Presented%20by%20Brooke%20Beavers

1
Academic Enhancement

• Presented by Brooke Beavers

2
Part 1 Overview

• Administrators will be able to
• Identify the 4 main components of Academic
  Enhancement
• Explain the teacher and administrator roles
  during Academic Enhancement
• Break down data from a master tracker to identify
  areas of proficiency and deficit to assist with
  instruction

3
What is academic enhancement?

• Formally known as Extended Day, Targeted
  Instruction, 7th period
• 3-5 pm
• Occurs every Monday-Wednesday
• Designed to grow scholars

4
Why Academic enhancement

• Tindley Schools philosophy
• Extended Day origin
• The need for more time with scholars
• High level of accountability
• Charter School vs Public School
• Calendar Days
• Autonomy (the flexibility to make decisions in
  the best interest of kids)

5
What does it look like?
Skill Review (3-4pm) Accelerated Skill Review (Optional) 3-4pm Standard Mastery 4-5pm Clubs/Homework 4-5pm
Targeted Instruction Scholars that have below a 75 in a class Enrichment Scholars that have been identified as High Flyers through Acuity assessments   Targeted Instruction Scholars that have not demonstrated mastery of a given standard according to high stakes assessments Enrichment Scholars that have demonstrated mastery of a given standard
6
Does it work???
7
Yes- but must be owned by all

• Walking your talk
• Consistent visibility by ALL admin
• Making sure weekly plans are posted and BBC
  updated
• Friendly Reminders about submissions

• Training staff on all protocols
• Allowing common planning time
• Following through when expectations are not met

8
Collegiate End of Year Celebrations
ECA Notable Achievement I-Step Notable Achievement NWEA Notable Achievement
Every cohort had greater than an 80 pass rate. Three cohorts averaged above a 90 pass rate. One cohort had a 100 pass rate. Overall grade level pass rate of 91.   95 pass rate 8th grade Math 92 pass rate 7th grade Math 91 pass rate 6th grade Math 89.5 pass rate 7th grade ELA 85 pass rate 8th grade ELA 48 scholars who did not pass an I-STEP assessment last year, passed this year   6th grade grew an average of 2 years in math and reading Pre-Test 5m Post-Test 7m 7th grade grew from a 7b to an 11e in math and 8e to 11e in reading 8th grade grew from a 10b to an 11e in Math and a 7e to 11e in Reading
9
Evaluation process for Ae

• Teachers will be evaluated by.?
• Attendance taking- Extremely important for school
  leader report to stakeholders
• Data Driven Instruction or DDI
• Embedding formative assessments
• Academic growth of scholars
• Classroom culture and management

10
Standard mastery

• Take place from 4 to 5pm
• Taught by ALL Core teachers in the building
• Focus on assessment data (NWEA, Acuity, Interims)
• Data is updated every 2 weeks on tracker and is
  used by Title 1 and SpEd to determine pull-out
  groups

11
Title 1/Sped

• Examine trackers to determine what skill sets
  scholars are struggling with
• Pull small groups in 30 minute increments from 3-5

• Collaborate with Core teachers during Friday PD

12
Teacher Expectations

• All teachers will be required to submit required
  Academic Enhancement deliverables to AP of
  Academics by Friday at 5pm.
• All teachers will be required to submit
  mini-assessments every other Friday to AP of
  Academics by 5pm.
• All Core teachers will submit data to bi-weekly
  tracker by Friday at 5pm.

13
Teacher Expectations

• Teachers may not be at their desks or on
  computers during Academic Enhancement
• All materials for Academic Enhancement must be
  prepared ahead of time
• Submitted plans are expected to be followed at
  all times

14
Teacher Expectations

• Teachers having less than 4 scholars assigned to
  AE Skill Review will be required to co-teach
• Students are not to pack up until 5pm
• Failure to comply with non-negotiables may
  result in a write up.

15
Administrator Accountability

• AP of Academics will post Regular/Early Release
  lists in hallways and e-mail assignments to staff
  Monday morning
• Admin will walk hallways from 3-5 to ensure
  fidelity
• AE will be included in teacher Observation and
  Evaluation
• Admin will relieve teachers for 5 minute restroom
  breaks as needed

16
ADMINISTRATOR ACCOUNTABILITY

• Administrators will celebrate gains with staff
  and scholars
• Acuity B Data from Tindley Collegiate

Grade 6 Grade 7 Grade 8
T.A. 31 ELA B.M. 53 on Math M.R. 25 on ELA
K.F 28 ELA N.S. 23 on ELA D.A. 31 on Math
D.W 24 on ELA K.J. 23 on Math R.O. 22 on Math
N.T. 39 on ELA T.B. 37 on Math J.B. 21 on ELA
A.J. 23 on ELA K.W. 30 on Math S.F. 25 on ELA
A.J. 23 on ELA M.F. 29 on Math K.F. 23 on ELA
A.J. 23 on ELA J.H. 29 on Math S.O. 20 on Math
A.J. 23 on ELA M.P. 26 on Math S.O. 20 on Math
17
ADMINISTRTOR ACCOUNTABILITY

• APA will provide the PAL with tracker updates to
  include in the monthly Leader Report to track the
  effectiveness of Extended Day

Teacher/Content Area Average Students/week Evidence of Growth (based upon targeted skills pre/post) Average Increase of Percent Mastery after Re-Teach of ACUITY skills
Bazilio/Physics 10 For the month of November there was a focus on utilizing the standards assessed in ACUITY A to reteach skill deficits during the 2nd hour of AE. Teachers had to be extremely intentional by developing bi-weekly assessments and mini-lessons that addressed areas in need of remediation. The first hour was devoted to make-up/re-do and reteach of current concepts. Lego League in lieu of ACUITY re-teach
Johnson-Deloatch/Math 11 For the month of November there was a focus on utilizing the standards assessed in ACUITY A to reteach skill deficits during the 2nd hour of AE. Teachers had to be extremely intentional by developing bi-weekly assessments and mini-lessons that addressed areas in need of remediation. The first hour was devoted to make-up/re-do and reteach of current concepts. 72 increase in Mastery M.A. 1 67 increase in Mastery M.A. 2
South/ELA 11 For the month of November there was a focus on utilizing the standards assessed in ACUITY A to reteach skill deficits during the 2nd hour of AE. Teachers had to be extremely intentional by developing bi-weekly assessments and mini-lessons that addressed areas in need of remediation. The first hour was devoted to make-up/re-do and reteach of current concepts. 75 increase in Mastery M.A. 1 61 increase in Mastery M.A. 2
Thompson/Math 11 For the month of November there was a focus on utilizing the standards assessed in ACUITY A to reteach skill deficits during the 2nd hour of AE. Teachers had to be extremely intentional by developing bi-weekly assessments and mini-lessons that addressed areas in need of remediation. The first hour was devoted to make-up/re-do and reteach of current concepts. 88 increase in Mastery M.A. 1 72 increase in Mastery M.A. 2
Crumbo/ELA 10 For the month of November there was a focus on utilizing the standards assessed in ACUITY A to reteach skill deficits during the 2nd hour of AE. Teachers had to be extremely intentional by developing bi-weekly assessments and mini-lessons that addressed areas in need of remediation. The first hour was devoted to make-up/re-do and reteach of current concepts. 68 increase in Mastery M.A. 1 95 increase in Mastery M.A. 2
18
How to track the data
19
Track the percent mastery

• Count the number of scholars that scored an 80
  or higher on the specific skill/standard.
• Divide that by the total number of scholars.
• Example Authors purpose
• 4 scholars scoring 80 or above
• 4/5 scoring proficient
• 80 increase in mastery

20
Track the average percent

• Add the scores for a specific skill/standard
  together
• Divide that by the total number of scholars.
• Example Authors purpose
• 1. 100 100 50 100100 450
• 2. 450/590
• Percent Average 90

21
Share the results with support staff
The main tracker automatically imports data into
individualized trackers that can be shared with
support staff, parents, etc.
22
CELEBRATE AND HOLD COHORTS accountable
23
Set Goals
24
Post your data
25
Part 2 How to plan for AE
26
Objectives

• Administrators will be able to
• Explain and determine the effectiveness of
  planning
• Identify and understand the relevance of each
  planning component

27
Fail to plan Plan to fail

• Why should we plan?

• Ensures specific skills are targeted
• Allows for curriculum alignment to
  mini-assessment
• Keeps instruction on pace
• Increases scholar engagement
• Helps with classroom management

28
DATA DIVE!!!!

• AE areas of focus were based on the MOST RECENT
  High Stakes Assessment
• Strategic Data Dives were held to break down
  areas of deficit prior to the creation of the
  groupings and planning for AE
• We have to be intentional when modeling how to
  break down data

29
Friday Deliverables

• All teachers will be given time during Friday PD
  to complete 3 planning sheets that will be
  utilized during Academic Enhancement for the
  upcoming week
• Planning sheets need to target specific
  skills/standards based on high stakes assessment
  data
• Plans need to reflect what will be tested on the
  bi-weekly mini-assessment

30
Start with your assessment first!

• Look through your mini-assessment
• Break down the skills/standards you plan on
  re-teaching
• Use the Bi-Weekly Planning Sheet to outline each
  day

31
Be Intentional!

• Before planning, ask yourself
• Can I teach two standards on the same day?
• Do I need to break apart a standard over several
  days?
• Does it make sense to teach the standards in a
  certain order?

32
5.22 Add and Subtract Fractions including
mixed numbers with different denominators
5.23 Use Models to show an understanding of
multiplication and division of fractions
6.17 Find the GCF of whole numbers
6.25 Solve problems involving addition,
subtraction, multiplication and division of
positive fractions and explain why a particular
operation was used
7.21 Solve problems involving addition,
subtraction, multiplication and division that use
integers, fractions, decimals and combinations of
the four operations
6.24 Multiply and divide positive fractions
33
Planning Sheet Components

• Teacher Objective
• Materials
• Anticipatory Set
• Scholar Objective
• Modeling
• Checks for Understanding
• Guided Practice
• Closure
• Independent Practice

34
Teacher Objective

• Select an objective at an appropriate level of
  difficulty and complexity
• Determine your objective through task analysis,
  diagnostic testing, and/or congruence with
  Bloom's cognitive taxonomy
• Make sure standards are listed, as well as the
  Critical Skill being covered (unpack the
  standard).

35
Sample Objective

• Notes

• The SWBAT explain how  to multiply and divide
  positive fractions and perform the calculations
  (Standard 6.24).

• Critical Content Multiplying mixed-numbers 
• Critical Skill Explaining  Critical Skills need
  to be bolded. Critical Skill language would be
  your Blooms verbiage.
•  Note The standard covers more than the skill I
  plan on remediating for the hour. Teachers make
  sure you are unpacking the standard and listing
  the Critical Content you are covering for that
  particular lesson.

36
Materials

• List ALL materials including handouts, textbooks
  and technology that will be utilized
• Think about what will create the most engagement
  for your scholars (remember it is the end of the
  day)
• Pay attention to the learning modalities of
  scholars- try to reach a variety of learning
  styles

37
Sample Materials

• Notes

• SMARTBOARD, Whiteboards, Dry-Erase Markers,
  Flocabulary Multiplying Fractions rap, a
  pre-printed page of math problems to pull from
  for whiteboard work, Multiplying Mixed-Numbers
  worksheet

• Pre-select the web-sites you plan on using prior
  to delivery
• Prepare and print all your worksheets/handouts in
  advance
• Have systems in place to distribute materials so
  instructional minutes are not wasted

38
Anticipatory Set

• The purpose of an anticipatory set is to elicit
  students' attending behavior, focus them on the
  content of the instruction to follow, and help
  them develop a mental readiness (or "set") for
  it.
• An anticipatory set activity should continue only
  long enough to get students "ready and set to
  go," so that the major portion of instructional
  time is available for the accomplishment of the
  current objective.
• An anticipatory set is not needed if students are
  already alert and "ready to go" because
  yesterday's teaching built a bridge or transition
  to today's lesson.

39
Sample Anticipatory Set

• Action

• Notes

• I am going to show the Flocabulary video on
  multiplying fractions.
• http//www.flocabulary.com/multiply-fractions/

• This video will review multiplying improper
  fractions (the lesson we had yesterday) and
  create a lead into todays lesson.
• The rap and visuals will engage scholars and
  spark their interest.

40
Sample Scholar Objective

• Notes

• Yesterday we reviewed how to multiply improper
  fractions. Today we are going to review how to
  multiply mixed numbers and explain  the process.  

• Critical Skill needs to be tied into the scholar
  objective.
• Recipes, sports stats, shopping, etc. all require
  the ability to understand and manipulate
  fractions (real world relevance).

41
Modeling

• Identify and teach main concepts and skills,
  emphasizing clear explanations, frequent use of
  examples and/or diagrams, and invite active
  student participation.
• Create examples of an acceptable finished
  product (a story, poem, model, diagram, graph).
• Think aloud about how you decided to perform a
  task (how to identify the main idea, or determine
  ways of thinking or making decisions while
  completing the assignment).
• It is important that the visual input of modeling
  be accompanied by the verbal input of labeling
  the critical elements of what is happening (or
  has happened).

42
Sample Modeling

• Action

• Notes

• Using the SMARTBOARD, I am going to model the
  steps of how to multiply mixed numbers.
• I will use math talk-aloud strategy to model my
  thinking.
• I will color code my  steps.

• Notice how I am planning out the way in which I
  will model. Showing the steps is not enough. How
  will I show them, what strategies am I going to
  use to explain the material?

43
Checks for Understanding

• Observing and interpreting student reactions
  (active interest, boredom) and by frequent
  formative evaluations with immediate feedback.
  Adjust instruction as needed and re-teach if
  necessary.
• The teacher needs to know at what point students
  possess the information and/or skill necessary to
  achieve the instructional objective

44
Types of CFUs

• Sampling
• Signaled Responses
• Group Choral Responses
• Individual Private Responses

45
Sample Check For Understanding

• Action

• Notes

• I will incorporate cold-call and thumbs-up/
  thumbs down to CFU.

• I will CFU when converting mixed numbers to
  improper fractions.
• I will  also CFU when multiplying the numerators
  and denominators.
• Last I will CFU to ensure scholars are
  simplifying.
•  Be strategic about when and how you want to
  CFU.

46
Guided Practice

• The beginning stages of learning are critical in
  the determination of future successful
  performance.
• Initial errors can become "set" and be difficult
  to eradicate--called misconceptions.
• Scholars' initial attempts in new learning should
  be carefully monitored and, when necessary,
  guided so they are accurate and successful.
• Teachers need to practice with the total group or
  circulate among students to make sure instruction
  has "taken" before "turning students loose" to
  practice independently.
• With teacher guidance, the student needs to
  perform all (or enough) of the task so that
  clarification or remediation can occur
  immediately should it be needed.

47
Guided Practice Example

• Actions

• Notes

• Using mini-whiteboards, scholars will be given
  problems on the SMARTBOARD to work out
  individually. They will flash their answers to
  the teacher when finished.
• Volunteers will be selected to come up to the
  SMARTBOARD and walk the class through the steps
  to explain how to solve the problem.
• Volunteers may cold-call other class members to
  help them with the steps.

• Make sure a variety of question types are used
• Call on a variety of scholars to gauge if
  instruction was clear

48
Guided Practice Example

• Actions

• Notes

• Using mini-whiteboards, scholars will be given
  problems on the SMARTBOARD to work out
  individually. They will flash their answers to
  the teacher when finished.
• Volunteers will be selected to come up to the
  SMARTBOARD and walk the class through the steps
  to explain how to solve the problem.
• Volunteers may cold-call other class members to
  help them with the steps.

• Make sure a variety of question types are used
• Call on a variety of scholars to gauge if
  instruction was clear

49
Closure

• At the end of each lesson, the teacher reviews or
  wraps up the lesson by posting a question for the
  class Tell me or show me what you learned
  today.
• Closure is not necessarily an end-point, but
  more a final Check for Understanding.
• Closure for an on-going activity, such as a
  project or lab may not be appropriate.

50
Closure Example

• Action

• Notes

• I will review the steps for multiplying mixed
  numbers using Whole Brain.
• Students will work in partners to Teach Ok the
  steps to multiplying mixed-numbers.

• This is my final CFU. In this particular lesson,
  I will need to circulate around the room to
  ensure, all scholars can explain the process.

51
Independent Practice

• Once students can perform with a minimal amount
  of errors, difficulty, confusion, they are ready
  to develop fluency, along with increased
  accuracy, by practicing without the supervision
  and guidance of the teacher.
• It is important that in independent work, the
  student does what already has been practiced
  rather than some new, or experimental task.

52
Independent Practice Example

• Action

• Notes

• Scholars will complete Multiplying Mixed
  Numbers worksheet.

• I will walk around and check completed work for
  accuracy.
• Scholars should be able to complete the task
  independently.
• I am taking notes on any scholar that may need
  additional remediation-Saturday School, etc.

53
Remember

• When lessons are carefully planned, student
  independence becomes much more probable.