Transcript Document

School Learning Environment
Changes
 Redefined characteristics of learning environment.
 Teachers were required to submit daily lesson plans that
connected learning to standards, budgeted time for a 90
minute block, described formative assessments that were used
within each lesson, provided honest reflections of what
worked and what did not work.
 Teachers were provided common planning period to enable
thorough PD and collaboration.
 High expectations for all students - required to work in class
and engage in learning.
 Utilized Mrs. Roland as a math coach to provide a constant
focus on academic achievement and best practices within the
classroom.
Algebra Student Demographics
 70% of students were classified as free/reduced lunch.
 40% of students were ELL learners.
 80% of students scored Basic/Below basic on the 8th grade
Benchmark examinations.
Algebra EOC Results
2010
2011
2012
10%
18%
21%
2013 State
AMO Goal
28.93%
2013
72.34%
(All
Students)
76.92%
(TAGG)
Geometry EOC Results
2010
2011
2012
2013 State
AMO Goal
2013
8%
14%
4%
28.93%
61.11% (All
Students)
56.25%
(TAGG)
Instruction Changes
Taught Problem Solving
 Discussed first lessons together in PLC and began with problem posing
and teaching students the steps of problem solving. All classes used
common problems that IF demonstrated in PLC.
 Discussed the need to ‘teach students’ to ‘problem solve’. Used non
math problems such as being locked out of a house. List all the ways
you would get in.
 Students shared results, and then the question was posed, “what
consequences were associated with each method to enter” (effect of
action or function).
 Students shared, and then the question was posed about how their
answer would change if a baby was locked inside and in distress
(changing the variable).
 Taught students the expected procedures , including writing down all
answers, showing all work, and not erasing.
 Brought student samples to next PLC and shared successes and
challenges.
Instruction Changes
Changed problems and practices used.
 Class activities centered around high-interest problems (example:
“mulletude” ).http://mrvaudrey.com/2012/05/03/the-only-lessontheyll-remember/
 Focused math instruction on the 8 Mathematical Practices.
 Common Assessments were used and results reviewed in PLC.
Identified which teaching practices resulted in mastery of content.
Also identified areas to be taught differently for teachers with
lower achieving students .
 Based on results of previous week’s lessons, teachers discussed
areas of strength and potential problems they encountered and
altered lessons based on results of collaboration.
 Students were identified for individual tutoring by Title 1 tutor
throughout the year. Tutor worked with non EOC course teachers
to pull students.
Embedded EOC testing preparation
through curriculum
 Units were designed with EOC released items used as a follow
up test for each unit (designed curriculum to produce data
needed instead of having to produce the data to analyze).
 Analyzed results, and unmastered content was retaught.
 1st semester final was EOC released items that correlated with
strands covered. Data was analyzed, and unmastered strands
were retaught with different strategies.
 Students were classified by predicted EOC outcomes, and target
students identified.
 Target students received intense one-on-one tutoring by Title 1
tutor during school.
Embedded EOC testing preparation
through curriculum
 2 weeks prior to EOC Spring test, EOC released items test was
given and results analyzed at the strand level.
 Strands that were not mastered were reviewed intensely the last
two weeks.
 Students were reidentified for intense one-on one tutoring.
Establish Productive PLCs
Instructional Facilitator strategically planned and facilitated weekly PLC.
 PLCs evolved using GIR model.
 Initial phase – IF or math coach served teachers to meet their needs by
attaining a needs list and fulfilling all possible needs, writing pacing guides,
writing syllabi, researching resources and making curriculum calendar with
multiple curriculum resources for each framework.
 Started establishing a PLC culture of sharing student results - what went
well and what failed. Learning from each others experiences.
 Developing phase – Released unit planning and curriculum planning to
teachers and focused on common assessment data and
successes/failures. Discussed common assignments and effectiveness,
frameworks students were struggling with, and techniques used to
overcome weaknesses.
Establish Productive PLCs
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math plc aug 23 minutes.docx
math plc sept 5 minutes.docx
Math_PLC_Meetingagendas oct10[s].docx
Math_PLC_Meetingagendas dec5[2].docx
 Mature Phase – Minimal leadership required. Teachers analyzed classroom data
on common assessments and brought questions and suggestions to PLC.
Analyzed group data together.
Productive PLCs don’t occur by accident.
A Key Benefit of PLCs
Teachers learned from each other
 A teacher shared his observation and strategy to address ELL
learning.
 Algebra teacher noticed that the ELLs would return on Monday
after speaking their native language all weekend at home and
would have lost the mastery of the math language previously
learned.
 Teacher modified his lesson plans and always started Monday
with a math language review.
 The language review minimized ELL frustration and increased
the students’ ability to master new concepts quicker.
Student motivation and personal
ownership of learning
 Importance of EOC exam and how it relates to them (why they
should try for themselves )
 We met in groups of test takers at each campus (approximately 4060 students.)
 We discussed the state requirement to be remediated if the
student did not ‘pass’ the exam. ‘Passing’ was defined as
Proficient.
 Discussed a student success story and the change in the student
when they went from failing the EOC 3 times to scoring ADVANCED
on it. Student’s entire image of herself changed. Challenged
students to imagine it was them that just received the report that
said they were “advanced”.
Teachers Individualized Plans Due to
Relationship with Students
 Teachers developed such deep relationships with the students, the
students trusted that the teacher’s motivation for pushing them
was for the student and not for their personal gain, or that of the
school/district.
 Students wanted to achieve for the teacher.
 EOC importance to the student was reiterated regularly in the
classroom. Leadership and staff communicated a common
message.
EOC Test Groups
 Creating Test Groups
 Teachers assigned a prediction factor to each student based on
personal knowledge of the student’s test taking skills, attitude, and
knowledge of content.
 IF thoroughly reviewed the student list, along with common
assessment data, modification requirements, mobility status. IF
then created test groups.
 Teachers reviewed test groups and suggested changes.
 Test group sizes were minimized.
 Individual student needs were met by group assignments.
EOC Test Environment
 Focused attention to all environmental issues, such as
comfort, crowding, room placement, room
temperature.
 Groups strategically assigned proctor that would best
meet student needs.
 As much as possible, non highly mobile students
were proctored by their own math teacher,
particularly target students.
EOC Test
Held EOC rally where students were challenged and encouraged.
 Mr. Griep committed a $25 gift card to all proficient and
advanced.
 Students were challenged to beat the other schools by scoring
well and to prove themselves capable.
 The importance of attendance was discussed.
 Students knew teachers believed they could succeed.
 Group incentives were promised for good effort and
attendance.
EOC Test
Test day was counted down to and met with anticipation
by students and faculty.
 Bulletin board in hall with count-down.
 Partnered with local businesses and provided meals for
breakfast and lunch for test takers.
 Students watched school leaders work hard to serve
them and meet their needs. Environment of “we are ALL
working hard to achieve OUR goal.”
Taking EOC became a positive event, not fun, but positive.
Results
 You saw the numbers and growth.
 Student excitement. First day of school, students
wanted to know how they did.
 Momentum established for this year!!!!