technical college system of georgia office of adult education august 28, 2013 1

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Using Data to Manage Classrooms Effectively

Technical College System of GeorgiaOffice of Adult Education

August 28, 2013

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Technical Housekeeping At 2:00 pm, please call in using a phone that has a

“mute” setting. Call 1-866-590-5055 and enter

access code 8019870# to join the teleconference

Please mute your phone line to minimize

background noise

Presentation materials are on the GALIS “Help”

page under Technically Speaking.

Technical Difficulties? Email kbryant@tcsg.edu

Stay tuned at the end of the presentation for a link

to an online evaluation form and information about

the next ABE/ASE Technically Speaking

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Teleconference Overview Introduction – Charita Boles, GPS Coordinator Presenters

Nancy Thompson, Coordinator, ABE/GED, Adult Education, Georgia Piedmont Technical College

Jennifer Todd, Adult Education Lead Instructor, Oconee Fall Line Technical College

Tamika Phillips, Director, Adult Education, Columbus Technical College

Questions of Presenters Sharing from Others Closing Remarks – Charita Boles, GPS Coordinator

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Introduction

Make data an ongoing cycle of instructional improvement

Collect good data Know the purpose of the data Share the data with students and

colleagues Good instructional methods

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• Service Delivery Area – DeKalb (metro Atlanta), Rockdale, Newton, and Morgan counties

• FY13 Total Enrollment – 5,467• Serve ABE, ASE, ESL, EL/Civics, and Corrections• Mix of urban and rural sites

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Agenda

Obtaining the Data Using the Data

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You Can’t Have One Without the Other

Manage Classroom

Collect Data

Use Data

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Enlistment TimeGetting the Students into Class

Managed Enrollment Registration Orientation Attendance Policy

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…..And on to Boot Camp

What is Boot Camp? How are Boot Camp classes scheduled? What does a Boot Camp class look like? Officers Training or back to Boot Camp?

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Bravo Zulu or Soup Sandwich? Let the Numbers Tell the Tale!

GALIS Excel Spreadsheets Collecting and Using the DATA

TeachersSupervisorsCoordinator

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Marching Orders

DATA IS NOT THE ENEMY. Learn to use data to manage your classroom.

Let students know what those numbers mean to them.

Meet regularly with fellow co-workers to discuss ways to improve your numbers.

Embrace the challenge of meeting this year’s NRS goals!

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• Service Delivery Area – Bleckley, Dodge, Glascock, Hancock, Jefferson, Laurens, Telfair, Warren, Washington, Wheeler, and Wilkinson counties in central Georgia

• FY13 Total Enrollment – 1,402• Serve ABE, ASE, ESL, and Corrections• Primarily rural sites

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Adult Learners

Allow students to set attendance goals

Connect their success to program success

Recognize and reward their achievements Keep goals simple, specific, and realistic

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GALIS

Use Table 4 to get a snapshot of gains and attendance

Analyze other instructors with high performing classes and share techniques

Track contact hours to post-test according to guidelines

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Assessments

TABELocate strengths and weaknesses and build SEP

Official GED Practice TestsMeasure GED readiness

PSAMs (Printable Skills Assessment Modules)Use as tests or pop quizzes to determine mastered

skill areas

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Student Education Plan (SEP)

Base on curriculum guide specifics and objectives

Align and establish individualized instruction Create student-centered lesson plans

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• Service Delivery Area –Chattahoochee, Harris, Muscogee, Quitman, Stewart, and Talbot counties in west Georgia

• FY13 Total Enrollment – 1,414• Serve ABE, ASE, ESL, EL/Civics and Corrections• Mixed of urban (Columbus) and rural sites

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Using Data to Manage Classrooms Effectively

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Using Data to Drive….

The use of data is important and essential in classroom management because it drives INSTRUCTION and RETENTION.

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Response to Instruction & Intervention

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Which Best Describes You?

That’s Me! I am a teacher. I am an administrator. I have heard of RTI. I am skeptical about RTI. I think RTI is about special education. I have documented my interventions. I have students that need intervention.

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What is RTI?

Response to Intervention (RTI) is a systematic and data-based method for identifying, defining, and resolving students academic and/or behavioral difficulties.

From Brown-Chidsey and Steege (2005). Response to Intervention: Principles and Strategies for Effective Practice. Copyright by the Guilford Press.

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What is RTI?

“Response to Intervention” refers to a process that emphasizes how well students respond to changes in instruction. The essential elements of an RTI approach are: the provision of scientific, research-based instruction and interventions in general education; monitoring and measurement of student progress in response to the instruction and interventions; and use of these measures of student progress to shape instruction and make educational decisions.

From Brown-Chidsey and Steege (2005). Response to Intervention: Principles and Strategies for Effective Practice. Copyright by the Guilford Press.

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Response to Intervention is the practice of…

Providing high quality instruction and interventions matched to student need

Monitoring progress frequently to make decisions about changes in instruction

Applying student response data to important educational decisions

Using learning rate over time and level of performance to make important educational decisions

These components of RTI are essential to the development of a successful RTI implementation strategy.

National Association of State Directors of Special Education, Inc. (2008)

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Common RTI Elements:

High-quality instruction Assessment A multi-leveled approach to delivering

interventions 3 Tier model Problem-solving

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RTI ‘Pyramid of Interventions’

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OK, But what Does it Mean?

Tier 1: What All Students Need

(80-90% of your students should fall in this category, this would be students who made a subject/level completion) Tier 2: What Targeted Students Need

(5-10% of your students should fall in this category, this would be students who made a gain but not a subject/level completion) Tier 3: What Individual Students Need

(1-5% of your students should fall in this category, this would be students who made no progress at all)

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Advantages of RTI Approach

How can the data from RTI assist with classroom management?

The Data can be used to provide instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model)

The use of data from RTI will ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum

Informs teacher and improves instruction because assessment data are collected and closely linked to interventions

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Lessons Learned Tragically, one of the most common educational responses to students who are struggling is really a nonintervention: Do nothing!

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Planning for Success

The goal is to plan actively and consistently to help each adult learner move as far and as fast as possible along a learning continuum that will ultimately…

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Questions for the Presenters

?

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Sharing of Ideas from other Adult

Education Professionals

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Contact InformationCharita BolesGrant Program Support CoordinatorOffice of Adult Educationcboles@tcsg.edu(404) 679-1628

Jennifer ToddAdult Education Lead InstructorOconee Fall Line Technical College - Northjtodd@oftc.edu(478) 553-2077

Tamika PhillipsDirector, Adult EducationColumbus Technical Collegetphillips@columbustech.edu(706) 641-5623

Nancy ThompsonCoordinator, ABE/GED, Adult EducationGeorgia Piedmont Technical Collegethompson@gptc.edu(404) 297-9522 ext. 3218

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The next ABE/ASE Technically Speaking:

Using Distance Education to Extend Instruction

December 4, 2013 2:00-3:30 pm