Developing Quality- Schoolwide/Classroom End of Year/Summer Training • Analyze data • Set goals • Develop plans • Training • Retreat planning Quality Environment • Lively interaction w/others • Teamwork • Understanding of purpose • Passion for learning • Encouragement for risk taking • Learner feels responsibility for the outcome • Immediate Feedback • Active Participation Don’t limit a child to Don’t limit a child to your own learning, for he was your own learning, for he born in another time. was born in another time. Don’t limit a child to your own learning, for he was born in another time. Quality Learning Environment VS Traditional Learning Environment Learners Feel Responsibility for the Outcome VS. The Teacher Solely Feeling That Responsibility \Student Involvement in the Evaluation Process Vs. Passive Involvement Through Just Teacher Grading Tool Time with TEAM WILLOW Producing CAN DO KIDS Empowering Students to Establish Behavioral Expectations VS. Teacher Directed Expectations Brainstorming Lively Interaction with a Sense of Teamwork VS. Teacher Directed Learning Where Students Work Alone Affinity Diagrams A Sense of Connectedness with the Task and Its Meaning VS. Disconnectedness for Task and Meaning Checksheet/Run Chart Feedback to the Process and Teamwork VS. Judgment of the Performance and Working Alone There is a Passion for Learning VS. A Passive Response to the Learning Opportunity Our Guarantee: Life-Long Learners with Can Do Kids PDSA Classroom Process Writing Process: 2nd Grade Rubric- Every 6 weeks So that we aren’t expecting so much from the kids and so Focus – Focus Descriptors Self- Class Writing Goal Flowchart Support/Elaboration-S/E Descriptors Radar Students self assessed their that they can learn how to Conventions – Conventions Descriptors use one thing well – using a Add Details - Nov knowledge of writing Flowchart of monthly Individual Group components. Using individual expectations - Dec. Transitions Rubrics/Check Sheet Rubrics/Check Sheets Radar too cumbersome-chose Spirit/Substance discussion Narrative Expository Narrative Expository to use Rubric and check- held on what we want to Persuasive Persuasive sheets . continue doing and what we need to change. Parents Class understandPlan for Define discussion of Great Continuous the Pre Parents Conferences what we want to keep Evaluation Improvement Tool System doing/ what we want to Standardize change Improvements ACT Pre-writing Class Radar sample/group Assess Post Plan Current Radar of Study Situation Results Study the Rubrics and check Class Results Radar sheets are used for Do post evaluation. Group Radars are Group Rubrics Check Lists Analyze Total # used to check for Narrative Expos. Try Out Improvement Cause Fall – N Pre-writing improvement Theory Winter – E Prewriting Fall W. Spring – P Prewriting S. Identify the Priority Strategy Juicy words What Who When Brainstorm Strategy Class discussion on how we How do we like to learn can improve -Students set goals Improvement Theory -Instruction, strategies, grouping and (If ___ then___) Head/Heart Piece timelines are set -Support personnel utilized “I Care” First Grade Behavior Plan Define, Model. Role Play 5 “I Care” Rules and Students are introduced to the I – Expectations/Consequences Care Rules Month What next? Individual Role –Playing takes place calendar with stickers for Green Days Good behavior is modeled, Where are we What do we need to expectations and consequences going from continue doing, what are explained here? do we need to stop Class discussion Define the on what Plan for Continuous System Pre worked/what Improvement didn’t Individual Involving Parents Students keep an Standardize Behavior Bar Chart Improvements individual monthly ACT calendar and bar graph 1 2 3 4 5 Assess in their notebooks Post Plan Current Individual Situation Study Study the Count the class Behavior Bar Chart Results green lights Do On each Friday 1 2 3 4 5 Pre Group green light awards Behavior Runchart Try Out Analyze are tallied and Improvement Cause Theory * Class run chart is individual graphs Post Group * * * * posted showing are made as well Behavior Run chart Individual Goal Plans weekly class averages. as the group run * * Count total * I Care Rules weekly Green chart ** * Lights What Who When My Goal is: What Who When I will (what) Individual 1. Student and Plans 2. teacher discuss 3. Group Student_______Date behavior and Plan individual goals Group Conversation On areas of improvement and are set. Goals-strategies- need for improvement. responsibilities and timelines are set. From FY02 *Visual aids Math Top 5 Problems: 9 weeks 303 – Explain 1 – step problems *Continue mini- 306 –Estimate/Answer story ISAT and District Test lessons for weaknesses problems and explain results were used to identify 314 – Solve addition sentences 315 – Solve problems involving areas for improvement Discussions on Strategies *Parent Involvement patterns 208 – Count the value ofGroup Checklists and techniques that Post in classroom strategies combination of coins Math Quiz 10/4 10\10 that worked and use/refer to worked, implement on a regular basis. Individual Checksheets 303 11 1111 changes. 306 111 1111 Math Quiz 10/4 10/10 10/18 303 X Individual check sheets and group check sheets 306 111111 111 306 X X X were used to gather data. 306 X X Define the Plan for System Class discussion Parent Newsletter on “what worked” Continuous Improvement and “what didn’t”. Standardize Improvements Test at the end of ACT Scores were plotted on group # of Correct each week-group run Assess run chart chart to show Plan Current Situatio progress-individual Study Study n 10/4 10/11 10/18 graphs in student the Results notebooks. Do Individual scores kept in 1/20 1\27 2\4 Try Out Analyze student notebook. Improvement Cause Theory What Who When 1. Special Ed. Teacher Daily Brainstorm Teacher + links to math Develop instructional strategies to priorities 2. Weekly reach goals. discussion “If” Priorities “Then” with 1. Eliminate 208 due to mastery Brainstorm ideas that are working *support personnel students on 2. Added 312 standard for 208 as drivers or restrainers. plus delta 3. Small group instruction with *mini-lessons on weaknesses 3. Mini – students that don’t achieve lessons different standards. with small *class discussions groups on targeted objectives No # of Words 45 Word List of Kindergarten Words Next steps for utilization Kindergarten students are year. for nextUtilize in FY04 expected to know a list of 45 kindergarten words by the end Pre Fall Winter Spring of the year. Ideas are shared about what Individual Chart worked and what didn’t work. Teacher and Define the Intern Plan for System strategies Continuous A pretest is given in that really Improvement worked September to get Standardize baseline data. Improvements ACT Same Chart Assess As above Plan Current Situation Study Post Study the Another test is given at the Results end of fall cycle and Do individual bar graphs are constructed to show Try Out Analyze results. Improvement Cause Theory Fall Winter Spring Post tests are given at the Teacher and Intern work on end of each cycle and grouping the students to help children all master 45 word list. individual graphs are Brainstorm List completed. What Who When Teacher Intern . . . Student are divided into groups for instructional New strategies are implemented purposes using support staff. and timelines are set.
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