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Closing the Achievement Gap NO EXCUSES

Plan/Do/Check/Act Cycle. Arrange test scores to identify instructional groups.Define weak and strong objectives.. . Disaggregate Data. PLAN. In God We Trust. All Others Bring Data. . . Weak And Strong Areas. Objectives from individual test items are identified from the disaggregated data.Objectives represent areas that require improvement.Weaker objectives are established as high priorities.Data is made available before the school year begins..

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Closing the Achievement Gap NO EXCUSES

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    1. Closing the Achievement Gap NO EXCUSES Patricia W. Davenport

    2. Plan/Do/Check/Act Cycle

    3. PLAN

    4. In God We Trust All Others Bring Data

    5. Weak And Strong Areas Objectives from individual test items are identified from the disaggregated data. Objectives represent areas that require improvement. Weaker objectives are established as high priorities. Data is made available before the school year begins.

    8. A Case Example

    9. Instructional Groups Exceeding Standards Meeting Standards Does not meet Standards

    13. High Expectations

    15. PLAN

    16. Success Secrets When prioritizing and scheduling objectives, emphasize reading, writing, and math from accountability standards. Teachers should develop their calendars collaboratively. Involve everyone-- from the mathematics teacher to the physical education instructor.

    18. A Case Example

    19. A Case Example

    20. DO

    21. Instructional Focus Velasco Elementary School Weekly Agenda February 22 – February 28 Positive Action Word of the Week – Honesty Instructional Focus Math: Objective 10 – Estimation Reading: Objective 6 – Point of View: Opinion versus Fact Today we hope that you will consider pursuing a quality framework which will help your organization improve operations and student achievement.Today we hope that you will consider pursuing a quality framework which will help your organization improve operations and student achievement.

    22. Instructional Focus In Five Easy Steps 1. Post and highlight instructional focus at the beginning of class. 2. Build Upon Success—warm up with previous target area to maintain and re-teach. 3. Deliver lesson plans on new target areas for fifteen minutes at the beginning of class. 4. Provide guided practice/homework to reinforce new skills learned. 5. Assess understanding and remediate when necessary.

    23. Putting Instructional Focus Into Practice Instructional focus works best when it is a school-wide activity. Give instructional focus sheets to all teachers. Solicit feedback from teachers. Publicize instructional focus content areas around the campus. Encourage staff members to “talkup” the instructional focus topic around campus.

    24. Instructional Focus

    25. A Case Example

    30. Word problems have always been a difficult concept to teach. Students do not want to read the problem, but more importantly, after reading the story they do not know whether to add, subtract, multiply, or divide to solve the problem. In the past, key words, such as “in all”, “altogether”, “left”, or “total” were used, but in reality, they do not work. Teachers offer suggestions such as “read it again,” “draw a picture,” “work backward,” or other possible strategies which are even more confusing to the student. The frustrated student wants to scream, “Just tell me what to do!” All a teacher can do is provide sympathy or the answer. This lesson about problem solving, based on a method developed by Grace Ekenstam Stasny, is a logical approach to problem solving. It is so logical it takes all the guesswork out of problem solving. Mrs. Stasny’s method is based on the idea that all numbers are adjectives that modify nouns. If students are able to pick out the numbers and nouns they modify, as well as the noun they are looking for, then the correct operation can easily be identified.Word problems have always been a difficult concept to teach. Students do not want to read the problem, but more importantly, after reading the story they do not know whether to add, subtract, multiply, or divide to solve the problem. In the past, key words, such as “in all”, “altogether”, “left”, or “total” were used, but in reality, they do not work. Teachers offer suggestions such as “read it again,” “draw a picture,” “work backward,” or other possible strategies which are even more confusing to the student. The frustrated student wants to scream, “Just tell me what to do!” All a teacher can do is provide sympathy or the answer. This lesson about problem solving, based on a method developed by Grace Ekenstam Stasny, is a logical approach to problem solving. It is so logical it takes all the guesswork out of problem solving. Mrs. Stasny’s method is based on the idea that all numbers are adjectives that modify nouns. If students are able to pick out the numbers and nouns they modify, as well as the noun they are looking for, then the correct operation can easily be identified.

    31. Consider using colored pencils or highlighters for this lesson. The use of color seems to help students identify and classify more successfully.Consider using colored pencils or highlighters for this lesson. The use of color seems to help students identify and classify more successfully.

    33. Many problems have “understood” nouns. Students must be able to recognize the “understood” nouns in the problem in order to use this method. Examples: Angie drove 325.8 miles the first day of her trip, 406.7 miles the second day, and 368.5 miles the third day. What was the total distance she traveled? Students must understand that miles are used to measure distance so “miles”should be substituted for “distance” in the question. Laura had a roll of ribbon containing 6 1/2 yards of ribbon. She used 4 3/4 yards for party decorations. How much ribbon was left on the roll? Students must understand that yards were used to measure this ribbon and that the question is really asking “how many yards of ribbon were left on the roll?” 5 friends intend to share the restaurant bill of $38.40 equally. How much should each friend pay? Students should understand the question is really asking “How much money ($) should each friend pay?” Many problems have “understood” nouns. Students must be able to recognize the “understood” nouns in the problem in order to use this method. Examples: Angie drove 325.8 miles the first day of her trip, 406.7 miles the second day, and 368.5 miles the third day. What was the total distance she traveled? Students must understand that miles are used to measure distance so “miles”should be substituted for “distance” in the question. Laura had a roll of ribbon containing 6 1/2 yards of ribbon. She used 4 3/4 yards for party decorations. How much ribbon was left on the roll? Students must understand that yards were used to measure this ribbon and that the question is really asking “how many yards of ribbon were left on the roll?” 5 friends intend to share the restaurant bill of $38.40 equally. How much should each friend pay? Students should understand the question is really asking “How much money ($) should each friend pay?”

    34. Selecting the Operation If the labels are the same and you need a larger number-- add. If the labels are the same and you need a smaller number-- subtract. If the labels are different, use the box (multiplication or division). This is the heart of the lesson. Students must understand this part of the lesson or they will not be able to successfully apply this method. Spend a lot of time with students just identifying the operation based on this method and focus later on the computation part. If you feel a strong need to do the computation part of the problem, consider the use of the calculator, especially at the lower grades.This is the heart of the lesson. Students must understand this part of the lesson or they will not be able to successfully apply this method. Spend a lot of time with students just identifying the operation based on this method and focus later on the computation part. If you feel a strong need to do the computation part of the problem, consider the use of the calculator, especially at the lower grades.

    37. Try These: Kenyon is 5.5 feet tall. His sister, Tamika, is .75 feet taller than he is. How tall is Tamika? A new roll of fencing contains 300 yards of fencing. If 175.5 yards were used, how many yards remain on the roll? Mrs. Johnson bought a new car. She paid $8,693 for the car, including $745 for options. What was the base price of the car without the options? Example 1. Underline “How tall is Tamika?” Circle 5.5 feet, .75 feet, tall(which is understood to be feet) Labels are the same. Since Tamika is taller than Kenyon a larger number is needed. Add. Example 2. Underline “how many yards remain on the roll?” Circle 300 yards, 175.5 yards, yards. Labels are the same. If some fencing has been used then there isn’t as much now as there was at the beginning of the problem, therefore a smaller number is needed. Subtract. Example 3. Underline “what was the base price of the car without the options?” Circle $8693, $745, and base price (understood to be $). A price without options would be smaller than what she paid. A smaller number is needed. Subtract.Example 1. Underline “How tall is Tamika?” Circle 5.5 feet, .75 feet, tall(which is understood to be feet) Labels are the same. Since Tamika is taller than Kenyon a larger number is needed. Add. Example 2. Underline “how many yards remain on the roll?” Circle 300 yards, 175.5 yards, yards. Labels are the same. If some fencing has been used then there isn’t as much now as there was at the beginning of the problem, therefore a smaller number is needed. Subtract. Example 3. Underline “what was the base price of the car without the options?” Circle $8693, $745, and base price (understood to be $). A price without options would be smaller than what she paid. A smaller number is needed. Subtract.

    39. The box is a graphic organizer used to help you set up multiplication and division problems correctly. The Box

    40. Understanding implied numbers Words such as “a”, “an”, “each”, and “per” mean 1. a pencil = 1 pencil an inch = 1 inch each row = 1 row per hour = 1 hour

    45. Try These: Sylvia is a computer technician who earns $59.50 per day. If she works 7 hours, how much does she make per hour? Ryan worked 15 hours last week. His wage was $6.25 per hour. How much money did he earn? A magazine subscription can be paid in 3 equal payments. If the subscription costs $17.94, how much would each payment be? Floyd ran 5000 meters in 40 minutes. What was his average speed per minute? Example 1. Underline “How much does she make per hour?” Circle $59.50, 7 hours, per hour (understood to be 1 hour), how much is understood to be $. Labels are different. Use the box. Example 2. Underline “How much money did he earn?” Circle 15 hours, $6.25, per hour (understood to be 1 hour), and money. Labels are different. Use the box. Example 3. Underline “how much would each payment be?” Circle 3 payments, $17.94, each payment (understood to be 1 payment), how much is understood to be $. Labels are different. Use the box. Example 4. Underline “What was his average speed per minute?” Circle5000 meters, 40 minutes, per minute(understood to be one minute), and average speed. Labels are different. Use the box. Example 1. Underline “How much does she make per hour?” Circle $59.50, 7 hours, per hour (understood to be 1 hour), how much is understood to be $. Labels are different. Use the box. Example 2. Underline “How much money did he earn?” Circle 15 hours, $6.25, per hour (understood to be 1 hour), and money. Labels are different. Use the box. Example 3. Underline “how much would each payment be?” Circle 3 payments, $17.94, each payment (understood to be 1 payment), how much is understood to be $. Labels are different. Use the box. Example 4. Underline “What was his average speed per minute?” Circle5000 meters, 40 minutes, per minute(understood to be one minute), and average speed. Labels are different. Use the box.

    46. Subtraction - A final note There are two other clues that always work for subtraction. If the question asks “How many more _______” the labels may not be the same, but it is always a subtraction problem. If the question asks “How much ________er?” it is always a subtraction problem. How many more________? How many more girls than boys? How many more cats than dogs? How many more red than blue? These type questions are always subtraction Mow much ______er? How much taller than? How much faster than? How much longer than? These type questions are always subtraction. Make a list of ______er words and post it. Add to it as more are discovered. How many more________? How many more girls than boys? How many more cats than dogs? How many more red than blue? These type questions are always subtraction Mow much ______er? How much taller than? How much faster than? How much longer than? These type questions are always subtraction. Make a list of ______er words and post it. Add to it as more are discovered.

    47. Subtraction - A final note There are 9 kittens and 15 puppies at the animal shelter. How many more puppies than kittens are there at the shelter? Flo’s best time at the track was 10.6 seconds. Jackie’s best time was 9.85 seconds. How much faster was Jackie than Flo?

    48. PROBABILITY

    50. SINGLE EVENTS…. A single event involves the use of ONE item such as:

    52. Flipping a coin

    54. Choosing someone

    59. Example 2…..

    63. Rolling two dice is an independent compound event. This means, the value of each die is totally separate from the other die.

    65. When you roll two dice, what is the probability of getting 2 and 5?

    68. What is the probability the spinner will land on red?

    70. Practice 2……. What is the probability that the spinner will land on either pink or red?

    76. Practice 4: Flipping a coin

    77. Coin toss……

    80. MUHSD Office of Instructional Services (created by Rae Owens/amended by Lea Tilley) CONTEXT CLUES

    81. Context Clues: Definition/Restatement Description Example Comparison Contrast Cause and Effect Idioms Figurative Language

    116. Remember,the Instructional Focus is… taught at the beginning of the class when test-taking strategies are taught when the student is zeroed in on a specific objective known by all faculty and staff members

    117. CHECK

    118. Some Key Principles Of Assessment Frequent assessments provide feedback that helps students improve their learning. Frequent assessments help teachers teach better. Integrate assessments into the curriculum and instruction. Base the assessments on classroom work done by students over a period of time.

    119. Some Key Principles Of Assessment CONTINUED Use a variety of measures. Good assessments do not rely on a single yardstick. Don’t straitjacket the curriculum. Good assessment procedures and schedules provide for flexibility. Create teacher teams that meet frequently to review the results of the assessments.

    124. ACT

    127. ACT

    128. How To Make Enrichment Work Schedule enrichment opportunities to run concurrently with tutorial time. Involve parents wherever possible in the enrichment programs—as teachers, teacher assistants, curriculum developers, etc. Give mastery students an opportunity to attend an additional elective or advanced course. Allow mastery students to attend a local college during the day and earn college credit.

    131. CHECK

    134. CHECK

    135. The Eight-Step Process

    136. Random Acts Of Improvement

    137. Aligned Acts Of Improvement Knowing and managing the relationships helps align efforts toward desired results. This makes the best use of improvement efforts, resources, and time, ensuring that people and the system are working together to achieve desired results, such as improved student test scores, or better support services. Knowing and managing the relationships helps align efforts toward desired results. This makes the best use of improvement efforts, resources, and time, ensuring that people and the system are working together to achieve desired results, such as improved student test scores, or better support services.

    140. Alignment of:

    142. Self-Esteem

    143. Our task is to provide an education for the kind of kids we have. Not the kind of kids we used to have or want to have or the kind that exists in our dreams.

    146. FOCUS

    147. Closing the Achievement Gap No Excuses Patricia Davenport & Gerald Anderson Order at (512)343-6296 or admin@equityineducation.com

    148. For information regarding training and materials related to district/campus implementation of the PLAN-DO-CHECK-ACT Instructional Cycle contact: Patricia Davenport Educational Consultant admin@equityineducation.com www.equityineducation.com 512-343-6296

    149. Related Resources

    150. Materials Standards-based instructional text-based materials and software for data disaggregation, instructional-focus lessons, assessments, maintenance, tutorials, and enrichment Kathy Miller Kamico Instructional Media 4413 Spicewood Springs Road Austin, TX 78759 512-343-0801 www.kamico.com info@kamico.com

    151. Books Barksdale, Mary L., and Patricia W. Davenport. 2003 8 Steps to Student Success: An Educator’s Guide to Implementing Continuous Improvement. www.8stepstostudentsuccess.com ISBN 0-9728988-0-8 Cawelti, Gordon, and Nancy Protheroe. 2001 High Student Achievement: How Six School Districts Changed into High-Performance Systems. Arlington, VA: Educational Research Service. 1-800-791-9308 www.ers.org ISBN 0-9705540-6-0 Davenport, Patricia, and Gerald E. Anderson. 2002 Closing the Achievement Gap – No Excuses. Houston, TX: American Productivity & Quality Center. 1-512-343-6296 admin@equityineducation.com ISBN 1-928593-62-3 Schmoker, Mike. 2001 The Results Fieldbook: Practical Strategies from Dramatically Improved Schools. Alexandria, VA: ASCD 1-800-933-2723 www.ascd.org ISBN 0-87120-521-1

    152. Videos "Teaching To Standards: The 8-Step Instructional Cycle" -- Brazosport video Available from Educational Research Service 1-800-791-9308, www.ers.org “How to Develop a Professional Learning Community: Passion & Persistence” Available from National Education Service 1-800-733-6786, www.nesonline.com

    153. A. Philip Randolph Elementary School, Fulton County, GA CRCT Test Score Results, 4th Grade

    154. Visalia Unified School District, CA Elementary School API Growth

    155. 2003 AYP results for Metropolitan School District of Warren Township – Lakeside Elementary School

    156. Martin County, FL Warfield Elementary FCAT Scores 2002-2003

    157. The Villages Charter School FCAT/NRT Mean Scores, Grade 3

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