1)Examine the results of the latest writing prompt administered at your school. Create a list of students by rubric scores. Intensify and differentiate instruction for the students based on this latest data point.
2)Revisit your list of the top 45% in science to ensure that all students are currently performing at the levels they should. Intensify the enrichments these students receive.
3)Revisit your list of students who received an Achievement Level 2 last year in reading or mathematics (bubble students). Provide additional support to ensure they move to the next level.
4)Revisit your list of students who were retained last year in any grade (3-10). Look at the available data points to see what their progress has been like this year. Remember to get a learning gain—they must go up an achievement level.
5)Look at the tutorial/enrichment lists. Look at the available data points for these students. Has there been progress? If not, what changes need to be made?
6)Revisit your list of students who scored at Achievement Levels 3, 4, or 5. Look at the available data points to see if their progress is in the upward direction. What will you do in the last 9 weeks to maintain or increase their achievement level?
7)Senior high schools should look at all the students who are currently retained in the computer but are attending night school or participating in virtual school to ensure that if they complete the credit needed, the student is appropriately promoted in the computer.
8)Make sure your teachers are fluent with the Item Specifications (Test Specs). If not provide immediate professional development because this is crucial during this crunch period.
9)Examine exposure rates your students are having to Informational Text. If you are satisfied with the rate and results, continue. If not, make adjustments now to increase the exposure. Use all of your resources effectively and efficiently.
10)How many points are you away from the next accountability grade? What do you feel is your probability rate of achieving the next level? What are you doing differently during the next nine weeks to maintain standards where mastery was achieved and improve standards that were weak?
For more informations see: Effective Data Usage : Utilizing Data to Effectively Drive Instruction Powerpoint
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We closely monitor student attendance to ensure that they are regularly attending school. We are utilizing our school social worker, parent-link, newsletter, morning announcements,personal telephone calls home and post cards.
David Watkins,
We monitor students who are currently enrolled to ensure that they are regularly attending school. We utilize our school social worker, parent link, newsletters, telephone calls home, post cards, morning/afternoon announcements and incentives to motivate students to come to school.
Focus on test specs! 2008-2010 Intern Principal Class
Darius C. Saunders
First 15 to 20 minutes of every English and Science class follow benchmark clusters.
DATA CONFERENCES: TEACHERS/STUDENTS REVIEWING STRENGTHS AND DEFICIENCIES IDENTIFIED IN BAT1 & BAT2.
LATER DOING DATA CONFERENCES WITH TEACHERS GOING OVER REMEDIATION PLANS FOR EACH INDIVIDUAL STUDENT.
Start narrowing your focus within the school to maximize all of your tutorials, remediation and enrichment opportunities, etc.
This is also the time to reflect upon how your school is monitoring the implementation of these programs. Are there any subgroups of students that are falling through the cracks?
Finally, and most importantly, remain STOIC! Attitude reflects leadership. Even though this is crunch time, it is important that your staff visualize you as calm, cool, and collected. Remind them daily that you believe in them!
At Tequesta Trace, my aspiring leaders have developed a mentoring program called Big Brothers and Sisters. They, with my help, identified our Level 1 and 2 students, bubble kids, 4 star AYP kids and those who failed courses for the 1st Quarter. Teachers have volunteered to mentor and assist these 6th grade students in all academic areas, homework help, and as just another person in their lives to talk to and count on. So far, I hear great things from the students and the teachers!
Make sure you're getting the most from your remediation, enrichment and tutorial efforts. This will include closely and intimately monitoring and tracking the day to day progress being made from pull-out's, push-in's, extended days, etc.
Know your bubble students. Students who are potential level increasers. Make sure they are getting assistance to monitor their individual academic needs during the pull out and push in sessions.
Look at your students who already scored a level 3,4, or 5 in reading and/or math. Track their data. Make sure their assistance is that full of rigor coupled with highly enriched activities.
Encourage your teachers, encourage your students, encourage your entire staff. They need to feel positive and determined. They need to feel, act, talk, and behave, like they have the ability to do what is necessary in order for them to effectively teach/re-teach/ enrich, etc, in a manner, or many different manners, that would yield positive results for all students.
Devise a schedule from now until FCAT (per subject area) to review all benchmarks previously taught. More than one skill can be focused on during a week's time since this is a review.
Review updated assessment data to focus specific efforts on the high level 2's and low level 3's. Within that list, identify subgroup students and assign specific staff members to personally monitor the progress and tutorial participation. Utilize in class, bi-weekly, mini assessment to ensure progress in deficient areas. Each staff member does pull outs with each student three times a week until testing dates.
Currently we're having data chats with teachers and students, administering biweekly assessments,reviewing biweekly results and realigning instruction to strengthen mastery, closely monitoring pacing to ensure all benchmarks are covered and closely monitoring school and FCAT Camp attendance.
We take another look at our pull-out groups and after school tutorials to make sure we are targeting the right students. We also added AM tutoring for the lowest 30% of students to utilize CCC.
Monitor your Instructional Focus Calendars.
Make sure your Lowest 25% is in the appropriate intervention programs.
My first blog did not go through, so I will do it again. In November, I charged my aspiring leaders to develop a mentoring program for our 6th grade students who were in more than one subgroup and who scored level 1/2. They took it and ran. I have close to 100 students who now have an additional person on campus who is assisting them. The students meet w/ their mentor at least once a week to discuss their grades, FCAT preparation and behavior.
After the presentation by Mr. Hernandez, I developed a presentation for my faculty on Friday, January 16. I met w/ the departments separately and reviewed how school grades/ayp are developed, how to prepare rooms for testing, what we can do as a school to meet ayp (we missed it last year) and disseminated their data more clearly to ID subgroups, 4 stars kids and bubble kids. The teachers were more receptive than I expected. It went extremely well and they all began working on their "action plan" (thanks to Carol Mendelson for sharing!). I felt a great deal of energy!
Outside of the student, the most important person that will affect student achievement is the teacher. Curriculum programs & strategies are only as good as the teacher who is implementing them. It is not okay to allow an ineffective teacher to remain in front of children. School leaders need to pay close attention to the effectiveness of the teachers in the building. It is critical that teachers are applauded when deserved and supported when necessary. Ask yourself this question: "Would I want my own child in this teacher's classroom?" Then, do what needs to be done!
All Interim Assistant Principals have been directed to this blogspot and asked to read and review the powerpoint presentations that Jeffrey Hernandez, State Regional Director made to Elementary and Secondary Principals. Our IAPs are asked to read what others have written and to add their own comments, philosophies and best practices.
Attucks monitors student data, whereby administrators have data chats with teachers at the beginning of the school year, again after BAT 1, after BAT 2, and after FCAT scores become available.
Teachers pull the benchmark reports for the 7 benchmaraks to see where students are lacking in particular as the cluster report does not address the specific benchmarks.
Teachers also have data chats with students after each assessment. Student strengths and deficiencies are discussed and remediation plans are made accordingly.
Teachers identify bubble students and develop lessons in accordance with their deficiencies.
All teachers teach with rigor, regardless of what level students are being taught.
The administrators, under the direction of the principal, developed individual presentations by department utilizing the information from the “Crunch Time” presentation.
We are closely monitoring all of the interventions and enrichments during weekly leadership meetings and biweekly data chats with grade level groups. Students are assessed biweekly and then the data is reviewed. We are focusing heavily on our "Golden Eggs" and have set up after school camps for additional lab time and instruction for these students in science and math. We have implemented crunch time calendars to address all strands and benchmarks before FCAT testing. Weekly writing prompts are administered and reviewed by the leadership team and students are grouped for instruction based on their writing needs.
We utilize all our staff to provide push in reading assistance to those students in the lowest 25th percentile. In addition students who need extra assistance in their reading and math skills get increased time on Compass Odyssey computer assisted instruction. Some of our 3rd grade students work after school with reader mentors from Northeast High School.
It is certainly crunch time. Steve Frasier's blog about the teacher is absolutely correct. It is important to know that data is only the beginning. How we translate the data into information is what is really important.We have started to examine our retentions more closely. We have begun to really peel back the data. Data chats have begun with both classrroom teachers, reading and math specialist and students. I have found that by bringing multiple perspectives to the table can help us from jumping to false conclusions about what the data says. Teachers are now more obligated to drilling down and going deeper. Data should not be looked at as "taboo", but as another tool to increase student achievement."Crunch Time" as it may be, "no pain,no gain".
"Crunch" time is about the team coming together to meet a goal. In sports, the teams that are successful are those that can perform in "crunch" time. The success can be attributed to the team coming together to perform as one. Our success is influenced by our ability to come together as one school for each one of our students.
We are committed to do anything necessary to meet the needs of our students. At our school, you really feel the sense of team during this "crunch" time. Teachers meet to make modifications to students schedules based on needs. Special area teachers are utilized to provide additional support in classrooms during writing instruction. Administration and the reading coach attend 4th and 5th grade low math group instruction daily. 160 intermediate students attend after-school reading and math tutoring that is based on needs.
Our leadership team is in constant communication regarding any changes in student achievement and any ideas that are developed. We decide as a team as to what additional modifications will be met and then we just make it happen.
Right now when pressure is at its highest I appreciate a reminder that there are very specific things we can be doing to make sure we are on the right path.
This is Crunch Time for real! The time of the year where the focus shifts to remediation, re-teaching, and ensuring students are receiving the best possible instruction to make them successful.
All teachers were trained to use the MIDAS system developed by Adam Fleisher. They developed worksheets that included their students AYP subgroups, non-proficiency, and included any additional instruction students were receiving to make them successful.
The Lakes family also implemented a tutoring tool during school that focuses on the students with a high number of AYP subgroups. Enrichment is given to the students who scored in the top 45% and most likely could excel on the science FCAT.
We monitor students in our After school program where students in the lowest 30% attend three days a week. We also monitor our bubble students through a Saturday program which keeps its effectiveness due to small class size.
Crunch Time has landed in the Viking nation and the focus has shifted with the staff and students!
In addition to Data Chats Admin/Teacher and Teacher/Student we have organized a 30 minute, once per week pull-out for our Level 2 & Level 3 "bubble" kids to specifically address their strand in need of focus, one on one.
Schoolwide, all classrooms will participate in a 10 minute warm up, each block,focusing on practice and review of FCAT strands and skills.
Angie Moodliyar
Griffin Elementary
We analyzed the Bat 2 results and our State Regional Director,Jeffrey Hernandez's Crunch Calendar. At grade level meetings gaps were discussed and the results were presented at a faculty meeting.
Action Steps:
Adjusted Focus Calendar and targeted areas that students needed more in depth instruction.
Pull-out groups of the lowest 30% in Math and Reading by classroom teachers, specials, administration and support staff.
Reading Coach modeling effective strategies in classrooms
Refresher in-service workshop for teachers by their peers on Thinking Maps
Classes will rotate to teachers who will focus on specific skills for mastery.
Reviewing FCAT Release Tests to determine not only ways questions are generated, but also discussed how Bloom's Taxonomy is related in helping students understand concepts. Tests used as a teaching tool not as an assessment.
Letting students know...."smart is not something you are;smart is something that you get by having confidence and applying effective effort."- Jeff Howard of Harvard University
In December we held a faculty meeting where we reviewed our AYP data with teachers so they understand what AYP is and why it is so important. Our teachers are now looking at the data for thier classes and making sure that they know where their students are and where they need to be.
Now as crunch time is upon us, it is time to attack the "CAT"(AYP in particular)from all angles. Every content area teachers needs to provide opportunities for students to use their reading (critical thinking)and math skills. These skill should not be taught in isolation throught the English and Math classes alone. These skills must be used and assessed across the curriculum. Afterschool tutoring and pull out programs are also great ways to provide additional individual instruction to enhance the skills of the lowest 25% as well as those that must make learning gains.
Crunch! Crunch! that is the word around town...At Broadview we begin by implementing a March to March focus calendar. Teachers began focusing on what is necessary for the following school year so students can be more prepared for what lies ahead.
During this time, after analyzing and dissecting our data, having had data chats with teachers and leadership teams, identifying target groups we incorporate small group pull-out and push-in groups to target our lowest 25%, struggling students who are on cusp of being retained and enrichment groups to attain/maintain learning gains. In addition, we focus instruction on meeting the diverse needs(AYP subgroups) within each class on skills that will allow students to be successful. We utilize any staff member to assist in the process such as special teachers, support staff and paraprofessionals.
We (leadership team and administration) continuously monitor assessments such as BAT 1, BAT 2 and Mini Benchmarks in order to zone in on specific students who are lacking in certain benchmarks that will be tested on the FCAT.
Finally, we integrate our 21st Century Grant program CAMP COOL to provide another opportunity for our children throughout the school year (After school) and during summer months and through Sunshine After Care we collaborate in sharing curriculum and instructional materials/resources that will enhance the skills taught throughout the day.
We have developed a school wide Crunch Time Plan. The plan addresses specific strategies to be used in all of the core areas. Mini assessments are being utilized to track student's progress.
In concert with our "crunch time" plan, we have aligned our data chat instrument to address specific data points: Student data by strands/clusters, student progression/regression, student attendance, teacher intervention strategies.
At CSMS we are continuously identifying and reacting to school-wide data trends and data that is specific to individual students.
We have both a reading and math instructional focus calendar. The strands for these calendars are identified by data from FCAT and BAT testing. The calendar targets those strands that the assessments show are our greatest opportunity for growth. These calendars are modified as new data becomes available.
We also utilize team and departmental data chats to identify students who are on the bubble and those who meet 3 or more AYP sub categories. Once identified, team chats ensure that these students are receiving all of the available support and the appropriate curriculum delivery.
Saturday FCAT camps have also proven very successful here at CSMS. The 9 sessions provide level appropriate remediation and instruction to students at all levels. These camps run at the same time as course recovery and they provide the opportunity for students to participate in both programs on the same day.
A teacher AYP task force was also formed this year. This group of teacher leaders looked for the most effective ways that data could be used by their peers to ensure the success of all students. Once the strategies were identified the teachers presented their program to the entire faculty.
These are just some of the ways that the staff at CSMS is cooperating at all levels to ensure that our children have the best opportunity to reach their potential.
Identifying students is the easy part, creating the list of students using FCAT scores, Teacher input, and other assessments put it in a form that was easier to monitor. With that we have been able to ensure that all at risk students are receiving double doses and triple doses of instruction through classroom push in programs, after school and Saturday camps, and resource teachers. The suggestions provided in this presentation will provide us with additional tools and ideas to further address the needs of our students.
CRUNCH TIME- is the time when we must find those things that are working to increase student achievement and get rid of those things that are not working. At Forest Hills we analyze our BAT 1 and BAT 2 data and other assessments to identify those students who are predicted not to make proficiency and redesign our push in and pullout model.
Our push in and pullout model of the lowest 30% in math and reading by teacher support team, reading coach and other support team. Administration and Reading Coach provided additional training to teachers on different reading strategies and questions stems.
In addition, we use the data to design a 8 week after school tutoring camp... talk about Crunch Time. This two hour 3 times a week camp which has a 8 week intensive reading and math calendar was developed to focus on our bubble students and AYP.
We continue to monitor the data by having our teachers turn in data folders each month which results in team conversations and collaboration. In addition to math and reading, our school wide writing program has prove to be an effective program. Our 4th grade teachers are provided continuous writing training. The students are given a demand writing prompt each week. They also participate in Writing Roundup each Friday taught by the Assistant Principal. Which focus on writing strategies and tools to help children become life long writers.
Crunch Time and No Time to Wast!
At Sunrise Middle School, we have placed an added emphasis on a weekly literacy focus, which augments our daily instructional calendar. Additionally, we have identified and implemented select high yield strategies (ex. Frayer Model, SQ3R)to positively impact student achievement over the next six weeks.
Sawgrass Elementary hosted an Academic Superbowl for teachers. The teachers wore their favorite team shirts and enjoyed chicken wings while participating in a faculty discussion on our data. We specifically looked at AYP predictions, everything we have had in place since the first day of school and everything that we've added now that it's crunch time.
Some of the highlights we added during the Academic Superbowl are FCAT Camp, revised curriculum maps, Special area teachers tutoring level 2 students during their extra block, Support Staff and Administration tutoring level 1 students, and another round of teacher support conferences (data chats).
The Administrative Team conducts data conferences with teachers and students. Teachers desegregate the BAT data of their respective students. Teachers will disseminate this BAT data as part of ongoing data chats that identify student strengths and weaknesses. After Mr. Hernandez’s presentation, we conducted a Faculty meeting of over 150 teachers and Guidance personnel. With the upcoming change of semester for teachers, on the 4 by 4 block, we instructed faculty and staff with important techniques of identifying their students through virtual counselor. Teachers identify students in each AYP subgroup. Each teacher also identifies their critical AYP students, (students who meet the criteria for more than one AYP subgroup) as well as their FCAT bubble students. All students will be instructed on how to log into, and use, FCAT Explorer, encouraged to attend Total Tutoring, FCAT Camp, and given supplemental material to achieve Learning Gains. We will continue to monitor our teachers’ implementation of these strategies and student progress.
Tom Santino and Brad Fatout
Flanagan High School
Sylvia Correa, Lakeside Elementary
In my opinion, the critical component about “crunch time” is it begins Day 1 as soon as students enter your doors. Teaching is about making decisions based on students’ needs. The single most important factor is differentiated instruction. In order to provide adequate support to students we engage teachers in chats about what is working and who is meeting success. Assessments are ongoing and woven into the curriculum. Students achieve more and feel more engaged in school when instruction is tailored to meet their needs.
Our Leadership Team, Grade Level Teams and Support staff meets regularly to discuss student's progress. We have on-going Child Study days to review students’ performance. These sessions provide an in depth look at students with the use of our support staff. Curriculum is adjusted (when needed) to provide maximum support to students.
In addition, we pull out students to provide double and triple dose of
instruction/intervention in areas of weakness both in math and reading. We also have provide an after school program that encompasses both teacher directed instruction and technology.
Finally, the most important component is the children and our belief that all students can achieve!
Cara D, Atlantic Technical Center.
We analyze and disaggregate FCAT, SAT, ACT, CPT, and TABE scores on a continuous bases. In order to ensure that we are maximizing the teaching potential as well as build capacity of our Career, Technical and Adult/Community instructors, a major focus is providing quality Professional Development. This year several of our Career & Technical Teachers are going through the Content Area Reading-Professional Development (CAR-PD). The primary purpose for CAR-PD is to amplify instruction to accelerate vocabulary development and comprehension. CAR-PD is intended to provide content area teachers with intensive, high quality professional development in reading so that selected students scoring Level 2 on FCAT, who are not experiencing decoding and fluency issues, may be provided reading intervention in a content area class. As of today, the final impact is not know as several of our teachers are still participating in the CAR-PD Professional Development. However, several of our teachers are using the reading strategies to assist not only the struggling high school students but our adult students as well.
It seems like the buzz phrase is "crunch time" and it certainly is and has been since July for my school. Although we were successful at moving up a letter grade, we are still extremely fragile; therefore, crunch time never ended. Our math department and "Washington Trust" students/teachers did a tremendous job with learning gains, but we cannot leave it up to them again to move forward.
After reviewing last year's plan and data, our students were identified and grouped. The Math and Reading coaches developed their Instructional Focus Calendar, then implemented the pull-out program as well as a push-in program. The students and teachers utilize these programs to meet everyone's needs by offering differentiated instruction. The teachers can share best practices and students get the opportunity to learn from other teachers. Administration has also increased visibility on campus and in the classroom to monitor instruction as well as student engagement.
The school implemented FCAT Camp during the week and on Saturday to accomodate as many students as possible. Finally, we just added small group pull-outs for our "bubble kids" since they seem to get lost in the mix at times. We have also done a better job at offering incentives to students and involving the parents in the process, which seems to be working when it comes to motivating students to do their best.
Our primary concern were our bubble students particularly those in the 10th grade. We identified those students who were within 30 points of moving to the next level. These students mini-assessment and BAT results are closely monitored for progress. Data talks were conducted as we believe it is important for students to know and own their data.
Our targeted students received invitations to our Academic Achievement Skills camp that is designed to provide remedial and enrichment activities.
We are furiously using technology during this crunch time to identify students in need of additional assistance. Data provided by technology is used to identify areas of strengths and weaknesses to target during crunch time. Technology is used to communicate with parents and students regarding progress and resources available for assistance. Technology is used to examine test result and achievement levels, determine learning gains, create rubrics and practice tests. On-line programs, websites, etc., are being utilized for remediation, credit recovery, and enrichment. The possibilities are endless when using technology in education and definitely a positive addition to FCAT Preparation.
What a great idea to have a blog! I'd like to share one of the ways in which our school (Lyons Creek Middle) is targeting students to make sure they are getting the instruction they need is to suspend the curriculum two days a week (Tuesday and Wednesdays) during their homeroom classes. Students are given math and science instruction based on their individual areas of weakness to help improve their scores this year. We are taping lessons which can be used by teachers who are not math/science teachers to help them reach their students.
Crunch Time! There are many key roles that must be filled to meet the needs of our students. At my school, everyone has come together understanding the urgency of this time of year.
The administration has met with the teachers to discuss individual students (Data Chats) and what we could do as a team to enhance their education. Reading and math pull out groups have been modified either increasing time and adding students to the groups. ESE students' pull out times have been modified through interim IEP meetings.
There is a team of teachers that freely give of their time to tutor developing students before and after school.
Remember, a student doesn't care what you know until he knows that you care.
At Forest Glen, we do the following:
1. had a printout of all the students and the different subgroups they belonged to. The teachers highlighted their students so now the teachers know what student counts for what subgroup.
2. Data chats - Teams and grade level administrator - teacher & student
3. use database to help identify students who level 1/2 kids, bubble kids, and sliders.
4. FCAT pull out geared towards those students identified by the data to make a difference with AYP.
5. Saturday School
All of the teachers have identified their AYP students, bubble students etc. Extra tutoring opportunities have been added after school . In addition, a Saturday Success Academy has been put in place. Crunch time calendars are being used. A parent night has been added so that we can explain the grading and levels to the parents in a lucid fashion. Too much information never hurt anyone:)
We also have fun activities for the teachers as we do not want to raise stress levels.
We try to meet our AYP needs by "Data Day" chats with the students. Every faculty member and administrator personally meet with the students to encourage them. We also have after school tutorial sessions available to the students.
Teachers grades 3,4&5 met in teams to review BAT 2 data and to revise focus calendars to revisit benchmarks and strands that showed grade level weaknesses. Additionally, all students not meeting proficiency are invited to AM computer lab(daily) as well as after school and Saturday tutorial camps.
We look at student data from the previous two years to look for fragile students. These are students that may have been Level 1 or Level 2 in reading and/or math two year ago and last year became a Level 3 due to receiving extra services. We make sure that those students are receiving services because it is possible those students are still fragile. We try to make sure that those students do not fall behind.
In our Reading, Science, and Math courses, we look at what benchmarks our students have been struggling with and devise a new curriculum map which addresses the needs of the students. This map entails many activities that focus on remediation, as well as enrichment.
Kwan Drake
As noted by my colleagues Brad Fatout and Thomas Santino, Flanagan HS has a number of interventions and strategies in place that will improve the academic achievement of all students. Analyzing student data is pivotal. Thus, the instructional plan a school initiates in August should not be the same one in place in January. As such, the 9th grade FOCUS Academy leaders have developed a Freshman Scorecard as a direct result of BAT 2 scores. The Scorecard enables and encourages all 9th graders to participate in educational tasks such as FCAT Camp, novel study, Principal's homework and many more. It is essential that schools regularly monitor student data to ensure that the plan in place is reflective of such data. Flexibility on the part of teachers, administration and students is key in order for this to be successful.
Continue to walkthrough the classes and be honest with your teachers on the data of your observations.
These are times when we need to observe the differentiated instruction. Teachers need to be reminded constantly of their purpose in the classroom. It is our job to provide them with the tools to be effective and keep them energized throughout the year. Its not an easy task, but students have different needs and learn differently; therefore, we need to teach differently and reach all. We have to step up to the plate.
We have been working on developing our AYP Committees where each adminstrator owns a specific sub-group. While we are currently in the infancy stages of this plan, we have identified our students and created a support plan for each group.
In early November, we did a school-wide blitz where teachers contacted the parents and invited them to our Jag 6 Dinner in order to inform parents of our after school support plan.
In addition, we have developed a pull-out program through elective classes where select teachers are working with students in order to provide additional support.
USING TECHNOLOGY FOR CRUNCH TIME STRATEGIES
The students are utilizing various ILS (Integrated Learning Software) applications to remediate skills being taught in the classroom. Students are also reading Accelerated Reader books to build their reading skills and fluency. Teachers use monthly reports to analyze student data to drive their instructional focus. Teachers are utilizing Digital Classrooms to interact and enhance learning in the classroom.
Technology is used throughout the school by all students in all grades.
In focusing on AYP through technology, we at PBES have a GLIDES prject and five new digital classrooms. We integrate the technology daily and the children love to be involved and are highly engaged. They enjoy using the active expressions and the teachers feel that this drives home the instruction.
Michelle Garcia
At FLHS, we provide students with not only their data, but a Prescription for Success. We hold mini-assemblies with groups of students and utilize PowerPoint charts to show them the impact their grades and test scores have on their futures.
In addition to using ILS programs for remediation, our teachers use them to compete against classes by setting goals for each grade level. This is a wonderful way to increase motivation.
Sunrise Middle School incorporates technology and increases student engagement through the use of ActiveBoards and ActivExpressions. Students and teachers, alike, appreciate and enjoy the interactive activities and timely feedback. We are also requiring our new teachers to Podcast a lesson and sit with their NESS coach to review and critique the lessons. Moreover, our Media Specialist has worked with sixth grade classes, who have also completed Podcasts.
Hawkes Bluff has been fortunate to have our PTA focus their fundraising efforts on technology. We have been able to purchase a Promethean Board or slate for each K - 5 classroom. With the latest integration of technology into daily instruction, we have seen our students take a more active role in the learning process. Both teachers and students have are excited!! The "flip charts" that the teachers get from Promethean Planet as well as the ones they create are taking learning to a entire new level!
Mindy Cunningham
The integration of technology at Fairway Elementary has always been apart of the standard curriculum. This year we used technology to boost morale of our fifth grade students in the area of science. This was done by using online Science Jeopardy to actively engage our students in science.
At New Renaissance Middle School we provide teachers with the data to effectively differiate instruction in their classrooms. Data chats are held with each team. Teachers receive a breakdown of their students by AYP subgroups and FCAT levels. By identifying the "bubble students", students in the lowest 30% and level 1's and 2's, teachers have the road map to guide their classroom instruction. Crunch time consists of fine tuning to ensure that students have been exposed to all of the standards they will be measured in.
At Coral Springs High we are currently in the midst of our 6 week plan prior to the FCAT. We have reviewed our test data, student progress, mini assessments, etc and created a plan by subject area for all teachers to infuse during this crunch time! We also have our Adult Advocacy in full swing along with after school tutoring, Saturday FCAT Camp, ESOL pull-out, etc. FCAT skills are everywhere, even on the TV announcements! Hopefully all of our hard work sill pay off!
I believe using a data management tool like Above the Clouds is the best way to use technology to keep a grasp on how students are progressing. Above the Clouds can provide teachers and administrators with useful snapshots of FCAT, BAT, mini-BAT, DIBELS, and other data indicators collectively. This is the data that should "steer the ship." Try it, it works!
Here at Ramblewood Elementary we have aligned our curriculum with state standards through instructional focus calendars. We have also aligned center activities in grades K through 3 to correlate with DIBELS. Data chats have been ongoing throughout the year with teachers at each grade level, especially third, fourth and fifth. Administration has pushed in doing FCAT chats with classes and individual students. What an incredible experience that was, hearing all the different strategies that students had learned and getting their perspective of what they believe they can score on the test!
An effective leader will undoubtedly provide the school with leadership to enhance student achievement. As we count down to what I would like to call “Our Super Bowl”, we must make sure that we monitor all available data points, while ensuring that appropriate instructional applications are not neglected. I believe that keeping our eye on a well planned enrichment program is critical, but most importantly the decision to change/re-design our applications if we are not seeing the desired results.
Olayemi Medlock
This year is crunch time for all school base on the new requirement through DA. It is time to play very close attention to all high school components lowest 30%, ESE, ESOL, Graduation Rate, Attendance, Math, Reading Science, Advance Placement, and Writing. Every content area teachers should understand data and how to use it through direct instruction. We will continue to monitor these areas to increase student achievement through the new Senate Bill 1908 grading criteria.
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