Today’s reform in education is based on researched based applications. Determine one practice in your school or work place that is based on a research based theory and briefly describe your reaction to that practice or process.
The first to come to my mind is "Response to Intervention" RTI....good in theory, but when it comes down to it, have we helped the student by trying strategy after strategy or have we made the student more dependent upon us to help them make it through the standard to meet another standard with strategy after strategy. Another thought is getting teachers to understand RTI can be used and not be scared of trying due to having themselves covered if something was brought up from another students parent, with the feeling that there child is being left behind.
Several of the teachers I have worked with do daily journals, mainly a response to a primary source reading. They continue the practice the day of the tests, swearing it is an avenue to alleviate test anxiety. It sounds good in theory, but I have not been experienced enough to determine if this is something that works or not. The only thing you ever hear from students is that they don't know what to write and the assignment is pointless.
We use a lot of different formative assessments. We are very diligent on Benchmark tests. We tailor our instruction based on data from our formative assessments. I think it's a great way to prepare for SOL testing and another way to see how much the students have learned so far as well as what information needs to be focused on more.
At my school, we use High Schools That Work ( HSTW). This program has identified a set of Key Practices that help student achievement through all program study developments while preparing students for postsecondary studies and careers. These Key Practices are to provide direction and meaning to overall school improvement. Most teachers try to use the 10 practices of this program but sometimes it gets harder to apply in certain areas/topics of study. A lot of teachers try and go to the professional development opportunities through the summer for this program.
One of our activities that we use in the classroom has to do with brain development and taking a simple "brain break" we stand up and do some stretching exercise to release some stress and be able to move around using certain techniques that are in some shape or another affecting your brain. It has been been called "brain gym" before and a few other teachers use different names for it as well. Anyway it is based on brain research, as well as drinking water to simulate the brain.
I think the biggest research-based application in our school is utilizing Differentiation of Instruction. We have been on a journey with differentiation in Henry County for six years now, and it still seems to be hard for some to grasp. Though I feel it has seen great success, both in research, as well as it our county, I feel that it is most effective when everyone (all grade levels) is on board. I love utilizing differentiation in the classroom, and will continue to do so.
DATA I don't know if this is a research based approach, but it is a way to use research data to improve schools. In Virginia, we now have enough data (collected over the past years) to determine what and how students need to be taught. I have worked with divisions that understand the data that they have and are able to use it effectively to improve student learning and test scores. I have also worked with divisions that have no idea how to use the data that they have other then to report it out to others.
I am right there with Rebekah...in Henry County a big practice that we have been participating in, is Differentiation of Instruction. At first it was a bit scary to me to think when hearing all the "horror stories" from other teachers; however, once I saw it in action for myself I loved it and thought it is a great and effective way to meet the need of all students.
I would have to say I think of both the PALS program for struggling readers and our intervention teachers that are placed with students that are in desperate need of help in Reading, Math, or BOTH. Our PALS teacher is awesome. Being a retired teacher from our school, she really digs in and knows the effective ways in which to work with her struggling readers. The intervention teacher on the other hand, is supposed to be based on like a pull out kind of schedule only there is no place for her to work with them at our school so she comes into the classroom to work with them in small group setting. Their progress for both programs of course is their improvements towards benchmarks from pretest, mid-year, to end of year testing. I struggle with the intervention teacher theory and I guess a LARGE part of that is that I know the position will only be funded through the end of next school year. It's almost like, why bother when we are just going to lose them the next year? It will however be a much needed task this year and hopefully we will have the results to prove it works.
The biggest movement in my school based on research is the increased use of technology in the classroom. We are always told by the administration, "Use more technology in your lessons" or "I love the way you incorporate technology to help all learners retain knowledge".
One thing our system has really embraced is Assessment for Learning-AFL for short(formative assessment). AFL is based on the idea that smaller informal assessments give teachers and idea of what students do and do not understand. Even though the terminology is new, the concept is something that teachers have been doing forever: pretests, exit slips, warm-ups, whiteboards, etc. What's been the best about AFL are the discussions that take place between teachers about the ways they use assessment and to share ideas.
Our school community has embraced differentiated instruction to benefit our students. I feel that this type of instruction while excellent for the students to complete tasks on their ability level, is very difficult for the teachers to plan for. Without having time to plan for them and the lack of resources with budget cuts, it makes incorporating these lesson into everyday instruction more of a hassle then something I look forward to doing. I dread using this practice and only complete the lessons when forced to because of observations from school leaders.
My school also encourages the use of tefhnology in the classrooms as was mentioned in an earlier post. This is hgihly encouraged and we have a good support staff to help with planning and implementation of strategies/lessons. Differientiated instruction is a big part of all schools in my district as well. As a matter of fact, a class in differentiated instruction is required for all teachers in the first cycle of re-certification after being hired by the district.
I have to agree with Rebekah. A main focus for our school is Differentiation of Instruction. It seems that the younger more energetic staff members are more open to the change. Ross Matney
We use Effective School-wide Discipline at our school. I appreciate the concept for our students that are well-behaved. Our school has an assembly at the end of every nine weeks to recognize good behavior, however, we have students attending that have been in trouble for cell phone use, conference about inappropriate behavior, lunch detention, etc. I simply wish that it was for the students that did not receive a discipline referral at all during each nine weeks. It is important to praise the students that always do what they are supposed to because often they get left out. I just don't want to reward students who have been in trouble for one reason or another.
We have started using Thinking Maps this year as an entire school. We are also integrating formative assessments. I like the use of common language for all students and teachers so that we make progress with consistency. The issue has been multiple initiatives at one time. The thinking Maps have fit very nicely into our school and has shown results. The formative assessment will be great, but is so new to us at this point. The idea is not new, but the direct purposeful planning of formative assessment is new for our school.
Differentiated Instruction is one researched based practice that is being practiced in my school system at the moment. My reaction is that it is necessary for the teaching position I currently have. I currently teach special education and that is something that I have to do for every subject, because my classroom is full of different grade levels and when students are on the same grade level they are not always on the same learning level within the grade level. Which makes lesson planning a little difficult at times, but again it is necessary for the success of the students.
Since I work for Henry County also I will "chime" in on DI. I love it! When all teachers begin to think like Turonne "...it is necessary for the teaching position..." and necessary for the students then I think that they will embrace it more. I love that our school system did not expect us to be experts with DI, but wanted us to start with baby steps. All students do not learn the same way, so we must adapt to help them.
A research-based practice that is beginning to be established in our school district is RTI (response to intervention) for reading and math. We are recognizing that a "one-size fits all" approach to education is not working for all students. RTI focuses on those students are weak and struggling with concepts that others may have an easier time grasping. RTI utilizes a screening and progress-monitoring approach to working with students to pinpoint their weak areas and find a research-based strategy that will help them to master content/skills. We are realizing that we can't (especially under NCLB) leave struggling/weak students behind. We must find a way to reach them. RTI seems to be a solid approach to helping those students and many others in your personal classroom.
As mentioned in several earlier posts, Henry County uses Differentiation of Instruction. I think that any good teacher uses this even if they do not refer to it as such. All students do not learn in the same manner, so we as teachers look for the best way to have our students grasp the material. The earlier we can assess our students and determine how they learn the more successful both the teacher and student become.
In Henry County we have embraced Differentiated Instruction for six years now. It has definitely had its benefits for our children, but unfortunately not every teacher feels as I do. DI does involve a lot of planning and this seems to be a struggle for many of our teachers, even six years later. We continue to move forward with the hopes that it will catch on for those who have not embraced it. It is such a wonderful motivator to complete a DI lesson and realize the successes it has for our children.
My school uses the "workshop" model for teaching reading, writing, and math. This allows for differentiation, authentic learning, and one-on-one time with each student each day. The students are so engrossed in their independent activities that they don't even realize that they are learning and making connections that will last a lifetime. Each student takes pride in what they achieve because they are not being compared to other students, they are being celebrated for their individual growth.
The theory of differentiation of instruction is practiced in my school system. I think it is very beneficial to the students because it focuses on individual learning needs, and teacher instruction is adjusted to fit each student's performance level.
Our school is working to improve language arts instructional by looking at research based practices. We are currently focusing on guided reading and are working as a faculty to apply these researched based strategies in classrooms. I love learning more about teaching reading and feel like this whole school objective will be valuable to our students. By using strategies that are researched based, teachers seem to be more willing to try something new.
Our school system is now in it's third year focusing on Formative Assessment as mentioned by Kirstine previously. It is basically using assessment to take students from point A to point Z in their learning journey. Examples include providing meaningful feedback, pretesting, developing tiered projects based on assessment results, exit slips, etc; As I am a support to all of the schools in my district, it has been very intereting to be a part of the engaging conversations administrators, teachers, parents, students. etc; have had with one another. I have seen tremendous growth in the way that all of the "stakeholders" I mentioned above are using assessment. It seems to me there is a natural evolution of this process, and it is growing now to encompass other great teaching and learning conversations among these individuals. I am excited to see where it goes for the kids we teach.
In addition to benchmark testing, which Kari discussed my school has worked on improving co-teaching and use of technology. Our teachers receive various training throughout the school year regarding effective co-teaching and technology. Forms are being implemented this year, in order to facilitate communication between co-teachers. Our school system recently installed Activboards in all classrooms. The Activboards were installed this past school year; therefore, the full impact has not been experienced. I feel the Activboards will be a success.
A different spin on research has been the use of community involvement. Community collaboration with schools is proven to increase culture. Our new schools now all contain community rooms. The public can use them at night and during the day for free. The ties to the community will define the schools.
Using formative assessments have really helped our teachers and students. We use benchmark tests throughout the year to help guide teachers. These tests are designed to help teachers understand material that has been mastered as well as any material that may need to be approached again in a different way. I think this has really helped because it gives us a sense of direction for struggling students. I look at it as an early intervention tool that points out the problems prior to the actual SOL tests. We have designed tutoring sessions based on the scores of the benchmark testing scores.
One of the big things in my county is Singapore Math. This summer all teachers have to attend a two day workshop on this topic. After attending the training, I can see how it could be useful in specific grades but not all grades.
Data too is driving everything we do in my county. We analyze item by item everything on 9-weeks tests and SOL exams. We are putting emphasis on post-testing. I like the idea of AFL from Kirstine it sounds intriguing. Why - because I think pre-assessment is not being used consistently to shape instruction. With our focus on post-assessment and skills that are checked off of a pacing guide, some teachers don't bother to pre-assess.
Differential Instruction is the driving force in our county. It is important that the teachers know each individual students learning needs and makes a plan to ensure that they do everything in within their ability to meet their needs. Basically we begin with data driven instruction to make sure we are addressing subcategories that are not doing well or where the achievement gap is wide. Then we assess the student to determine readiness. From this point we make a plan to see how we can incorporate all resources we have available to us (ELL Specialist, Hearing-impaired specialist, special ed, or classroom aides). Then we continue to differentiate the lesson and incorporate technology to ensure that we are reaching each style of learner based on their readiness levels.
The two focuses in my school over the past two years have been benchmark testing and differentiating instruction. The older teachers have complained for the entire two year period that this has happened in the past under different names, and will happen again. The younger crowd have embraced the changes and it has made a difference in the classrooms of these teachers. I think that teachers often get too comfortable in their positions and need to make changes to enhance what they are doing in the classroom, so I have worked hard to embrace these changes. I have noticed more and more students responding to the different activities tailored for them and their interest levels, and it is exciting!!
Our county is working on implementing a new writing program tied to our curriculum/pacing guide. Collaboration while developing this program will create a sense of 'ownership,' and this is something that research says is important.
My school has focused heavily on utilizing formative assessment data to determine student's readiness for upcoming SOL tests. The data derived from the assessments provides teachers with rich knowledge to differentiate instruction as needed. Being a special education teacher as well, DATA is a huge point of emphasis in determining student progress related to IEP and academic goals.
At my school we are starting SRA reading program. We have had extensive training and research lends that children will become successful readers by participating in this program. I am excited to be involved.
Technology in the classroom is a big push in my school and I am in full agreement. Students in the 21st century need up to date engaging activities to motivate them. I want use more effective instructional strategies that can reach all of my students, which include special education, ELL, 504 and regular education students. This will help with the differientation of instruction that will aid in the success of each student. We have multitude of eschedule (technology)course workshops that are offered through out the year as well as the summer to keep abreast of what's hot in technology.
Radford City Schools has been implementing strong language arts curriculum. Our teachers spend most of the morning working on comprehension, guided reading, and other reading skills with the students. They keep running records on individual students and do assessments regularly in order to know what skills need to be worked on and which ones have been mastered. Beginning this fall a new curriculum called C.A.F.E. will be implemented which will teach comprehension, application, fluency, and efficiency with reading. So far, the students are really involved, enjoying, and excelling in their scores. Radford's reading scores have increased year after year. I don't believe that this has been a "setting on a standard" but a "benefit to the child". This has been a joy to watch. The teachers enjoy teaching because they get to integrate their creativity with each days plans and the kids enjoy the differentiation. (All resources are applied; books, writing, laptops, ipods, music) I have been thoroughly impressed.
My school uses SRA's direct instruction program for reading. While I do not believe it is the best program for all students, it does work well with struggling readers. Before SRA, it was fairly common to see students qualify for SPED services in the 4th or 5th grades, and virtually be non-readers. This doesn't happen now with SRA, specifically Corrective Reading. It keeps the teachers from being overwhelmed and provides the continuity of instruction necessary to see progess.
Like some of the other schools mentioned, my school uses Benchmark Tests. I think they are an excellent source of information on where we stand leading up to the SOLs. However, I think we could make them even more meaningful if we used them to look at which specific SOLs our students were struggling with. We could then tailor our review and instruction methods around this.
We use a token system in our school for rewards for the students. Most students that attend our school do not have the skills needed to attain what they need to so we use a token system to work for rewards. If a student is sitting quietly doing thier work, they get a star, if they do excellent on an assignment they get a star and so on. Once they accumulate 5 stars they would be able to trade those stars in for a soda. Once they accumulate 10 stars they would be able to get a soda and a bag of chips. 50 stars would constitute an outting somewhere to eat. For these types of students this system works great, they know what they have to do inorder to achieve thier goals, but I have noticed that this system can be abused, mainly by staff. If a students goal is to sit in thier seat for an entire class to get a star, some staff will "look the other way" when they get out of thier seat to go talk to another student and still give them a star without consulting with the lead teacher.
In my school we are making a big push towards making our students more ready for the AP test. Therefore, we are offering more AP prep classes, tutoring, and AP classes themselves. The present reaction to it, is one enthusiasm with some apprehension because it is brand new, (have to work out some kinks), also we have to figure out how to correlate these classes with the SOL's. But I do think this AP push will be a positive influence towards the students, getting them more ready for college courses.
I believe technology is one of our biggest research based applications. We use technology in all aspects of teaching. From breaking down data, to communication, as well as presenting classwork to students. It can be a driving force for students to be encouraged to learn.
Our county has developed, through collaboration a writing curriculum and math curriculum guide for grades K-12. We are currently working on History. It is important to know that all students in a county, are receiving fair and equal instruction. Laura Deel-Stanley
The first to come to my mind is "Response to Intervention" RTI....good in theory, but when it comes down to it, have we helped the student by trying strategy after strategy or have we made the student more dependent upon us to help them make it through the standard to meet another standard with strategy after strategy. Another thought is getting teachers to understand RTI can be used and not be scared of trying due to having themselves covered if something was brought up from another students parent, with the feeling that there child is being left behind.
ReplyDeleteSeveral of the teachers I have worked with do daily journals, mainly a response to a primary source reading. They continue the practice the day of the tests, swearing it is an avenue to alleviate test anxiety. It sounds good in theory, but I have not been experienced enough to determine if this is something that works or not. The only thing you ever hear from students is that they don't know what to write and the assignment is pointless.
ReplyDeleteWe use a lot of different formative assessments. We are very diligent on Benchmark tests. We tailor our instruction based on data from our formative assessments. I think it's a great way to prepare for SOL testing and another way to see how much the students have learned so far as well as what information needs to be focused on more.
ReplyDeleteAt my school, we use High Schools That Work ( HSTW). This program has identified a set of Key Practices that help student achievement through all program study developments while preparing students for postsecondary studies and careers. These Key Practices are to provide direction and meaning to overall school improvement. Most teachers try to use the 10 practices of this program but sometimes it gets harder to apply in certain areas/topics of study. A lot of teachers try and go to the professional development opportunities through the summer for this program.
ReplyDeleteOne of our activities that we use in the classroom has to do with brain development and taking a simple "brain break" we stand up and do some stretching exercise to release some stress and be able to move around using certain techniques that are in some shape or another affecting your brain. It has been been called "brain gym" before and a few other teachers use different names for it as well. Anyway it is based on brain research, as well as drinking water to simulate the brain.
ReplyDeleteI think the biggest research-based application in our school is utilizing Differentiation of Instruction. We have been on a journey with differentiation in Henry County for six years now, and it still seems to be hard for some to grasp. Though I feel it has seen great success, both in research, as well as it our county, I feel that it is most effective when everyone (all grade levels) is on board. I love utilizing differentiation in the classroom, and will continue to do so.
ReplyDeleteDATA
ReplyDeleteI don't know if this is a research based approach, but it is a way to use research data to improve schools.
In Virginia, we now have enough data (collected over the past years) to determine what and how students need to be taught.
I have worked with divisions that understand the data that they have and are able to use it effectively to improve student learning and test scores. I have also worked with divisions that have no idea how to use the data that they have other then to report it out to others.
I am right there with Rebekah...in Henry County a big practice that we have been participating in, is Differentiation of Instruction. At first it was a bit scary to me to think when hearing all the "horror stories" from other teachers; however, once I saw it in action for myself I loved it and thought it is a great and effective way to meet the need of all students.
ReplyDeleteI would have to say I think of both the PALS program for struggling readers and our intervention teachers that are placed with students that are in desperate need of help in Reading, Math, or BOTH. Our PALS teacher is awesome. Being a retired teacher from our school, she really digs in and knows the effective ways in which to work with her struggling readers. The intervention teacher on the other hand, is supposed to be based on like a pull out kind of schedule only there is no place for her to work with them at our school so she comes into the classroom to work with them in small group setting. Their progress for both programs of course is their improvements towards benchmarks from pretest, mid-year, to end of year testing. I struggle with the intervention teacher theory and I guess a LARGE part of that is that I know the position will only be funded through the end of next school year. It's almost like, why bother when we are just going to lose them the next year? It will however be a much needed task this year and hopefully we will have the results to prove it works.
ReplyDeleteThe biggest movement in my school based on research is the increased use of technology in the classroom. We are always told by the administration, "Use more technology in your lessons" or "I love the way you incorporate technology to help all learners retain knowledge".
ReplyDeleteOne thing our system has really embraced is Assessment for Learning-AFL for short(formative assessment). AFL is based on the idea that smaller informal assessments give teachers and idea of what students do and do not understand. Even though the terminology is new, the concept is something that teachers have been doing forever: pretests, exit slips, warm-ups, whiteboards, etc. What's been the best about AFL are the discussions that take place between teachers about the ways they use assessment and to share ideas.
ReplyDeleteOur school community has embraced differentiated instruction to benefit our students. I feel that this type of instruction while excellent for the students to complete tasks on their ability level, is very difficult for the teachers to plan for. Without having time to plan for them and the lack of resources with budget cuts, it makes incorporating these lesson into everyday instruction more of a hassle then something I look forward to doing. I dread using this practice and only complete the lessons when forced to because of observations from school leaders.
ReplyDeleteMy school also encourages the use of tefhnology in the classrooms as was mentioned in an earlier post. This is hgihly encouraged and we have a good support staff to help with planning and implementation of strategies/lessons.
ReplyDeleteDifferientiated instruction is a big part of all schools in my district as well. As a matter of fact, a class in differentiated instruction is required for all teachers in the first cycle of re-certification after being hired by the district.
I have to agree with Rebekah. A main focus for our school is Differentiation of Instruction. It seems that the younger more energetic staff members are more open to the change.
ReplyDeleteRoss Matney
We use Effective School-wide Discipline at our school. I appreciate the concept for our students that are well-behaved. Our school has an assembly at the end of every nine weeks to recognize good behavior, however, we have students attending that have been in trouble for cell phone use, conference about inappropriate behavior, lunch detention, etc. I simply wish that it was for the students that did not receive a discipline referral at all during each nine weeks. It is important to praise the students that always do what they are supposed to because often they get left out. I just don't want to reward students who have been in trouble for one reason or another.
ReplyDeleteWe have started using Thinking Maps this year as an entire school. We are also integrating formative assessments. I like the use of common language for all students and teachers so that we make progress with consistency. The issue has been multiple initiatives at one time. The thinking Maps have fit very nicely into our school and has shown results. The formative assessment will be great, but is so new to us at this point. The idea is not new, but the direct purposeful planning of formative assessment is new for our school.
ReplyDeleteDifferentiated Instruction is one researched based practice that is being practiced in my school system at the moment. My reaction is that it is necessary for the teaching position I currently have. I currently teach special education and that is something that I have to do for every subject, because my classroom is full of different grade levels and when students are on the same grade level they are not always on the same learning level within the grade level. Which makes lesson planning a little difficult at times, but again it is necessary for the success of the students.
ReplyDeleteSince I work for Henry County also I will "chime" in on DI. I love it! When all teachers begin to think like Turonne "...it is necessary for the teaching position..." and necessary for the students then I think that they will embrace it more. I love that our school system did not expect us to be experts with DI, but wanted us to start with baby steps.
ReplyDeleteAll students do not learn the same way, so we must adapt to help them.
A research-based practice that is beginning to be established in our school district is RTI (response to intervention) for reading and math. We are recognizing that a "one-size fits all" approach to education is not working for all students. RTI focuses on those students are weak and struggling with concepts that others may have an easier time grasping. RTI utilizes a screening and progress-monitoring approach to working with students to pinpoint their weak areas and find a research-based strategy that will help them to master content/skills. We are realizing that we can't (especially under NCLB) leave struggling/weak students behind. We must find a way to reach them. RTI seems to be a solid approach to helping those students and many others in your personal classroom.
ReplyDeleteAs mentioned in several earlier posts, Henry County uses Differentiation of Instruction.
ReplyDeleteI think that any good teacher uses this even if they do not refer to it as such. All students do not learn in the same manner, so we as teachers look for the best way to have our students grasp the material. The earlier we can assess our students and determine how they learn the more successful both the teacher and student become.
In Henry County we have embraced Differentiated Instruction for six years now. It has definitely had its benefits for our children, but unfortunately not every teacher feels as I do. DI does involve a lot of planning and this seems to be a struggle for many of our teachers, even six years later. We continue to move forward with the hopes that it will catch on for those who have not embraced it. It is such a wonderful motivator to complete a DI lesson and realize the successes it has for our children.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteMy school uses the "workshop" model for teaching reading, writing, and math. This allows for differentiation, authentic learning, and one-on-one time with each student each day. The students are so engrossed in their independent activities that they don't even realize that they are learning and making connections that will last a lifetime. Each student takes pride in what they achieve because they are not being compared to other students, they are being celebrated for their individual growth.
ReplyDeleteThe theory of differentiation of instruction is practiced in my school system. I think it is very beneficial to the students because it focuses on individual learning needs, and teacher instruction is adjusted to fit each student's performance level.
ReplyDeleteOur school is working to improve language arts instructional by looking at research based practices. We are currently focusing on guided reading and are working as a faculty to apply these researched based strategies in classrooms. I love learning more about teaching reading and feel like this whole school objective will be valuable to our students. By using strategies that are researched based, teachers seem to be more willing to try something new.
ReplyDeleteOur school system is now in it's third year focusing on Formative Assessment as mentioned by Kirstine previously. It is basically using assessment to take students from point A to point Z in their learning journey. Examples include providing meaningful feedback, pretesting, developing tiered projects based on assessment results, exit slips, etc; As I am a support to all of the schools in my district, it has been very intereting to be a part of the engaging conversations administrators, teachers, parents, students. etc; have had with one another. I have seen tremendous growth in the way that all of the "stakeholders" I mentioned above are using assessment. It seems to me there is a natural evolution of this process, and it is growing now to encompass other great teaching and learning conversations among these individuals. I am excited to see where it goes for the kids we teach.
ReplyDeleteIn addition to benchmark testing, which Kari discussed my school has worked on improving co-teaching and use of technology. Our teachers receive various training throughout the school year regarding effective co-teaching and technology. Forms are being implemented this year, in order to facilitate communication between co-teachers. Our school system recently installed Activboards in all classrooms. The Activboards were installed this past school year; therefore, the full impact has not been experienced. I feel the Activboards will be a success.
ReplyDeleteA different spin on research has been the use of community involvement. Community collaboration with schools is proven to increase culture. Our new schools now all contain community rooms. The public can use them at night and during the day for free. The ties to the community will define the schools.
ReplyDeleteUsing formative assessments have really helped our teachers and students. We use benchmark tests throughout the year to help guide teachers. These tests are designed to help teachers understand material that has been mastered as well as any material that may need to be approached again in a different way. I think this has really helped because it gives us a sense of direction for struggling students. I look at it as an early intervention tool that points out the problems prior to the actual SOL tests. We have designed tutoring sessions based on the scores of the benchmark testing scores.
ReplyDeleteOne of the big things in my county is Singapore Math. This summer all teachers have to attend a two day workshop on this topic. After attending the training, I can see how it could be useful in specific grades but not all grades.
ReplyDeleteData too is driving everything we do in my county. We analyze item by item everything on 9-weeks tests and SOL exams. We are putting emphasis on post-testing.
ReplyDeleteI like the idea of AFL from Kirstine it sounds intriguing. Why - because I think pre-assessment is not being used consistently to shape instruction. With our focus on post-assessment and skills that are checked off of a pacing guide, some teachers don't bother to pre-assess.
Differential Instruction is the driving force in our county. It is important that the teachers know each individual students learning needs and makes a plan to ensure that they do everything in within their ability to meet their needs. Basically we begin with data driven instruction to make sure we are addressing subcategories that are not doing well or where the achievement gap is wide. Then we assess the student to determine readiness. From this point we make a plan to see how we can incorporate all resources we have available to us (ELL Specialist, Hearing-impaired specialist, special ed, or classroom aides). Then we continue to differentiate the lesson and incorporate technology to ensure that we are reaching each style of learner based on their readiness levels.
ReplyDeleteThe two focuses in my school over the past two years have been benchmark testing and differentiating instruction. The older teachers have complained for the entire two year period that this has happened in the past under different names, and will happen again. The younger crowd have embraced the changes and it has made a difference in the classrooms of these teachers. I think that teachers often get too comfortable in their positions and need to make changes to enhance what they are doing in the classroom, so I have worked hard to embrace these changes. I have noticed more and more students responding to the different activities tailored for them and their interest levels, and it is exciting!!
ReplyDeleteOur county is working on implementing a new writing program tied to our curriculum/pacing guide. Collaboration while developing this program will create a sense of 'ownership,' and this is something that research says is important.
ReplyDeleteMy school has focused heavily on utilizing formative assessment data to determine student's readiness for upcoming SOL tests. The data derived from the assessments provides teachers with rich knowledge to differentiate instruction as needed. Being a special education teacher as well, DATA is a huge point of emphasis in determining student progress related to IEP and academic goals.
ReplyDeleteAt my school we are starting SRA reading program. We have had extensive training and research lends that children will become successful readers by participating in this program. I am excited to be involved.
ReplyDeleteTechnology in the classroom is a big push in my school and I am in full agreement. Students in the 21st century need up to date engaging activities to motivate them. I want use more effective instructional strategies that can reach all of my students, which include special education, ELL, 504 and regular education students. This will help with the differientation of instruction that will aid in the success of each student. We have multitude of eschedule (technology)course workshops that are offered through out the year as well as the summer to keep abreast of what's hot in technology.
ReplyDeleteRadford City Schools has been implementing strong language arts curriculum. Our teachers spend most of the morning working on comprehension, guided reading, and other reading skills with the students. They keep running records on individual students and do assessments regularly in order to know what skills need to be worked on and which ones have been mastered. Beginning this fall a new curriculum called C.A.F.E. will be implemented which will teach comprehension, application, fluency, and efficiency with reading. So far, the students are really involved, enjoying, and excelling in their scores. Radford's reading scores have increased year after year. I don't believe that this has been a "setting on a standard" but a "benefit to the child". This has been a joy to watch. The teachers enjoy teaching because they get to integrate their creativity with each days plans and the kids enjoy the differentiation. (All resources are applied; books, writing, laptops, ipods, music) I have been thoroughly impressed.
ReplyDeleteMy school uses SRA's direct instruction program for reading. While I do not believe it is the best program for all students, it does work well with struggling readers. Before SRA, it was fairly common to see students qualify for SPED services in the 4th or 5th grades, and virtually be non-readers. This doesn't happen now with SRA, specifically Corrective Reading. It keeps the teachers from being overwhelmed and provides the continuity of instruction necessary to see progess.
ReplyDeleteLike some of the other schools mentioned, my school uses Benchmark Tests. I think they are an excellent source of information on where we stand leading up to the SOLs. However, I think we could make them even more meaningful if we used them to look at which specific SOLs our students were struggling with. We could then tailor our review and instruction methods around this.
ReplyDeleteWe use a token system in our school for rewards for the students. Most students that attend our school do not have the skills needed to attain what they need to so we use a token system to work for rewards. If a student is sitting quietly doing thier work, they get a star, if they do excellent on an assignment they get a star and so on. Once they accumulate 5 stars they would be able to trade those stars in for a soda. Once they accumulate 10 stars they would be able to get a soda and a bag of chips. 50 stars would constitute an outting somewhere to eat. For these types of students this system works great, they know what they have to do inorder to achieve thier goals, but I have noticed that this system can be abused, mainly by staff. If a students goal is to sit in thier seat for an entire class to get a star, some staff will "look the other way" when they get out of thier seat to go talk to another student and still give them a star without consulting with the lead teacher.
ReplyDeleteIn my school we are making a big push towards making our students more ready for the AP test. Therefore, we are offering more AP prep classes, tutoring, and AP classes themselves. The present reaction to it, is one enthusiasm with some apprehension because it is brand new, (have to work out some kinks), also we have to figure out how to correlate these classes with the SOL's. But I do think this AP push will be a positive influence towards the students, getting them more ready for college courses.
ReplyDeleteI believe technology is one of our biggest research based applications. We use technology in all aspects of teaching. From breaking down data, to communication, as well as presenting classwork to students. It can be a driving force for students to be encouraged to learn.
ReplyDeleteOur county has developed, through collaboration a writing curriculum and math curriculum guide for grades K-12. We are currently working on History. It is important to know that all students in a county, are receiving fair and equal instruction.
ReplyDeleteLaura Deel-Stanley