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Presentation on theme: "PRESENTED BY BROOKE BEAVERS ACADEMIC ENHANCEMENT."— Presentation transcript:


2 PART 1: OVERVIEW Administrators will be able to… Identify the 4 main components of Academic Enhancement Explain the teacher and administrator roles during Academic Enhancement Break down data from a master tracker to identify areas of proficiency and deficit to assist with instruction

3 WHAT IS ACADEMIC ENHANCEMENT? Formally known as Extended Day, Targeted Instruction, 7 th period 3-5 pm Occurs every Monday-Wednesday Designed to “grow” scholars

4 WHY ACADEMIC ENHANCEMENT… Tindley School’s philosophy Extended Day origin The need for more time with scholars High level of accountability Charter School vs Public School Calendar Days Autonomy (the flexibility to make decisions in the best interest of kids)

5 WHAT DOES IT LOOK LIKE? Skill Review (3- 4pm) Accelerated Skill Review (Optional) 3-4pm Standard Mastery 4- 5pm Clubs/Homework 4-5pm Targeted Instruction Scholars that have below a 75% in a class Enrichment Scholars that have been identified as “High Flyers” through Acuity assessments Targeted Instruction Scholars that have not demonstrated mastery of a given standard according to high stakes assessments Enrichment Scholars that have demonstrated mastery of a given standard


7 YES- BUT MUST BE OWNED BY ALL Walking your talk Consistent visibility by ALL admin Making sure weekly plans are posted and BBC updated Friendly Reminders about submissions Training staff on all protocols Allowing common planning time Following through when expectations are not met

8 COLLEGIATE END OF YEAR CELEBRATIONS ECA Notable Achievement I-Step+ Notable Achievement NWEA Notable Achievement  Every cohort had greater than an 80% pass rate.  Three cohorts averaged above a 90% pass rate.  One cohort had a 100% pass rate.  Overall grade level pass rate of 91%.  95% pass rate 8 th grade Math  92% pass rate 7 th grade Math  91% pass rate 6 th grade Math  89.5% pass rate 7 th grade ELA  85% pass rate 8 th grade ELA  48 scholars who did not pass an I-STEP+ assessment last year, passed this year 6 th grade grew an average of 2 years in math and reading Pre-Test 5m; Post- Test 7m 7 th grade grew from a 7b to an 11e in math and 8e to 11e in reading 8 th grade grew from a 10b to an 11e in Math and a 7e to 11e in Reading

9 EVALUATION PROCESS FOR “AE” Teachers will be evaluated by….? Attendance taking- Extremely important for school leader report to stakeholders Data Driven Instruction or DDI Embedding formative assessments Academic growth of scholars Classroom culture and management

10 STANDARD MASTERY Take place from 4 to 5pm Taught by ALL Core teachers in the building Focus on assessment data (NWEA, Acuity, Interims) Data is updated every 2 weeks on tracker and is used by Title 1 and SpEd to determine pull-out groups

11 TITLE 1/SPED Examine trackers to determine what skill sets scholars are struggling with Pull small groups in 30 minute increments from 3-5 Collaborate with Core teachers during Friday PD

12 TEACHER EXPECTATIONS All teachers will be required to submit required Academic Enhancement deliverables to AP of Academics by Friday at 5pm. All teachers will be required to submit mini- assessments every other Friday to AP of Academics by 5pm. All Core teachers will submit data to bi-weekly tracker by Friday at 5pm.

13 TEACHER EXPECTATIONS Teachers may not be at their desks or on computers during Academic Enhancement All materials for Academic Enhancement must be prepared ahead of time Submitted plans are expected to be followed at all times

14 TEACHER EXPECTATIONS Teachers having less than 4 scholars assigned to AE Skill Review will be required to co-teach Students are not to pack up until 5pm Failure to comply with non-negotiables may result in a write up.

15 ADMINISTRATOR ACCOUNTABILITY AP of Academics will post Regular/Early Release lists in hallways and assignments to staff Monday morning Admin will walk hallways from 3-5 to ensure fidelity AE will be included in teacher Observation and Evaluation Admin will relieve teachers for 5 minute restroom breaks as needed

16 ADMINISTRATOR ACCOUNTABILITY Administrators will celebrate gains with staff and scholars *Acuity B Data from Tindley Collegiate Grade 6Grade 7Grade 8 T.A. + 31% ELAB.M. +53% on MathM.R. + 25% on ELA K.F + 28% ELA N.S. + 23% on ELA D.A. +31% on Math D.W + 24% on ELA K.J. +23% on MathR.O. + 22% on Math N.T. + 39% on ELA T.B. +37% on MathJ.B. + 21% on ELA A.J. + 23% on ELA K.W. + 30% on Math S.F. + 25% on ELA M.F. +29% on MathK.F. +23% on ELA J.H. + 29% on MathS.O. + 20% on Math M.P. + 26% on Math

17 ADMINISTRTOR ACCOUNTABILITY APA will provide the PAL with tracker updates to include in the monthly Leader Report to track the effectiveness of Extended Day Teacher/Content Area Average # Students/week Evidence of Growth (based upon targeted skills pre/post) Average Increase of Percent Mastery after Re-Teach of ACUITY skills Bazilio/Physics10 For the month of November there was a focus on utilizing the standards assessed in ACUITY A to reteach skill deficits during the 2nd hour of AE. Teachers had to be extremely intentional by developing bi- weekly assessments and mini-lessons that addressed areas in need of remediation. The first hour was devoted to make-up/re-do and reteach of current concepts. Lego League in lieu of ACUITY re-teach Johnson- Deloatch/Math 11 72% increase in Mastery M.A. #1 67% increase in Mastery M.A. #2 South/ELA11 75% increase in Mastery M.A. #1 61% increase in Mastery M.A. #2 Thompson/Mat h 11 88% increase in Mastery M.A. #1 72% increase in Mastery M.A. #2 Crumbo/ELA1068% increase in Mastery M.A. #1 95% increase in Mastery M.A. #2


19 TRACK THE PERCENT MASTERY 1.Count the number of scholars that scored an 80% or higher on the specific skill/standard. 2.Divide that by the total number of scholars. Example: Author’s purpose 4 scholars scoring 80% or above 4/5 scoring proficient 80% increase in mastery

20 TRACK THE AVERAGE PERCENT 1.Add the scores for a specific skill/standard together 2.Divide that by the total number of scholars. Example: Author’s purpose = /5=90 Percent Average: 90%

21 SHARE THE RESULTS WITH SUPPORT STAFF The main tracker automatically imports data into individualized trackers that can be shared with support staff, parents, etc.





26 OBJECTIVES Administrators will be able to… Explain and determine the effectiveness of planning Identify and understand the relevance of each planning component

27 Why should we plan? Ensures specific skills are targeted Allows for curriculum alignment to mini- assessment Keeps instruction on pace Increases scholar engagement Helps with classroom management FAIL TO PLAN = PLAN TO FAIL

28 DATA DIVE!!!! AE areas of focus were based on the MOST RECENT High Stakes Assessment Strategic Data Dives were held to break down areas of deficit prior to the creation of the groupings and planning for AE We have to be intentional when modeling how to break down data

29 FRIDAY DELIVERABLES All teachers will be given time during Friday PD to complete 3 planning sheets that will be utilized during Academic Enhancement for the upcoming week Planning sheets need to target specific skills/standards based on high stakes assessment data Plans need to reflect what will be tested on the bi- weekly mini-assessment

30 START WITH YOUR ASSESSMENT FIRST! Look through your mini-assessment Break down the skills/standards you plan on re- teaching Use the Bi-Weekly Planning Sheet to outline each day

31 BE INTENTIONAL! Before planning, ask yourself: Can I teach two standards on the same day? Do I need to break apart a standard over several days? Does it make sense to teach the standards in a certain order?

32 5.22 Add and Subtract Fractions including mixed numbers with different denominators 5.23 Use Models to show an understanding of multiplication and division of fractions 6.17 Find the GCF of whole numbers 6.24 Multiply and divide positive fractions 6.25 Solve problems involving addition, subtraction, multiplication and division of positive fractions and explain why a particular operation was used 7.21 Solve problems involving addition, subtraction, multiplication and division that use integers, fractions, decimals and combinations of the four operations

33 PLANNING SHEET COMPONENTS Teacher Objective Materials Anticipatory Set Scholar Objective Modeling Checks for Understanding Guided Practice Closure Independent Practice

34 TEACHER OBJECTIVE Select an objective at an appropriate level of difficulty and complexity Determine your objective through task analysis, diagnostic testing, and/or congruence with Bloom's cognitive taxonomy Make sure standards are listed, as well as the Critical Skill being covered (unpack the standard).

35 Notes: The SWBAT explain how to multiply and divide positive fractions and perform the calculations (Standard 6.24). Critical Content: Multiplying mixed-numbers Critical Skill: Explaining Critical Skills need to be bolded. Critical Skill language would be your Bloom’s verbiage. Note: The standard covers more than the skill I plan on remediating for the hour. Teachers make sure you are unpacking the standard and listing the Critical Content you are covering for that particular lesson. SAMPLE OBJECTIVE

36 MATERIALS List ALL materials including handouts, textbooks and technology that will be utilized Think about what will create the most engagement for your scholars (remember it is the end of the day) Pay attention to the learning modalities of scholars- try to reach a variety of learning styles

37 Notes: SMARTBOARD, Whiteboards, Dry-Erase Markers, “Flocabulary” Multiplying Fractions rap, a pre-printed page of math problems to pull from for whiteboard work, “Multiplying Mixed- Numbers” worksheet Pre-select the web-sites you plan on using prior to delivery Prepare and print all your worksheets/handouts in advance Have systems in place to distribute materials so instructional minutes are not wasted SAMPLE MATERIALS

38 ANTICIPATORY SET The purpose of an anticipatory set is to elicit students' attending behavior, focus them on the content of the instruction to follow, and help them develop a mental readiness (or "set") for it. An anticipatory set activity should continue only long enough to get students "ready and set to go," so that the major portion of instructional time is available for the accomplishment of the current objective. An anticipatory set is not needed if students are already alert and "ready to go" because yesterday's teaching built a bridge or transition to today's lesson.

39 Action:Notes: I am going to show the Flocabulary video on multiplying fractions. com/multiply-fractions/ This video will review multiplying improper fractions (the lesson we had yesterday) and create a lead into today’s lesson. The rap and visuals will engage scholars and spark their interest. SAMPLE ANTICIPATORY SET

40 Notes: Yesterday we reviewed how to multiply improper fractions. Today we are going to review how to multiply mixed numbers and explain the process. Critical Skill needs to be tied into the scholar objective. Recipes, sports stats, shopping, etc. all require the ability to understand and manipulate fractions (real world relevance). SAMPLE SCHOLAR OBJECTIVE

41 MODELING Identify and teach main concepts and skills, emphasizing clear explanations, frequent use of examples and/or diagrams, and invite active student participation. Create examples of an acceptable finished product (a story, poem, model, diagram, graph). Think aloud about how you decided to perform a task (how to identify the main idea, or determine ways of thinking or making decisions while completing the assignment). It is important that the visual input of modeling be accompanied by the verbal input of labeling the critical elements of what is happening (or has happened).

42 Action:Notes: Using the SMARTBOARD, I am going to model the steps of how to multiply mixed numbers. I will use math talk- aloud strategy to model my thinking. I will color code my steps. Notice how I am planning out the way in which I will model. Showing the steps is not enough. How will I show them, what strategies am I going to use to explain the material? SAMPLE MODELING

43 CHECKS FOR UNDERSTANDING Observing and interpreting student reactions (active interest, boredom) and by frequent formative evaluations with immediate feedback. Adjust instruction as needed and re-teach if necessary. The teacher needs to know at what point students possess the information and/or skill necessary to achieve the instructional objective

44 Sampling Signaled Responses Group Choral Responses Individual Private Responses TYPES OF CFU’S

45 Action:Notes: I will incorporate cold- call and thumbs-up/ thumbs down to CFU. I will CFU when converting mixed numbers to improper fractions. I will also CFU when multiplying the numerators and denominators. Last I will CFU to ensure scholars are simplifying. Be strategic about when and how you want to CFU. SAMPLE CHECK FOR UNDERSTANDING

46 GUIDED PRACTICE The beginning stages of learning are critical in the determination of future successful performance. Initial errors can become "set" and be difficult to eradicate--called misconceptions. Scholars' initial attempts in new learning should be carefully monitored and, when necessary, guided so they are accurate and successful. Teachers need to practice with the total group or circulate among students to make sure instruction has "taken" before "turning students loose" to practice independently. With teacher guidance, the student needs to perform all (or enough) of the task so that clarification or remediation can occur immediately should it be needed.

47 Actions:Notes: Using mini-whiteboards, scholars will be given problems on the SMARTBOARD to work out individually. They will flash their answers to the teacher when finished. Volunteers will be selected to come up to the SMARTBOARD and walk the class through the steps to explain how to solve the problem. Volunteers may cold-call other class members to help them with the steps. Make sure a variety of question types are used Call on a variety of scholars to “gauge” if instruction was clear GUIDED PRACTICE EXAMPLE

48 Actions:Notes: Using mini-whiteboards, scholars will be given problems on the SMARTBOARD to work out individually. They will flash their answers to the teacher when finished. Volunteers will be selected to come up to the SMARTBOARD and walk the class through the steps to explain how to solve the problem. Volunteers may cold-call other class members to help them with the steps. Make sure a variety of question types are used Call on a variety of scholars to “gauge” if instruction was clear GUIDED PRACTICE EXAMPLE

49 CLOSURE At the end of each lesson, the teacher reviews or wraps up the lesson by posting a question for the class: “Tell me or show me what you learned today.” Closure is not necessarily an end-point, but more a final “Check for Understanding.” Closure for an on-going activity, such as a project or lab may not be appropriate.

50 Action:Notes: I will review the steps for multiplying mixed numbers using Whole Brain. Students will work in partners to “Teach Ok” the steps to multiplying mixed-numbers. This is my final CFU. In this particular lesson, I will need to circulate around the room to ensure, all scholars can explain the process. CLOSURE EXAMPLE

51 INDEPENDENT PRACTICE Once students can perform with a minimal amount of errors, difficulty, confusion, they are ready to develop fluency, along with increased accuracy, by practicing without the supervision and guidance of the teacher. It is important that in independent work, the student does what already has been practiced rather than some new, or experimental task.

52 Action:Notes: Scholars will complete “Multiplying Mixed Numbers” worksheet. I will walk around and check completed work for accuracy. Scholars should be able to complete the task independently. I am taking notes on any scholar that may need additional remediation- Saturday School, etc. INDEPENDENT PRACTICE EXAMPLE



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