Presentation on theme: "Elementary Science Bellringers"— Presentation transcript:
1 Elementary Science Bellringers ETO TEACHER ACADEMYPresented By: Julie Santamarina, ETO Elementary Science Curriculum Support Specialist
2 Florida Continuous Improvement Model (FCIM) FCIM assesses student learning to improve student achievement. Based on the resulting data, students who have achieved mastery receive enrichment to challenge them further. Others receive tutorials or remediation to bring their skills up to accepted standards.
3 FCIM Overview: Components Data Disaggregation (Plan)Instructional Focus Calendar (Plan)Instructional Focus Lessons (Do)Mini-Assessments (Check)Maintenance (Check)Monitoring (Check)Tutorials and Enrichment (Act)Here are the components listed in the Plan-Do-Check-Act cycle in a format easier to read. We will be covering each of these components in our training today and tomorrow.Data-drivenFocused instructionIdentifies instructional needsIdentifies struggling studentsProvides re-teaching for masteryMonitors student learningThe strengths of the FCIM model are:The use of data in making decisions and pedagogical choices rather than subjective opinions, hunches, traditional ways of teaching and testing students, or relying on the status quo to raise student achievementBecause objective decisions are reached on data, teacher subjectivity is eliminatedWith careful and thorough data analysis, specific subjects and grade levels and student subgroups are identifiedConstant monitoring of student progress along with deeper mining of test data result in the ability to identify individual students who need more help in targeted benchmarks, clusters and strands. What to re-teach and who needs it are made apparent from the data analysis and tracking of student learning.
4 Step 1: Plan Data Disaggregation Data Disaggregation is a process of breaking down data from various sources to help identify strengths or need in a particular area. In education, data helps us to identify root causes that will lead to a change in the way we instruct, discipline, etc. For schools, it could be from student performance data, behavioral issues, staffing patterns etc.Let say we have identified a goal that we want to achieve; data help guide us to that mark. Data disaggregation occurs at all levels of education (state, school, classroom and student). Leadership shares with schools the expectation and the school/teachers/students decide the measured goals on how to accomplish these expectations.In the FCIM process we begin use data disaggregation for student performance. We look from a school wide perspective and identify the strengths and weaknesses of each core academic area. We will take you through an activity that helps to disaggregate student performance data, this activity uses the DART Model.The FCIM process begins with planning. Spending time up front planning will save time during implementation.One of the most critical pieces of the planning stage is preparing to use data in ways that are meaningful and effective for decision making. In order for analysis of data to occur, a common framework for understanding must be in place. If the analysis of the data, this first step, is not done correctly or thoroughly; then all of the other steps will be less effective.While school grades gives a snapshot of a school’s performance; this does not tell the whole story.Who has already disaggregated their school data? Analyzed by grade, teacher, and student?How many of you completed this process yourself? Who was handed the data already analyzed for you by the district? How many of you have intra-net or web-based programs which assist with the analysis of your data?
5 Why Dissaggregate Data? Measures student progress and program effectivenessIdentifies students in need of assistanceGuides curriculum developmentMaintains educational focusAllocates resources effectivelyReports progress to all stakeholdersPromotes accountabilityUsing data to make decisions:Leads to quality instruction for all studentsEnsures equity for all subgroupsCloses the achievement gap[Review what data is helpful for.]Data does not help if….Appropriate questions are not askedAssessments are not reliable and validData is ignored when making decisions55
6 What Resources are Available to Me? FCAT – (Last Year’s, Reading – top 45%)Edusoft – (Interims, Monthlies, FOCUS)Test Specifications and Content Focus ReportsThis is the “R” from the DART: Review ResourcesThere are many data resources available to schools. Today we used the FCAT demographic report. Schools also have available School Grade Report and the AYP Reports for data analysis.Teachers need to know the assessed benchmarks for each assessed subject. On your table, you will find a copy of the math specifications(?) that explains what benchmarks will be assessed and the type of question it will be on the FCAT. This document is available for all tested subjects at the DOE Website (FCAT home—resources for educators).Also, the “Content focus” of the FCAT assessment may be helpful with learning the weight of each assessed benchmark question.We caution you to keep in mind that these weights may change from year to year. But this information can be helpful in setting up your instructional focus calendar which is the next step in the FCIM process after data disaggregation.For the “R” Section of the DART, schools should list the assessed benchmarks that are included in the Content areas identified in the priority area(s) for each subject area and identify those students who are not demonstrating proficiency.We will not complete these part of the DART due to time constraints, but should be examined at the school level by teachers. This analysis will help with the development of the focus calendar and instructional focus lessons.6
7 Instructional Focus Calendar Data Disaggregation is a process of breaking down data from various sources to help identify strengths or need in a particular area. In education, data helps us to identify root causes that will lead to a change in the way we instruct, discipline, etc. For schools, it could be from student performance data, behavioral issues, staffing patterns etc.Let say we have identified a goal that we want to achieve; data help guide us to that mark. Data disaggregation occurs at all levels of education (state, school, classroom and student). Leadership shares with schools the expectation and the school/teachers/students decide the measured goals on how to accomplish these expectations.In the FCIM process we begin use data disaggregation for student performance. We look from a school wide perspective and identify the strengths and weaknesses of each core academic area. We will take you through an activity that helps to disaggregate student performance data, this activity uses the DART Model.The FCIM process begins with planning. Spending time up front planning will save time during implementation.One of the most critical pieces of the planning stage is preparing to use data in ways that are meaningful and effective for decision making. In order for analysis of data to occur, a common framework for understanding must be in place. If the analysis of the data, this first step, is not done correctly or thoroughly; then all of the other steps will be less effective.While school grades gives a snapshot of a school’s performance; this does not tell the whole story.Who has already disaggregated their school data? Analyzed by grade, teacher, and student?How many of you completed this process yourself? Who was handed the data already analyzed for you by the district? How many of you have intra-net or web-based programs which assist with the analysis of your data?7
8 Why Do We Have IFC’sThe purpose of Instructional Focus Calendars is to individualize lessons based on students’ needsFollow the District’s Pacing Guide to cover the primary benchmarksAddress needs, secondary benchmarks, based on data.
9 Dates Optional: IFC Components Benchmarks being covered Assessments Scheduled days for tutorials and enrichmentDays for re-teaching and spiraling backNames of Labs, Activities, Essential ?Using your data analysis from your school’s FCAT results, determine what benchmarks need to improve. Prioritize each benchmark from started with the weakest performance areas.Now that you have disaggregated your school’s data, identified your school’s areas of need, and prioritized the benchmarks, you are now ready to make these decisions:What will be taught ?Who will teach it?When will it be taught ?How many days will it be taught?When will it be assessed?When will it be reviewed?The important thing to emphasize is that this needs to be a team effort. It is not a good idea to have the Principal or any one person develop the instructional focus calendar and then to distribute it. Everybody who is going to be involved in implementing the instructional focus calendar must be involved in developing it.This calendar will need to be adjusted throughout the year as you get a clearer idea of your students’ needs. Post this calendar where all stakeholders will see it.Address if calendar is school-wide, grade level, and/or subject area specific – give your calendar a title.9
10 Instructional Focus Calendar’s MUST: Be Aligned to:Sunshine State StandardsInstructionAssessment DataThrough the process of disaggregating your school’s data, you have identified your school’s areas of need and prioritized the benchmarks that you will need to emphasize for each cont'd'dent area and/or grade level. You are now ready to create the Instructional Focus Calendar.An Instructional Focus Calendar is a means of implementing a plan based on the information you have gained and the analysis that you have performed during the Data Disaggregation process.Remember that in developing the Instructional Focus Calendar, you are making sure that the Sunshine State Standards are aligned with the instruction and assessments. This will be your curriculum guide, not the textbook.10
11 AugustUsing baseline data, instruction prioritizes benchmarks and skills identified through the analysis of the school’s student data.Sept.-MarchUsing mid-year data, instruction prioritizes benchmarks and skills identified through the analysis of the school’s student data.April-JuneInstruction prioritizes benchmarks not covered earlier in the school year and skills essential to learning for the next grade level or course.Prioritize based on most highly tested benchmarks with more time allotted for benchmarks with the weakest student performance data.
12 Key Points District Pacing Guide determines overall curriculum Instructional Focus Calendar delineates when specific benchmarks will be taughtDoes not replace the District Pacing GuideTaught alongside Primary BenchmarkCustomized based on academic needs of students at a specific school and/or class
13 What Do I Need to Create an IFC? Gather data from past FCATAnnually Assessed BenchmarksNot all content areas of FCAT are weighted equallyFCAT assessment datesDistrict calendarsPacing GuideMaster CalendarTesting CalendarSchool calendarIn order to develop an instructional focus calendar, you will need the data from the past FCAT and the prioritized standards. You then need the dates of the FCAT Assessment for the current year and your district’s calendar.13
14 How Do Create an IFC?Mark off non-instructional days (holidays, testing days, etc.)Determine the time available for uninterrupted, explicit teachingAddress start and stop times for benchmarksApproaches to calendar development.Mark off the non-instructional days (holidays, testing days, etc.)Count the total number of instructional days from the beginning of the school year until the FCATDivide the # of benchmarks into the # of daysEstimate the # of days needed to teach each standard (including assessment)14
15 Additional PointsPrimary Benchmarks are determined by District Pacing Guide and Secondary Benchmarks are determined by individual school data.not all benchmarks will require the same number of daysnot all content areas of the FCAT are weighted equally; more time may be spent on the benchmarks that will have a more significant impact on your students’ academic performancebe flexible, there will be many unforeseen obstacles to your Instructional Focus Calendar; be prepared to make adjustments frequentlyTime for Tutorial and Enrichment activities15
16 Collaboratively develop the calendar with input from all teachers. Use results of data analysis to adjust throughout the year.Post calendars in classrooms, lesson plans, on individual teacher websites, newsletters.Be flexible.Let’s review some of the important points of an Instructional Focus Calendar:During the course of the year, you will include all of the assessed benchmarks.This needs to be a team effort.Form teams based on subject and/or grade level.Develop one subject at a time.This calendar will need to be adjusted throughout the year as you get a clearer idea of your students’ needs.You will want to post this calendar where students, teachers, and parents will see it.Post it in the following places: lunchroom, media center, busses, school Website, school newsletter and/or newspaper, bulletin boards in school corridors, letters to parents.16
17 Instructional Focus Calendar Samples[Refer participants to the manual pages and/or packet with Instructional Focus Calendar samples.]
22 FOR THE BEGINNING OF THE YEAR, THE SECONDARY BENCHMARK SHOULD BE BASED ON SCHOOL’S FCAT DATA. THE SECONDARY FOCUS SHOULD BE ADJUSTED ONCE BASELINE HAS BEEN ADMINISTERED AND DATA DISSAGREGATED
23 HOW CAN I INCORPORATE SKILLS THAT WERE SUPPOSED TO BE TAUGHT IN 4TH GRADE AND KEEP UP WITH THE PACING GUIDE?ANSWER:SECONDARY BENCHMARKINSTRUCTIONAL FOCUS CALENDAR (IFC’S)NOT SURE WHAT THE STUDENTS WERE TAUGHT? - DON’T LEAVE ANYTHING TO CHANCE….4TH GRADE AA’S WERE ON THE PACING GUIDE LAST YEAR DURING CRUNCH TIMEIN OTHER WORDS, CLASSES WERE CONDENSED AND MORE FOCUS WAS PROBABLY GIVEN TO MATH IF DEPARTMENTALIZED
24 Instructional Focus Lessons [Refer to PDCA poster – review area covered and area coming up.]24
25 PurposeShort, explicit lesson that focuses on targeted benchmarks identified through data analysis[Define the Instructional Focus Lessons and explain how it follows the logical progression of Data Disaggregation and the Instructional Focus Calendar.]
26 What is an Instructional Focus Lesson? Instructional focus lessons/Bellringers are part of the regular school day10-15 minutes at the beginning of classExplicit Teaching“I Do, We Do, You Do” Model - You may have to supplement with additional materialsMay coincide with District Pacing GuideCollaboration is key to having all teachers on the same page with the Instructional Focus Lessons. Instructional Focus Lessons are planned using the Instructional Focus Calendar, not the District Pacing Guide, and they are not meant to replace it. The Instructional Focus Lessons are only meant to be minutes delivered at a designated time.Point out the flexibility of the Instructional Focus Lessons. Experienced teachers may want to incorporate the Instructional Focus Lessons into their regular lesson plans. They can be squeezed in during the first fifteen minutes, homeroom, etc.
27 Instructional Focus Lessons The lesson should:Be 10 – 15 minutes longHave an explicit explanation of the focus benchmarkInclude teacher modeling and examplesActively engage students in learningProvide guided and independent practiceCheck for understandingInclude motivating materials such as graphic organizers or manipulatives[Encourage participants to think about how students learn and to be clear on expectations.]Model the thinking process during for the I do, We do, You do process.Student to student, student to teacher, teacher to teacherCovers one benchmarkDeveloped collaboratively by grade, departmentProvides explicit instructionFollows the I do, We do, You do processEngages studentsCheck for understanding27
29 Self-Reflection 1. What effective teaching strategies did I use? 2. How did I engage the students?3. How did my students respond to the instruction?4. What could I have done differently?29
30 Creating Instructional Focus Lessons Sources for Instructional Focus Lessons:BellringersEssential LabsLearning VillageFCAT Item SpecificationsTextbookTechnology (GIZMO, FCAT Explorer)DOE (Cpalms)[Refer to the manual for the Instructional Focus Lessons template and Internet web sites.]
31 Delivery Plan time of delivery Suggested times include: Should be conducted daily10-15 minutesExplicit Teaching“I Do, We Do, You Do” ModelSuggested times include:Beginning of Science classAt a time designated by the Leadership TeamProvide teachers of other subjects support to reinforce the focus lessonsEach school will be unique in their scheduling. The point of this slide is to emphasize that Instructional Focus Lessons need to be delivered daily and it may be up to the Leadership team to determine the best time for their school. It should also be pointed out that schools may have Instructional Focus Lesson for Reading, one for Math, one for Science, etc. To avoid confusion, schools may want to start with the greatest need and add the other subject areas as soon as possible.Be sure to consider that when choosing the manner in which to deliver Instructional Focus Lessons, out-of-field teachers are provided with the resources, support, and even professional development to reinforce the Instructional Focus Lessons. The goal is to make the teaching and follow-up of the benchmarks a school-wide effort.31
32 Instructional Focus Lesson: Sample Template for Secondary Benchmark: School Driven (Based on Data) CONCEPT INTRODUCTION“ I DO”In your manual there are two templates that can be used to develop Instructional Focus Lessons. Here is an example of one of them.“ WE DO”“ YOU DO”
33 CheckpointCan you identify the purpose of Instructional Focus Lessons?Do you know what to consider when preparing Instructional Focus Lessons?How will you implement the plan at your school?33
35 PurposeCheck for student understanding after an Instructional Focus Lesson has been taughtIdentify mastery or non-mastery of benchmarksAssess intervention measuresEvaluate teaching methodsWhy do we assess? To check for student understandingTo alert classroom teachers to students having difficulty with cont'd'dentTo assist teachers in diagnosing specific problem areasTo track student progressTo assess intervention measuresTo evaluate teaching methods35
36 Embedded Assessments: Resources FOCUSEssential Lab QuizzesInterims/Monthlies[Share information about some of the resources.]Mini assessments are developed for grades 3 through 10 in Reading and Math.Every reading foci and every math benchmark are covered in the Mini-Assessments.Re-assessments are available – first assessment should be taken after the Instructional Focus Lesson, second one should be taken after Tutorial activities.Reporting function to provide teachers with results of students/class:Teacher managed – students only see what teachers click for them to openTeacher guides to navigate and guidance for site availableFCATEXPLORERA practice tool that is aligned to the Sunshine State Standards and to the FCAT – can be used as a tutorial but not their primary purpose.Grades 3,4,6, 8, and 10 in ReadingGrades 5,8,10 in MathReading lessons have features to automatically drop down students to a lower grade level (keeping the integrity of the SSS at grade level) and make students go through stages of remediation before they can come back up to grade level – teachers can see what level each student is working at.When a question is answered wrong feedback is provided to teach the student how to resolve the question (sometimes sends them back to a highlighted passage or at the upper levels the resolution is text based).Lots of resources under the ‘teacher desk’ option including getting insight about students, getting reports, helping manage instruction, parent information and PowerPoint presentations about FCAT Explorer.Resources for district administrators and for school administrators so that they can pull down reports for all classrooms and students.Copy of FOCUS in the folder.36
37 Assessment Design Aligned to Instructional Focus Lessons FCAT format Short and quickTaken by all studentsCollaboratively plan37
38 Checkpoint What is the purpose of the mini-assessment? Can you list two components of the mini- assessment?How will you use the results of your mini- assessments?Check38
40 PurposeProcess of checking to be sure that students have retained what they learned and can recall what they were previously taught.Reinforces skills and knowledge by “spiraling back”, or regularly revisiting topics and addressing objectives throughout the school year.Maintenance is checking to be sure that students have learned and remembered what was previously taught. It also helps reinforce skills and knowledge. Maintenance is achieved by “spiraling back”, or regularly revisiting topics and addressing objectives throughout the school year.Maintenance should:Incorporate the benchmarks covered in Mini-AssessmentsBe a school-wide learning strategyBe ongoingBe for all studentsInclude “fun” and “creative” activitiesMaintenance can:Include warm up activitiesBe spontaneousOccur multiple times during a dayReach far back in the instructional cycle to ensure students retain informationApply concepts to other disciplines or cont'd'dent areas
41 Key Components Activities should align with the benchmarks All students participateImplement in the individual classroom dailyOngoing and continuously updatedReach far back in the instructional cycle
42 Activity Examples Interactive Word Wall Activities Science Word of the Day (with connections)Vocabulary BowlsMaintenance foldersFlashcardsScience Trivia Games “Who Wants to be a Scientist?”, Jeopardy, etc…“Science Exploration” Days
43 Benefits Students will remember what they learned Reinforce student knowledge of benchmarksProvide additional learning opportunitiesStrengthen thinking processIdentify students in need of additional instructionThink of Maintenance as a reinforcing of skills. In some cases it is practicing techniques such as times tables, sounding out words, etc.43
44 CheckpointDo you know the purpose of implementing the maintenance component of FCIM?Can you identify two strategies for implementing maintenance?How will you use a maintenance work plan back at your school?44
46 PurposeEnsure FCIM is being implemented with fidelity to improve student achievementThere should be one or two people at the school site who are responsible for Monitoring.The Monitoring process should occur every day.The daily visit should occur during the Instructional Focus Lesson or Mini-Assessment so that the monitor can determine what percentage of faculty are incorporating FCIM.Records of Monitoring should be kept and shared with faculty.Monitoring suggests to faculty that the implementation of FCIM is worth the time of administrators.District will provide support to each principal (meetings, campus issues, student progress, observation logs).Principal and administrative team monitors each teacher (grade level/department meetings, observations, assessment profile).Teacher monitors each student (test chats, assessment profile, goals).46
47 CheckpointWhat is the purpose of implementing the Monitoring component of FCIM?Do you know what strong instructional leadership looks like?What is the distributed leadership process?How will you use your Monitoring work plan back at your school?47
48 Tutorial and Enrichment Mini-Assessments provide the information on how well your students understand a particular benchmark that you have just taught. The assessments tell you if your students understand/do not understand the benchmark.Try to avoid any negative connotations with the word “tutorial” – tutorial and enrichment activities could be called Team Time, Principal’s Period, Power Hour…ct48
49 PurposeProvide additional instruction for students who do not demonstrate mastery on the Mini-Assessments.Provide instruction that provides accelerated learning experiences to students through access to more challenging content, new concepts, and higher order thinking strategies.
50 Summary: Review PDCAThe Plan, Do, Check, Act instructional cycle is a quality framework for planning, administration, and vision setting. We invite schools/districts to consider using this Plan-Do-Check-Act Cycle as a basis for designing a program that meets their particular needs.50