Please blog a response to each question for a total of two responses for Chapter 5.
Question 1:
How did Freeport Intermediate......
a. Identify students who needed additional help and support for learning?
b. Provide that additional time and support?
Question 2:
Freeport Intermediate calls upon teachers to give common assessments to students on a regular basis and to share their results with each other in order to identify and replicate successful strategies a colleague might be using? What concerns might teachers have about this process? What steps could be taken to address some of those concerns in a productive way?
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Ok, I have seen the first block group and we are looking at two new questions every two weeks on Wednesday nights. This is going to be so easy once you catch on. Think about how you can use this in your classroom with your students. Remember, for all of the time that you have given to assessments and the Book Study, you will receive a certificate at the end of the year reflecting your hours for certificate renewal.
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ReplyDeleteFreeport identified students needing additional help by looking at academic performance, discipline, and absenteeism. They provided time/support by modifying the daily schedule to include daily time in math and English (other classes met only every other day) and by providing daily "Team Time" for one hour for flexible grouping.
ReplyDeleteSome teachers may have concerns about common assessments. One example is that teachers may feel that common assessments (and therefore common instruction) could possibly rob the teacher from the autonomy that gives them the opportunity to get to the finish line by using their own individual planning and creativity. Careful planning and strong group leadership could combat this concern by giving all team members an equal voice.
1) They looked at test scores, individual reports, and other factors. They incorporated cooperative planning in which the faculty members planned a systematic process that included common assessements, such as practice tests based on the standards. Students who were lacking in skills were given extra time at the end of each day to master lacking skill(s). The faculty also gave students benchmark tests that kept skills "fresh" while monitoring their learning in preparation for state tests.
ReplyDelete2) Teachers would potentially be concerned about common assessments due to fear of becoming "roboticized" and having to follow a rigid, structured plan. Not every teacher is the same or a computer so the key is to find a middle ground where the necessary skills are being taught, but not limiting the teacher to teach in a way that is best for the class/students.
1.) Freeport identified students by looking at the failure rate, discipline referrals, and statewide assessment scores.
ReplyDeleteThe staff then developed common assessments in order to monitor students' proficiency. Then, teacher teams administered brief common assessments to all students within the same grade level. Each quarter, a common cumulative exam was adminstered.
The school provided additional time to collaborate using structures, parameters, and priorities essential for results. At the end of each day, students were assigned "team time" designed to support students who had not mastered a skill and provided enrichment for students who had masterd a skill.
Also, teachers spiraled their instruction in order to ensure that students were able to maintain skills.
2.) Teachers may be reluctant to share their unique ideas with other teachers for fear that they won't be able maintain their own identity as a teacher. This can be overcome because teachers teach because they want to help students be successful and common assessments aide in the success of students.
1a. The staff began by analyzing data from state tests, developed common assessment to give each week, developed common cumulative exam. As a result of the assessments, students are identified who are not making sufficient progress.
ReplyDelete1b. Teachers who excel at teaching certain concepts are identified and students who need help on those concepts are assigned to those particular teachers during the 1 hour of team time at the end of each school day. These groups remain flexible and reflect the results of weekly assessment. After the quarterly assessment, student can be regrouped. Another opportunity for re-grouping comes after the benchmark testing. Additional support is provided by the school sending invitation to students for the extended day period. The school also provides snacks and arranges transportation for those selected for the program.
2. Teachers may be concerned that they will not be identified as one with "expertise and passion" in any area. Another potential issue would be that teachers may be faced with personality problems that create a lack of positive learning environment for the student who doesn't "like" a certain teacher.
Teachers who aren't identified as strong teachers could be mentored by other teachers to improve their skills. Every teacher will have one area in which they are better than others. These teachers should be encouraged to enhance their skills in their best concept by visiting other schools and talking to colleagues or reading best practice ideas. If a teacher has a personality conflict with a student, other teachers may be able to help that teacher understand what motivates and/or discourages the "problem" student.
In reference to question 2, I find that there are many frustrations with common assessment for the particular area that I teach. I am quoting a colleague and agreeing that "I went into teaching art so that my individuality could be maintained in teaching a subject that I love." I am concerned with becoming "roboticized" as a right brained thinker and am having a difficult time grasping the idea of doing things exactly like my neighbor.
ReplyDeleteCreativity (now at the top of Bloom's Taxonomy) embraces the idea of being unique and "SPECIAL", rather than common. And if we are to assess creativity in an objective way, how do we leave room for meaning, higher level thinking and problem solving; where there is not one 'right' answer but many solutions.
To conquer these obstacles in a positive way, means that there may have to be exceptions to the rules. Continued positive discussion about many solutions will help to get our expectations on the same page, which I believe really is what we are trying to do.
Many factors were looked at for students that would be at risk. Including absenteeism, low test scores, discipline referrals. In response, the school proviced collaborative planning and common assessments to help monitor students' progress.
ReplyDeleteConcerns that teachers might have concerning common assessments would be commiting to uniformity. They may feel they are confined to a structure that does not complement their teaching style. This is where strong collaboration can play a successful part in this process. If every teacher feels they have input into what will happen in their classroom, these fears will decrease.
1.a.Freeport identified students by evaluating available data. They discovered a direct relationship between failure rates and discipline referrals and absenteeism. Staff members sharing data on student achievement also assisted in this process.
ReplyDeleteb.The school decided to allow 1 hour at the end of each day for flexible grouping. This was time to help students who had not mastered a skill. The teachers checked for understanding of subject matter using many different assessments.
2.Teachers may be concerned that at times they are competing against other teachers to be able to show student scores or performance parameters that are higher in their class instead of concentrating on student achievement. Teachers need to be more flexible and open to new and effective teaching methods that may be utilized by other teachers. By sharing "Best Practices", teachers should be able to overcome these type of concerns.
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ReplyDelete1.) (a)Freeport Intermediate identified student needs by examining a variety of data including failure rates, discipline referrals, and absenteeism. (b)The school modified the day to include team time, redirected their instruction to include re-teaching and assessing past essential knowledge, and included benchmark testing to prepare for state testing.
ReplyDelete2.) Some teachers may feel trapped into using teaching techniques or methods they do not feel comfortable using. Loss of autonomy may be a concern as well. Some may fear that the class structure may become too rigid. For example, some of the best moments I have had as a teacher have come when a student asked a question not related to the current topic but generated a great deal of interest and discussion which spurred even greater interest and allowed me to "seize the moment". These types of sessions allow a great deal of teaching to take place but do not fit into the daily pacing guide of tightly monitored course instruction. I would feel hindered by the loss of being able to take advantage of these moments. However, Peer coaching of particular strategies or even allowing other teachers with expertise on a particular topic or method of instruction to cover that content in your class may be a possible alternative in bringing successful strategies to a classroom in which a teacher may feel uncomfortable about using an unfamiliar strategy.
1. The school identified these students based on low test scores. They then allowed these students to be assigned to "team time" so they could get additional help at the end of each school day.
ReplyDelete2. As everyone has been saying, they are concerned that the teaching profession will become "roboticized" or "cookie cutter teacher" like. If we all teach the same and give the same tests, then anyone can do it, right? That's what many teachers fear, that they will be easily replacable because unique skills/traits will be gone. Valid concern? Sure. Here's how I think common assessments should be done, which is what we (the English 1 teachers) have been doing this school year. Hang tight, this might get wordy.
I think that common assessments are fine. We get together, everyone has a say, we make a test, give it, and see how the kids do. That's what we did for English I this year. Got together, focused on skills to be assessed (short story analysis, poetry analysis & grammar, research/informational text analysis, and an EOC practice test), created the tests (four of them) and gave them to the kids. We designed the tests to be hard--harder than the End of Course tests, with the thought that students would find the EOC easier if they had been taking harder tests all year. How did we prepare for these tests? We decided that everyone would prepare their own way. We would do the same units in the same time frame, but as long as the skills were taught, we would teach them however we wanted. This way, we could see whose methods worked/worked better. Also, everyone could still teach using their own methods/pedagogy/whatever you want to call it.
We gave all four tests to the English I Seminar and Honors classes. Across the board, everyone did poorly. Granted, we expected them to. Like I said, we made these hard. We took the tests ourselves, and none of us made a 100% on it. No one teacher's class stood out as being superior. Instead, we saw weaknesses/areas to focus on across all of our classes.
This semester, we have modified/revised the tests (some questions were too hard). We are still teaching how we want to. We just teach the same units in the same time period using our own methods. However, we have data that shows weakness we can focus on. Next year, we can then really focus on these weaknesses and design a curriculum that will hopefully improve on these areas. Again, everyone will teach how they want; they will just agree to focus on improving these areas. Then, if someone does have a jump in test scores, we'll be able to identify what worked and use it ourselves to order to improve our own classes, which is our overall goal anyway.
I know it's scary to change things and think that you have to teach exactly how someone else is teaching. I would never tell someone to teach like me; I'm not that arrogant. However, we do all have the common goal of wanting to help our students do the best they are capable of doing. I've realized over the years that I can't do this alone. It's just too hard. I have my students work in groups because I give hard assignments that they can't complete alone. I tell them that they need the help of others. And let's face reality. Some of these kids won't get through the class without the help of their friends. Isn't teaching also something that's just too hard to do alone? Don't we sometimes need help?
1a: The school identified students who needed additional help and support by looking at data for failure rates, discipline referrals, absenteeism and student scores on statewide assessments. They analyzed student achievement as well.
ReplyDelete1b: They provided additional time and support by changing the schedule to an alternating A/B block, giving teachers a 90 minute planning block to collaborate with each other.Teachers developed and instructional calendar and added 1 hour of "team time" at the end of the day to help those students who had not mastered a particular skill and provide enrichment for those who had.
2:Developing common assessments may cause some teachers to be concerned that their creativity or individuality will be taken away. As one who has used common assessments this year, I can say that although the assessment is the same, we still have the freedom to teach the skills in whatever way works best for our students. Working collaboratively with other teachers also allows you to learn new techniques for teaching those skills.
1a. Students who needed additional help were identified by failure rates, discipline, absentism and scores on statewide test.
ReplyDelete1b. A new A/B block schedule which gave teachers additional time and there was additional flexible scheduling at the end of the day.
2a. Common assessments are a wonderful idea. In physical education, we utilize a common assessment with our physical education test. Students are given test at the beginning and end of the semester and the results are compared. Students and teachers are able to see student progress. My concern is that data can be minipulated. With most common assessments much depends on who is giving the assessment. As a testing monitor for many years, it's always amazing what some test administrators say during a test. The only answer I can see is to have a third party administer the test. But there are also problems associated with this.
1a. Freeport Intermediate identified students needing additional help by disaggregating the available data such as discipline records, attendance, state testing. This information created "a sense of urgency" for them to become a higher performing school.
ReplyDeleteb. Additional time for support was provided by restructuring the daily schedule to provide more instruction within the core curriculum. Team time was created for flexible grouping where students who had not mastered a certain skill would receive more instruction on that skill while those that had mastered it would receive enrichment activities related to that skill. This team time was provided at the end of the school day. Additional instruction was provided during an extended day program which was held before or after school. Snacks and transportation were provided. The school was able to communicate to the students and parents that this was an important part of assisting the student to be successful academically. Participation in this program is not required, but the majority of the students invited to attend, do participate.
2. I think giving common assessments and sharing student progress is a great way to work collaboratively for the good of our students. This opportunity of sharing results gives teachers feedback of which teacher was able to successfully teach certain skills. That teacher can then share those strategies with the other teachers on the team. I think sharing Best Practices among our faculty is one step in beginning this process.
1a. Freeport found students in need of additional help by looking at failure rates, state test and discipline among other data.
ReplyDelete1b. The school used an A/B block schedule for teachers to have additional time and also allowed for an hour long flex group at the end of the day.
2. For a select few teachers there is no other teacher to collaborate with in a school. For example for Sports Medicine 1 and 2 there is only one teacher at the Lex1 schools. This problem can be overcome by collaborating as a district and using common assessments within the district. Another concern for some teachers may be that of a completion. If teachers view scores and wonder why their students aren’t scoring as high and Mrs. Doe they may begin to focus on raising their scores and not simply on student mastery.
Freeport Intermediate identified students by using school based data and state based data. At the school level, the staff used high failure rates, discipline referrals, and high absenteeism as some of the criteria. At the state level, the staff used statewide assessments/test scores to identify students who need additional help and support.
ReplyDeleteAdditional time and support was created by restructuring the daily schedule to give students time to master the core material. Students are on the 90 minute block and attend math and language arts daily. Social studies, science, etc are attended every other day. Students also have team time with flexible groups. Some students receive additional support and others receive enrichment activities/materials. Assessment is checked weekly and quarterly with spiraling teaching. There is also an extended day program by invitaion only in the morning and afternoons. The school provides snacks and transportation for this program.
Teachers may be concerned about common assessmetns because they feel as if their identity in the classroom will be lost. The teaachers may feel that it will be difficult to work in a cookie cutter mold of what instruction should look like. These concerns can be addressed by provided the teacher with the rational that common assessment is beneficial to the students, supportive mentor groups, responsive lead teachers to help guide the process. Once teachers see how the process will work, student's will benefit and individuality is not totally lost they will get on board with the idea.
Question 1:
ReplyDeleteHow did Freeport Intermediate......
a. Identify students who needed additional help and support for learning?
The school used data dealing with failure rates, discipline referrals and absenteeism.
b. Provide that additional time and support?
The students in need of help were asked to participate in a special type of A/B scheduling with more emphasis on math and language arts. Interestingly, this program was not mandatory for struggling students, but most of the invitees chose to attend.
Question 2:
Freeport Intermediate calls upon teachers to give common assessments to students on a regular basis and to share their results with each other in order to identify and replicate successful strategies a colleague might be using? What concerns might teachers have about this process? What steps could be taken to address some of those concerns in a productive way?
Common assessments sound scary at first, but they can actually serve student and teacher well. If the assessments are written with true respect to the standards, they can be a wonderful tool.
Check out this article from NPR.org
http://www.npr.org/templates/story/story.php?storyId=124209100
Freeport identified students that need help through disaggregating data, such as test scores, discipline referrals, and absenteeism.
ReplyDeleteExtra time and support was provided through A/B block scheduling, team time, common assessments, provide additional instruction for mastery, provide enrichment for students who reached mastery, and provide ongoing maintenance of standards already taught.
One concern about common assessments is finding the time to collaborate effectively to create authentic assessments. Not to mention creating an assessment that is appropriate for all levels; concept, theory, and honors. Should 1 test be made for all levels? Or would it be more appropriate to differentiate the assessments for each level?
Q.1
ReplyDeleteFreeport used data collected on failure rates, discipline referrals and absenteeism. Freeport principal Clara Sale-Davis realized that if change was to happen, then a collaborative culture was critical for school improvement. Common assessments would be needed to monitor the proficiency of students.
B.
Freeport had to restructure it's daily schedule to give students additional time and support(Team Time).Spiraling and Bench mark testing were also used to prepare students for statewide testing.
2.
All teachers have their own teaching styles, which I don't think will change, but all can use common assessments to reach the same goals. Teachers will need much more time to collaborate with each other than they presently have. This is much easier on the elementary, middle school levels than at the high school.
Freeport identified students by using school based data and state based data. The staff used high failure rates, discipline referrals, and high absenteeism as some of the criteria at the school level. At the state level, the staff used statewide assessments/test scores to identify students who need additional help and support.The school modified the day to include team time, redirected their instruction to include re-teaching and assessing past essential knowledge, and included benchmark testing to prepare for state testing.
ReplyDeleteI think working collaboratively with other teachers allows you to learn new techniques and sometimes better ways of teaching. Having common assessments doesn't have to take away from your individuality as a teacher. Students and teachers can both benefit from collaborative planning.
Freeport identified the need for add'l help for learning by looking at all the stats. For ex., students academic overall performance, the disapline records, and absenteeism rate. Modifying the daily schedule by offering add'l learning time for core academic subjects was what the implemented. Just like we are still trying to do for at Risk students here.
ReplyDeleteCommon Assessments are a good thing in my opinion. It keeps the playing feild more fair in giving out grades. Since each teacher comes with a different personality naturally the teacher classroom will feel somewhat different but as long as the same set of standards are being taught the problem is resolved.
Question 1 parts 1 and 2
ReplyDeleteTo identify the problems they looked at all the data they had available.
To provide additional time and support for student needs, they built in an extra hour of support of enrichment time at the end of the school day (1 hour a day).They also did a special program before state testing, 1 hour before and after school, 3 days a week. the key here was the snack and bussing, so all students had access to the help.
Question 2:
I think that this use of common assessment is a good thing "to share their results with each other in order to identify and replicate successful strategies a colleague might be using" and a benefit to students. If teachers have a supportive team, this would be a good growth experience for teachers. As some have noted above, some of us do not have people in our schools teaching the same subject, so district-wide opportunities to do this need to be made more available...and not just once a month. Singltons do not have the physical proximity for informal collaboration that can take place within a department of people who work in the same building, same hallway and often eat the same lunch.
I could see a concern with exposing oneself to critique. This takes trust. I think the colleagues and admin would need to work hard not to assign blame, but to support change...especially in the beginning stages of this process. Too often in education, forces outside schools, and sometimes inside, assign blame for problems with student achievement, instead of support to make changes. NCLB is a good example of this on a national level. Merit pay, or layoffs of "bad teachers, or those whose students have lower test scores, are other examples. This was just in the news last week. If we can keep asking, "How can I teach that diffferently?" or "What new ideas do other people have?" , we could encourage positive change.
Teachers at Freeport Intermediate gave common assessments to students and then looked at the data and results of these tests to identify students who had weaknesses. Before doing this, they had to clarify state standards and priorotize learning outcomes.
ReplyDeleteTo ensure that these kids got the extra attention they needed, the school decided to have math and English classes meet daily on the A/B schedule and other elective classes such as social students meet every other day so that these kids had ample time to get their core literacy and numeracy skils. They also had "team time" to receive extra prep for state exams and used flexible grouping to give kids enrichment or extra assistance.
As far as sharing ideas and teaching methods that work with other colleagues, I am all for it and welcome the opportunity to hear the knowledge and expertise of my co-workers in the English department; on the other hand, no one likes to hear that they are not doing something as well as someone else is. When one is competitive (as many people think I am) it is hard to have to admit that you don't always do it the best way. We need to realize that this is truly a team effort to get our kids to succeed and not just to one teacher or faculty member's credit or fault when one students does or does not.
I am not sure what steps we could take, but learning about PLC's is a step in the right direction.
They us small weekly assessments, quarterly cumulative assessments, and state practice tests results. A modified daily block schedule was put into place where students had math and language arts daily while other subjects were every other day. This modified schedule also included a 1-hour “team time”. Students who were identified with the common assessments as struggling were grouped together for extra help during this time, the other students received enrichment activities to deepen their learning experience. In the spring, an extended day program is used to further assist those not at the proficient level on the state practice test. It is one hour before school three days a week.
ReplyDeleteOne concern a teacher might have is losing the individuality of their classroom. Another concern would be the loss of more planning time. For the loss of planning, a getting creative with the schedule so that collaborative time is built in, without the loss of planning or instructional time, may be the best way to combat this. For the first concern, teachers need to remember that HOW they teach in their class is still all about them. They can be creative in how to teach the subject matter, they just have to be diligent in covering the required material (which we are already accustomed to doing). Also, teachers need to be reminded that creative projects and/or labs may still be used, the common assessments are not the only assessments.
1. a) Teachers gave common standards-based formative and summative assessments to ID students who were not learning the standards.
ReplyDeleteb) School restructured day to allow extra time for low-achieving students to remediate, and provided extra review time with benchmark testing prior to state testing.
2. Having used common assessments in physical science for several years now, I can attest to their value in preparing students for end-of-course tests. Our scores have consistently risen and have been among the state's highest. The common assessments also ensure that teachers spend at least some time on all the standards. One price we pay for all this standardization and efficiency is the loss of time to delve deeper into a topic of particular interest to the teacher OR the students...we must "march on" or fall behind. It can become a bit stressful, as it seems that we merely skim the surface on so many topics in order to stay afloat. It is also contrary to what I learned about learning, that when it comes to true learning for retention, "depth trumps breadth". But, the fact is that we now judge our efficacy by testing our students, and common assessments allow us to make a good grade on OUR report card.
One more thought...I think subjects such as science and match more naturally lend themselves to standardized testing, but if I were an English teacher I would find the idea rather distasteful. One of the main things an English teacher wants a student to do is to express original thought about things discussed in that classroom with that particular teacher, and how do you test that on a common assessment?
1) Freeport Intermediate identified students who needed additional help by administering brief common assessments about once a week, as well as common cumulative exams at the end of each quarter. By continually assessing their students, teachers were able to check for student understanding regularly. Students who needed additional time and support were then assigned to “team time,” an hour-long program at the end of each school day. Teachers with expertise and passion in the specific area of study provided extra help to struggling students during “team time,” while other teachers extended learning for students who demonstrated proficiency.
ReplyDelete2) Because assessments and instruction are intertwined, teachers might be concerned that common assessments require common instruction. Common instruction does not allow for differentiated instruction based on student needs or teaching styles, nor does it account for “teachable moments.” Teachers might be concerned that common assessments will ultimately lead to loss of autonomy in the classroom.
Another concern could be the proverbial “witch hunt.” What happens to teachers whose students underperform? Will they be chastised or looked down upon by their peers? How about those whose strategies are replicated for others to use? Will they end up bearing the brunt of the hard work, while their colleagues merely sit back and borrow their work?
A third concern is the question of how common are common assessments? Ultimately we want all students enrolled in a particular class, regardless of track, to master all standards. But is it fair to administer the same assessment to Part 1, Seminar/Theory, and Honors students? What if we then decide that each track deserves its own common assessment, but only one teacher in a department is responsible for a given track (say, Part1/Part 2)? With whom does that teacher share his/her “common” assessments? With whom does he/she compare testing data?
Presumably the answer to these concerns is that we are all part of a community of educators, and therefore all have our students’ best interests in mind. We will put aside our differences to work together for the good of whole. But even in a community as supportive as ours, people remain individuals, with their own strategies, concerns, and goals (not to mention the fact that every class takes on a personality of its own). We need to both nurture individuality and foster support among peers. Perhaps becoming a fully realized Professional Learning Community will accomplish this. In regards to the degree of commonality in common assessments, we need to have clearly defined expectations about how students are grouped – is it by course, or by track? If it’s by course, we need to find a way to create assessments that are equally valid for all track levels within that course, from Part 1 up through Honors (honestly, I’m not convinced this is possible). If it’s by track, we need to assign each course track to several teachers so that everyone has a colleague to work alongside (and, of course, this still doesn’t help the “singletons,” does it?).
1.a.)Freeport looked at not only data such as tests scores, absenteeism, and failure rates, they also created common weekly assessments to analyze whether or not students had mastered certain concepts.
ReplyDeleteb.) The school restructured their schedule so that students would have math and literature every day for 90 minutes, with other subjects meeting only every other day. Also they set aside one hour each day for "team time" where students would go for either extra help or enrichment based on their performance on the weekly assessments.
2. The book mentions the concern of students only knowing material for the short term, but Freeport provided spiraling instruction to help with that issue. My biggest concern might be the loss of individuality for teachers. While I am definitely a believer in sharing ideas and strategies, I would want to make sure that my teaching style was allowed to remain intact. I don't see that being a huge issue if only the assessments were common, but it would really be something to look out for as we move to a common assessment system.
1a. Freeport Intermediate identified students who needed extra help and support for learning by assessing the data in areas such as discipline, absences, and test scores on state tests.
ReplyDelete1b. They provided additional time and support by incorporating "team time" into the schedule. This gave students time for either remediation or enrichment depending on mastery of learning that week. In addition, they provided spiraling instruction by giving quarterly assessments to monitor how well students retain the knowledge. Remediation is again provided for students who have not met proficiency. Finally, benchmark testing is given before the state test in March, to provide more time and support for students still having difficulty in an area of instruction.
2.I think collaboration is an excellent way for teachers to gain new ideas and methods of instruction. Common assessments provide teachers a chance to reflect on their instructional practices and target areas of weaknesses among groups of students. However, it is important that class makeup/level be considered when interpreting the results of assessment data.
Freeport identifield students based up statistical data:failure rates, low test scores, discipline, etc.
ReplyDeleteThey provided additional time by changing ot the A/B block and providing teachers a 90 minute planning block to collaborrate and flexible time at the end of the day.
Common assessments are fantastic! We started using common assessments in Physical Science three years ago and we have seen our end of course scores sky rocket.It was a little threatening at first becasue you do not want to be compared to your fellow teachers, but you gain so much more by learning from their methods.
Freeport Middle School identified students who needed extra help by examining the students' academic performance and absenteeism.
ReplyDeleteThey provided more time during the school day for English and math to help the students.
I really like common assessments because it provides a sense of solidarity within our department. It also validates my learning strategies and goals to the students and their parents. I think some teachers would not like it because it may take away "ownership" or a style they prefer. Ways to help would be to start with small steps. For example, require subject teachers to commonly assess a quiz and then work up to the larger assignments of a test or project.
Students at Freeport Middle School were identified using performance scores, discipline referrals, and absence reports. Teachers recognized the current reality of the school problems and used collaborative planning and common assessment in the improvement process. Teams were asked to determine exactly what each student was to learn.
ReplyDeleteTeachers are concerned about losing individuality when common assessment is used. Teachers enjoy the freedom to teach using their learning modality. Concern about being a cookie cutter teacher is a problem. If teachers offer assessment in various learning styles the teacher and students will be accomodated with common assessment.
By restructuring the school day time was provided to ensure that students had extra time to master English and Math skills. Team Time was offerd for an hour each day using groups that were flexible. Both mastery and enrichment skills were offered. Quarterly assessments assured that spiral learning was taking place. Benchmark tests were given in preparation for state testing. For two months prior to the state test an extended day program was offered to students. Snacks and transportation were provided for this program. As a result the remedial summer school program enrollment dropped. The program now has no gaps and students are acheiving at high levels.
1a. Freeport Intermediate identified students who needed additional help and support in learning through the monitoring and analysis of test results.
ReplyDelete1b. Freeport Intermediate provided additional time and support by restructuring its' daily schedule to make sure students have the time to learn core curriculum and master literacy and numeracy. If a student was having difficulty in an area, Freeport had support "teams" where a student was assigned to a teacher to get additional support. There was continuous monitoring and assessment, so that the teachers could determine if a student was having difficulty with a concept before failure.
2 The first thought of mine that would concern teachers with common assessments is the lack of teacher individuality or creativity within an assessment. However, I find as a teacher and as a parent, common assessments given in similar classes is the only way to be fair and consistent across classes that are the same, but taught by different teachers. All the Career Specialists are required to give the exact same written assignments, to all of our Co-op and Interns. It is efficient, fair, and consistent.
The steps that could be taken to address concerns about creativity/individuality in a productive way is to continue what we are currently doing in Lexington One. Collaborative planning, teamwork enable teachers to work on assessments together, that will work for all the teachers and classes in common subject area.
1a. Freeport identified students who needed additional help and support by looking at data, test scores, and discipline and attendance records.
ReplyDelete1b. The school ensured students’ success by allowing time for collaborative planning both within departments and interdisciplinary. Teachers came to know their standards very well and created common assessments. They also provided additional instruction and enrichment activities for those who did not master the assessment. In addition, spiraling instruction and benchmark testing was implemented.
2. By having to use common assessments teachers might feel that they can no longer be creative and create their own unique classroom. Some may feel that they are no longer an individual teaching the class, but instead a department. However, I personally like the use of common assessments. Our department implemented common assessments last year. As a level II teacher it helps me to know what the students should already know and be able to coming into my class. This is very important in World Languages as our theory is much like that of math. We are constantly building upon previously learned material. It is hard for a student to continue without having mastered the material already presented.
1.Freeport identified students who needed additional help and support for learning by studying data from the following areas: failure rate, discipline referrals, high absenteeism, and statewide testing.
ReplyDeleteFreeport restructured its daily schedule to provide instructional periods of 90 minutes. Students attend language arts and mathematics classes each day and attend social studies, science and elective classes every other day. At the end of each school day, students are assigned 1 hour of "team time" to allow for flexible grouping. Assessments are given weekly as well as quarterly. Teachers share their results and quickly learn when a teammate has been effective in teaching a particular skill.
2. There is concern among some teachers that common assessments "take away" from their individual creativity. However, common assessments are not common teaching. Once teachers realize they still have the freedom to teach in their own way and see positive student achievement, they will see the value of common assessments. We can learn a great deal from each other. This can be accomplished through more collaboration.
1. Students whose failures, discipline referrals, and poor statewide assessment scores were give priority status. The school decided to monitor progress on a local level by developing common assessments to all students within the same grade level. The tests were given on a regular basis and the results were analyzed.
ReplyDeleteTeachers provided remediation to any student who needed additional assistance in a particular skill. All students received a certain amount of remediation through "spiraling" that occurs in the classroom.
2. There might be a concern among teachers that "sharing everything" might take away from a teacher's creativity and students' enthusiasm. For example, if I do a really cool computer game for vocabulary and other teachers start using it, then students will see it all day long. Suddenly, it loses its "freshness" and appeal. Also, teachers may be concerned that results on common assessments are a reflection of their teaching ability and that they may be judged solely by their students' performances--especially in a time of financial crisis where everyone is worried about his/her job security.
Rather than creating this competitve nature, the schools could set up a system wherein teachers rotate their classes, teaching the things about which they are "experts." This will also alleviate the burden from teachers who "always" have the lowest or highest level students. Also, by being a more active part of the development of common assessments, administrators could demonstrate their "team mentality" and alleviate the concerns teachers might have.
# 1. Students who need additional help and support for learning were identified through the analysis on the data on students’ achievement (test results), studying that identified the correlation between the high failure rates and students’ discipline and attendance.
ReplyDeleteAdditional instruction and enrichment time were provided to students who didn’t master the assignment; an instructional calendar was created to insure the core curriculum addresses all the students. Teacher were provided “Team time” to collaborate.
# 2. One of the concerns about the common assessments that teachers might have is the time lack of the collaboration time. I think common assessments are great for word languages because they are communicative and provide a meaningful connection with the real life situations. We started to create common assessments last year and it was very confusing at the beginning. But a journey of thousand miles begins with a single step. Lots of interesting ideas were found in collaboration and now a common assessment is something very common in our department ;-)
As to the first question, Freeport looked at various data (tests as well as absences and write-ups)and basically used that info to determine who needed help. Seems easy enough. But we probably already know who these students are.
ReplyDeleteThe best part of Freeport's plan is the schoolwide restructuring of time--adding a help period, for example. I've found this past year or so that having something in place schoolwide (like APEX, for example)can take the pressure off the individual teacher since we're all helping together.
Common assessment seems scary, somehow; but I'm not sure exactly why. Many responders mentioned loss of independence or something. That's part of it. And consider that one teacher finds she doesn't have to change her style much at all, since the assessment was geared "easy" for her advanced students; while another has to change a lot, since her low-level students find it very different and hard.
I think Libby's comment rings more true with me--really good stuff can lose its punch if everybody's doing it (and the "punch" was part of the draw, part of why it was so effective). I suppose that's always been the way.
In some ways, I must say, having an assessment already made(collaboratively or otherwise) is kind of helpful to remind us of what we're supposed to do next (e.g. "Oh, yeah, I haven't yet presented the other poem that they're supposed to be comparing to when the test comes.") The only difference with common ones is that we all contributed; so it shouldn't be that different.
Freeport Intermediate identified students based on test scores, failure rate, discipline, and school attendance. The school’s first intervention was having teachers analyze standards more directly and clarify for themselves what needed to be addressed in the given time to teach. Teachers then developed common assessments to ensure all students were learning/mastering the same content across the school. This data was also analyzed. For students who were struggling with content mastery the school provided extra time to master literacy and math concepts. At the end of the day students were assigned to 1 hour of “team time” where they were grouped based on individual needs. Teachers also placed an emphasis on spiraling instruction to ensure students would retain skills they were taught.
ReplyDeleteSome concerns I think teachers have with common assessments is that it takes away some individuality with teaching style. In theory if instruction is standards based and assessments are standards based then the individuality with teaching styles won’t impact the assessment outcome. However, I think it means that teachers have to let go of some control and that sometimes can be difficult. Plus, I think sometimes common assessments do not take into consideration the individuality of the actual class you are instructing. This class make up could also impact how you assess your students. Even the individual learning style of a student could impact how well they perform on a certain assessment.
Freeport seems to have similar situations that all schools have at one time or another. students vary in many ways...study habits, home life, and how they learn all affect when and if they learn. common assestments may vary both between the teacher and student. all of us are individuals....we teach and learn in many ways. finding the individual "tactic" to help all is a tough one! with all we offer at gilbert, everyone does have the opportunity to succeed but they...the student has to make the effort and time to become successful!
ReplyDeleteteaching art is much different....like nixie commented. we are soooo individual as students and teachers....personal expression is "hard"???? to grade. common assessment can be used on the process...but the the final project and creativety varies for all of us.Mastering an assessment??? in art...it is different than core classes where there is a definite right answer!
Question 1:
ReplyDeleteHow did Freeport Intermediate......
a. Identify students who needed additional help and support for learning? DATA. They looked at failure ratesm , discipline referrals, and absenteeism. They found that these were "strongly correlated." They monitored their progress through common assessments
b. Provide that additional time and support? One method they used "Team Time." This was one hour daily where one teacher would work with those who needed additional support while another teacher offered enrichment activities to the students who were proficient on a certain standard. They also used benchmark testing to make sure the students were prepared for the state tests. The students who needed remediation after the benchmark tests met for an hour before or after school 3 times per week. The interesting part was how they funded this extra time for the tudors. They used money from their summer school remdial program where the enrollment dropped by 80%
Question 2:
Freeport Intermediate calls upon teachers to give common assessments to students on a regular basis and to share their results with each other in order to identify and replicate successful strategies a colleague might be using? What concerns might teachers have about this process? What steps could be taken to address some of those concerns in a productive way? I like the idea of common assessments because I think we can always learn so much from other teachers. It may also "lighten the loar" for the teachers if the responsibilities are shared. The biggest concern that I would have would be the amount of time that the teachers who teach the same subject would have to collaborate. How would this affect teachers who taught "single" subjects? Would they be totally exempt, or would they have to travel to other schools....this could be an entire new issue for TIME!
1a. Freeport Intermediate began its process of identifying students in need by disaggregating data. This allowed them to see that there was a strong correlation between discipline referrals, absenteeism and struggling students.
ReplyDelete1b. Freeport did several things to ensure that struggling students were provided with assistance. Teachers were given the opportunity to collaborate and develop common assessments. These common assessments allowed teachers to identify which students had mastered the content and which students still needed further instruction. Students who had mastered the content were sent to a teacher for enrichment. Students who did not master the content were sent to a different teacher for additional instruction. These enrichment and additional instruction times were built into the school's daily schedule.
2. One reason that common assessments seem to be used is to identify which teachers are teaching certain topics the best. I think this could create competition among teachers. All teachers want to think that they are proficient and every topic they are teaching. Some teachers might see identifying who is best at teaching certain topics as an insult. Many teachers also may not want to share every little thing they do in their classroom because it would take away from their creativity. It may also become boring for students to do the same thing in every classroom.
One solution to this problem is to alternate what classes teachers are teaching. This way every one gets a chance at teaching to top students as well at the bottom students. This would help a teacher figure out what topics they are best at teaching. A teacher that is stuck teaching lower level classes may never know that they are talented at teaching upper level classes and vice versa.
Freeport Intermediate restructured its entire schedule to do whatever it took to meet the needs of its middle school students. The data they gathered was dismal and included failure rates, discipline referrals, absenteeism,and statewide assessments. The common assessments were the second step, but I like that the principal required the teachers to learn the standards and what was required of the students at each grade level. You must test what is required. Teachers were also given additional time to plan and diagnose. The problem with short-term assessments was soon discovered that students learn only for a short time. This is true of high school students as well. Continual reviews as well as teaching of relationships of past learning to present and future learning are necessary. It is also always necessary to relate the learning to the students' lives.
ReplyDeleteThey broke down test results, looked at discipline records, and time not in school (being absent).
ReplyDeleteThey decided to change the schedule to allow for more time in classes and more time for teachers to collaborate. By creating common assessments, each student is given the same opportunity of mastering the material no matter which classroom they are in.
By using the common assessments, some teachers may find that they need more help with covering information. Or it may be discovered that the students, overall, need more help in a particular area of the curriculum.
And yes, I agree that some teachers may find that teaching lower level students will give them a different perspective if they have been use to teaching higher level courses.
1. a. They looked at data (test results), discipline referral and student absences.
ReplyDeleteb. Freeport provided extra instructional periods of 90 minutes for math and English as well as "team time" for students. For teachers they provided structure, parameters, and set priorities essential to their area.
2. I think that teachers often times feel they have done their best and when other teachers make comments about their test or teaching then they get defensive. The way to get over this is to make sure that each teacher has a chance to look over the data by themselves before getting together in a group. Then when each person shares, have one positive comment along with one area of improvement for each teacher. This is what you will share about yourself. In the math department several of us have been doing this last year and this year and it has worked well. We can discuss it more with an open mind. It has also opened the door for us to share some activities/strategies with each other that we might not have had time to share before.
Freeport used data: test results, attendance and discipline referrals. They changed the schedule to A/B blocks- added time for students who had not mastered the standards and enrichment for those who had. Time was given for teachers to collaborate, both with subject area and inter-discipinary teams. Common assessment:major problem is the length of time that it takes to prepare these. Teachers, in the beginning, often feel threatened as they feel their work is being criticized. We must look at it as a way to improve our students and to help us grow as teachers. It takes an open mind to do this and we find new strategies to use. As we compliment each other on good strategies and work, it builds confidence and spurs us on.
ReplyDeleteUS History has been working for a few years- mainly discusssing benchmark quizzes and the results -- now our major goal is to get all unit tests to be the same - better for us and our students!
Question 1:
ReplyDeleteA. Freeport Intermediate identified students who needed additional support by first disaggregating data. There was a correlation between failure rates and discipline problems and absences. The school looked at state-wide test scores and saw that they had some of the lowest scores in Texas making Freeport Intermediate a “low-performing” school.
B. In order to provide additional time and support for teachers, Principal Sale-Davis kept an alternating A/B block schedule which allowed teachers an hour and a half to work with interdisciplinary teams one day and subject area teams the next. However, that was not sufficient enough so she had to create a process that would ensure collaborative time would impact student achievement. Sale-Davis gave teachers structures, parameters, and priorities that were important to teams focused on results. Teachers were asked to study standards, clarify outcomes for students, and develop an instructional calendar to guarantee that all students could access core material in a selected time. In addition to this, Sale-Davis gave students “team time” at the end of each school day for one hour. This house is designed for flexible grouping. Students who have not mastered skills are assigned to one teacher for additional support.
Question 2:
The school began developing common assessments to monitor the proficiency of each student. After each week, teacher teams give short common assessments to students. Each quarter there is a common cumulative exam and in the spring teams give practice tests for the state exam. Each year these results are analyzed and the teachers can see how the students performed on every skill of the test. Results are shared and teachers see who taught which skills most successfully. Teams are always on the look-out for practices to replicate throughout. The continual analysis helps teams see areas of material that need more attention. However, the teachers knew that just monitoring the achievement would not promote learning. A problem with the short term assessments referred to in 1a, is that students are trained to learn only in short term so they can learn enough for the week but then forget the material shortly after. In order to counteract that, teachers spiraled their instruction to student would maintain the skills they have mastered. Quarterly assessments also monitor student retention of material.
Question 1 -
ReplyDeleteFreeport Intermdeiate took advantage of data. They used test scores, attendance, even discipline to identify and attack weaknesses. They found direct coorelations between discipline/attendance and test scores. They developed common assessments and even administered a common cumulative exam to students in the same grade level. They were able to use the information gathered from this assessment to determine which students had mastered the material and which students needed more instruction. This additional instructions was provided through enrichment time built into the school day.
Question 2 -
Teachers may feel common assessments take too much time to create and also take away their independence in the classroom. I think making common assessments a priority in your school and stressing the importance of them can ease teachers' fears. There has to be an "all in" approach to developing these assessments ensuring that every teacher is on board with the process.
A. Freeport identified the students need for additional help by evaluating data. They looked at things like students overall academic performance, discipline records, and absentee rate. They found a direct relationship between failure rates and discipline referrals and students abscences.
ReplyDeleteB. They decided to modify the daily schedule by allowing time for students to receive additional help in core academic subjects. The teachers then check for understanding by using several different types of assessments.
2. Common Assessments are a great tool that allows teachers to get on the same level as far as giving assessment and also allows for grading to be more uniform throughout a subject area. Even though assessment are alike the teachers style of teaching the material is still unique in its own way. I think by collaborating with other teachers in your subject area you have a chance to learn new techniques and ideas that can help you become a better overall tecaher, and it also allows you to share the great ideas you may have to your fellow tecahers.
Freeport Intermediate used data on student achievement to identify students who needed additional help. The teachers administered benchmark exams to measure the students’ knowledge and skills before the state assessments. If the students were found deficient, the teachers immediately put a plan in place to address their needs.
ReplyDeleteIt’s important to note that Freeport checked for understanding by using lots of little, timely assessments. This is something that we talk about often. As the chapter stated, when you continually assess, “you can nip problems in the bud as soon as the student has trouble.”
I believe that teachers are concerned about the time that is required to develop common assessments and losing their freedom as a teacher. A good way to approach this new initiative is to take small steps: one assessment at time. After one assessment, the teachers could compare the results to see how their students performed. I firmly believe that the pros outweigh the cons when it comes to common assessments.
Question 1: Freeport identified students needing help by disaggregating data. The data showed that the students needing help had high failure rates, many discipline referrals, and high absenteeism. The principal turned the collaborative time into more meaningful time by having teams create an instructional calendar. Teachers used weekly formative assessments to monitor students' achievement, and teachers worked together to create common assessments for bigger exams. The daily schedule was reorganized to ensure that all students could master the core curriculum with "team time" at the end of each school day. The school also offers a program of remediation before the state test in May.
ReplyDeleteQuestion 2: By sharing the item analysis of common assessments teachers are making themselves vulnerable. All teachers have their strengths and weaknesses, and I know it can be an extremely useful tool if everyone will not feel threatened by the process and use it as a tool to make instruction better for all students. The collaborative aspect of this process SHOULD make teaching easier for all involved. I often think about sitting through four 90-minute classes each day like our students are required to do. By sharing best practices I think we can truly make the day more meaningful for the students, and see that they master the material. Teamwork is important in any organization, and it certainly can work for all of us using common assessments.
1) Freeport Intermediate identified students by looking at statewide assessment scores, failure rate, students attendance, and discipline referrals. The staff then analyzed the data and developed common assessments and exams that were given from all teachers in the department. They provided extra time and support by adapting the schedule and providing daily time for students to work on skills that are not proficient in math and English.
ReplyDelete2) Teachers may be reluctant of common assessment and sharing their assessment scores because if their scores are lower then their colleagues they might be perceived as being unsuccessful. I think that some teachers might see replicating common strategies in their classroom as taking away their creativity and passion for the subject area in which they teach. I believe that these feelings can be changed by slowing transition teachers into this process but also allowing the teachers to adapt the strategies according to their teaching styles and the students learning styles in their class.
Freeport identified students by using school based data and state based data. The staff used high failure rates, discipline referrals, and high absenteeism as some of the criteria at the school level. At the state level, the staff used statewide assessments/test scores to identify students who need additional help and support.The school modified the day to include team time, redirected their instruction to include re-teaching and assessing past essential knowledge, and included benchmark testing to prepare for state testing.
ReplyDeleteI think working collaboratively with other teachers allows you to learn new techniques and sometimes better ways of teaching. Having common assessments doesn't have to take away from your individuality as a teacher. Students and teachers can both benefit from collaborative planning.
Q.1
ReplyDeleteFreeport used data collected on failure rates, discipline referrals and absenteeism. Freeport principal Clara Sale-Davis realized that if change was to happen, then a collaborative culture was critical for school improvement. Common assessments would be needed to monitor the proficiency of students.
B.
Freeport had to restructure it's daily schedule to give students additional time and support(Team Time).Spiraling and Bench mark testing were also used to prepare students for statewide testing.
2.
All teachers have their own teaching styles, which I don't think will change, but all can use common assessments to reach the same goals. Teachers will need much more time to collaborate with each other than they presently have. This is much easier on the elementary, middle school levels than at the high school.
1. a. Freeport looked at data on test scores, attendance records and discipline and noticed a connection.
ReplyDeleteb. Freeport provided extra help via after school "team time" and by spiraling instruction
2. Teachers may be concerned that if their students were not scoring as well that it was a reflection on them and they were being compared to other teachers. There could also be difficulties on developing the common assessments because many teachers have developed their own style of teaching as well as assessment prep. If it were made clear that this was not a teacher rating system up-front that might alleviate some of the pressure felt by teachers.
The teams developed and administered practice tests to all students. They carefully analyzed the results to pin-point the students who still needed help.
ReplyDelete1a. Freeport analyzed data using discipline referrals,high absenteeism and low student scores to project which students possibly would or would not succeed in the middle school.
ReplyDelete2b. Teachers used collabrative planning, common assessment and the data from assessments to help students during " team time" each day. Students were available for reteaching or enrichment depending on the need of the individual student.
3. It's always helpful to brainstorm/collabrate with others in your department. Those with only one teacher in a department are at a disadvantage....meeting with other teachers from schools in the district is very beneficial...just doesn't seem to be enough time to do common assessments. When all teachers support the successes, achievments, and gifts of other teachers...then everyone wins!
1) Students who had not acieved mastery levels were identified. These students were given other options to get extra help to improve those skills. The students were closely monitored in preparation for the End of Course Tests.
ReplyDelete2a) Teachers may feel that they do not have control over the way that they can teach. Everyone is different and a style that works for one teacher may not work for another. 2b) Teachers can collaborate and come to agreements on how assesments should be given or at least how the questions should be worded and presented to students. The rest of the teaching process along with the timing of when students are assessed should still be left up to the teacher because every class can be different depending upon the collective student body represented in that individual class.
1 a) Freeport identified students who needed the addition help and support for learning through data. In their classifications, they considered students who did not qualify as “proficient” to need extra help. Later, they also qualified those students who were not mastering content or learning information long term.
ReplyDeleteb) Freeport used the schedule that was already in place to coordinate team collaboration in two different ways. One day a week teachers would meet with one group and then another day, change groups. Freeport also changed the school schedule to all additional content support for students and enrichment for those who tested as “proficient.” They also provided a new program and educated the community on the importance of the program and impact it could have on students who needed it. This program provided one hour before and after school where snacks and transportation were provided. The school was willing to go beyond the “norms” to get the students there that needed to be there with measures such as home visits, phone calls, letters, etc…
2 Collaboration is a wonderful professional tool to not only increase effectiveness in the classroom for students but to also “re-energize” the passion for teaching and/or validate current strategies etc… Let’s face it. A true and good teacher will do this without it being mandated or scheduled. Some of the pitfalls that can come from this lie with allowing a teacher to shine in instructional strategies and also within unpredictable “teachable moments.” If there are too many mandated “common” assessments, the teacher can not expand student learning when needed. For example, in one of my Leadership 21 lessons a topic lead to a relevant discussion of the Columbine Massacre. To my surprise, my freshmen class had never heard of it. They truly didn’t understand why the need for IDs came about and the other rules for the school. We stopped. Discussed it and came back to the lesson. I’m not saying common assessments would create the inability to do this kind of education but if taken too far, they could. The other danger is in the singleton classes like Fine Arts. I’m noticing many of us answering in the same way, but it’s true. We are fueled from creativity that enhances Bloom’s and our National Standards. We also must go outside of our, not just areas but, schools in order to collaborate to achieve the same goals that are more convenient for core classes because of the multiple teachers per subject. We collaborate as arts in different ways. A positive way to address concerns, I think, would be to meet the needs of each and every course whether it is the groupings that are allowed, time and travel needed, or student activity that is needed. Student collaboration is priceless as well. Our State competitions are often thought of an excuse to get students out of classes but it is the opposite. Students get to observe other performances and speak with students from other programs. They compare and contrast and ask questions like “How?” and “Why?” What price can you put on that kind of higher order thinking and problem solving? And, input from others (even if it is the same thing they’ve heard every day from their teacher – sometimes that helps them listen and appreciate)! Basically, my suggestion is to address the true needs for different courses.
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ReplyDelete#1 Freeport Middle School identified students in need of support through data provided by test scores; they also identified a correlation with poor student achievement and discipline referrals and high absenteeism.
ReplyDelete#2 To allow teachers to build a collaborative effort in solving the student achievement problems, the school adopted an A/B schedule, which provided a 90-minute block in which teachers alternated with their interdisplinary team and subject area team to collaborate. AND students also had TEAM TIME at the end of the school day that provided an opportunity for flexible grouping, depending upon students' needs, during which they could work on mastery of skills they (students) were lacking.
Seondary teachers are so used to working in isolation, and there is a certain comfort level in that. Seondary teachers may be more territorial over their curriculum and assessing it in a way they feel is appropriate. Elementary and Middle school teachers seem to be much better at working in teams and creating common assessments. For instance, second grade teachers meet constantly and development checklists of skills that all second graders should attain. There is a also a fear that we are standardizing instruction too much and losing the creative part of the art of teaching. However, even though we use different teaching strategies, our students should still be successful on an assessment that truly assesses the standards because should be addressing the same standards in the same courses.
1a The students at Freeport were identified by the data, looking at whether or not the students were proficient in certain areas.
ReplyDelete1b A one hour flexibility time was given to the students with varying assessments occuring to see if the students were mastering the content.
2 One of the issues with creating the common assessments is for teachers who teach single classes at a school. One solution for this is to allow the flexibility for teachers to go colloborate with other teachers throughout the district who teach the same subject.
Q1a: Disaggregate data? Interesting word. They took a hard look at the evidence they had - student assessment results, attendance, discipline referrals and used it as a motivation for the urgent need for change not blame or excuses.
ReplyDeleteQ1b: They provided the additional time and support by redistributing resources of money, time and staff. They focused on putting each where best suited for success-like giving the finest surgeons to the most critical patients.
Q2: Why are teacher resistant taking directions? Teaching takes passion. It is difficult to teach something or practice a method that you are not passionate about. I have not been in education long, but it seems that many times content or methods are “put on” educators. We work with the most educated, self directed workforce on the planet and yet too often teachers are told what to do. Their independence is a good thing when we need folks to take responsibility, but it becomes sticky when we expect them to fall in line. So what to do with all of these highly educated people that like “doing their own thing.”
Show a lot of respect for what they already do and tell them their expertise is needed. Like the Freeport staff, once the staff sees the problem clearly and how it is affecting the students they will rally. GHS is an amazing school. It is easy to feel comfortable with good enough. If we could see the needs-not just fractions of a percent needed in improvement-we would move toward solutions. Freeport staff could see that without their intervention students were not only, “not going to succeed”; they were going to fail.
Question 1:
ReplyDeletea. Identify students who needed additional help and support for learning?
Freeport identified students who needed additional academic support through frequent monitoring of student assessments. Teachers and administration worked together to analyze scores to determine which students were most at risk.
b. Provide that additional time and support?
Freeport restructured their academic schedule in order to meet the needs of lower functioning students. They implemented an A/B block schedule to increase the focus on the core curriculum. Students attend ELA and math classes each day and alternated science, social studies, and elective classes every other day. In addition to the changes in the school day, a “team time” was also put into practice at the end of each day in order to give students additional support (if needed) and/or enrichment. An extended day program also met after school three times a week to offer support for students to meet standardized assessment requirements. The program was not mandatory, but highly encouraged. The school provided snacks and transportation for students who participated.
Question 2:
I believe that common assessments can be beneficial in determining student success; however as with many ideas, there are pros and cons. One advantage of common assessments is that teachers can analyze data obtained from the assessments to alter delivery of information to make it more consistent across the board and to determine how to best meet the needs of the students. We use common assessments in health science and I think that by doing so, we allow students equal opportunities to gain access to the clinical studies program. In addition to making the process fairer for the students, common assessments can also help save the teacher some time, thus, enabling us to plan instructional units. On the contrary, common assessments may take away the individuality that we have in the classroom; and initially, it could be a somewhat time consuming task unless steps are taken to ensure that all members in the department or content area divide the assessments appropriately. As far as tackling the division of duties, it would require that teachers have more time to collaborate (possibly more than once a month) and I believe the process will be best put into action slowly (like we are currently doing) to allow for transition into a new way of thinking on the part of the teachers and to allow us to modify as needed.
Q1 Freeport initiated the district's Eight Step
ReplyDeleteImprovement Process. Part of thr plan involved the disaggregation of student data. The staff examined the results of the student achievement data and realized the need for change rather than dismissing the results. A collaborative process was instituted.
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ReplyDeleteQ2Interdisciplinary teams were formed within the school. Teams focused on building common assessments based on standards taught.
ReplyDelete1a. Freeport Intermediate identified students who needed additional help and support in learning by analyzing data- test scores, discipline referrals, and attendance. They continuosly monitor student achievement by analyzing the results of the state test and common assessments.
ReplyDelete1b. Freeport Intermediate restructured its daily schedule to ensure that students had the time to master the core curriculum. The students were assigned one hour of team time at the end of the day for additional support or enrichment. Also, two monthe before the state test, they had an extended day program that met three days per week.
2. A teacher's concerns might be:
-lack of time to collaborate to make the common assessments, especially if a teacher has three different preps
-if their students did not score as well as their colleagues' students
-what if the students share the questions and answers of the common assessments with another class
To address these:
-the school can provide the time and of course we can stay after school (like many are already doing)
-the school can reinforce that it is not going to "fuss" at a teacher because their students are not doing as well, but we are all in this together with one common goal
-in Math this can be easily remedied by having similar questions, but not exact number for number
#1. Reality here at Gilbert? Is that a trick question? Seriously, I think the reality has always been that our intervention techniques are somewhat limited and piecemeal. We are unable to require, like Boones Mill, that students stay beyond the school day, before or after, for additional help or to complete work missed or just not completed. Quite some time ago, I taught Basic (oops! Can't use that word anymore)Freshman English. I could divide the class into three categories: one, those who were repeating English for the second or sometime third time (with me), and were just waiting to get close enough to 17, to drop out before the "system" could catch up with them; second, those who felt their mission in life was to torture the teacher and hopefully, "win" a few "vacation" days away from me and school; the last group, consisted of what were true freshmen, who, unfortunately, were not born with the same academic abilities and gifts the first two groups were and truly tried and wanted to better themselves. I tried to work with those who needed assistance either before/after school or even tried to work with them individually during our class time, while other students were working individually, or lunch. I think that is probably where we still are today; we try within the constraints of the regular school day or as students are available to us to try to provide additional help. Now, I am in an arts area and usually students do fairly well because they have elected to take the course. The problem, like others noted previously is motivation. I find that some students are perfectly happy with mediocrity or less. When individual students fail tests it is usually because of a lack of preparation. In that instance, they can come after school to do a Make-up test because anyone can forget they are having a test or have a bad day; still, some do not take advantage of that option even when I give more than one time after school to do so. If we had time built into our school day, students would NOT have the option to ignore help or another chance for success. The challenge is to not penalize the students who ARE learning and achieving. I really think we have the creativity and commitment from our faculty to make this our NEW reality!
ReplyDelete#2. I read earlier comments from colleagues who expressed that their experience is that parents have not been supportive or a good resource for helping students. Let's remember that some of these parents are probably under a great deal of stress in today's current economic climate. Also, they may be experiencing the same lack of motivation from their young person at home that we do at school. They may be working 12-14 hour days and when they get home, they are just not up to the challenge of a teenager. We could bemoan the ills of today's parenting skills for hours...let's move on...
Who could best support us? I think the best and most accessible individuals are our fellow teachers. What about more team teaching? I know that in lower grades, teachers of like levels teach the units at which they are experts. Maybe we need to look at the way we structure classes...could we structure classes so some teachers were freed up for an additional period or time to pull students who needed help during an appropriate time during a class? I think we have been stuck in a "box" for too long, and we need to break out and be innovative with the time we are given each day. Could we possibly find volunteers that are former teachers or professionals in specific areas who could come in and work with students who need additional help? Could we post virtual lessons on Angel next year that students could access for additonal help? Let's be CREATIVE!
Freeport Intermediate used available data (test scores, discipline records, truancy reports) to identify students that needed additional help and support. To provide tht additional time and support, they re-arranged their daily schedule to allow for extra help time in math and english classes daily and other classes met on an "every other day" basis.
ReplyDeleteConcerns with using common assessment might be the loss of individuality of teachers. Another concern might be that common assessments might somehow be used to judge/grade teacher performance.
1a. Freeport identified students who needed support by developing common assessments for all students at each grade level. They also used state wide standardized testing.
ReplyDelete1b. Freeport provided time and support by having math and english every day for 90 minutes to build core skills of math and english. At the end of each day they created "team time" where students worked on their areas of weakness as identified by the common assessments.
2. One major concern with common assessments is that teacher's performance will be assessed -- not students. Adminstration can ease these concerns by reassuring teachers that the goal is not to critique teachers, but to determine what teaching methods produce results. When one teacher finds something that works, others should be willing to implement the technique for the good of all students learning.
1a. Freeport began by collecting and analyzing student data to see how widespread their "problems" were. Then they administered common assessments to determine whether students were learning. The school already had a collaborative structure, so developing these assessments fell in line with what teachers and the community expected of the school. They also studied state assessments.
ReplyDeleteb. Freeport provided time at the end of each school day--one hour of flexible team time for students who were having difficulty. The groups changed from week to week, depending on which students mastered which skills.
Teachers also made sure--within class time--to reinforce previous lessons,to build on what students already had learned and to allow them to use that learning.
2. I like the idea of common assessments based on common standards, but for me--as a new teacher not quite sure enough on her feet contruct lessons in any other way than in what I recently learned--this presents difficulties. I have found that most people in my department follow the book from beginning to end. This makes sense because the book is structured to build skills. But I teach by themes, so it has been difficult to rework some of what I do in order for my lessons to correspond with those of my colleagues. This would not have presented a problem had the emphasis for common assessments not come AFTER I had planned my units.
Next year it will be much easier for me--sorry to be so self-centered--because I will know what my colleagues are doing and be able to tailor what I do--or at least dovetail with their lessons.
I worry, though, that common assessments--by nature--tend to be multiple choice. They almost have to be in order to derive comparable stats. But where does the aim of English fall in here--i.e., to make students question, research, synthesize and create? Something could be lost in all of this, I fear.
Q1. Freeport identified students with support needs by developing common assessments at each grade level.
ReplyDeleteQ1 Freeport provided time and support by providing time at the end of each day called "team time" where students worked on their areas of weakness as identified by the common assessments.
2. Sharing of answers between students is a concern. Perhaps designing multiple copies of test with questions arranged in a different order may help.....
In talking to a teacher at another school in our district, she is afraid that she will lose her ability to be autonomous. If she has to give a common assessment, how will she be able to teach that favorite topic (for her it was Civil War) and do all the special projects that no one else did? I wonder how many of our teachers think this way too?
ReplyDeleteFirst of all, if we are to be teaching the standards, then we will all cover the same subjects, just not in the same way. So if the Civil War is a standard, then what does she have to fear? Secondly, we aren't being told what assignments we can give, we are just coming up with common end points. How you get there is up to you. I think that there is flexibility within common assessment. There is a chance to grow and gain new knowledge from others. I know that my CA group is definitely helping me grow. I have been teaching the same thing for probably ten years now. Because of them, I'm finding out that there is some material that I'm hanging onto from an old textbook that I need to throw out. Without them, I would be stuck in the same rut I have always been in. Common assessment might be the best thing that has happened to me/for me (and my students) in a long while!
1. Freeport identified students who needed additional help and support for learning through failure rates, discipline referrals and high absenteeism. Statewide assessments were also used.
ReplyDeleteThey provided additional time and support by scheduling math and language arts daily, while other subjects were scheduled every other day. Team time with flexible groups was used to provide extra help or enrichment activities. Freeport used weekly assessments with quarterly cummulative assessments.
2. Teachers may have concerns about common assessments. Who makes the assessment? Is the same assessment used for all levels of students? If teachers within a school have to create the assessment, are they given time to collaborate? Will student scores be used to assess teacher quality? These concerns can be addressed by careful planning and communication before common assessments are implemented. Teachers also need ample time to collaborate before the school term begins to develop pacing guides and assessments.
The school identified the problems that the student were having based on data at the school. Absent from class, grades and their discipline records. We can do that too. But when will we have time to help...students that ride the bus are limited to a few minutes before school, if we are lucky and not much time afterschool. There is no common time for students to be helped. A homeroom time was planned, but did not materialize.
ReplyDeleteWe can give common assessments to classes that have the same standards. The physical science classes have been doing this and the results seem to show that the students grades are improving. Quizes and classwork can add a teachers special touch. I do worry that we will end up sounding like robots or being live versions of on-line classes.
Our US History classes give common assessments and our results have steadily improved.
ReplyDeleteStandards and assessments are so helpful to instructors to stay on track especially if they are teaching 6 different courses in a school year.
ReplyDeleteQuestion 1 the testing done by Mr. Rivers and mrs. covington is quite helpful in determining which students need additional opportunities for guidance.
The students needing additional help at Freeport Intermediate were identified by academic performance, discipline, and absenteeism. The school provided extra help by modifying the daily schedule to include daily time in math and English (other classes met only every other day) and by providing daily "Team Time" for one hour for flexible grouping.
ReplyDeleteThe biggest concern teachers have with common assessments is the "fear factor" of the unknown. Many teachers are set in their normal teaching patterns and are not willing to branch out. Leadership 21 class is a great example of this fear. This class needed a lot of collaboration on all teachers in all 4 high schools. The need for an outside party to assit with the teaching and implementation of the program, as well as the common assessments. The fear was the unknown, could we all come to the same conclusion at the end of the day with out assessments, and have high expectations using each teacher's uniqueness.
At the middle school, the teachers looked at test scores, discipline referrals, and absenteeism. They reviewed student progress on common assessments created by teams of teachers (including weekly exams and quarterly cumulative exams).
ReplyDeleteb: The school provided time during the day for extra help and assistance so students could take advantange of the help
2. Teachers' complain a lot about the time it takes to put into common assessments (which I can attest to after doing State report card and creating common assessments for ALL levels and ALL languages). I believe if teachers were taken through the process SLOWLY it would ease their minds about creating these common assessments.
1a. Freeport began its process by disaggregating data and found that the schools high failure rate and poor academic achievement were associated with discipline and absenteeism.
ReplyDelete1b. Freeport restructured its daily schedule to ensure students would have time to master the core curriculum. The schools A/B block schedule allowed this.
At the end of each day, freeport students were assigned to 1 hour of "team time". Students who have not mastered a skill would go to a teacher for additional support while other students who showed proficiency are assigned to other teachers for enrichment.
Benchmark test were created to help students prepare for state exams. If students didn't perfom well on the benchmarks, more time and support were provided to them.
2. Concerns that teachers might have concerning common assessments would be they may feel they are confined to a structure that does not complement their teaching style. However, if every teacher feels they have input into what will happen in their classroom, these fears will disapear.
Another concerns might be lack of time to collaborate to make common assessments, especially if a teacher has several different preps. Something like "late start" would help this situation. I do not think teachers should be made to meet on their personal time. Not unless they get compensated.
Common Assessments are needed to verify that you are teaching standards and that you get a different approach to preparing assessments.
ReplyDelete