Post on 14-Dec-2014
description
Moving Toward ExemplaryDe Leon Middle School
TAKSMet Standard
TAKSCommended
Percent Met Standardby subpopulation
Reading
Math
Reading Cohort by Objective
Math Cohort by Objective
Some Facts from this Data• Percent of students meeting standard on TAKS is lowest for LEP and SpEd subpopulations.
• By content area, math and science have historically been the areas in which students score lowest.
• Cohort data from DMAC show level or slight increasing trend in objective mastery over 3-year span for math and reading.
Priorities
• Targeted intervention
• Teachers using data to drive instruction
• Increased parental involvement
Strategy One:Assign students to appropriate
intervention groups during enrichment period.
Intervention Groups
• Study Hall
• AVID elective classrooms
• Math and science tutorials
• Special Education and LEP tutorials
Advantages
• Smaller tutorial groups
• Students get the tutoring they need
• Possibility for real enrichment time for higher performing students
Implementation• Top half of students assigned to study hall (monitored by 2 members of grade level and 2 elective teachers)
• AVID students in AVID elective
• Remaining students assigned to small group tutoring based on their need
• Can allow students to attend tutoring in different content areas on alternating days
Next Steps• Ask grade level teams to identify the students that would fall into each of the defined categories
• Within grade levels, determine staffing requirements and tentative assignments
• Determine what elective personnel could also be utilized in tutoring or monitoring study hall
• Other logistical considerations (breakfast)
Strategy Two:Increase teachers’ capacity to create and modify instruction
based on data.
Implementation
• Training data tools and processes
• Data conversations
• Database of proven strategies and best practices
Frequent formative
assessment
PLTs based in student
data
Instructional modifications based on
best practices (assess
continually)
Good Baseline Data
Measurable Goals
Utilize PLTs for student Data Analysis
• Working together with our teams, we can ask data-based questions about our practice, current interventions and modifications
• What are the data telling you regarding your students’ progress?
• What percentage of your students are meeting campus goals?
• What changes have you made to instruction based on data?
• What evidence is there that your adjustments have been effective?
Interventions Database• Why did you decide instructional modification was necessary?
• What intervention was used?
• What was the result?
• What is a logical next step?
Next Steps• Train all staff on more in depth use of DMAC
• Walk staff through the data conversation process
• Monitor lesson plans to ensure that formative assessment is being utlized as a tool for making continued data decisions
Strategy Three:Increase parental involvement by
requiring parents to initial homework assignments in
planner nightly.
Advantages
• Accountability
• Parents aware of required assignments
• Invites even greater parent involvement and fosters parent-teacher relationship
Next Steps• Ask for feedback from PLTs on process
• Implement planners as place for assignments school-wide
• Implement checks for parent signatures school-wide