Lead Conference 2012
“Closing the Gap”
Strategies and Best Practices
Presenters
Ronnie Scudder, Principal
Jennifer Ankney, 5-6 Special Education
Hollie Farmer, 7-8 Special Education
boe.smithcounty.com/SCMS
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All faculty members
All teachers fill out "Performance Evaluation
Sheets" for each student in every class.
They are hand written to help aid memory.
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This helps identify bubble students and watch list
students
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Bubble students – students within +/-3
Watch list – students that fall within 1 or more “gap” categories
(SpEd, Ethnic, Economically Disadvantaged)
Prior to school year sources of information
include:
o
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TVAAS – Projections, gains
Pearson – cut score, bubble students, subgroups
Performance Evaluation Chart
“GAP” ID
PEARSON
During School Year Data/Testing
• Star student – RTI, GE reading score
• Study Island – exposure to more questions
• Discovery education – discover weaknesses,
School Literacy Leader or teacher creates
probes specific to student(s) or classes
needs as determined by reports, most
especially the 3rd test.
DATA CHARTING
• This chart is created
in color for teachers
to have a quick
reference guide to
student performance
and is added to as
the year progresses.
Mrs. Ankney’s Strategies and Practices
• High Expectations
• Index Card Goals
• Charting Data
• Extra Practice
• Computer Lab
• TCAP Bootcamp
• Grade Level
Materials
High Expectations
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I set high expectations for my students at the beginning
of the school year and keep those expectations high all
year.
High Level Tasks
Index Card Goals
•I gave each student index cards, one each for subject
from the previous year with achievement level, and their
number score. I put what they needed to achieve for that
year, with achievement level and how many questions they
needed to get correct.
We kept these cards and pulled them out at least once a
week to discuss our goals and make sure we were on track
to achieve them.
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Jennifer Ankney
5th Grade Math and Language Arts TCAP Scores 2012
Charts and Data Usage
Math
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Lang. Arts
Name 2011
Charting previous
years scores using
TVAAS data.
I kept these scores on
my desk within reach
all year and looked at
them often to remind
myself where my
students need to be.
2012
2011
2012
23
BB 53
P
25
BB 37 +9 B
23
BB 49
P
35
BB 47
25
BB 39
B +8
38
BB 43 +3 B
35
B
55
P
42
B
55
P
39
B
46
B +1
46
B
54
P
A
45
A
A
52
A
P
42
A
P
44
A
B
29
B +2
P
40
P
P
41
A
BB 41
P
B
33
P
B
45
A
P
37
P
B
35
P
TCAP Math TCAP LA
57-64 A 60-67 A
47-56 P 46-59 P
31-46 B 28-45 B
00-30 BB 00-27 BB
TCAP Maas Math TCAP Maas LA
38-50 A 43-54 A
31-37 P 34-42 P
24-30 B 27-33 B
00-23 BB 00-26 BB
P
Extra Practice
•Identified students that hit us multiple times. (i.e. ED and
SpEd)
•I pulled those students into my classroom from 7:45 until
8:10 to get extra practice on reading and math skills using
the TCAP Coach Workout Workbook.
Computer Lab
• Our Literacy Leader created probes for me in
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Discovery Education.
Daily, we would work on Standards Based
Assessments.
I printed out daily reports, found individual
student weaknesses and used TCAP Coach
books and workout books to target these specific
areas.
TCAP Bootcamp
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Motivation with PowerPoint
and a TCAP boot camp
song.
TCAP Bootcamp teams of 4,
using interwrite technology
and practice questions, we
drilled daily.
The students got a point
when their team answered
correctly.
Motivated by competition.
The winning team got
rewarded over the summer.
Use of Grade Level Materials
• I put the students in grade level books,
modified, and supplemented when
possible. (If students are expected to take a
grade level test, they need to be using the
grade level materials.)
Mrs. Hollie Farmer’s Strategies and Practices
•I focused on the way I taught the standards.
I want my students to be
able to succeed on their own. The curriculum is very student led which
fits in perfectly with Common Core and Constructed Response.
Students are given immediate feedback on their progress. At the end
of each lesson, students know what they did or did not do well on. I
then pulled those who needed extra instruction or help.
Technology made my job easier. The use of the Interwrite Pad and
computers made teaching difficult topics more engaging for the
students.
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Reading
Comprehension
Who is it for?
What is taught?
Outcome
behavior
Who is it for?
• A student who:
o
o
o
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Can understand basic logical operations
Can draw conclusions from evidence
Has reasonable basic vocabulary
Will continue to have skill deficencies
What is taught?
Independent
application of
learning skills
Outcome
behavior
Organizing
information
Basic Tools
Operating
on
information
What is taught?
• Independent application of learning skills.
o Leads to the students having the ability to analyze
arguments and respond appropriately.
o Common Core and Constructed Response
encourages students to take control of their own
learning.
What is taught?
• Basic Tools –
 Sources of information - includes comprehension
passages, deductions, maps, pics, graphs, and
supporting evidence.
 Information for directions - includes writing
directions, filing out forms, identifying contradictory
directions.
 Communication information - includes definitions,
combining sentences, editing, and using context
clues for word meaning.
What is taught?
• Operating on Information
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Deductions
Basic evidence
Argument rules
Contradictions
What is taught?
• Organizing information
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Main idea
Outlining
Specific-general
Morals
Visual-spatial organization
Higher order skills
What is taught?
• Outcome behavior
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Proficient in analyzing arguments
Understand intent of argument
Skeptical about author’s purpose
Infer word meaning in context
Understand purpose of reference material
Apply basic procedures for editing