Transcript Slide 1

DUST OFF YOUR DATA!
Presented by: Glenda Pierce, Lorianne Rotz, and Lee
Sayago. Assistant Principals from the Diocese of
Orlando
Revising and enhancing instruction by ensuring that
these areas correlate….
Assessment
Curriculum
Standards
Instruction
SECOND QUARTER/TERM
•What is planned for instruction? (IP)
•What actually took place? (Map)
•What is the curriculum for this topic? (Standards)
•What level of rigor is expected? (Standards)
•How was knowledge of the instruction assessed?
(Map)
•Is the assessment reflected in the grades for the
term? (Grade report)
WHAT IS THE PLAN FOR INSTRUCTION IN THE SECOND
TERM?
LET’S LOOK AT THE PLANS….
WHAT ACTUALLY TOOK PLACE?
LET’S LOOK AT THE REFLECTION (MAPS)….
DECEMBER PLANS
WHAT IS THE EXPECTATION?
LET’S LOOK AT THE STANDARDS….
Standard SS.8.A.2 Examine the causes, course, and consequences of British settlement in the
American colonies.
• Benchmark SS.8.A.2.1 Compare the relationships among the British, French, Spanish, and
Dutch in their struggle for colonization of North America.
• Benchmark SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern
colonies.
• Benchmark SS.8.A.2.3 Differentiate economic systems of New England, Middle and Southern
colonies including indentured servants and slaves as labor sources.
• Benchmark SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and
social development of the colonies.
• Benchmark SS.8.A.2.5 Discuss the impact of colonial settlement on Native American
populations.
• Benchmark SS.8.A.2.6 Examine the causes, course, and consequences of the French and
Indian War.
• Benchmark SS.8.A.2.7 Describe the contributions of key groups (Africans, Native Americans,
women, and children) to the society and culture of colonial America.
Standard SS.8.A.3 Demonstrate an understanding of the causes, course, and consequences
of the American Revolution and the founding principles of our nation.
• Benchmark SS.8.A.3.1 Explain the consequences of the French and Indian War in British
policies for the American colonies from 1763 - 1774.
• Benchmark SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1774.
HOW WAS IT ASSESSED?
LET’S LOOK AT THE PLAN….
DO THE INSTRUCTION, STANDARDS AND ASSESSMENT
APPROPRIATELY CORRELATE?
•Highlight the skills (verbs only) in the instruction
•Highlight the skills (verbs only) in the standards
•How do these correlate?
•Highlight the assessment
•Is the assessment meaningful and relevant?
•Does the assessment match the instruction?
HOW WAS THE ASSESSMENT RECORDED FOR THE
STUDENTS?
LET’S LOOK AT THE SECOND TERM GRADES….
INSTRUCTION, STANDARDS, ASSESSMENT
•Map out the year~ order of instruction based on
standards
•Plan the instruction~ utilizing standards, textbook
as resource, attending to level of rigor
•Correlate the assessment to the instruction at the
same level of rigor~ meaningful and authentic
•Grades should reflect what is happening in the
classroom
ARE WE PREPARING STUDENTS FOR COLLEGE?
•SAT/ACT scores are heavily relied upon for
determining college acceptances and scholarships.
•Standardized test scores can be used to identify
weaknesses in the curriculum.
•Improve standards alignment, unit preparation,
consistency, and assessment to increase student
scores.
BACK TO THE BASICS
SAT Writing Scores – peaked in 2007 and have been declining
in recent years.
Teacher turnover and lack of consistency.
• Even though we were scoring above national average, too
many of the students were well below national average with a
several students pulling our score averages up.
REFLECTIVE PRACTICE
•What were we currently doing in our English classes?
• Standards, content, skills, and assessment
•Instruction was fragmented without a real focus.
•Curriculum was textbook driven.
•Instruction did not spiral.
•Writing was sporadic and the “writing process” was not being
taught or assessed in a systematic or consistent way.
•Too much time spent on poetry vs. reading long texts.
PLANS FOR CHANGE
•Create a common format for creating units.
• Units now center around “reading” and incorporate all of the
English Strands:
• Reading
• Writing
• Vocabulary
• Communication
•Each unit would have an authentic writing component
(essay, research, etc). “Quote”
NEW UNIT FORMAT
Writing Process Standards
Writing Application Standards
(Creative/Informative/Persuasive)
Vocabulary Standards
(vocabulary is embedded and
cumulative)
Reading
Fluency Standards
Reading Comprehension Standards
Literary Analysis Standards
(Fiction/Non-Fiction)
Communication Standards
Information/Media Standards
ENGLISH DEPARTMENT TASKS
•Create a sample unit focused on “reading” which
incorporates benchmarks from all strands. Include multiple
formative assessments and at least two summative.
•Order of Instruction for each grade level
• Based on reading units
• Include length spent on fiction, non-fiction, short
stories, poetry, research etc.
• Increase the number of texts read each year.
• Standardize grading scale (weighting)
IMPACT ON SCHOOL CURRICULUM
•English department had a clear plan and focus
•Professional Development on Writing in the Subject Areas
•Implemented a Cross Curricular writing focus.
•Every subject would include at least 4 authentic writing
assessments per year.
•Writing process standards and a common writing rubric
would be used in all subjects.
•Track progress using curriculum maps.
ALIGNING INSTRUCTION WITH STRATEGIC
PLANNING OF SCHOOLS
ITBS 2006
ITBS 2007
School A Fifth Grade
School B Fifth Grade
Month/Year
May 2008
Math Grade 4
GradeLevel: 4
Skills
FRACTION OPERATIONS AND CUSTOMARY MEASUREMENTS
A1. Add fractions with like denominators
A2. Identify denominators
A3. Identify numerators
B1. Add fractions with unlike denominators
B2. Identify steps to change denominator
C1.Subtract fractions with like denominators
D1. Subtract fractions with unlike denominators
D2. Identify steps to change denominator
March 2008
FRACTION OPERATIONS
Math Grade 5
A1. Add and subtract fractions with unlike denominators
Grade Level: 5
B1.
B2.
B3.
B4.
Add and subtract mixed numbers with or without renaming
Estimate sums and differences of mixed numbers
Estimate sums and add mixed numbers
Estimate differences and subtract mixed numbers
December 2007
C1. Find products of fractions
C2. Use paper and pencil to multiply fractions
C3. Multiply mixed numbers
ADDING AND SUBTRACTING FRACTIONS
Math Grade 6
A1. Add and Subtract fractions with like denominators, and simplify the answer.
GradeLevel: 6
A2. Find the common denominators for fractions with unlike denominators and find their sums and differences in
simplest form.
B1. Find sums of mixed numbers with and without renaming.
B2. Find differences of mixed numbers with and without renaming.
March 2009
FRACTION CONCEPTS
FRACTION CONCEPTS
Math Grade 4
A. Parts of a Region
A1.Define vocabulary
A2. Draw models of fractions
A3. Identify parts of regions
B. Parts of a Set
B1. Define vocabulary
B2. Identify fractional parts of groups
B3. Draw sets and parts
D. Estimating Fractional Parts
D1. Define vocabulary
D2. Estimate fractional parts of sets or groups
E. Equivalent Fractions
E1. Define vocabulary
E2. Identify equivalent fractions
E3.Multiply and Divide to get equivalent fractions
E4. Reduce fractions
F. Fractions in Simplest Form
F1. Define vocabulary
F2. Reduce fractions
G. Using Number Sense to Compare Fractions and
Ordering Fractions
G1. Define vocabulary
G2. Determine least and greatest fractions
G3. Compare fractions using <,>,or =
G4. Order fractions from least to greatest
GradeLevel: 4
H. Mixed Numbers & Improper Fractions: Comparing H1. Define vocabulary
Mixed Numbers
H2. Write mixed numbers
H3.Calculate mixed numbers and improper fractions
H4. Compare mixed numbers
April 2009
FRACTION OPERATIONS AND CUSTOMARY
MEASUREMENT
Math Grade 4
A. Estimating Fraction Sums
Grade Level: 4
FRACTION OPERATIONS AND CUSTOMARY MEASUREMENT
A1. Estimate sums of fractions
A2. Estimate sums of fractions to be greater or less than 1
B1. Compute through addition of fractions with like denominators
B. Adding Fractions with Like Denominators
C1.Compute through addition of fractions with unlike denominators
C2. Modify fraction denominators to be the same
C. Adding fractions with Unlike Denominators
D1. Compute through subtraction of fractions with like denominators
D. Subtracting Fractions with Like Denominators
E1. Compute through subtraction of fractions with unlike
denominators
E. Subtracting Fractions with Unlike Denominators E2. Modify fraction denominators to be the same
May 2009
DECIMALS AND METRIC MEASUREMENT
DECIMALS AND METRIC MEASUREMENT
Math Grade 4
A. Decimals and Fractions with Place Value
A1. Write fractions as decimals.
A2. Write decimals as fractions.
A3. Identify place of tenths and hundredths.
Grade Level: 4
ITBS GROUP SKILLS
Category
Names/Titles
Dates/Holidays
Place Names
Names: Organizations & Groups
Rank
August 2009
Language Arts Grade 3
A. Sentences: fragments and complete
1. Distinguish between sentences and sentence fragments and use complete sentences
beginning with capital letters in writing
October 2009
Language Arts Grade 3
E. Proper nouns
1. Identify common and proper nouns and use proper nouns in sentences with capital letters
2. Recognize that days, months, holidays and books begin with a capital letter
November 2009
Language Arts Grade 3
K. Months: abbreviations
1. Identify abbreviations for titles, days, and months
2. Write each abbreviation beginning with a capital letter and ending with a period
March 2010
Language Arts Grade 3
D. Predicate pronouns: I and me
1. Use the pronouns I and me, capitalizing the I and writing the pronoun me last when referring
to other people as well as themselves
November 2009
Language Arts 4
A. Nouns
6. Capitalize proper nouns- names, days, months, places, family, and titles
December 2009
Language Arts 4
C. Abbreviations
1. Identify spelling words as abbreviations.
2. Spell abbreviations correctly, with a capital letter (for most) and a period
August 2009
Language Arts Grade 5
A. Write complete sentences
1. Identify sentence fragments
2. Use capital letters properly in paragraphs
3. Create and edit sentences with correct punctuation and capitalization
October 2009
Language Arts Grade 5
B. Proper Nouns
1. Show proper capitalization for proper nouns in writing
SCHOOL IMPROVEMENT PLAN
GOAL 1:
Communication
Students from PreK – 8th grade at St. Andrew Catholic
School will develop, reinforce, and evaluate their ability to
communicate by using a variety of communication forms
evidenced by an increase in students’ average baseline
scores on school-wide assessments for writing
proficiency and oral communication.
COLLEGE AND CAREER READINESS ANCHOR STANDARDS
FOR SPEAKING AND LISTENING
COLLEGE AND CAREER READINESS ANCHOR STANDARDS
FOR SPEAKING AND LISTENING
• A
• B
•
C
FL COMMUNICATION BENCHMARKS
COMMUNICATION
FL SSS Grade 6
Standard1: Penmanship
The student engages in the writing process and
writes to communicate ideas and experiences.
BENCHMARK CODE
BENCHMARK
LA.6.5.1.1
The student will use fluent and legible handwriting skills.
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Standard2: Listening and Speaking
The student effectively applies listening and
speaking strategies.
BENCHMARK CODE
LA.6.5.2.1
LA.6.5.2.2
BENCHMARK
The student will listen and gain information for a
variety of purposes, (e.g., clarifying, elaborating,
summarizing main ideas and supporting details);
and
The student will deliver narrative and
informative presentations, including oral
responses to literature, and adjust oral language,
body language, eye contact, gestures,
technology and supporting graphics appropriate
to the situation.
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FL COMMUNICATION BENCHMARKS
SCHOOL IMPROVEMENT PLAN
GOAL 2:
Learning to Learn
Students at St. Andrew Catholic School will identify, develop,
and reinforce their abilities in reading fluency and
comprehension skills throughout grade levels, resulting in an
increase in students’ scores on the Iowa Test of Basic Skills,
Reading Comprehension.
KEYWORD: COMPREHENSION
SCHOOL IMPROVEMENT PLAN
GOAL 3:
Expanding and Integrating Knowledge
Students at St. Andrew Catholic School will enhance their
abilities to research, compile, assimilate, and communicate
as evidenced by all tested grade levels achieving at or above
the 65th NPR on the Sources of Information Total section of
the Iowa Test of Basic Skills.
ASSESSMENT