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August 6, 2007. The GOAL/OUTCOME is to improve student achievement for all students and especially students struggling to be successful. ACCELERATING STUDENT ACHIEVEMENT PILOT. AEA & LEA System “Change” IDM. TOO MANY UNMET LEARNING NEEDS. AEA & LEA Behavior “Change” IPDM.

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Presentation Transcript
slide2

The GOAL/OUTCOME is to improve student achievement for all students and especially students struggling to be successful.

ACCELERATING STUDENT

ACHIEVEMENT PILOT

AEA & LEA System “Change” IDM

TOO MANY UNMET LEARNING NEEDS

AEA & LEA

Behavior

“Change”

IPDM

slide3

SCHOOL-WIDE IMPROVEMENT PLANS

ACCELERATING STUDENT

ACHIEVEMENT PILOT

AEA & LEA System “Change” IDM

TOO MANY UNMET LEARNING NEEDS

AEA & LEA

Behavior

“Change”

IPDM

PRINCIPALS’ ACCESSING RESOURCES

slide4

SCHOOL-WIDE IMPROVEMENT PLANS

ADD

SERVICE

FACILITATOR

CHANGE

TEACHER

BEHAVIORS

AEA & LEA System “Change” IDM

TOO MANY UNMET LEARNING NEEDS

MEET LEARNING NEEDS

AEA & LEA

Behavior

“Change”

IPDM

PRINCIPALS’ ACCESSING RESOURCES

slide5

All Students are Successful!

ADD

SERVICE

FACILITATOR

CHANGE

TEACHER

BEHAVIORS

AEA & LEA System “Change” IDM

TOO MANY UNMET LEARNING NEEDS

MEET LEARNING NEEDS

AEA & LEA

Behavior

“Change”

IPDM

PRINCIPALS’ ACCESSING RESOURCES

slide6

Selection Scenario #1

  • (Begin with an intervention) You have a building-wide intervention ready to go.
    • e.g., differentiated instruction
  • (Select a priority content area) Building student learning data may indicate a priority content area (reading, mathematics, science or learning supports).
    • e.g., mathematics
  • (Identify teachers) You have a group of teachers already connected by subject area or grade level.
    • e.g., Algebra I
  • (List struggling students) You have students in the subject area or grade level struggling to be successful.
  • (Select students) You have students: with and without IEPs; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.
slide7

ASAP Scenario #1

Did the service facilitator-principal partnership accelerate student learning?

Evaluation

School-Wide Intervention

“Differentiated Instruction”

Improve Algebra I Core Instruction

Too few Students

Succeeding in Algebra I

With & Without IEPs

Differentiated

Instruction

A sample of 30 struggling students is used to measure the student impact caused by system and behavior change.

slide8

Selection Scenario #2

  • (Begin with an under-performing subgroup) You have a subgroup that has an achievement gap.
    • e.g., low socioeconomic status subgroup
  • (Select a grade level or levels) Building student learning data indicate a priority at specific grade levels.
    • e.g., grades 3-5
  • (Focus on a content area & intervention) Narrow the improvement area for teachers to one content area.
    • e.g., science inquiry
  • (List struggling students) You have students in the content area and grade level struggling to be successful.
  • (Select students) You have students: with and without IEPs; with and without low socioeconomic status; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.
slide9

ASAP Scenario #2

Did the service facilitator-principal partnership accelerate student learning?

Evaluation

Under-Performing Subgroup

“Low SES Status”

Improve Science

Core Instruction

Focus on

Grades 3-5

With & Without IEPs

Inquiry Method

A sample of 30 struggling students is used to measure the student impact caused by system and behavior change.

With & Without Low SES Status

slide10

Selection Scenario #3

  • (Begin with a student learning need) You have students under-performing within a content area.
    • e.g., reading
  • (Select a content area & intervention) Building student learning data indicate expanding reading across the curriculum strategy would be helpful.
    • e.g., Social Studies & QAR
  • (Focus on a grade level) Narrow the improvement area to specific teachers.
    • e.g., middle school
  • (List struggling students) You have students in the content area and grade level struggling to be successful.
  • (Select students) You have students: with and without IEPs; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.
slide11

ASAP Scenario #3

Did the service facilitator-principal partnership accelerate student learning?

Evaluation

Student Learning Need

“Reading”

Improve

Social Studies

Core Instruction

Middle School

With & Without IEPs

QAR

A sample of 30 struggling students is used to measure the student impact caused by system and behavior change.

slide12

ASAP Planning Guide

  • 30 Students Selected
    • Academic or social emotional focus (benefit)
    • Specific Outcome(s)
  • Core Instruction
    • Intervention or strategy
    • PD planned (outcomes, dates and times)
    • Teachers identified (grades & subject)
  • Supplemental Instruction
    • e.g., extra time
    • e.g., individualized instruction
    • e.g., modified practice
  • Intensive Instruction
    • e.g., counseling
    • e.g., specialized study hall
slide13

Student Academic Data

  • Iowa Tests
    • Reading 2004-05, 2005-06 & 2006-07
    • Math 2004-05, 2005-06 & 2006-07
    • Science 2004-05, 2005-06 & 2006-07
  • District Assessments
    • Reading 2004-05, 2005-06 & 2006-07
    • Math 2004-05, 2005-06 & 2006-07
    • Science 2004-05, 2005-06 & 2006-07
  • What are the student’s academic strengths?
  • How would the ASAP build on those strengths to enhance their overall academic performance?
slide14

Social/Emotional Data

  • Social/Emotional Performance Factors
    • Poverty
    • Home Environment
    • Peer Interaction
    • Conflict Resolution
  • Attendance History
  • Discipline History
  • What are the students’ social/emotional strengths?
  • How would ASAP project build on the students’ social/emotional strengths to enhance their overall academic performance?
slide15

Roles and Responsibilities

Principal and Service Facilitator

  • By September 14:
  • Intervention(s)
  • 30 student sample
  • Professional development activities (dates, times, place, & PD facilitator)
    • General education teachers
    • May include other teachers
  • Possible supplemental/intensive support
    • May include professional development
  • Systematic data collection (dates, times, & measures) roles & responsibilities for teachers, principal, and service facilitator
  • Systemic data analysis, conversations, and adjustments (roles & responsibilities for teachers, principal, & service facilitator)
  • By October 19, finalize a system to monitor, coach, and evaluate ASAP
slide16

Planning time:

  • Dates, time and place
  • Possible interventions
  • Professional development
  • Content areas
  • Struggling students
  • Initial data gathering
  • Questions