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5-Step Process Clarification
• The 5-Step Process is for a unit, topic, or “chunk” of information.• One form should be used for the unit, topic, etc.• The form should not drive teaching! The form is simply used to
record good teaching!• The 5-Step Process does not replace daily lesson plans.
• Daily lesson plans are Steps 3 and 4
• On-going formative assessments are in Steps 3 and 4.• Make sure your PLCs have the right teachers at the table.
Step 0Learning Target and Pre-Assessment
Description
• Learning Target (s) are selected.• Pre-Assessment tied to the
learning target(s) is determined and administered.
Clarification
• This step occurs before Step 1.• What is a learning target?• The pre-assessment must be
tied to the learning target.• Can be “teacher-made”• Not graded• Should not be a State-wide or
District-wide data
Step 1Collect and chart data to identify how students are
performing / progressing
Description
• Pre-assessment data is ready and brought to PLC meetings.• Item analysis is done.• Includes number and
percentage of students tested / proficient and not proficient.• Benchmark scores for grouping
students are determined.
Clarification
• Data should be disaggregated before the meeting.• Benchmark score needs to be
recorded.
Step 2Analyze student work specific to data
Description
• Determine overall student strengths.
• Are there patterns or trends?• Were there common errors?• Are there urgent needs?• Prioritize needs for next steps.
Clarification
• “What does the data tell you about student learning?”• The data should help you plan
instruction for identified student groups.
Step 3Establish shared expectation for implementing specific effective changes in the classroom
Description
• How will students be grouped for instruction?
• What differentiated strategies will be used?
• When will instruction take place e.g. during core instruction, intervention period, enrichment time?
• Determine frequency/length of instruction.
• Decide on post-assessment.
Clarification• Students need to be grouped with
differentiated strategies.• Formative assessments should be
determined.• Game Plan
• Daily lesson plans are being used for implementation.
• Daily lesson plans should include formative assessments being used and different strategies for different groups.
• Technology should be used to support differentiated instruction.
Step 4Implement changes consistently across all classrooms
Description• What strategies should be
observed in the classroom?• What will the teachers be doing?
What will the students be doing?• Principal ties walk-throughs to the
strategies the PLC has chosen to implement.
• Feedback is provided to the teachers.
• Peer to peer classroom visits can occur to work as a team on tuning the instructional strategy.
Clarification
• During Step 4, strategy effectiveness, grouping, and formative assessments are being discussed and revised as indicated by formative assessment results.• Daily lesson plans.• Daily learning targets.• Minutes are updated to reflect
progress.
Step 5Collect, chart, and analyze pre and post data to determine effectiveness of practices
Description
• Everyone comes with assessments scored and data ready.
• Best practices are shared with classroom teachers with high student results on post-test.
• Includes pre and post data for all students by subgroups.
• Use the same chart format from Step I to collect and record data.
Clarification
• Post-assessment results should be compared to pre-assessment results.• The 5-Step Process is not
complete if you still have students who are not proficient. Teachers are recording what intervention is being continued for those students, while moving on to the next unit, topic etc.
Akron Public SchoolsDistrict Focus, 2008-09 and Beyond
The mission of Akron Public Schools, a pioneer in academic excellence passionately committed to life-long learning, is to ensure that each student in our diverse population achieves his or her fullest potential in a safe and affirming learning center characterized by an extensive, student-focused collaboration of all segments of the community, with an emphasis on preparing students to live and excel in a global environment.
CREATING A CULTURE OF EXAMINING PROFESSIONAL PRACTICE IN THE AKRON PUBLIC SCHOOLS
CREATING A CULTURE OF EXAMINING PROFESSIONAL PRACTICE IN THE AKRON PUBLIC SCHOOLS
Professional DevelopmentEmbedded & Sustained Training
Instructional RoundsProfessional Learning Communities
Professional DevelopmentEmbedded & Sustained Training
Instructional RoundsProfessional Learning Communities
Instructional SupportInstructional Coaching
Walkthroughs
Instructional SupportInstructional Coaching
Walkthroughs
AccountabilityMonitor Student Growth
Staff Performance
AccountabilityMonitor Student Growth
Staff Performance
Embedded in the School Improvement Planning (SIP) ProcessEmbedded in the School Improvement Planning (SIP) Process
Targeted
Universal
Instructional Framework• Planning for and Delivering Instruction• Implementing Teaching for Learning and Understanding• Developing Professional Growth and Responsibility
Intensive
District Goal
By June 2014, APS district and schools will cut the achievement gap in one-
half for all students and all subgroups, as measured by the State Local Report
Card
Priority I
Our Professional Learning Communities will use the 5 Step Process with a high degree of fidelity, including using assessment data to inform and differentiate instruction, as measured by reaching “Approaching Proficient” or “Proficient” by the Pace team, SIP team and teacher perception survey in the Data and PLC domains of the Instructional Improvement Cycle Rubric.
Priority II
Implement a robust Pyramid of Learning (Response to Intervention model) to meet the needs of all students with an emphasis on delivering high quality universal instruction as measured by reaching “Approaching Proficient” or “Proficient” by the Pace team, SIP team and teacher perception survey in the Adjusting Instruction and Instructional Strategies domains of the Instructional Improvement Cycle Rubric.