School improvement chat
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- The school has seen increases in students receiving free/reduced lunch and from minority groups, requiring changes to teaching. - Reading and science scores are strong but math scores need improvement, with a VAM of 49%. - Interventions for reading include the Lucy Calkins model, increasing reading stamina, and using data to inform instruction. For math, supplemental programs and computer time are used but scores remain low. - Recommendations include creating a math-rich environment through nights and maps, representation strategies like summarizing, and monitoring through LTMs and common assessments led by administrators and the math coach. The goal is to improve all subject areas.
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School improvement chat
- 3. When we first opened, we had just about 30%of our students receiving Free and Reduced Lunch. This year, we are at 60%! In addition to this, we have increased our minority rate with 69% of our students falling into this category. This means we need to be changing as well! We are changing!
- 4. The New, Beautiful Faces of Hidden Oaks!
- 5. Now, for the hard part….. How do we best teach them? What is working? What needs to change?
- 6. Let’s look at some data! FCAT FY13 Subject Proficient Gains Reading 59% 72% Math 56% 57% Science 64% n/a Writing 61% n/a 2014 Targets Subject AMO Target Reading 73% Math 73% Science 72% Writing 65%
- 7. VAM scores are in! Our combined school VAM score was 78% Our reading VAM was 90% Our math VAM was 49% Houston…We have a problem! Let’s add an additional layer!
- 8. Key reading interventions… Utilize Lucy Calkins Reading Workshop model Increase reading stamina Implement HATS tutorial program Utilize pre- and post- assessments to drive instruction Use data from diagnostics, SRI, and Reading Running Records to inform and drive instruction Before we get to that…what worked?
- 9. A Culture of Reading
- 10. Our science scores continue to rise, and they are heads and tails above the district and state scores. This year we used a unique learning system, a comprehensive curriculum map, created by a team of teachers during the summer. Use of science journals daily We have a science resource teacher that also teaches on the Fine Arts wheel. Science!
- 11. Our writing scores have dropped substantially over the last two years. The expectation of students needing appropriate grammar and spelling to pass the writing portion of the FCAT are responsible for this drop. We are working to create grade level maps of accountable spelling and grammar skills for each grade Common Core Standards are also addressing this gap. Areas of greatest need
- 12. Compare our classroom values with the following quick video: http://youtu.be/o_ixHe_fWBI Our Current Nemesis: Math
- 13. Our school’s literacy culture is overflowing! Hey! What about me???? (Says Math)
- 14. Using Mountain Math and ADD math supplemental programs Assigned morning computer lab time HATS after school tutorial program GIZMOS FasTTMath Scholastic program for math fluency Weekly school wide math challenges Academic Resource Teacher What math interventions are in place?
- 15. Our Academic Resource Teacher provides guidance to teachers and individual student attention Students that regularly attend morning labs and afterschool tutorials are making math gains Students that are given multiple opportunities to use computer-based adaptive technologies, such as FasTTMath and Gizmos are making math gains. What’s Working?
- 16. What needs to change? In math this year a leadership team was created to evaluate our math curriculum. We are trying to create not only a literacy rich environment, but a math and number-rich environment as well.
- 17. Create Math nights similar to Literacy nights previously held at Hidden Oaks Create grade specific curricular maps for math, understanding that the “page by page” mentality is not working for our students Hold various professional development trainings at school relating to how to create a year-long plan based on standards, differentiation, stations, available supplemental resources, and the use of manipulatives Recommendations
- 18. In his book Classroom Instruction That Works Marzano suggests certain strategies contain high yield probability results to increase student achievement. (2001) We will using some of these strategies in our planning cycles for math. Recommendations of Specific Strategies
- 19. Strategy 1: Summarizing and Notetaking We will teach students the rule-based summarizing strategy, use summary frames, and use reciprocal teaching so students can identify the important parts of what they are learning.
- 20. Representing Knowledge We will utilized nonlinguistic representations such as graphic organizers, pictograph representations, mental images, physical models and kinesthetic learning experiences to enhance math instruction.
- 21. Learning Groups We will use cooperative learning with flexible groupings to create experiences in which students learn with and by each other.
- 22. This year we want to not only focus on our literacy initiatives, but we want the feeling of math and science to also permeate through our school environment. In order to monitor that this is happening, one LTM per month will be dedicated to math that will be facilitated by an administrator Teachers will use common assessments and analyze the standards taught through this method The math coach will assist in the planning cycles, and in the instructional strategies used with students. How do we monitor our improvement efforts?
- 23. Through intentional planning and teaching we will improve in all content areas. As teachers we may need to step outside of our comfort zones….but remember: It’s about the kids!
- 24. Working together we can make a difference for our students….speaking of “pi” let’s kick off our (not)“pi” in the sky goals with a blast from the past!
- 25. http://youtu.be/4e6Ctils7ck Marzano, R., Norford, J. Paynter, D, Pickering, D. & Gaddy, B (2001). A handbook for classroom instruction that works. Alexandria, VA: ASCD. Let’s DO THIS Hidden Oaks!