Post on 04-Jan-2016
description
P.S./I.S. 208’s Journey Through
the Inquiry Process
James Philemy, PrincipalKendra Tinglin, Data Specialist & 8th Grade Math Teacher
Mosaic of Thoughts
“If reading is about mind journeys, teaching reading is about outfitting the travelers,
modeling how to use the map, demonstrating the key and the legend,
supporting the travelers as they lose their way and take circuitous routes, until, ultimately, it is the child and the map
together and they are off on their own.”
Team Building Activity
“Human Knot” State Problem Analyze Strategies Find Opportunities Define Solutions Evaluate Results
The Building Block
System Mechanic
The Inquiry Process
Criteria for Choosing School-Wide Focus
Progress Report Bottom Third ELA vs. Math Proficiency Rating Increase in amount of Level 2’s
Analysis of Progress Report
Grade 4th 5th 6th 7th
Level 2’s (Including special needs children)
14.3% 19.3% 31.2% 14%
Decrease in Scale Scores
40% 58% 49% 52.3%
Error Analysis of Spring 2008 ELA State Exam
Comparison of Level 2’s and Level 3’s Frequency of Incorrect Answers Compilation of Skills Assessed Item Analysis
Question Skill
5 Literary Devices
9 Comprehension
12 Compare & Contrast
15 Compare & Contrast
20 Character Analysis
21 Compare & Contrast
23 Comprehension
Analysis of ELA ResultsName ELA
Scale Score
Homeroom
5 9 12 13 14 15 16 20 21 23 24
A 646 702 X X X X X X
B 649 703 X X X X
C 634 703 X X X X X X
D 631 702 X X X X X X X X X
E 649 701 X X X X X X
F 646 702 X X X
G 636 703 X X X X X X
H 634 701 X X X X X X
I 641 701 X X X X X
J 629 702 X X X X X X X X X
K 649 703 X X X X
L 649 703 X X
M 649 702 X X X X X X
N 634 703 X X X X X X
O 639 703 X X X X X X X X
ELA ResultsName ELA
Scale Score
Homeroom
5 9 12 13 14 15 16 20 21 23 24
P 639 701 X X X X X X X X X
Q 646 703 X X X X X X
R 649 702 X X X X
S 639 702 X X X X X X
T 641 X X X X X X X
U 646 703 X X X X X X X
V 636 701 X X X X X X X X X
W 641 702 X X X X X X X
X 644 701 X X X X X X X
Y 646 703 X X X X X
Z 646 703 X X X X X
AA 634 703 X X X X X X X X X
BB 646 702 X X X X X X
CC 646 702 X X X X X X
Criteria for Selecting Target Population
Pre-Assessment Performance Series Training provided for Inquiry Team
Interpreting Data Fall ‘08 Interquartile Range
Scale Score (2659-2981) Six students deemed “at risk”
Name ELA
Scale Score HomeroomP.S.
Scale Score At Risk
C 634 703 Absent
F 646 702 2779
G 636 703 2507 *
I 641 701 2563 *
N 634 703 2798
P 639 701 2682
Q 646 703 2591 *
S 639 702 2583 *
V 636 701 2836
W 641 702 2882
Y 646 703 2481 *
AA 634 703 2410 *
BB 646 702 2745
Z 646 703 2753
U 646 703 2796CC 646 702 2984
S.M.A.R.T. GOALS
Short-Term Goals
Reflection
?
Phase II
Period of Instruction 4-6 weeks
Assessment of each target Interim Assessments
Customized Acuity Exams Teacher Created
River Deep Program
Name Scale Score Homeroom Fall 2008
Winter 2009 Progress
June Goal
C 634 703 Absent 2345 2645
F 646 702 2779 2869 90 3079
G 636 703 2507 2663 156 2807
I 641 701 2563 2620 57 2863
N 634 703 2798 DNF 3098
P 639 701 2682 2871 189 2982
Q 646 703 2591 2554 -37 2891
S 639 702 2583 2172 -411 2883
V 636 701 2836 2778 -58 3136
W 641 702 2882 2745 -137 3182
Y 646 703 2481 2579 98 2781
AA 634 703 2410 2666 256 2710
BB 646 702 2745 2949 204 3045
Z 646 703 2753 2868 115 3053
U 646 703 2796 2827 31 3096
CC 646 702 2984 2932 -52 3284Sping’08 ELA Exam
Performance Series
Performance Series
Conditions of Learning
Who would teach this group? How were students informed?
Clear expectations of duration of time Why did they agree to it?
Where and when will instruction be held? Why is this necessary?
Conditions for Learning
Different Modalities of Learning Learning Styles Teaching Styles/Strategies
Computer Lab Team-Building Component Survey Reflecting on Process
Administered to Students at the completion of all learning targets
T.P. Importance Survey Questions
1 Improved my understanding of figurative language
2 Improved my understanding of compare and contrast
3 Improved my understanding of context clues 4 I feel I can use what I have learned in other
subjects 5 I think this was a helpful experience
Scale for Interpreting Survey
1=20% Not at all
2= 40% Not very
3=60% No Opinion
4=80% Somewhat
5=100% Extremely
Analysis of ResultsName
Figurative Language
Compare/Contrast Context Clues
Use in other subjects
Helpful experience
C 80% 100% 80% 80% 100%
F 100% 60% 80% 100% 100%
G 80% 100% 100% 80% 100%
I
N 80% 100% 100% 80% 80%
P 80% 100% 100% 100% 100%
Q
S 80% 100% 80% 60% 100%
V 80% 60% 80% 40% 100%
W 100% 80% 80% 100% 80%
Y 100% 100% 100% 60% 100%
AA 100% 100% 100% 80% 100%
BB 80% 100% 100% 80% 100%
Z 80% 100% 100% 60% 100%
U 80% 100% 80% 80% 100%
CC
Self-Assessment Name Overall Experience Improvements
C No opinion Compare/Contrast
FAmount of days, bad grades, attitude Context Clues
G No opinionReading Comprehension and vocabulary
I
N Amount of days 8th grade concepts
P No opinion More context clues
Q
S Kindness/Joking around No opinion
V Preference for library Figurative Language
W Children were mean Figurative Language
Y Enjoys all aspects No opinion
AATeachers played major role, kids putting other kids down Reading books
BB Amount of days Improvement of bad grades
Z No opinion Spelling and skill enrichment
U 1:1 instruction by Dunn Books to read
CC
Conclusion of Phase II Communicating work of Inquiry Team with
school community Who is it benefiting? Strategies
Pattern of Instruction Low-Inference Transcripts
Visits Major Findings Instructional Strategies Supporting research through Inquire website Recommendations
Instructional Strategies Context Clues Compare &
ContrastLiterary Devices
DifferentiationPeer WorkRe-readingReading OnWord Origin
Making PredictionsSynonyms
ModelingUse of graphic
organizers Collecting Data
Multiple RepresentationVisual Imagery
Creating Sentences to Construct Meaning
RetellingMaking Puzzles
Online Games (Jeopardy)
Research to Support Strategies Recommended strategies from the Inquire website to support these learning
targets http://schools.nyc.gov/inquire
TWA-WSThink Before Reading, Think While Reading, Think After Reading, With Written Summarization is a type of self-regulated strategy development.
Semantic MapsA graphical organizer to be used as a pre-reading or post-reading activity.
Story WebbingThis mapping strategy aims to support students’ organization skills and retention of details.
Increasing PredictabilityFostering a predictable classroom environment to increase student engagement.
SRSD and Peer SupportGoal setting, self-monitoring, and self-reinforcement strategies combined with collaborative learning.
Target Population #2 Criteria for Selecting Second Target
Population Progress Report
ELA Error Analysis for Sixth Grade Extended Response Questions (Book 2)
Pre-Assessment: NY Edits Less than 75% mastery in at least two areas Learning Targets
Capitalization Punctuation Grammar & Usage
Pre-Assessment ResultsName Class
ELA Scale Score Capitalization Punctuation
Grammar & Usage
A 603 650 60% 50% 67%
B 602 657 60% 0% 86%
C 602 650 80% 25% 33%
D 602 654 60% 13% 43%
E 602 634 50% 0% 29%
F 602 640 10% 0% 71%
G 603 654 80% 13% 43%
H 603 654 60% 25% 14%
I 603 650 80% 13% 29%
J 601 650 70% 25% 50%
K 603 644 90% 25% 29%
L 603 647 70% 13% 14%
M 602 654 100% 50% 57%
N 603 657 60% 25% 43%
O 602 647 60% 25% 86%
Phase III Expansion of School Academic Leadership
Team (S.A.L.T.) Study Groups Professional Growth Research & Development
Deepening Inquiry Work K-2 3-4 5-8
Student
Teacher
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