the the plates.com numbers do talking! · let numbers do talking! ... ppt-plates.com children...
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Brain Buster…
the the
Let numbers do talking!
Using data for Understanding and Learning!Presented by Kim Spivey
The Department of Early Childhood Education
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FALL 2015Developing or
Independent Readers
Approx. 62%Equates to:
1142 Kids
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App. 38%= 700 kids are NOT developing or
independent readers
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SPRING 2016At or Above Benchmark
Approx. 77.7%Equates to:
1366 kids
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Fall 15’ to Spring 16’:307 more kids reading
on grade level!
More than 50% gain
However…
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22.3%= 393 kids are still reading
below benchmark
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AfricanAmerican
Male
African American
Female
White Male
WhiteFemale
Hispanic Male
HispanicFemale
28.2% 22.3% 12.3% 11.6% 34.2% 10.4%
169/650Kids
134/601 Kids
18/154Kids
19/164 Kids
13/38Kids
5/48 Kids
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Two Year Grade Level Tracking(4th/5th grades)
-14.9Social Studies
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40%Elementary StudentsNeed Remediation
In English Language Arts
48%Elementary Students
Need Remediation In Social Studies
Bottom Line…
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1 TOO MANY!
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If young children are making gains with developmental levels of reading, then why are they continuing to not assess well on standardized tests by the time
they get to 3rd grade?
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High Expectations for:• World Class Knowledge• World Class Skills• Life and Career Characteristics
High Expectations for:• Implementation of Instructional Framework when planning• Planning that is purposeful• True Progress monitoring and data reflection
High Expectations for:Children LEARNING and KNOWING how to READ, WRITE,LISTEN, SPEAK, and COMMUNICATEsuccessfully in ANYContent area!
Making strides with launching and
communicating state and district initiatives,
processes, and programs.
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Comprehensive and Research-Based!
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Step-by-step SUPPORT documents coupled with side-by-side support!
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Located in C&I Folder and
Mastery Connect
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Model Lesson
Example
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Even more
support tools!
Special Integrated Election Year Support Guide
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Families Need Our Help!
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In our country…
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How are we supposed to teach students who are
hungry and poor?
In our state…
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How are we supposed to teach students who are hungry, where food and jobs are
scarce?
Right here in our own
community?
In our district…
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www.free-ppt -templates.com Question:
How can we help teachers use real data to create engaging, purposeful, and meaningful lessons
that keep students interested while learning the essential components of literacy?
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Integrating Literacy and SOCIAL Studies!Using Advanced Graphic Organizers
“I DO!”
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Children living in poverty
has worsened
Increase in single parenting
Single parents can’t work because no one to watch the
kids
Can’t work, not enough money to
buy enough essentials like food
More kids coming to school hungry
(Concept of food being “scarce”)
1st Grade Indicator-concept of scarcity
Students are less focused due to
hunger
Foundation for learning is altered; leading to
less students graduating
3.CAUSE 4.EFFECT
2. EVENT
1. Source
“WE DO!”
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1. Get with a partner.2. Skim the article to get a decent understanding
of what is going on.3. On your chart paper, draw a large
Multi-flow Map. Be sure the arrows go into the “Event” from the “Cause” column. Be sure the arrows flow outward from the “Event” to the “Effects”.
4. With your partner, decide on an “Event” to put in the center of your Multi-flow Map.
5. Complete the “Causes” of the “Event”6. Complete the “Effects” of the “Event”7. Be prepared to share out.
You have 15 minutes to complete this task!
Vocabulary Focus Word:
Could lead to the concept of scarcity1st grade Social Studies
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Multi-Flow Map
Partner Article
Purposeful Read: Looking for an event, causes, effects of article
Student Share/Teacher Progress Monitor while listening/recording
Emphasize Arrows for what “caused” the eventand what “effects”
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DO:Combine active literacy strategies
to support the teaching ofSocial Studies Concepts
DON’T:
Mistake just teaching literacyskills during Social Studies
content time
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How are we supposed to teach children who are poor and hungry, where food and jobs are scarce, so that
they can become successful contributing membersof our global society?
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Planning, Planning, Planning!
http://ed.sc.gov/
State Standards
http://www.eoc.sc.gov/Home/Profile%20of%20the%20Graduate/Profile%20of%20the%20SC%20Graduate.pdf
Profile of a South Carolina Graduate
https://www.masteryconnect.com/
Support Resources (Units of Study, Pacing, Assessment Items
http://www.ed.gov/National Standards
http://www.richlandone.org/
Strategic Plan
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www.free-ppt -templates.com • Differentiated Instruction
• Cooperative Learning Groups
• Role Play/Simulations/Drama
• Song/Rhythm/Movement
• Drawing/Self-Expression Outlet
• Field Experiences
• Integration of
Content Areas
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Gift for you….but, need your help!MARZANO high yield strategies
strategies.pdf
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So, how can we use data to create engaging, purposeful, and meaningful lessons that keep students interested while learning the essential
components of literacy?
Answer:Purposeful Planning and using every resource
available to make it happen because you CARE about the outcome!
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Remember…
EVERY Number is a Child!
SOC
IAL
STU
DIE
S EV
ERY
DA
Y!
Kim SpiveyDistrict Instructional Coach
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Teaching and Learning for Grades 3, 4, and 5.
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www.free-ppt -templates.com What is the value of the classroom teacher?
– This World Without You
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• Many of our students are dealing with one or more societal factors that significantly contribute to lower performance as compared to their different culture peers thus creating a gap.
• Factors include poverty/low SES, language barriers, low/no access to early childhood programs, hunger, single parent homes, homelessness, and unsafe/high crime activity neighborhoods.
• Once students end 3rd grade, there is a noticeable performance difference between groups thus creating an achievement gap. In many cases the gap widens as children struggle to meet the demands of schooling.
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46% need Remediation 54% need Remediation 57% need Remediation
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-Social/Cultural Factors- -Academic Factors-
Developmentally Appropriate Practice
(D.A.P.)
Social Studies Framework
Culturally Responsive Schools Social Studies Standards (2011)
Culturally Responsive Teaching Social Studies Support Documents
Continuous Teacher Development (CEQ) Teacher Professional Development (CEQ)
Developing and Sustaining Positive
Family/Guardian Relationships
Lesson Guides (C & I Folder)
Pacing Guide (C & I Folder)
Mastery Connect
( academic monitoring/mastery of standards)
State adopted textbooks
Online Textbook Resources
Reading A-Z.com
Discovery Education
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www.free-ppt -templates.com • Developmentally appropriate practice, often shortened to DAP, is an
approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.
• DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.
(http://www.naeyc.org/DAP, n.d.)
• Teachers know the children are eager for and need
-explanations
-illustrative information
-direct instruction on/about a new concept, word, or event and
-opportunities to practice a new skill.
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What is Culturally Responsive Teaching?
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Ph
ase
1
Pri
or
Kn
ow
led
ge
( 2-3
min
ute
s )
A review of what students already know. Teacher as facilitator of learning
creates readiness for learning
fills any “knowledge gaps” that may prohibit learning
communicates the lesson objective
Students are actively engaged in learning experiences that include: whole and small group discussion
brainstorming
questioning
making connections
Ph
ase
2
Gu
ide
d L
ess
on
Co
nte
nt
Direct instruction in content standards.
New content
Broad, interdisciplinary focus
Teacher as facilitator of learning:
provides standards based content (new learning)
uses a variety of interactive strategies
models/demonstrates
uses print and non-print information resources
appropriately integrates content from all disciplines
uses a variety of appropriate technology tools
Students are actively engaged in learning experiences that include:
collaboration
critical thinking and problem-solving skills
a variety of experiences addressing multiple learning styles
effective and appropriate communication of ideas and information
Ph
ase
3
Ap
plic
atio
n o
f
Pro
ce
ss S
kills
Effort and inquiry-based learning, problem solving, and project-based learning.
Short-term Goals:
Understanding and application of complex ideas and processes
mastery of integrated skills and content
Long-term Goals:
Depth of knowledge; problem solving, Communication and collaboration skills
Teacher as facilitator of learning:
provides interactive direction -- whole and small group
models/demonstrates/coaches
provides structured & guided practice
advances development/ reinforcement of skills
necessitates the use of print and non-print information resources
necessitates appropriate use of technology
Students are actively engaged in learning experiences that include:
constructing, contributing, synthesizing and analyzing information
research and collaboration
critical thinking and problem-solving
a variety of experiences addressing multiple learning styles
effective and appropriate communication of ideas and information
uses a variety of appropriate technology tools
Ph
ase
4
Ass
ess
me
nt
an
d C
losu
re
Summary of gained knowledge, relationships, transfer of learning, closure.
Teacher as facilitator:
draws closure
encourages reflection
assesses learning
Students are actively engaged in summative experiences that include:
summarizing discussion
reflection/metacognition
various formative assessments (presentations, performances, written or oral responses etc.)
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Deficiencies among certain populations must be addressed in two parts- social/culturally and academically.
Using DAP, Culturally Responsive teaching and continuous professional development equips us to address social needs.
Focusing on ensuring we are creating SC graduates, implementing district provided curriculum deliverables, infusing a balanced literacy approach across all disciplines, and following the social studies framework equips us to address academic needs in social studies.
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www.free-ppt -templates.com The District’s 5 Year PASS Data for Subgroups
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2016 PASS RELEASE 5 Year Summary African American Males (3-5)
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These strategies address individual student development, cultural sensitivity and
enhance the academic experience, particularly of African American male students:
Graphic Organizers
Cooperative Learning Groups
Writing and Presenting Information
Using Oral and Visual Activities
Questioning Techniques
Problem Based Learning
Use of Primary Sources
Simulations
Multiple Intelligences
Creative Dramatics
Socrative Method (Debates)
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www.free-ppt -templates.com Begin a lesson with a short review of previous
learning
Present new material in small steps with student practice after each step
Ask a large number of questions and check the responses of all students
Provide models
Guide student practice
Check for student understanding
Obtain a high success rate
Provide scaffolds for difficult tasks
Require and monitor independent practice
Engage students in weekly and monthly review (Barak Rosenshine, 2012)
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www.free-ppt -templates.com • Standard:
• Strategies:
• Read Aloud
• Graphic Organizer
• Cooperative Learning Groups
• Inference
• Making Predictions
• Developing An Argument
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• Think, Pair, Share with 3 Colleagues
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www.free-ppt -templates.com • Who Will Be In Your Class This
Year?
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