1. The Power of Positive Thinking
Keep your thoughts positive because your thoughts become your words,
Keep your words positive because your words become your behavior,
Keep your behavior positive because your behavior becomes your habits,
Keep your habits positive because your habits becomes your values,
Keep your values positive because your values becomes your destiny.
Mahatma Gandhi

2. Benchmark Reading & Math Data
Using Data To Enhance Instruction
Gail White
School Counselor
Martin L. King, Jr. Elementary

3. Skills Measured Reading Words and Phrases Main Idea Comparisons
Reference Research
Math
Number Sense
Measurement
Geometry
Algebraic Thinking
Data Analysis

4. Understanding the Data

5. Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT Reading
3rd Grade
70 out of 102 students
4th Grade
83 out of 137 students
5th Grade
58 out of 97 students

6. 4th Grade 111 out of 136 students 5th Grade
Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT Math
3rd Grade
78 out of students
4th Grade 111 out of 136 students
5th Grade
83 out of 98 students

7. Critical Areas: Reading
Reading data

8. Critical Areas: Math

9. Where do we go from here? How do we improve? (Research)
Developing strategies and action plans to meet the needs of students
Team Work: Grade level groups
Presentation of plans
Questions, comments, concerns

10. “Children learn in different ways and at different rates and variations should not be used as a reason to doubt a child’s potential or limit that child’s opportunities to learn.”
Hart & Jacobi

11. Research Instructional Strategies that Enhance Achievement
Getting and Sustaining Attention
Creating Meaning
Semantic Memory
Episodic Memory
Procedural Learning
Engaging Emotions

12. Getting and Sustaining Attention
Change voice, tone, volume, accent, pace
Use props (bells, costumes, music)
Deliberate use of contrast (change location)
Balance novelty and ritual
Make students the main show

13. Creating Meaning Use graphic organizers
Have students create graphic organizers
Ask compare/contrast questions
Use topic/concept mapping
Give global overview/pre-view of topic (with overhead or map) at beginning
At end of topic, ask students to evaluate proc and cons, discuss relevance or share models

14. Semantic Memory
Teach through rhymes, visualization, mnemonics, music, discussion
Use graphic organizers ( Venn diagrams; concept maps, story maps)
Put important information first and last
Use music, props, costumes
Ask students to share what they learned with others
Use cliff-hangers—Introduce problem one day and work toward solution the next
Teach students to use acrostics (Every Good Boy Does Fine)
Put students in pairs to form quick summary

15. Episodic Memory Change location, emotions, movement, novelty
Connect learning to song, field trip, simulation
Follow lesson with journal, project, peer teaching
Do review in varied states (timed tests, public tests, group presentation, quiz show)
Create theme days or theme weeks to add color and interest to learning

16. Procedural Learning Enhance emotions in MIDDLE of class
Role plays, reenactments
Presentations
Create songs or raps of key terms
Build a working model

17. Engaging Emotions Use celebrations (high fives, food, music, laughter)
Use controversy (debated, dialogue, argument)
Use physical rituals (chants, cheers, clapping patterns, movements)
Do shared work (partners, think/pair/share)
Use movement (improvisation, dance, quiz show games, rap, stretching, pretend)
Engage emotions as part of learning (e.g. games, music, drama)

18. Characteristic of good teachers
Stay on students
Able to control behavior AND focus on lesson
Goes out of the way to provide help
Explains until the “light bulb” goes on
Provides a variety of activities through which to learn
Is connected to students (the relationship is important)

19. Students Value Teachers Who…
“Nagging” students communicates a teacher believes the student can succeed and cares enough to make sure the work is done.
These teachers:
Regularly check work
Provide a regular and visible accounting of missing work
Call students’ homes to make sure they complete their work
Act as cheerleader, encourager

20. Students Value Teachers Who…
“A good teacher takes time out to see if all the kids have what they’re talking about…and cares how they’re doing and will see if they need help.”

21. Differentiating Instruction/Instructional Groupings
Whole Groups
Small Groups
Heterogeneous group
De-tracking
Cooperative learning
Peer tutoring
Individualize instruction

22. Let’s Review the DATA
Each number represent a child.

23. Learning Needs: Sunshine State Standards August 2004/ Reading
R1: Words/
Phrases
R2:
Main Idea/
Purpose
R3: Comparisons
R4: References
Below 50%
3rd Grade/
102 tested 52 27 42 23
4th Grade/
137 tested 91 60 47 44
5th Grade/
97 tested 18 32 37 20
50%-69%
3rd Grade 26 45 36
4th Grade 65 50 49
5th Grade 58 39 30
70%-84% 16 17 33 12 10 28 5 41
85%-100% 8 13 4 14 11 3 19 6

24. Learning Needs: Sunshine State Standards August 2004 Math
Number Sense
M2:
Measurements
M3: Geometry
M4: Algebraic Thinking
M5: Data Analysis
Below 50%
3rd Grade/
99 tested 74 27 52 31 63
4th Grade/
136 ested 82 80 66 71 64
5th Grade/
98 tested 59 40 57 92
50%-69%
3rd Grade 18 45 39 51 34
4th Grade 55 61 62
5th Grade 5
70%-84% 6 10 8 17 2 15 4 9 7 1 13
85%-100%

25. Introducing...
A DATA Collection Form to help you differentiate instruction based upon each student needs.

26. Learning Needs: Sunshine State Standards August 2004 READING
Words/
Phrases
R2:
Main Idea/
Purpose
R3: Comparisons
R4:
References
Below 50%
50%-69%
70%-84%
85%-100%

27. Learning Needs: Sunshine State Standards August 2004 Math
Number Sense
M2:
Measurements
M3: Geometry
M4: Algebraic Thinking
M5: Data Analysis
Below 50%
50%-69%
70%-84%
85%-100%

28. Which child do you stand for?
“A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…But the world may be different because I was important in the life of a child.”

29. References
Hart, P.J.,& Jacobi, M. (1992). From gatekeeper to advocate: Transforming the role of the school counselor. New York: The College Board, obtained through The Achievement Council. (420 Wilshire Blvd. Suite 420, Los Angeles, CA 90010, , fax ).
Jensen, E. (1998).Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development
Wilson, B. & Corbrett, H. (2001). Listening to Urban Kids. Albany, NY: SUNY Press.