Standard 1: Student Learning Results
Student performance and growth should be the main focus for every teacher on campus. Every student should achieve a year’s worth of growth during a year’s worth of attendance. Our school’s learning goals should align with the academic State standards. I wrote our school’s 2013-2014 SIPS plan (attached below) with this focus in mind. The School Improvement Plan (SIP) must align with the learning results that you want your students to improve upon. The SIP should be an integral part of a school’s plan for improvement and should align with the teacher’s Professional Development Plans. Using the benchmark standards assessments, will help to glimpse at student progress so that conversations can be held on gains or remedial interactions.
I monitor standards by first assessing the State Assessment scores (FCAT). Next, I disaggregate the data to determine which students are on the BRIM (students who are numerically close to the below-and- above cut score) and which students are in the lowest quartile (usually achieving 1 or 2 on the State assessment test but this score actually depends on total results). A system was created, in which each teachers could see a student’s placement, simply by clicking on the student within our student information screen (FOCUS). We created label-bubbles, for every student, indicating the following categories: ESE, ESOL, 504, BRIM, BQM (Bottom Quartile Math), BQR (Bottom Quartile Reading), Gifted, RtI (Response to Intervention), and Medical (example found below). This system reminds a teacher every day that a student may need support and to watch for this possibility on an individual basis.
It is important to continue to monitor students' performance through monitoring the benchmark assessment tests. I hold data-chats with the school, department, grade, parents and students. These data-chats help monitor a student’s growth between the State assessment test periods. My team of teachers and I complete an analysis on how the data is progressing. If we see a drop in one of the benchmark standards, we unpack the question and provide solutions for support.
I have included below, a document that I gained through attending a webinar. This document “Class Based Peer Tutoring”, helps a student understand why he or she got a question wrong and helps the student set a goal for future improvement. The alignment of the curriculum and instruction with the data assessments are extremely important and needed in order to establish the need for direct-and-focused (laser) instruction.
SUPPORTING ARTIFACTS:
SIPS plan which lists the current school year’s Student Learning Goals: This artifact represents my understanding of Standard 1 on student learning results. I authored Nolan Middle School’s SIPS Plan for 2013-2014. I redacted all names due to not having permission to post names. Please return to my Website and click on the folder to see the SIPS document. A SIPS plan is the first step in creating a organized process by which the school will improve. This document is for goal setting and is designed to look at a school’s academic needs and establish growth goals for raising the bar on student achievement. All faculty Professional Development Plans should align with the SIPS plan and be reviewed for mid-year and end of year reflections.
Student performance and growth should be the main focus for every teacher on campus. Every student should achieve a year’s worth of growth during a year’s worth of attendance. Our school’s learning goals should align with the academic State standards. I wrote our school’s 2013-2014 SIPS plan (attached below) with this focus in mind. The School Improvement Plan (SIP) must align with the learning results that you want your students to improve upon. The SIP should be an integral part of a school’s plan for improvement and should align with the teacher’s Professional Development Plans. Using the benchmark standards assessments, will help to glimpse at student progress so that conversations can be held on gains or remedial interactions.
I monitor standards by first assessing the State Assessment scores (FCAT). Next, I disaggregate the data to determine which students are on the BRIM (students who are numerically close to the below-and- above cut score) and which students are in the lowest quartile (usually achieving 1 or 2 on the State assessment test but this score actually depends on total results). A system was created, in which each teachers could see a student’s placement, simply by clicking on the student within our student information screen (FOCUS). We created label-bubbles, for every student, indicating the following categories: ESE, ESOL, 504, BRIM, BQM (Bottom Quartile Math), BQR (Bottom Quartile Reading), Gifted, RtI (Response to Intervention), and Medical (example found below). This system reminds a teacher every day that a student may need support and to watch for this possibility on an individual basis.
It is important to continue to monitor students' performance through monitoring the benchmark assessment tests. I hold data-chats with the school, department, grade, parents and students. These data-chats help monitor a student’s growth between the State assessment test periods. My team of teachers and I complete an analysis on how the data is progressing. If we see a drop in one of the benchmark standards, we unpack the question and provide solutions for support.
I have included below, a document that I gained through attending a webinar. This document “Class Based Peer Tutoring”, helps a student understand why he or she got a question wrong and helps the student set a goal for future improvement. The alignment of the curriculum and instruction with the data assessments are extremely important and needed in order to establish the need for direct-and-focused (laser) instruction.
SUPPORTING ARTIFACTS:
SIPS plan which lists the current school year’s Student Learning Goals: This artifact represents my understanding of Standard 1 on student learning results. I authored Nolan Middle School’s SIPS Plan for 2013-2014. I redacted all names due to not having permission to post names. Please return to my Website and click on the folder to see the SIPS document. A SIPS plan is the first step in creating a organized process by which the school will improve. This document is for goal setting and is designed to look at a school’s academic needs and establish growth goals for raising the bar on student achievement. All faculty Professional Development Plans should align with the SIPS plan and be reviewed for mid-year and end of year reflections.
| 13-14_redacted_nolan_middle_school_sip__4.doc |
Copy of an example of Bubbles (for student needs identification): I created a system that shows a student’s designation for learning support. The bubbles include: BRIM (Reading and Writing), ESE, ESOL Health, Gifted, 504, and Lowest Quartile. This was a pilot initiated by T. Cornwell and S. Z. This pilot program enables a teacher during everyday attendance or grading to see if a student needs support. Using the bubble or a similar system, provides a constant, reminder which supports Standard 1 Student Learning Results.
| student_bubble_example.pdf |
Copy of Data Chat Example: I have included a copy of the data that I use as an example of a data chat. It is important to monitor the BRIM scores, for students can increase or decrease a level if they are not at least 5 points within the scale. This is the most recent document in which I am able to see multiple assessment results. I have redacted the students' and teacher's names. I use this type of product during my data chats. Normally I use this in a email and technology presented form. Data chats are extremely important for teacher and administrator discussions on student achievement. These learning results help with planning lesson plans and mapping out instructional progression.
| la-_copy_of_summary_standard_report_05-10-2014_180317.xlsx |
Copy of Class Based Peer Tutoring: T. Cornwell developed through Webinar: This artifact is included from a webinar in which I participated. I use this chart for monitoring student information. It is a great tool to guide students to learn how to change and find desired results.
| class_based_peer_tutoring_form.docx |
Student Results: The artifacts below are some of my student learning results. These are examples of some of the scores that I disaggregatte to be able to efficiently gain the services my students need for enhancements and placement in class. Correct placement allows a student to reach for academic success and achieve exemplary master results. Reviewing just one form of data does not give a true picture of how a student is performing. By reflecting and reviewing data with teachers, staff, parents and students, we can help a student grow at least a year's worth of growth within a year's worth of attendance. I have taken small snapshots of some of the data I assess, due to the large amount of gigs that the data accommodates.
| fair_results_for_nolanap1.docx |
| benchmark_results_by_strand_math.docx |
| nolan_demographic_trends.xlsx |
