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Cypress Elementary School

“Making the Magic Happen at Cypress: to Proficiency and Beyond”

851 SW 3rd Avenue, Pompano Beach, FL 33060

Phone: 754-322-6050 Fax: 754-322-6090

3rd Grade

Focus standards: RL.1.2. Main Idea, RL.1.3 Cause & Effect, RL.2.4. vocabulary, L.1.1; some students had difficulty distinguishing main idea from details; Rathore: had to explain and show students how cause & effect are also related to Main Idea. Hills- used Journeys Cold Read 82% of students were proficient; however it may have been too easy. The research on habitats helped to support Main Idea; Ready books also assisted with teaching the standards.

Disconnects?- Mock test too long ; print too small (Triand); Prepare students for everything;

WHAT DO YOU DISCUSS DURING CARE PLC’S & HOW ARE YOU USING CARE PACKAGES - sharing ideas, discuss how to help each other; used Journey’s story for (CARE PACKAGE);

Monitoring- not as much. Using data and will start forming additional skill groups (Parrish); groups should be fluid; teach kids to work together and help each other; Have to do a better job of tracking student progress.

DRA Assessments- seeing growth (YEY)!!!!

Standards Recycled, progress decreased SHIFTS (WHY)- Attitude: students are less motivated; frustrated with taking test;

Assessments- Journey’s Weekly test, Cold Reads, Test Power (sometimes), Spelling test (occasionally) Read Works passages (PM-Intensive); Math- Mid chapter Review, Chapter Test; Cycle Formative Assessments; Initially were told to use CPALMS assessment. Wanted to stay away from weekly test because it was not a true alignment of students’ ability; told to use Reading Complex Test because it provides short responses to help prepare for writing (PM). See samples from Schnur of Formal and Informal Formative Assessments; Need to Progress Monitor Intensive Hour-try to make it fun and enjoyable for kids. Don’t have to make everything a test. Ready book is used as re-assessment; Write-in Reader (Intervention), Ready book (reassessment) Watch School Board meeting-BEEP- talked about CARE Packages, questions about the CARE Process. teachers always look at what worked, what didn’t work. Some schools test weekly, bi-weekly, etc. Concentration on informal ways to access. Be sure you have evidence to support what you did. Can’t support “I just know.” Think Proactively.

ELL STUDENTS- think about that population; What did you recognize through that data that was difficulty for them- mostly vocabulary. Comprehension is a struggle when reading independently. Written expression; phonics

Strengths? – if teacher can read it to them, they’ll understand it more because they can visualize it (Oral Comprehension). Eagerness and desire to learn. They try harder. Higher ESOL kids take their time.

Knowing this information, how are you going to meet their needs in remediation?-Act out (strategy), they need to see it; incorporate a hands-on activity; pair them up. Vocabulary?- do a Read aloud and do an activity, group projects/research.

• Make kids interact with the data

• Let students own their data

• Do more accountable talk

• Allow students to use the dictionaries

• Look at the CARE process as a POSITIVE

• Look at CARE Package to decide on a Performance Task for the students to complete by the end of the cycle.

Listening skills-practice with students; Read something to them and then ask them questions. This is a skill that they will essentially be tested on in the future.

Google “Tim Rasinski” – Fluency guru- advocates repeated reading; vocabulary;

Team’s Areas of Improvement

• Organization of rooms

• Worrying on other aspects

• Try visiting each other’s room (during instructional times)

• Try to make the best of every situation (EVERY TEAM)

Math Standards

MAFS.3.OA.1.4

MAFS.3.OA.4.8

MAFS.3.OA.4.9

* Based upon data, team will decide what standards will be remediation in ELA/MATH and give to facilitator.

CLOSING REMARKS: Video from Arizona

Think about how this model could be used at Cypress

4th grade

Math Remediation Standard: MAFS.NBT.26 – some students made progress; Drew-used resource Seidman made (created questions from formative and changed numbers; also used Ready books). Just practiced problems over and over again; used the COUNTDOWN; re-teaching in small groups and used Anchor Chart (Drew),; Salute and Critterball helped; Seidman 3 small groups a day + stations.

Divine – 50% made progress (4 total students)

Drew – tested everyone 30%(7 students)

Seidman-tested all= 3 increased, 7 proficient

Cook- 22% made mastery; 50%; many stayed the same (

Session- 20 kids remediated 5 passed=7 mastery

Berrieum-16 students; only 4/16= 30%

Additionally try using CPALMS; Anchor Chart-good for visuals (in Go Math books); try walking them backwards, associative property (Blue-Small); Put Performance Tasks in your centers (Enrichment).

MAFS.OA3.5, MAFS.OA.3.4 (Patterns) - What did you use? – used the Countdown to teach this skill; taught teaching through a pattern; Berrieum used exercises to help practice with students (distractors).

Disconnect- students not making the table and not reading it correctly;

What did you want the students to know at the end of this cycle? How to identify patterns; break apart he problem and decide what do you need to know.

If you k now what you want them to accomplish at the end, what conversations took place during CARE PLC? Mostly talked about fractions because they are behind to prepare for BAFS. The discussion should have been about possible distractors. Conversations should be about strategies to use, choosing what assessment you will use, what are you going to do if students don’t get it; Don’t spend too much time debating about this or that way. Try different ideas. Need to share ideas more. Need to come up with things more collaboratively. Take advantage of the CARE PLC HOURS.

If there are no PLC DAYS GIVEN, will there by no collaboration? – Have previously discussed to take maybe ½ afterschool one day; some pairs meet; but schedules don’t really meet. Try meeting during Specials’. Have conversations and ACT ON IT! PUT UP ANCHOR CHARTS.

Strengths- have gotten a lot resources and are putting them in place (Math games); Celebrating success through Proficient; Seidman using REWARDS vocabulary as a Word of the Day to expose and encourage students to use more.

Assessments-Cold Reads, FSA Math aligned test, Formatives, Writing prompts (weekly), Mock (Triand), iReady, FAIR; GO ON beep and watch School Board Meeting regarding CARE process and how it has helped; Encourage students MORE- It is apart of Marzano

What are some of the difficulties/struggles with your ELL students- Reading; Vocabulary; decoding; comprehension; they don’t know the words. The more you expose them to things they are not familiar with, the better equip they will be. Read Aloud More! Must expose our students to those Vocabulary terms.

Make circle in room; prewrite questions on stickies, discuss vocabulary words, encouraging them to talk (Accountable Talk)

Use strategies on

Countdown should be EVIDENT in your classroom.

Use more informal assessments. (Refer back to Informal Formative Assessments from Schnur). Bring in videos, games, jokes, etc.

Have students to TRACK THEIR DATA.

Goals: Try to come up with a tracking system to see how the students are lining up with the standards ; come up with ways for students to track their data

Remediation standard for Cycle 6?- MAFS.0A3.5

Remediation Standard for Cycle 6? LAFS.RI.2.4- will remediate using the Ready book

How are you remediating and enriching through centers? - trying to align centers to standards. Writing will help with literacy, even through centers. Need to have clearer plans. Centers through literacy-remediation. Make it something that you are already doing.

CLOSING REMARKS: Video from Arizona

Think about how this model could be used at Cypress

5th Grade

Remediation Standard from Cycle 4: LAFS.5.RI.3.8: Ready books in small group (CCSS ELA Assessments and Teaching Notes, Pre-Post for every standard) 5 Questions

Bray: 7 need remediation= 4/7 mastery

Ferracane: 1 need remediation=1/1 mastery

Greensword: 6 need mediation=5/6 mastery

Keidan: 7 needed =4/7 mastery

Thompson: 2 need remediation=0 mastery

Focus Standards: LAFS.5.RI.2., LAFS.5.RI.2.4, LAFS.5RI.1.3,

What did you use to teach these standards: Writing curriculum, Ready books for small group, used the passages from the Writing curriculum A LOT; it leads into rigorous questions (Greensword)

Focus Standards: MAFS.5.NBT.1.2, MAFS.5.NBT.2.7

Students are showing proficiency ; Keidan-students work in groups; implementing small group; does re-teach, covered overlapping standards; used for Ready for remediation; Thompson used CPALMS lessons, incorporating centers, and small group.

Remediation standard for Cycle 6- LAFS.5.RI.1.3

Remediation standard for Cycle 6- MAFS.5.NBT.2.7

What are some of the difficulties/struggles with your ELL students-Vocabulary (area of concern), Reading stamina, Comprehension What strategies do you use- Use a lot of visuals; iStation (extra doses). They are motivated. Reading aloud helps; They do better in Math; They struggle wit multi-step problems.

Try implementing the Math centers presented in the Math training. Helps with automaticity and Math fluency.

SC.L.14.1, SC.L.14.2

What resources were used to teach these standards- Fusion, Study Jams, bootcamp games;. pull resources based upon the standard annually assessed, assessed as multiple-choice form.

Nature and Earth in Science-trend data shows weakest area; need to plan how to teach it; Science projects should assist with teaching this. Science Night-Feb. 19

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