Roche battle plan increment one1

Esperanza Charter School Battle Plan Ms. Roche (First Grade) ENI Increment One – ELA October 14, 2010 DATA REVIEW ENI Increment One – ELA List 3-5 standards on which your students demonstrated high level performance on the assessment. Demonstrate understanding of phonics by: Reading one and two syllable words with short and long vowel sounds spelled with common spelling patterns (ELA-1-E1) – 83% Demonstrate understanding of phonemic awareness by: Distinguishing which words have the same target sounds (i.e. beginning, medial, and final) in a given set of spoken words (ELA-1-E1) – 78% Identify grade-appropriate contractions (e.g. isn’t, can’t, don’t) (ELA -1-E1) – 78% Demonstrate understanding of phonemic awareness by:Segmenting single syllable real and nonsense words with as many as five sounds (ELA -1-E1) – 72% Demonstrate understanding of phonemic awareness by: Decoding simple words using word attack strategies (ELA-1-E1) – 72% List 3 -5 standards that need to be re-taught to the entire class or almost the entire class. Demonstrate understanding of phonemic awareness by: Distinguishing long and short vowel sounds related to the same letter in one syllable spoken words (e.g., the a is short in ran and long in make) (ELA-1-E1) – 61% Demonstrate understanding of phonics by: Identifying and reading words from common word families (ELA-1-E1) – 61% Demonstrate understanding of phonemic awareness by: Creating and stating a series of rhyming words, including consonant blends (ELA-1-E1) – 61% ***Demonstrate understanding of phonics by: Recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed, -ing, -est, -er) (ELA-1-E1) – 56%. I will review this GLE in a mini lesson. I feel my students are proficient at this skill, but I did not administer the question correctly. I failed to read the answer choices to my students and I feel this is what produced 56% proficiency. I caused the students to be judged based on their reading skills as opposed to their skill proficiency. List the individual students whose performance was poor across the board or almost across the board: Students who mastered 5/10 objectives: Agustin, Cindy Barahona, Bryant Guerra-Mancia, James Leon, Ramon Uribe, Ashley (1/10 objectives mastered) – possible SPED referral Students who mastered 7/10 objectives or less: **These are students who I am confident can quickly increase proficiency in a small group atmosphere. Avila, Karla (7/10) Bickham, Mi’shell (6/10) Chancavac, Brandon (7/10) – SPED Lavigne, Bobby (7/10) Rosa, Cristian (6/10) Semexant, Isaias (7/10) Tapia, Luis (6/10) List the standards that need to be re-taught to specific groups of students and list the groups. Demonstrate understanding of phonemic awareness by: Creating and stating a series of rhyming words, including consonant blends (ELA-1-E1) – 61% The students listed below work with Ms. Castellanos during ELL pull out. I will speak to her and provide activities she can use to address this GLE during her lesson. If she feels the students need more instruction, I will pull students individually during ELL class. AGUSTIN, CINDY 1/3 GUERRA-MANCIA, JAMES 1/3 LEON, RAMON 1/3 URIBE, ASHLEY 1/3 The students below were not proficient at creating rhyming words. They will be pulled for small group instruction with either myself or Ms. Radetich. TAPIA, LUIS 1/3 BICKHAM, MI`SHELL 1/3 BICKHAM, MI`SHELL 1/3 Demonstrate understanding of phonics by: Recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed, -ing, -est, -er) (ELA-1-E1) –56% The students listed below work with Ms. Castellanos during ELL pull out. I will speak to her and provide activities she can use to address this GLE during her lesson. If she feels the students need more instruction, I will pull students individually during ELL class. AGUSTIN, CINDY 1/3 BARAHONA, BRYANT 1/3 GUERRA-MANCIA, JAMES 0/3 URIBE, ASHLEY 0/3 CHANCHAVAC, BRANDON 1/3 – SPED. I have already spoken to Sister Wood about Brandon’s performance (which, overall, was outstanding). I will provide a list of GLEs not mastered. Sister Wood will address these during her time with Brandon. I will pull these students for small group instruction. This was the GLE I believe was skewed because I did not read the answer choices. I would like to retest these students using the same language from the ENI test to determine whether the students could not read the answer choices or if they need to be re-taught the objective. LAVIGNE, BOBBY 1/3TAPIA, LUIS 0/3BICKHAM, MI`SHELL 1/3 Demonstrate understanding of phonemic awareness by: Distinguishing long and short vowel sounds related to the same letter in one syllable spoken words (e.g., the a is short in ran and long in make) (ELA-1-E1) – 61% AGUSTIN, CINDY 1/3BARAHONA, BRYANT 0/3 GUERRA-MANCIA, JAMES 1/3 LEON, RAMON 1/3 SALAVADOR, RONAL 1/3 SEMEXANT, WINDSOR 1/3 URIBE, ASHLEY 1/3 These students will be placed in a small group with Ms. Radetich in my classroom. Demonstrate understanding of phonemic awareness by: Adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1) – 67% I will ask Ms. Radetich to work with the following students on this GLE: AGUSTIN, CINDY 1/3ROSA, CRISTIAN 1/3URIBE, ASHLEY 1/3 I will work with the following students in a small group: BICKHAM, MI`SHELL 1/3SEMEXANT, WINDSOR 0/3TAPIA, LUIS 1/3 Data Review After teaching in whole and small groups for the past eight weeks, I believe the scores outlined in this report reflect the students’ daily work and behavior. The students who struggled the most with this test are my ELL students. Increment One focused on phonemic awareness. This poses a problem for students who speak Spanish at home. Though they may understand an objective, such as identifying and creating rhyming words, they have great difficulty hearing the subtleties of the English language. Being unable to audible distinguish these sounds results in lower proficiency scores for these students. Moving Forward I have learned a lot about my students and myself as a teacher through this test and the data. The objectives that my students had the highest percent of proficiency were those that I stretched out over several lessons. In the beginning I taught, asked questions and moved on when I thought the students could answer enough questions. I have learned that although students are able to answer questions in class that day does not mean they have a deep understanding of the concept. I have learned to slowly introduce a concept on the first day and delve deeper into the information each day. When I first began teaching I did not use many worksheets. I did not want to drill students everyday without meaningful instruction. I relied mostly on hands-on activities. I am working on striking a balance between the two. My students need to explore the material through engaging and interactive activities, but they do need to spend some time writing. This allows a transfer from abstract information to concrete. I have also been sending home work that looks exactly like the work we do in class. Though I always sent home work that related to the topic in class, it was not in the same format as the questions in class. If I pull a worksheet from an outside source I am sure to pull another one just like it to send home for practice. The objectives that were mastered by the students were taught when I began this practice. This Increment I will begin using my projector to show the daily exit tickets we take based on what we learned that day. I usually hand each student their ticket and review it orally. I feel it would be more meaningful if I post the ticket and show the students how I would attack the problem. I would like them to model my test taking procedures. This will help them become better test takers. There are a few students who did not perform as well as I know they can. I believe they became overwhelmed by the test and did not have the test taking skills to fall back on. Once every few weeks I am going to give students a test that is just as long as the ENI test. I used the same language on all my classroom tests, but I believe the length of the test is the most challenging for the students. They seem to be looking forward to the end of the test rather than concentrating on the question in front of them. If I provide tests of the same length they will become used to the length and it will not be such a major factor in their overall performance. As an everyday activity I will be adding phonogram cards and phonics stories. I had the opportunity to observe Ms. Maura’s class and saw the effect these activities have on the students reading abilities. This confidence in reading will help the students during the test. Some students are overwhelmed by the amount of words on the paper, no matter how tests they have seen. If I am able to make them confident readers they will spend less time worrying about how many words they cannot read and focus on the question being asked. Overall I am proud of all my students. They did an outstanding job and worked very hard to get these results. Now that I have this battle plan, I am confident I will go into Increment Two as a more confident and aware teacher. I will address the issues from this Increment while forging forward. By the end of the year I would like my students to have 90% proficiency on all the tested objectives. Esperanza Charter School Battle Plan Ms. Roche (First Grade) ENI Increment One – Math October 19, 2010 DATA REVIEW ENI Increment One – Math List 3-5 standards on which your students demonstrated high level performance on the assessment. Read and write numerals to 100 (N-1-E) – 95% Use ordinal numbers through 31st as they relate to the calendar (N-1-E) – 89% Apply estimation strategies to estimate the size of groups up to 20 (N-2-E) (N-8-E) – 84% Write number words for 0 to 19 (N-1-E) (N-3-E) – 84% Explain patterns created with concrete objects, numbers, shapes, and colors (P-2-E) – 84% List 3 -5 standards that need to be re-taught to the entire class or almost the entire class. From a given number between 1 and 100, count forward and backward (N-3-E) – 53% Given a number and number line/hundreds chart, identify the nearest ten (N-7-E) – 63% Using a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before/after a given number and between 2 given numbers (N-3-E) (A-1-E) – 68% List the individual students whose performance was poor across the board or almost across the board: Students who mastered 5/9 or lower: Agustin, Cindy 5/9 Avila, Karla 5/9 Causey, Joshua 5/9 *Joshua is one of the highest performing students. He had trouble staying awake during the test and I believe this affected his results. Leon, Ramon 4/9 Uribe, Ashley 2/9 – possible SPED referral Students who mastered 7/9 or lower: I am confident these students only need a few small group meetings to pull up their results. Bickham, Mi’shell 7/9 Guerra – Mancia, James 6/9 Lopez, Jordan 7/9 Rosa, Cristian 7/9 Salavador, Ronal 7/9 List the standards that need to be re-taught to specific groups of students and list the groups. Using a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before/after a given number and between 2 given numbers (N-3-E) (A-1-E) – 68% AGUSTIN, CINDY 1/3ARNAUD, DEMI 1/3AVILA, KARLA 0/3 LEON, RAMON 1/3SALAVADOR, RONAL 0/3 URIBE, ASHLEY 1/3 A majority of these students who missed this question are ELL students. I would like to conference with Ms. Castellanos or Ms. Radetich to see if there is a strategy I can use to help these students understand the vocabulary being used. I will be sure to use such words as before/after and between everyday. I will use a number line when using these words so the students have a concrete example to relate to. I will be sure I am asking before/after questions everyday when we do calendar math. I do the calendar everyday but sometimes hop around during questioning. When I ask questions that relate to this standard I am going to call on the students listed above. I want to be sure these students are active participants in the conversation. Sometimes these students get lost behind those who understand and I mistakenly think the whole class understands. From a given number between 1 and 100, count forward and backward (N-3-E) – 53% AGUSTIN, CINDY 1/3AVILA, KARLA 1/3 BICKHAM, MI`SHELL 1/3 CAUSEY, JOSHUA 1/3GUERRA-MANCIA, JAMES 0/3 LEON, RAMON 0/3 ROSA, CRISTIAN 1/3URIBE, ASHLEY 0/3 MALDONADO, AMELIA 1/3 – Amelia was absent for one week prior to the ENI test. I believe this had a huge impact on her scores. I taught this GLE in depth when she was sick. I will work with her one-on-one and introduce the GLE through a mini lesson. If she needs extra work I will place her in the small group above. I will re-teach this GLE to the class. I would like to pull the students listed above for extra practice. I spoke with Ms. Schflarski about this objective and would like to re-teach it using her strategy. She suggested that when we count forward we put the number we are starting with in our head. This helps center the students and remind them where they are going. This will also help as we are learning addition. When I am working with the students above I will be sure to provide a number and manipulatives (unifix cubes). I want the students to be able to access the information at all levels. Given a number and number line/hundreds chart, identify the nearest ten (N-7-E) – 63% The entire class did not master this GLE. I will be using a full class to re-teach the concept. I am going to conference with Ms. Maura to compare her data and teaching strategies. I spent a lot of time teaching this standard to my class and feel I am approaching it the wrong way. AGUSTIN, CINDY 1/3 BICKHAM, MI`SHELL 0/3 CAUSEY, JOSHUA 1/3 LEON, RAMON 0/3 SALAVADOR, RONAL 1/3 URIBE, ASHLEY 0/3 CHANCHAVAC, BRANDON 1/3 – SPED. I will conference with Sister Wood to discuss teaching strategies that would help Brandon grasp this concept. In addition to working with the students in a small group, I would like to ask Ms. Castellanos do a lesson during her ELL pull out time. I want to see if there is a breakdown due to language or if the students do not understand the numbers. As I was administering the test, I noticed the number line they provided increased by fives. When I taught this concept, I used a regular number line. The students who relied on the number lines to help them during class were confused when they were taking the test. When I plan for Increment Two I will be sure to focus on these details that can hinder a child from performing as well as they can. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E) – 79% The class performed well on this objective, but I need to work with the students who are not proficient. This skill is so fundamental to success in all levels of math. I will work daily with these students to be sure they master these skills. GUERRA-MANCIA, JAMES 1/3 LEON, RAMON 1/3 LOPEZ, JORDAN 1/3 URIBE, ASHLEY 0/3 I am also planning on addressing this standard as a mini lesson for the entire class. Though most of students are proficient in skip counting they do not understand why it is important. This was a standard I am not happy with as a teacher. I would like to take some time to talk about when to use skip counting in everyday life. I am hoping this mini lesson will help the students who struggled with it on the test. I will also be sending home hundreds charts and number lines so the students can practice at home. This extra practice should allow the students to catch up with their peers and be able to participate in a deeper conversation about skip counting. Date Review I am very proud of my students. I think they did a wonderful job on this test. Looking at the data I understand that the lack of understanding came from my teaching style. At the beginning of the year I was trying to use the math textbook to guide the lessons. This proved to be quite difficult. The ENI test uses different vocabulary than the book and it would be beneficial if I used the book as an extra resource as opposed to the foundation of my math lessons. A few weeks ago I received 2,000 unifix cubes from Donors Choose and I feel this had a huge impact on my students’ math comprehension. Since then we have been able to see and create patterns, show more than/less than and create number lines to compare numbers. Every time I introduce a concept I want the students to have manipulatives. I must work on my management of these cubes. Since I did not have the cubes at the beginning of the year I did not introduce them as part of the procedures of my classroom. Some of the students become distracted with the cubes on their desk and it winds up hurting them in the end. Before I begin teaching addition and subtraction I would like to establish rules and procedures for the cubes so that they produce results. Moving Forward This section is similar to my ELA reflection. I must find a balance between hands-on activities and worksheets. Looking at the data I see that the students were most successful when I provided a lot of opportunities for practice. In math it is important that students write and I do not think I gave my students adequate time to write. When I introduce a topic I will use the cubes and then I will spend the next day or so writing. Once I am confident the students understand the concept we will go back to the cubes before moving on. This will allow them to become comfortable with the topic and explore it at a deeper level. I am also going to skip count with the students daily. A few weeks ago I noticed the students could not skip count by 2. I posted the numbers on the door and made the students count by 2 to 100 every time we left the classroom. In my effort to perfect this skill I lost the other ones. I would like to return to skip counting everyday so the students have a solid foundation in this skill. The students will also fill in a hundreds chart every week. This will allow me to chart their progress and help them order numbers. They will understand which number is greater or less based on its position on the chart. I am very happy with my student’s performance but I know they are capable of more. As their teacher I know what my role is. When I am able to find a teaching style I am confident with, I believe my students are going to do very well. I would like to see 95% on every objective by the end of the year.

Roche battle plan increment one1

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Roche battle plan increment one1