WELCOME Knowing Your Students: A Key Component to Providing Effective Instruction DOE #IS Brandman University #EDDU 9324

ACTION!

The major factor separating those people who are successful from those that aren’t, is action. Many people have great ideas…but never take action on those ideas.

Many people have great ideas but never follow through on them. One of the best novels of all time is probably sitting in a drawer somewhere. The author never sought out someone to publish their work.

Our guess is that some of you have had an idea…for a product or service. Later you saw that someone had the same or very similar idea and is marketing it. The difference between you and the person who is now selling the product or service, is that they took action on the idea. You didn’t!

The actions you take with your students for the Portfolio may have a profound impact upon them. Although you may never see the results of those actions.

Students may go back to a high school teacher and talk about the impact that teacher had in their lives, unfortunately, not many go back to an elementary teacher. Even though that elementary teacher had a much greater impact upon who they are today.

So we want you to really think about those actions you will be taking with your students.

Today is a working session. We want to review the 2 actions you are taking for students A, B & C. We want to make sure you are clear on what is expected of you in the Portfolio related to actions.

In our May session we will go over the entire Portfolio, page by page. We don’t want there to be any confusion or frustration on your part of what we need in the Portfolio.

Turn to page #8 in your Portfolios.

We are asking you to take 2 actions for each of the three students, A, B & C.

Understand that each of your actions will look different based upon the needs of the student. But while every action is unique, it should address the questions we ask.

1. Action: Identify the specific action you are going to took or are going to take. Be as specific as you can in explaining the action you took.

2. Rationale: Why did you take or why do you plan to take this action? It should relate to information you gathered on the Student Profile.

Criteria: How are you going to evaluate the impact your action is having on the student. An example…

Action: You are going to work with the Counselor in your building to help the Parents with understanding the importance of supporting and raising their child. You are providing them books on parenting and telling them about parenting classes offered in the community.

Rationale: The student misses on average 3 days of school per week and the parents say nothing they do seems to work in getting them out of bed in the morning. They wake him, but he refuses to get out of bed. They have to go to work, so they leave with the hope that their child gets dress and goes to school.

Criteria for evaluation: -School attendance for the student -Reports from parents about what is going on at home -Grades -Participation

You will need 2 criteria to use as the basis of your evaluation. Here are some other examples of criteria you can use.

Criteria: -Amount of homework the student is turning in -Quality of work they are doing -Performance on tests -Volunteering in class -Interactions with peers -Being asked to join peer groups

-Number of times you have to address their behavior in class -Time on task -Referrals to office -Extra-curricular participation -Attendance -Appearance -Comes with proper supplies

-Student is participating in counseling at school -Student is participating in counseling outside of school -Return of phone calls by parents -Parents attendance at school events -Parents report having a better relationship with student and the student being under control at home

Evaluation. Did the action have an impact on changing the student’s behavior? Use the pre and post examples of student evidence to support your conclusions. What we are looking for here is a detailed and complete evaluation. No short answers!!!!!!

Also, don’t think every action has to have a positive outcome. You can’t control all the variables in life. You are taking the best action you know of at the time.

You are taking it with the intention of helping your students. Unfortunately, it may not always work out for the best and that’s okay. You took action.

So don’t worry if your evaluation is that your action didn’t have the impact you wanted it. You can evaluate why you think it didn’t work and talk about what you plan to do in the future related to the student.

Turn to page #9 in your Portfolio.

There is room here for more of your evaluation. Use it!

Place the second piece of student work (the post sample) behind the page and complete the Caption.

You will use this same process for all 6 of the actions you will take.

To clarify… 3 student profiles…you collect a piece of evidence for each student, A, B & C, that represents their current level of work. 3 pieces of student evidence.

6 actions: 2 actions for student A and a piece of student evidence for each action. 2 pieces of student evidence 2 actions for student B and a piece of student evidence for each action. 2 pieces of student evidence 2 actions for student C and a piece of student evidence for each action. 2 pieces of student evidence

9 total pieces of student evidence, with captions. 3 (pre) with the student profiles 6 (post) 1 per action taken.

In our May session we will review the Portfolio page by page so you will be able to turn it in on June 18 th.

Mahalo for your commitment to professional development and supporting our classes. See you…. May 9 th at 9:00am