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Brain Buster…

the the

Let numbers do talking!

Using data for Understanding and Learning!Presented by Kim Spivey

The Department of Early Childhood Education

FALL 2015Developing or

Independent Readers

Approx. 62%Equates to:

1142 Kids

App. 38%= 700 kids are NOT developing or

independent readers

SPRING 2016At or Above Benchmark

Approx. 77.7%Equates to:

1366 kids

Fall 15’ to Spring 16’:307 more kids reading

on grade level!

More than 50% gain

However…

22.3%= 393 kids are still reading

below benchmark

AfricanAmerican

African American

Female

White Male

WhiteFemale

Hispanic Male

HispanicFemale

28.2% 22.3% 12.3% 11.6% 34.2% 10.4%

169/650Kids

134/601 Kids

18/154Kids

19/164 Kids

13/38Kids

5/48 Kids

Two Year Grade Level Tracking(4th/5th grades)

-14.9Social Studies

40%Elementary StudentsNeed Remediation

In English Language Arts

48%Elementary Students

Need Remediation In Social Studies

Bottom Line…

1 TOO MANY!

If young children are making gains with developmental levels of reading, then why are they continuing to not assess well on standardized tests by the time

they get to 3rd grade?

High Expectations for:• World Class Knowledge• World Class Skills• Life and Career Characteristics

High Expectations for:• Implementation of Instructional Framework when planning• Planning that is purposeful• True Progress monitoring and data reflection

High Expectations for:Children LEARNING and KNOWING how to READ, WRITE,LISTEN, SPEAK, and COMMUNICATEsuccessfully in ANYContent area!

Making strides with launching and

communicating state and district initiatives,

processes, and programs.

Comprehensive and Research-Based!

Step-by-step SUPPORT documents coupled with side-by-side support!

Located in C&I Folder and

Mastery Connect

Model Lesson

Example

Even more

support tools!

Special Integrated Election Year Support Guide

https://youtu.be/kB_GSstdsFQ

Families Need Our Help!

In our country…

How are we supposed to teach students who are

hungry and poor?

In our state…

estate.com

litics-govern

litics-colu

gs/the

zz/article15

How are we supposed to teach students who are hungry, where food and jobs are

scarce?

Right here in our own

community?

In our district…

www.free-ppt -templates.com Question:

How can we help teachers use real data to create engaging, purposeful, and meaningful lessons

that keep students interested while learning the essential components of literacy?

Integrating Literacy and SOCIAL Studies!Using Advanced Graphic Organizers

“I DO!”

Children living in poverty

has worsened

Increase in single parenting

Single parents can’t work because no one to watch the

Can’t work, not enough money to

buy enough essentials like food

More kids coming to school hungry

(Concept of food being “scarce”)

1st Grade Indicator-concept of scarcity

Students are less focused due to

hunger

Foundation for learning is altered; leading to

less students graduating

3.CAUSE 4.EFFECT

2. EVENT

1. Source

“WE DO!”

1. Get with a partner.2. Skim the article to get a decent understanding

of what is going on.3. On your chart paper, draw a large

Multi-flow Map. Be sure the arrows go into the “Event” from the “Cause” column. Be sure the arrows flow outward from the “Event” to the “Effects”.

4. With your partner, decide on an “Event” to put in the center of your Multi-flow Map.

5. Complete the “Causes” of the “Event”6. Complete the “Effects” of the “Event”7. Be prepared to share out.

You have 15 minutes to complete this task!

Vocabulary Focus Word:

Could lead to the concept of scarcity1st grade Social Studies

Multi-Flow Map

Partner Article

Purposeful Read: Looking for an event, causes, effects of article

Student Share/Teacher Progress Monitor while listening/recording

Emphasize Arrows for what “caused” the eventand what “effects”

DO:Combine active literacy strategies

to support the teaching ofSocial Studies Concepts

DON’T:

Mistake just teaching literacyskills during Social Studies

content time

How are we supposed to teach children who are poor and hungry, where food and jobs are scarce, so that

they can become successful contributing membersof our global society?

Planning, Planning, Planning!

http://ed.sc.gov/

State Standards

http://www.eoc.sc.gov/Home/Profile%20of%20the%20Graduate/Profile%20of%20the%20SC%20Graduate.pdf

Profile of a South Carolina Graduate

https://www.masteryconnect.com/

Support Resources (Units of Study, Pacing, Assessment Items

http://www.ed.gov/National Standards

http://www.richlandone.org/

Strategic Plan

www.free-ppt -templates.com • Differentiated Instruction

• Cooperative Learning Groups

• Role Play/Simulations/Drama

• Song/Rhythm/Movement

• Drawing/Self-Expression Outlet

• Field Experiences

• Integration of

Content Areas

Gift for you….but, need your help!MARZANO high yield strategies

strategies.pdf

So, how can we use data to create engaging, purposeful, and meaningful lessons that keep students interested while learning the essential

components of literacy?

Answer:Purposeful Planning and using every resource

available to make it happen because you CARE about the outcome!

Remember…

EVERY Number is a Child!

Kim SpiveyDistrict Instructional Coach

Kimberly.spivey@richlandone.org

Teaching and Learning for Grades 3, 4, and 5.

www.free-ppt -templates.com What is the value of the classroom teacher?

– This World Without You

• Many of our students are dealing with one or more societal factors that significantly contribute to lower performance as compared to their different culture peers thus creating a gap.

• Factors include poverty/low SES, language barriers, low/no access to early childhood programs, hunger, single parent homes, homelessness, and unsafe/high crime activity neighborhoods.

• Once students end 3rd grade, there is a noticeable performance difference between groups thus creating an achievement gap. In many cases the gap widens as children struggle to meet the demands of schooling.

46% need Remediation 54% need Remediation 57% need Remediation

-Social/Cultural Factors- -Academic Factors-

Developmentally Appropriate Practice

(D.A.P.)

Social Studies Framework

Culturally Responsive Schools Social Studies Standards (2011)

Culturally Responsive Teaching Social Studies Support Documents

Continuous Teacher Development (CEQ) Teacher Professional Development (CEQ)

Developing and Sustaining Positive

Family/Guardian Relationships

Lesson Guides (C & I Folder)

Pacing Guide (C & I Folder)

Mastery Connect

( academic monitoring/mastery of standards)

State adopted textbooks

Online Textbook Resources

Reading A-Z.com

Discovery Education

www.free-ppt -templates.com • Developmentally appropriate practice, often shortened to DAP, is an

approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.

• DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

(http://www.naeyc.org/DAP, n.d.)

• Teachers know the children are eager for and need

-explanations

-illustrative information

-direct instruction on/about a new concept, word, or event and

-opportunities to practice a new skill.

What is Culturally Responsive Teaching?

A review of what students already know. Teacher as facilitator of learning

creates readiness for learning

fills any “knowledge gaps” that may prohibit learning

communicates the lesson objective

Students are actively engaged in learning experiences that include: whole and small group discussion

brainstorming

questioning

making connections

Direct instruction in content standards.

New content

Broad, interdisciplinary focus

Teacher as facilitator of learning:

provides standards based content (new learning)

uses a variety of interactive strategies

models/demonstrates

uses print and non-print information resources

appropriately integrates content from all disciplines

uses a variety of appropriate technology tools

Students are actively engaged in learning experiences that include:

collaboration

critical thinking and problem-solving skills

a variety of experiences addressing multiple learning styles

effective and appropriate communication of ideas and information

Effort and inquiry-based learning, problem solving, and project-based learning.

Short-term Goals:

Understanding and application of complex ideas and processes

mastery of integrated skills and content

Long-term Goals:

Depth of knowledge; problem solving, Communication and collaboration skills

Teacher as facilitator of learning:

provides interactive direction -- whole and small group

models/demonstrates/coaches

provides structured & guided practice

advances development/ reinforcement of skills

necessitates the use of print and non-print information resources

necessitates appropriate use of technology

Students are actively engaged in learning experiences that include:

constructing, contributing, synthesizing and analyzing information

research and collaboration

critical thinking and problem-solving

a variety of experiences addressing multiple learning styles

effective and appropriate communication of ideas and information

uses a variety of appropriate technology tools

Summary of gained knowledge, relationships, transfer of learning, closure.

Teacher as facilitator:

draws closure

encourages reflection

assesses learning

Students are actively engaged in summative experiences that include:

summarizing discussion

reflection/metacognition

various formative assessments (presentations, performances, written or oral responses etc.)

Deficiencies among certain populations must be addressed in two parts- social/culturally and academically.

Using DAP, Culturally Responsive teaching and continuous professional development equips us to address social needs.

Focusing on ensuring we are creating SC graduates, implementing district provided curriculum deliverables, infusing a balanced literacy approach across all disciplines, and following the social studies framework equips us to address academic needs in social studies.

www.free-ppt -templates.com The District’s 5 Year PASS Data for Subgroups

2016 PASS RELEASE 5 Year Summary African American Males (3-5)

These strategies address individual student development, cultural sensitivity and

enhance the academic experience, particularly of African American male students:

Graphic Organizers

Cooperative Learning Groups

Writing and Presenting Information

Using Oral and Visual Activities

Questioning Techniques

Problem Based Learning

Use of Primary Sources

Simulations

Multiple Intelligences

Creative Dramatics

Socrative Method (Debates)

www.free-ppt -templates.com Begin a lesson with a short review of previous

learning

Present new material in small steps with student practice after each step

Ask a large number of questions and check the responses of all students

Provide models

Guide student practice

Check for student understanding

Obtain a high success rate

Provide scaffolds for difficult tasks

Require and monitor independent practice

Engage students in weekly and monthly review (Barak Rosenshine, 2012)

www.free-ppt -templates.com • Standard:

• Strategies:

• Read Aloud

• Graphic Organizer

• Cooperative Learning Groups

• Inference

• Making Predictions

• Developing An Argument

• Think, Pair, Share with 3 Colleagues

www.free-ppt -templates.com • Who Will Be In Your Class This

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