Benchmark Reading Data

The Power of Positive Thinking : 

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

Benchmark Reading & Math Data : 

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

Skills Measured : 

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

Understanding the Data : 

Understanding the Data

Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT Reading : 

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

Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT Math : 

Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT Math 3rd Grade 78 out of 99 students 4th Grade 111 out of 136 students 5th Grade 83 out of 98 students

Critical Areas: Reading : 

Critical Areas: Reading

Critical Areas: Math : 

Critical Areas: Math

Where do we go from here? : 

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

Slide 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

Research : 

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

Getting and Sustaining Attention : 

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

Creating Meaning : 

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 Ask compare/contrast questions

Semantic Memory : 

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

Episodic Memory : 

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

Procedural Learning : 

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

Engaging Emotions : 

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)

Characteristic of good teachers : 

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)

Students Value Teachers Who… : 

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

Students Value Teachers Who… : 

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.”

Differentiating Instruction/Instructional Groupings : 

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

Let’s Review the DATA : 

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

Slide 23: 

Learning Needs: Sunshine State Standards August 2004/ Reading

Slide 24: 

Learning Needs: Sunshine State Standards August 2004 Math

Introducing... : 

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

Slide 26: 

Learning Needs: Sunshine State Standards August 2004 READING

Slide 27: 

Learning Needs: Sunshine State Standards August 2004 Math

Which child do you stand for? : 

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.”

References : 

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, 231-487-3194, fax 213-487-0879). 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.