phelps county r-3 “slowly does it every time!” he said. ~taken from aesop’s fable the tortoise...
TRANSCRIPT
Phelps County R-3“Slowly does it every time!” he said.
~Taken from Aesop’s Fable the Tortoise and the Hare
Magic Bullet . . .
Everyone wants one!
You Must Understand The Race!
BeginningsPast PerformanceHills/ValleysFinish Line
TAKING STOCK!
You want us to do WHAT?!? CHANGE?!
Here We Go!!
August 2010The journey beginsBuilding relationshipsThe question is. . .
Is It Good for the Kids?Poverty -- Understanding the culture we teach in.PBiS
◦ Behavior consistency from PK to 8th ◦Checking out other districts◦Getting EVERYONE on board . . . classroom teachers, bus drivers, paraprofessionals, cafeteria workers, and custodians.
PLC• Teamwork• Is it good for kids?• Change…..
Insanity: Doing the same thing over and over again and expecting different results. ~Albert Einstein
TECHNOLOGY
@PCR3
A Few Thoughts . . .
“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” – David Warlick
How PCR-3 Utilizes Technology
Our Favorite Websites!Animoto – This is a site that can be used to create
stunning presentations that include images, video clips, music and text. Mrs. Wainwright (our JH Language Arts teacher)is a fan and has had students create wonderful “book reports” that seem more like movie trailers.
Study Jams – Offered from Scholastic.com, this free site has interactive videos that cover major Math & Science topics that are suitable for 3rd and up. Practice quizzes, songs, and interesting characters are used to engage students. Great as a hook at the beginning of a lesson, or a summary towards the end.
Our Favorite Websites (cont.)This website is full of etools that can be
incorporated in any classroom setting.
http://jahan.wikispaces.com/Technology+in+Math+Classroom
And, Finally . . .
COLLABORATION
We have to work TOGETHER?
Collaboration
What is Collaboration?• Collaboration means to work jointly with
others in order to achieve or do something especially in an intellectual endeavor.
In The Beginning . . .
We didn’t have complete collaboration throughout the building.
Who was collaborating with whom? We didn’t know!
Major division between Elementary and Junior High – “Us and Them”
Culture Building
Began slowly with building our new cultureLearning each other’s strengths and weaknessesTrusting each otherAccepting constructive criticism and suggestionsSetting differences aside to work together
PLC Leadership Team
A member from all four compass pointsA member from each academic area
Small PLC Groups
PreK-8 with one teacher per grade levelGrouping
◦PreK-2nd
◦3rd-5th with Art and Music◦6th-8th with P.E.◦Resource Teachers
Small PLC Groups (cont.)
Writing Rubrics Aligned K-8Unwrap Missouri Learning
StandardsWrite “I Can” Statements
DATA
What’s data?
Data? What’s Data?
Data never really shared with the faculty Overall MAP performance numbersNo individual student scores unless we askedDid not understand the data givenDid not know what to do with the data given
Types of Data
Three years ago we began collecting data◦MAP Overall Performance◦Individual Student Performance on MAP◦Reading Data (STAR, Dibbles, Reading Eggs, ESGI)
◦Assessment Data◦MAP Benchmarking
Now What?
The data paints the picture:◦Data collection form shared throughout school◦Data collection shows us what students need
extra help or attention in the classroom◦Data made us more focused on the goal◦Data shows growth or lack of growth◦Data can lead to differentiated learning by
knowing what students need more time/effort/attention
New Forms: MAP Tracking
Student Name MAP 2012 MAP 2013(+) Growth/
(-) LossMAP score
needed for 2014Points (+ or -)
Johnny Appleseed 708 690 -18 712 (a) +22
Betty Boop 642 630 -12 680 (p) +50
Jane Doe 697 731 +34 712 (a) -22
John Doe 634 650 +16 680 (p) +30
Harry Potter 658 675 +17 680 (p) +5
Lemony Snicket 725 720 -5 712 (a) -8
Tater Tot 682 692 +10 712 (a) +10
Minnie Mouse 758 702 -56 712 (a) +10
Mickey Mouse 637 665 +28 680 (p) +15
Wiley Coyote 690 693 +3 712 (a) +19
Cruella Deville 670 693 +23 712 (a) +19
GRADE: 7th Grade TEST AREA: COMM ARTSGreen = on target Blue = small gap (-1 to -20 points) Pink = large gap (-20 or more points)
NOTE: use scale score for present grade to determine score needed
New Forms: STAR DATA
Student Name STAR Q1 STAR Q2 STAR Q3 STAR Q4STAR END
Progress Needed
Johnny Appleseed 6.5 7.5 8.3 8.5 9.2 -------
Betty Boop 6.2 7.0 7.2 8.3 8.3 -------
Jane Doe 12.9 12.9 12.9 12.9 12.9+ -------
John Doe 4.7 5.1 5.8 6.2 6.7 +1
Harry Potter 6.0 5.6 7.7 8.5 8.0 -------
Lemony Snicket 8.2 8.6 9.2 11.5 12.0 -------
Tater Tot 6.2 6.7 6.8 6.5 6.3 +1
Minnie Mouse 3.9 5.2 5.2 5.3 6.0 +1
Mickey Mouse 4.9 5.2 5.4 5.6 5.8 +2
Wiley Coyote 11.7 10.5 9.4 11.2 10.7 -------
Cruella Deville 7.3 7.8 6.2 8.8 9.2 -------
GRADE: 7th Grade TEST AREA: COMM ARTSGreen = on target Blue = small gap (-1 GL) Pink = large gap (-2 or more GL)
NOTE: use present grade to determine score needed
SPECIAL EDUCATION
Where we were and where we are now!
“If the only tool you have is a hammer, it is tempting to treat everything as if it
were a nail.” ~ Abraham Maslow (1966)
First Response…Rather Than Last Response “ If the kid can’t cut it, why not just put them in
special education. That is why we have it.”
• Some teachers would conclude that the struggling students should transfer to a less rigorous course or should be considered for special education.
How We Were as a School!!• Special education was the only significant intervention
tool available in our school.• Because of it, we were relied upon too frequently.• There were harsh feelings about students not qualifying
for special education.• Teachers would say, “If we wait long enough they will
qualify.”• Some would lower their expectations by adopting less
challenging standards for subgroups of students within classroom.
• Some would look for ways to assist student before and after school.
• Some would allow struggling students to slip through the cracks but move on anyway.
Special Education’s Journey
• We suffered from the DRIP Syndrome- Data Rich/Information Poor
• Special Education has never lacked for Data; but we were not always turning this data into useful and/or relevant information.
• Through PLC we have reviewed our data practices.• Now, Data has become the catalyst for improved
teacher practices with comparison and collaboration.
Where We Are Now!
• PLC Implementation– Collaboration between teachers and Special
Education Teachers
• RTI Implementation– School Problem not a Special Education
Problem
• Title I Reading– Assisting those students who are AT Risk to
correct their deficiencies.
Finally. . .• Special Education serves a tremendously
important role in a school committed to success for all students.
• However, special education staff working in isolation cannot ensure all students will learn.
• In schools who create a systematic process to provide additional time and support for any student who experiences initial difficulties in learning; all students can learn in “the least restrictive environment”.
Teamwork
Run the same race TOGETHERTrain for the race
- Know your Professional Development- Know your Kids- Know your Data- Know your Standards
Collaboration
TEAM◦T – Total◦E – Everyone◦A – Attitude and Attention ◦M - Matters
End of the Race!
Thank your TEAMCelebrate your SUCCESSPlan for CHANGES in the trackTrain new RUNNERS on the teamProvide good SUPPORT for the returning
runnersMeet the needs of your RUNNERS