended the training the first

week of December. Brent and

Cindy have been very active in

their buildings’ implementa-

tion of Olweus. It is hopeful

that we may be able to bring

the training to Michigan in

the spring. If that transpires,

we are hoping to be training

the other two applicants, An-

drea Rutlege from the high

school and Kim Haynes, Coun-

selor at Oakview. Both Andrea

and Kim have helped to coor-

dinate Olweus in their build-

ings.

Currently, the District has

sending home the standards

from the unit they are teaching

that align to IXL so parents

can work with their students.

Parents and students love the

program!

If you have not already done

so, please find a way to incor-

porate this program into your

teaching whether it be direct

or indirect.

IXL’s use is increasing. The

following stats are highlights

from November.

Stadium—2nd and 4th

grades have 99% using it

and 100% of 3rd grade

Carpenter— 86% of K and

2nd grade has 100%

Pine Tree—5th grade is at

97%

Paint Creek—has 2nd grade

and 3rd gades at 96%

Waldon— has 7th at 97%

This is an excellent resource

for students both at school and

at home. Please be sure you

are taking advantage of it.

Teachers are using the pro-

gram for homework, centers,

competitions, and District

instruction. Some teachers are

Curriculum, Instruction and Assessment

P a g e 2

Our district will be receiving one time funds for

the compliance of best practices. The Board

has approved to use a portion of these funds

for technology. Specifically, each elementary

and middle school will receive netbook carts

and the high school labs will be replaced. The

netbook carts will be purchased soon while the

labs at the high school well be completed in

late spring/summer.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Recently, you were asked to complete a tech-

nology survey required by the state. Please see

the results, in ATTACHMENT # 4.

Be one of the first to email Heidi a statistic

from the survey results to win a CIA prize!

D i d Y o u K n o w ? ? ?

Lake Orion High School wel-

comes nine exchange students

this school year. These stu-

dents are enrolled in the tenth

and eleventh grades and will

participate in English as a

Second Language program.

They will spend the year like

typical LOHS students: going

to classes, getting involved in

extracurricular activities, and

hanging out with friends.

While living with host families,

they will experience new foods,

holidays, and do some travel-

ing. The countries represented

by these students this year are

Germany, the Czech Republic,

France and Korea.

Academic Service Learning and Student Engagement

Through Academic Service

Learning activities, students not

only feel that they belong to a

group that is pursuing a com-

mon goal, they feel a heightened

sense of accomplishment and

pride as they observe the results

of their efforts. ASL gives every-

one the opportunity to be suc-

cessful as they learn to be better

students and citizens and gain a

sense of empowerment and

pride in their ability to help

others.

Want to know more? Have an

idea? Need help with a project?

Contact Laurie Trafton, Academ-

ic Service Learning Coordinator

at Ext. 6427 or 248-693-5436,

Ext. 2, (email:

[email protected])

for further information and

resources.

Academic Service Learning as a

teaching strategy provides stu-

dents with the opportunity to

meet clearly established aca-

demic goals while they provide

meaningful service to the com-

munity.

One of the key elements of Aca-

demic Service Learning that

makes it so successful is student

engagement. When the service

is connected to academic class-

room content, students see that

they are able to apply that class-

room content, as well as their

own social and personal skills, to

improve the community. No

longer does the teacher have to

answer the question, “Why am I

learning this?” or “How are we

ever going to use this in our

lives?” As students use the

content learned in the classroom

to work on projects that offer

“real life” experiences and see

that they can have an impact by

doing for others, they are natu-

rally motivated and the material

presented in class becomes more

meaningful.

Academic Service Learning en-

gages and, therefore, motivates

students at all levels, from high-

ability students to those who do

not respond as well to tradition-

al approaches. In addition to

traditional approaches, ASL

employs a variety of participa-

tory and experiential approaches

that enhance student learning.

These approaches include dis-

cussion, practicing of new skills,

and instructing others. Accord-

ing to the National Training

Lab, Bethel, Maine, The Learn-

ing Pyramid below shows the

retention rate of the different

teaching methods.

C o m m u n i t y E n r i c h m e n t E x p a n d s A c a d e m i c O f f e r i n g s

the curricular based courses

include: After School Spanish,

Kids With Cameras, LEGO

engineering, and Drawing/art

classes. In terms of second-

ary and adult education, Ger-

man and Spanish classes

along with MS Office Com-

puter Classes make up some

of the newest programs being

offered to the public.

The LOCS Community En-

richment Department has

been extremely busy creating

many new programs and clas-

ses for the upcoming new

year. Accordingly, the major-

ity of new programs being

offered will be educational

based. There are still the reg-

ular staple courses like paint-

ing, dance, sports, exercise,

etc. offered in the depart-

ment’s bi-annual brochures

(the next one comes out in

mid-December). However,

the freshest enrichment offer-

ings hit upon some of the key

LOCS curriculum areas for

elementary students such as:

Writer’s Workshop, Summer

Math Boost, Summer Reading

Boost, and Summer Writing

Boost. Likewise, other new

courses that will complement

D e c e m b e r 1 4 , 2 0 1 1

P a g e 3

Shows the average percentage of re-

tention of material after 24 hours for

each instructional method.

Did you find

the snow

flake?!!

Not this one!!!

mailto:[email protected]

CURRICULUM, INSTRUCTION CURRICULUM, INSTRUCTION CURRICULUM, INSTRUCTION

AND ASSESSMENT CONTACTSAND ASSESSMENT CONTACTSAND ASSESSMENT CONTACTS

Heidi Kast……...Asst. Superintendent of Curriculum,

Instruction and Assessment

Marysue Schwartzmiller….Administrative Assistant

248-693-5409 or Ext. 3908

Linda Glowaz….Assessment Coordinator...Ext. 6410

District Department Chairs…………..Listed on LOnet

District School Improvement Chairs………..Listed on

LOnet

LOCS Book Drive

a HUGE success!!

This November Lake Orion Community Schools hosted

it’s 2nd annual used book drive. Our mission was to

match more kids with the perfect books to support their

growth as a reader. Thank you to parents and commu-

nity members for their donations. 696 books were

adopted by classroom teachers for direct use in Lake

Orion classrooms. Each of these books is valued at a

minimum $5.00. Cleaning out our bookshelves saved

LOCS over $3,480.00! Watch for upcoming details on

our spring book drive. Questions may be forwarded to

Kate DiMeo, [email protected]. Thank you

for your generosity!!

mailto:[email protected]

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The Office of Curriculum,

Instruction and Assessment invites you. . .

Join us as we grow together by participating in a professional book club on Reader’s

Workshop. This spring, we will be discussing Teaching Reading in Small Groups by Jennifer

Seravallo.

For teachers who sometimes feel as if data-based instruction, differentiated groupings, and formative assessments somehow involve going over to The Dark Side, this book is a powerful antidote. It will help you know that you can hold tight to your deepest beliefs about children and literature, classroom communities and good teaching. —Lucy Calkins

If you choose to participate, the book will be offered to you for only $10.00. As a way of

saying thank you for going the extra mile, the district will cover the additional cost. Student

teachers, long term substitutes, friends from other districts etc. are welcome to participate

but must purchase his/her own book independently.

Interschool mail or e-mail Kate DiMeo at Webber by January 20th at 3:30 PM to reserve your

book. The book and reading assignments will be sent to you via interschool mail. You will only

need to return the book if you do not attend at least three of the four meetings on the book.

All meetings will take place at Webber from 4:15-5:15 PM in the teacher’s lounge. Childcare

will be arranged if interest is expressed.

Teaching Reading in Small Groups (grades 1-8)

February 7 (Tuesday), February 28 (Tuesday), March 6 (Tuesday), March 20 (Tuesday)

-----------------------------------------------------------------------------------------------------

This information may be e-mailed or interschool mailed to Kate DiMeo by January 20th.

Name_________________________________

School_______________ Grade Level___________

Enclose $10.00 for each book (non-LOCS employees include $27.00 per book).

Checks may be made payable to LOCS.

Teaching Reading in Small Groups By Jennifer Serraavallo

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Admini- Categories Media Elemen- Level High

Question District State strators Teachers Spec. Other tary Middle School

1What is your skill level in using email (e.g., able to open and send email and work

with attachments)? 4.37 4.35 4.69 4.37 4.78 4.00 4.35 4.51 4.30

2 What is your skill level in using digital cameras in the learning environment? 3.63 3.64 3.94 3.63 4.22 3.20 3.79 3.67 3.38

3What is your skill level in using projection devices (e.g., data projectors, document

cameras, interactive whiteboards) in the learning environment? 3.14 3.39 3.94 3.14 4.11 2.60 2.84 3.42 3.35

4What is your skill level in using classroom response systems (e.g., CPS or Turning

Point Clickers) in the learning environment? 1.87 2.35 2.75 1.82 2.89 1.50 1.58 2.04 2.15

5 What is your skill level in querying a database?2.41 2.72 3.06 2.34 4.44 1.90 2.17 2.50 2.68

6 What is your skill level in using a spreadsheet? 3.27 3.46 3.88 3.22 4.11 2.90 3.09 3.34 3.46

7What is your skill level in using digital tools to create documents (e.g., word

processing, Google Docs, WordPad)? 3.49 3.80 4.19 3.49 4.44 2.20 3.38 3.55 3.57

8What is your skill level with assessment/evaluation tools such as online survey

makers (e.g., Google Forms, Survey Monkey, Zoomerang)? 2.49 3.00 3.44 2.41 4.11 2.30 2.38 2.74 2.44

9What is your skill level with assessment/evaluation tools such as rubric makers (e.g.,

RubiStar or other rubric making sites)? 2.14 2.42 2.75 2.11 3.00 1.50 2.01 2.37 2.14

10 What is your skill level using PowerSchool? 3.82 3.45 4.31 3.91 3.44 4.00 3.53 4.18 3.98

11What is your skill level in using Pearson Inform for data inquiry and analysis of

student achievement? 2.68 2.50 3.13 2.72 2.89 2.90 2.78 3.06 2.26

12What is your skill level in using keyboarding short cuts (e.g., Ctrl+A highlights/selects

all text)? 2.97 3.26 3.50 2.95 4.00 2.50 2.87 3.16 2.95

13 What is your skill level with blogging tools?2.05 2.43 2.75 1.98 3.33 1.70 1.95 2.18 2.10

14What is your skill level in using collaboration tools (e.g., Google Docs, Wikispaces,

Buzzword)? 2.08 2.54 2.69 2.03 4.22 1.50 1.92 2.33 2.12

15What is your skill level in using online content area tools that provide lesson plans,

interactive and instructional materials? 2.90 2.47 2.75 2.93 4.00 2.10 2.90 3.06 2.81

16What is your skill level with using digital differentiation tools (e.g., Premier Assistive

Technology Suite, LearnPort's Nettrekker, VozMe, Read the Words)? 1.44 1.82 1.81 1.39 2.67 1.30 1.35 1.52 1.48

17What is your knowledge level of the online digital citizenship resources available

which teach web site evaluation, cyber safety, and acceptable use? 1.79 2.26 2.38 1.67 4.44 1.70 1.70 1.94 1.84

18What is your skill level in using digital tools that allow editing and enhancement of

digital images? 2.37 2.80 2.75 2.32 3.78 2.00 2.29 2.55 2.32

19What is your skill level in using online digital story telling tools (i.e., PhotoStory 3,

MovieMaker, iMovie)? 2.02 2.41 2.13 1.97 3.44 1.70 1.87 2.33 1.97

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20What is your skill level in using online tools for creating an online presence (e.g.,

Blackboard, Moodle, EduBlogs/blog, or a variety of tools)? 2.32 2.61 2.81 2.30 4.00 1.80 1.90 2.69 2.61

21What is your skill level in using a course management system (e.g., Blackboard,

Moodle) to enhance, extend, and/or provide online learning experiences? 2.26 2.48 2.88 2.24 3.78 1.90 1.82 2.63 2.63

22What is your skill level in using online interactive learning or virtual tools (e.g.,

Google Earth, Thinkfinity/Illuminations)? 2.16 2.57 2.56 2.13 3.33 1.80 1.97 2.35 2.24

23What is your skill level in using online video resources (e.g., SchoolTube,

TeacherTube, YouTube)? 2.94 3.24 3.31 2.94 4.00 2.00 2.63 3.33 2.99

24What is your skill level in using commercial online video resources such as United

Streaming or Learn360)? 2.61 2.84 3.25 2.65 4.11 1.90 2.42 2.97 2.57

25What is your skill level in using audio resources in the learning environment (e.g.,

iTunes, podcasts)? 2.56 2.86 3.31 2.52 3.44 2.20 2.42 2.83 2.54

26What is your skill level in creating audio content for use in a learning environment

(e.g., Audacity, GarageBand)? 1.71 2.05 2.38 1.67 2.78 1.20 1.56 1.88 1.78

27 What is your skill level in using file conversion tools? 2.13 1.85 2.69 2.10 3.22 1.80 1.97 2.22 2.27

28What is your skill level in creating digital presentations (e.g., PowerPoint, Google

Presentations)? 3.33 3.59 3.94 3.33 4.33 2.60 3.05 3.56 3.54

29What is your skill level in using online tools to create screencasts (e.g., CamStudio,

Camtasia)? 1.55 1.75 1.94 1.52 3.00 1.30 1.35 1.74 1.69

30 What is your skill level in using webinar and video conferencing resources? 1.78 2.14 2.81 1.70 3.44 1.80 1.63 2.06 1.76

31What is your skill level in using Distance Learning resources (e.g., T.W.I.C.E., virtual

fieldtrips)? 1.60 1.96 2.19 1.55 3.22 1.60 1.46 1.76 1.66

32What is your skill level in using online communication tools with voice and video

(e.g., Skype, GoogleTalk)? 2.40 2.65 3.31 2.35 3.22 1.80 2.22 2.67 2.40

33What is your skill level in using online social networking tools (e.g., Twitter,

Facebook, Michigan LearnPort)? 3.04 3.27 3.31 2.98 3.78 2.70 3.02 3.15 2.93

34 What is your skill level in using online educational databases? 2.68 2.73 3.19 2.65 4.11 2.20 2.53 2.81 2.77

35 What is your skill level in using online citation tools? 2.19 1.98 2.75 2.15 3.78 1.80 1.86 2.43 2.48

36 What is your skill level in using online tools to attach copyright to created works? 1.74 1.61 2.25 1.68 3.33 1.90 1.56 1.87 1.90

37 What is your skill level in using an RSS reader? 1.52 1.86 2.25 1.45 2.89 1.50 1.30 1.70 1.67

38What is your skill level in using online organizational tools for bookmarking web

sites? 2.84 2.17 3.44 2.80 3.78 2.70 2.86 2.98 2.71

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39What is your skill level in using digital calendars (e.g., GroupWise, Outlook, Google

Calendar)to schedule meetings? 2.74 2.99 4.00 2.64 3.78 2.50 2.62 2.85 2.81

40

What is your skill level in using digital graphic organizers and visual learning tools to

mind map, brainstorm, storyboard, or create organization charts (e.g., Inspiration,

Kidspiration, Webspiration)? 2.26 2.38 2.69 2.22 4.00 1.90 2.33 2.36 2.09

41 What is your skill level in using word cloud tools to support learning? 1.68 1.88 2.38 1.61 3.89 1.30 1.51 1.93 1.73

42 What is your skill level in using criteria to critically evaluate web sites?2.16 2.43 2.88 2.06 4.11 1.90 1.88 2.30 2.43

43 Rate your skill level integrating technology in your work?2.99 3.41 3.25 2.94 4.33 2.70 2.86 3.14 2.99

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