Kenton Exit Report1

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  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps
  • The TAV exit conference has the following components:
    Highlighting what outstanding practices the TA Team have found
    Reviewing next steps as identified by the school site
    Areas of improvement found by team consensus and data analysis with suggested action steps

Transcript

  • 1. Making Middle Grades Work Technical Assistance Visit Southern Regional Education Board
  • 2. Making Middle Grades Work Technical Assistance Visit Southern Regional Education Board/ Making Middle Grades Work Kenton Middle School Southern Regional Exit Report Education Board
  • 3. MMGW Technical Southern Regional Education Board
  • 4. MMGW Technical • “Snapshot” as seen by those external to your school • Baseline data Southern Regional Education • Use as a tool to Board
  • 5. TAV TEAM Tom Buroker, English Meghan Smith, Counselor Shannon Kuhlman, Mathematics Kevin Kapanka, Science Kenton High School Karen Jesionowski, 2nd Grade Teacher Espy Elementary School Southern Connie Dyer, ELA Teacher Regional Education Jamie Sanders, ELA Teacher Board Upper Scioto Valley Middle
  • 6. MMGW 10 Key Practices Southern Regional Education Board
  • 7. MMGW 10 Key Practices • High expectations • Teachers working - Extra help/ together extra time • Students actively • Upgraded Core engaged Academics • Using technology • Strong leadership for learning • Qualified teachers • Support from parents Southern • All students Regional matter – guidance • Using data Education Board
  • 8. Components of the TAV Report Southern Regional Education Board
  • 9. Components of the TAV Report For each goal, the TAV team identified Actions the school has taken Southern Regional Next Steps Education Board Challenges and Action Steps
  • 10. Closing the Gaps Southern Regional Education Board
  • 11. Closing the Gaps The overriding challenge is for Kenton Middle is to close achievement, opportunity and expectations gaps in student achievement in order to meet the goals outlined by No Child Left Behind (NCLB) by 2014. Southern Regional Education Board
  • 12. Meet district, state, HSTW/MMGW and federal targets with a focus on high expectations/extra help PLUS  Common grade level planning time supported teachers’ implementation of high expectations and extra help  98% of students in regular classes; SpEd teachers support students in every core class  Grade level teams adopted homework policies  KMS added Study Skills class this year; focus for every grade level based on areas that Southern need strengthening for OAA Regional Education  Availability of before- and after-school Board assistance; teachers have tried to encourage attendance/eliminate stigma
  • 13. * Teachers kept record of students’ attendance at study tables to document increase in scores and grades * Teachers are willing/accessible *Study Skills class appeared to be highly effective intervention. * Additional opportunity for review, application, mastery * Highly engaging Southern *Focused on OAT, OAA areas of Regional Education weakness Board
  • 14. • Consistency of enforcement of rules in general. Students know what is expected and for the most part, complied w/ rules. • Ts and Ss reported rules were more strict, but more consistent. • Power of “I” - incomplete Southern assignments are returned for Regional Education improvement. Failure not an Board option
  • 15. Focus on high expectations next steps • Vertically align homework policies • Each teacher will develop formative and summative assessments • BOE adopted policy for KMS students to have career education and consumer math in their curriculum beginning in school year 2010. • Provide student access to Progress Book, KMS’s web-based grading program • Continue 8th grade algebra for HS credit Southern Regional • Continue accelerated math for 6th and 7th Education grade students Board • Continue TAG (Talented And Gifted)
  • 16. Focus on high expectations/extra help challenges/DELTAS • All students need to complete Algebra I in 8th grade or demonstrate mastery on pre-algebra assessment that demonstrates readiness for Algebra I in HS • Not very many teachers had a novel on their desk to promote literacy • High expectations not necessarily conveyed to parents. Are there class-by-class expectations Southern that should be shared w/ parents other than Regional Progress Book reports Education Board
  • 17. •Parents don’t see assignments, rubrics, student work at home, guidelines for quality work •Kids need to be encouraged to accept/attend extra help •Student work is not posted w/ a description of quality. •Observed a rubric in only 1 class - but it wasn’t a rubric - just listed points possible for different criteria •Evidence of inconsistent implementation of Southern Regional homework and re-do policies and practices Education Board
  • 18. Recommended Actions • Consistently post student work • Ensuring students are ready for Algebra I • Working to develop and use school-wide rubrics • Explore ways to share with parents: – expectations, student work, progress over time • Identify other ways to both provide extra help and more focus (i.e.last 15 minutes of Southern study skills class) Regional • Have focus teams revisit and complete Education Board school-wide policies on
  • 19. Goal I. Increase academic rigor promising practices/Plus • Some teachers effectively used questioning techniques to elicit more thoughtful, critical thinking responses from students • 8th grade algebra for HS credit • 6th and 7th grade accelerated math, compacting three years of math into two years so students can take algebra for HS credit in 8th grade • TAG reading for 6th grade Southern Regional • Study Skills classes leveled by OAT reading Education scores Board • Every grade level team developed a HW policy
  • 20. • Lots of posters and visuals - very inviting • Asking students to take info. and COMPOSE or DEBATE higher order thinking. • Team members observed rigor levels of classes: •31% at the basic level • 53% at the proficient level • 16% at the advanced level Southern • students are expected to read 18-25 Regional Education books per year (one T said about 75% Board of S were halfway there at end of 1st semester
  • 21. • Teachers and students said they do lots of writing in all core classes and complete longer writing/do research (in all 3 grades) • Southern Regional Education Board
  • 22. Goal I. Increase academic rigor next steps •Continue 8th grade algebra for HS credit •Continue 6-7 grade accelerated math •* Continue TAG reading for 6th grade •* Continue Study Skills classes leveled by OAT reading scores •* Implement career education and consumer math into curriculum Southern Regional Education Board
  • 23. Goal I. Increase academic rigor Deltas • Roughly 1/2 of KMS 8th graders fail to meet State Goal of 75% proficient in Science. 2/3 in Social Studies. 25% of SWD met goal in reading and only 15% in math • Students said they rarely have HW - they either do in class or Study Hall (about 15 mins on avg for HW is what most Ts required) Southern • Students reported it’s not hard to get an “A” Regional Education if you try (these were more accelerated Board students)
  • 24. Goal I. Increase academic rigor challenges • No observation of critical thinking skills being used through various methods • No observation of long-term projects that require challenging tasks • Lack of differentiation in assignments that challenge accelerated students Southern Regional Education Board
  • 25. Goal I. Increase academic rigor recommendations/Deltas • Assist teachers in determining proficiency levels of assignments and assessments and modifying to increase rigor levels • Increase use of reading and writing strategies across the curriculum • Develop school-wide literacy plan to address all 5 SREB literacy goals over next 3 years • Increase teachers’ use of rubrics [provide more professional development on developing/ Southern accessing quality rubrics] and post rubrics Regional with student work Education Board • Help teachers use questioning that elicits more higher level thinking/responses
  • 26. • Need 9th grade feedback to assess “rigor” of curriculum. Are they prepared for High School? Are study skills in place? • Help teachers develop differentiated lessons. Southern Regional Education Board
  • 27. Goal II. Strengthen the curriculum actions the school has taken • Curriculum alignment to Ohio Academic Content Standards (mapping tools, standards, target indicators) • Standards-based instruction (lesson plan review, looking at student work, review assessments, walk-throughs) Teacher lesson plans are turned in weekly Plans reflect state standards • Assessments (formative, summative, common assessments) • Provide monthly professional development for teachers to provide time for collaboration, assessment Southern development, and rigor study Regional Education • Curriculum rigor Board Gifted opportunities for 6th grade students Accelerated classes offered in math
  • 28. Goal II. Strengthen the curriculum actions the school has taken Plus •Consultants hired by district to work with teachers on curriculum mapping/alignment and developing standards-based assessments •I Can Statements observed in just about every class. This communicates learning objectives in student-friendly language. • Staff members have team planning time Southern each day - great opportunities for Regional Education curriculum development Board
  • 29. Goal II. Strengthen the curriculum next steps * Continue assessment professional development * All teachers will be required to use Progress Book fro weekly lesson plans which include standards and indicators * All teachers will be required to post daily target indicators in Southern their rooms Regional Education Board
  • 30. Goal II. Strengthen the curriculum challenges/DELTAS • Few teachers set the purpose for learning in the lesson or closed with summary or reflection on the content of the lesson • More vertical integration is needed. At KHS OGT data is scrutinized and it would be helpful if Middle Grades would emphasize these deficient areas so that basic skills need NOT be re-taught Southern Regional Education Board
  • 31. Goal II. Strengthen the curriculum recommendations • Incorporate higher levels of Bloom’s taxonomy in lessons • Have teachers establish focus for lessons that reflect the standards • Provide closure activities or checks for student understanding • Look at ways to vertically integrate curriculum all of Kenton City Schools Southern Regional Education Board
  • 32. Goal III. Student engagement in challenging work PLUS • Small classes and student groups enhanced student engagement in many classrooms • Some examples of cross-curricular integration • Some teachers use reading and writing strategies across the curriculum to increase students’ comprehension and application of skills/knowledge • Students were engaged in most classes: 83% Southern Regional moderately or highly Education Board • Discussions were good
  • 33. • Team members observed maps that show what is being taught • Teachers collaborate - this helps if they see it more than once. More use of formula writing throughout entire school would be beneficial • Students were excited to work on projects together • Most classroom management was superb Southern Regional Education Board
  • 34. Goal III. Student engagement in challenging work Deltas •Some classes are very large (distribution) •Need more group work - students helping each other. Kids want to do more than just read from the book •A lot of teachers read to the class and some of the students tuned them out, put heads down. •Did not observe many student reading groups •Students requested more interactive activities Southern Regional Education Board
  • 35. Goal III. Student engagement recommendations •Use literature circles, Reader’s Theatre •Increase the use of interactive and group/ partner strategies Southern Regional Education Board
  • 36. Goal IV. Comprehensive Guidance and Advisement System  Evidence of very respectful relationships and high levels of rapport between students and adults.  Use of Progress Book increasing [students, teachers, parents] as communication tool  Students are invited to attend Parent / Teacher Conferences  Guidance counselors meet with each 8th grade student regarding their high school classes Southern  6th grade orientation is held for incoming Regional students and their parents Education Board  8th grade students tour Ohio Hi-Point JVS in preparation for high school planning
  • 37. Goal IV. Comprehensive Guidance and Advisement System actions the school has taken  8th graders participate in two days’ job shadowing experiences every fall  7th/8th graders complete career interest inventory, research potential careers and develop career portfolio that follows them to HS  8th graders develop Individual Career Plan in Home Ec classes Southern Regional  5th grade exit reports are provided for all Education incoming 6th graders Board
  • 38. Goal IV. Comprehensive Guidance and Advisement System Plus  Many opportunities for students to participate in community service projects/programs  Competitions, rewards, sports and clubs keep students actively involved in their school  Reworked Hall flow - hall traffic is better  Inclusion (special ed.) Teachers provide support in ALL core classes. Southern Regional  All students experience a variety of electives Education (Art, Home Ec, IA, PE, band, choir). Home Ec Board helps fulfill G&A goals of exploring careers
  • 39. Goal IV. Comprehensive Guidance and Advisement System next steps the school has planned  Improve communication with high school regarding incoming freshmen – Similar to 5th grade exit reports from elementary – Plan to begin an advisor/advisee program Change will be necessary in the master schedule to include advisement period Southern Regional Education Board
  • 40. Goal IV. Comprehensive Guidance and Advisement System challenges/Deltas  Parents reported they review list of courses for high school and sign off on student’s schedule  Lack structured teacher-based advisory program  Increased # of discipline referrals, but principal reported b/c administration is handling Teacher referrals promptly, they are Southern Regional nipping it in the bud. Result = referrals Education address minor issues, not major issues. (so this Board is also a PLUS)
  • 41. • Teachers feel less connected w/ their students this year b/c class sizes are larger, no Homeroom (used to have HR competitions, activities, etc.). • Students don’t know about OGT - introducing the topic in the middle grades would help prepare students or jump start their preparation. • Southern Regional Education Board
  • 42. Goal IV. Comprehensive Guidance and Advisement System recommendations • Parents need to be more involved in 5 year plan preparation. Parent meetings should be yearly at least to assess students’ future path • Some schools do a transition kickoff/fun day before school starts - KMS has Open House. Maybe expand on this. Southern • Students reported having a teacher advisor Regional would be helpful (more encouragement, more Education Board support, know about trouble more quickly)
  • 43. Goal IV. Comprehensive Guidance and Advisement System recommendations • Plan and implement a teacher-based advisory program • Establish a Transitions Team to develop coordinated plan for elementary to middle and middle to high student transitions Southern Regional Education Board
  • 44. Goal V. Leadership & Support for teachers to work together collaboratively Plus • 2 Instructional Specialists work w/ 4 elementaries and KMS. •Resources for teachers in gathering/analyzing data and planning/teaching lessons. •Principal reported that both principal and asst princ. do frequent walk thrus. They have distinct expectations and provide immediate Southern feedback to teacher Regional Education •Change from 2 teams per grade to 1 grade Board level team. This resulted in all teachers changing in their content.
  • 45. • Principal Perception: “KMS appears more unified.” • In addition to common plan time daily, KMS has 2-hour delays once a month for professional development/collaborative planning. • Southern Regional Education Board
  • 46. Goal V. Leadership & Support for teachers to work together Deltas • Principal reported there is a perception in the community that the Middle School is the “bad child.” and that the board doesn’t counter this perception. • T’s and parents’ communicate problem w/ team conferences this year. Principals felt ganged-up up on when 6 or 7 teachers ratio to 1 principal. Especially b/c usually about a Southern Regional problem with a student. Education Board
  • 47. • Reading Teachers need to emphasize reading of Social Studies types of materials instead of fiction - • Teachers don’t seem as hyped anymore due to being overwhelmed w/ other duties Southern Regional Education Board
  • 48. Goal V. Leadership & Support for teachers to work together collaboratively Southern Regional Education Board
  • 49. Goal V. Leadership & Support for teachers to work together collaboratively  Lack of awareness of MMGW key practices and conditions Southern Regional Education Board
  • 50. Goal V. Leadership & Support for teachers to work together collaboratively  Lack of awareness of MMGW key practices and conditions  Teacher reliance on principal to provide data Southern Regional Education Board
  • 51. Goal V. Leadership & Support for teachers to work together collaboratively  Increase the use of data  Establish a Data Focus Team to gather, synthesize and disseminate school data  Support teachers’ use of data to drive decisions and use student work and Southern Regional short-cycle assessments as part of Education Board data analysis
  • 52. What’s Next? Southern Regional Education Board
  • 53. What’s Next? • Review all data including TAV report • Explore what is happening in other MMGW schools • Use your data and MMGW Benchmarks to select and prioritize action steps • Divide actions among team structure • Develop/integrate three-year action Southern Regional plans Education – Steps Board – Interim Timelines and Benchmarks
  • 54. TAV Team Appreciation The Technical Assistance Team wishes to thank you for your hospitality, cooperation, and helpfulness during the site visit. THANK YOU! Southern Regional Barbara Moore, Team Leader barbara.moore@sreb.org Education Board
  • 55. • The 8th grade Algebra class was well-put together and provided a variety of student engagement. The class started off w/ the students working on 3 algebraic problems that were posted on the board. After a period of time, the teacher went through and worked out the problems along w/ the help of the class. He explained the solutions and they offered “what if” questions to expand the thoughts of the students. Next, the teacher moved to the Smartboard to continue the lesson. What made the class intriguing was the sense of humor of the teacher. He was able to joke w/ the students and threw personal stories in. I think this Southern keeps the kids engaged and focused. Regional Education • Board
  • 56. • 7th Grade Accelerated Math Inclusion 28 students Topic: Ratios, proportions, surveys Inclusion teacher present too Teacher had students’ instructions on computer overhead with Cookie Monster singing “C is for Cookie” as kids walked into room. Students were to get materials and get to seat. Teacher reviewed yesterday’s survey questions and results. Students were to ask their classmates their survey questions and get a ratio (ie., how many students like McDonalds?) They were also to ask boys-only questions and girls-only questions. Today, Teacher asked students to work in groups to transfer what they knew about ratios to figure out what the ratio would be for the WHOLE school, not just their class. Students worked in groups of 4 to figure this out. Then teacher posted some of students findings on board. Good discussion w/ lots of student input. Did a few others similar. Ended the class Southern with a problem about cookies (connecting the Cookie Monster Regional idea) displayed on overhead. Lots of higher level thinking Education questions, lots of enthusiasm, lots of transferring what they Board learned for real-life problems. •
  • 57. • 7th grade English, 28 students Teacher showed a video form the web dealing with a new gamming system. The students were instructed to write their opinion about the system as if they were going to advertise it for the company. Teacher had guidelines for the assignment listed on the board and clarified the assignment using examples of what he did and did not want. Towards the end of my observation time Teacher called on some students to share their work. Several students volunteered to share as well. This was a great real world application of English concepts that relate to what the students are interested in. Southern Technology was used in the presentation and also in the Regional assignment. Requiring the students to express their own Education Board views within the constraints of the assignment requires higher level skills.
  • 58. • 7th grade Social Studies Topic – Persian War in 10 easy Steps Material had been introduced previously. Students were reteaching content using Smart Board. Energy level was high. Knowledge of content was very high. Many hands up to take turns teaching. Colorful use of markers to depict travels and battles of Persia. Students had to answer questions and prove answers. Students able to share differing view points with voting for final opinions. HW clarified several Southern Regional times and students were eager to start on Education homework. Board
  • 59. • I saw an 8th grade English lesson on composing a persuasive paper. I entered during the middle of the class period. The teacher was modeling how to write an introductory paragraph for their persuasive papers. She was using the overhead and students were writing right along with her. She directed them to skip lines, so that it would be easier to revise. Students also had packets of research; they had to refer to this in order to write their papers. She mentioned yesterday they filled out a “four square” and I she had a sample “four square” on overhead that demonstrated what students should have completed on their own. Previously she stated that they had read a sample persuasive essay and then read it again after the revisions had been made. She referred to this to help students understand that their personality should show in their paper. Also, rereading is a good Southern strategy and puts an emphasis on reading and Regional writing and the connection they have. Students Education Board did have class time left for extra help. Continue on next slide...
  • 60. • She walked around, gave feedback, and read what some had written. She also helped a struggling student, who seemed off task, get started. I liked how students had to have statistics in their paper, this is an easy way to incorporate numeracy into the class. They did have homework for tomorrow, to write the first body paragraph for their essay. • Southern Regional Education Board
  • 61. • I observed a 7th grade Social Studies class where the topic was the Persian War. I walked into the classroom and there was excitement in the air. There was a map on the SMART board (of the Persian Gulf area) with lines drawn all around it. There was also a picture on the white board right beside it. The teacher was reviewing material for an upcoming quiz. Students were asked to come to the board and the teacher would have the student point out places on the map or answer questions that he had using the map as an example. Another student came to the white board and put events in order by writing results on the SMART board. The rest of the Southern students were engaged and really listening to what Regional was happening. The teacher was all around the Education Board room and all eyes were focused on him.
  • 62. • LESSON PLAN PARAGRAPH I observed a 7th grade math class of 26 students from beginning to midway through a lesson on using math in the real world. Teacher began with the statement, “Be sure to read the board for things you will need this period.” The LED projector scrolled through slides that gave directions as well as praise for good behavior as this teacher had been absent for two days. The teacher, also, verbalized her praise of the class for “making her proud”. The lesson began with a word study on ‘uni’ followed by partner work in which students studied Kroger ads and calculated price per unit for various products. This connected with the state standard of decimal placement. Two students proceeded to the board where they taught to the remainder of the class how they arrived at their answers. Southern Teacher monitored the students’ understanding and provided Regional substantive feedback when needed. At various times, Education teacher referred to achievement test vocabulary words. Board When needed, students were instructed to “talk to your partner” as a signal for pair/share time.