take the lead!

Take the Lead!

Target Students for Achievement

HCHS Demographic Snapshot

White 25.9%

Black 31.0%

Hispanic 39.2%

Asian 1.9%

Am. Indian .4%

Multicultural 1.7%

HCHS Reading Data Snapshot

• We instituted the first year of mentoring pieces aimed at retained students. Over 50% of those students in the program

moved one grade level by January 2010. Our graduation rate soared from 63% to 78% in

2009-2010.

In 2009-2010

What we know…

• Using data to drive instruction is: Mandated by the state and federal governments Research-based for “moving schools” Not going away anytime soon!

6

Teacher Surveys• Random sample of 28 teachers revealed:

57 percent of teachers feel ill-equipped for analyzing student data for instructional improvement.

91 percent of teachers felt “time constraints” were impeding positive results of using data for instructional improvement.

68 percent of teachers felt that students and parents should be aware of their own achievement data.

7

Teacher Interviews

• Teacher desires More meaningful professional development Less data to analyze Make data day meaningful

• Teacher concerns Too much data to analyze Too little time What is the purpose of data analysis?

Essential Question

How can we ensure teachers are well-versed in how to use data to drive instruction while not impeding on their valuable time and making students/parents more accountable?

Checklist

Create a data monitoring system that…� Offers teachers more time to do data analysis

and planning.� Focuses the amount of data teachers have to

analyze.� Empowers teachers with the professional

development they need to successfully access and interpret student data.

� Empowers students and parents to be more accountable for their standardized test data.

Solving Time Issues

2009-2010 Bell Schedule7:00 – 7:50 First Period

7:50 – 8:00 Announcements

8:05 – 8:55 Second Period

9:00 – 9:50 Third Period

9:55 – 10:45 Fourth Period

10:50 – 12:10 Fifth Period (+ alternating lunches)

12:15 – 1:05 Sixth Period

1:10 – 2:05 Seventh Period (+ announcements)

2:05 – 2:30 Teacher Planning and/or P.D.

Solving Time Issues

2010 - 2011 Bell Schedule7:00 – 7:45 First Period (EVERY DAY)

7:45 – 7:55 Announcements (EVERY DAY)

8:05 – 9:35 Second/Third Period (E.O.D.)

9:35 – 9:55 20 Minute Break (Brunch served)

9:55 – 11:25 Fourth/Fifth Period (E.O.D.)

11:35 – 1:05 Sixth/Seventh Period (E.O.D.)

1:05 – 1:35 Mass Lunch (+ early release option)

1:35 – 2:30 Teacher Planning and/or P.D.

Checklist

Create a data monitoring system that…� Offers teachers more time to do data analysis

and planning.� Focuses the amount of data teachers have to

analyze.� Empowers teachers with the professional

development they need to successfully access and interpret student data.

� Empowers students and parents to be more accountable for their standardized test data.

What is Take the Lead ?• An initiative where teachers choose five of their

most needy students (based on AYP) and give them individualized attention in preparation for whatever hurdles stand in their way. Our priorities:

• Students with AYP counts of 12+• Students who need to pass FCAT• Bubble Students• Students who need an ACT concordant score to

graduate• Students in need of intervention

HCHS Average Teacher Reading Goals Comparison

2001 - 2010 2010 - 2011

“80% of my English II students will show learning gains in Reading as evidenced by classroom data.”

“4/5 of my Take the Lead focus group will show learning gains in Reading as evidenced by progress monitoring data.”

ImpracticalUnfocused

Immeasurable Focused

Achievable

Measurable

Checklist

Create a data monitoring system that…� Offers teachers more time to do data analysis

and planning.� Focuses the amount of data teachers have to

analyze.� Empowers teachers with the professional

development they need to successfully access and interpret student data.

� Empowers students and parents to be more accountable for their standardized test data.

How was it implemented?

• On Data Day: Teachers received training for looking up their

students’ FCAT, SAT, ACT, and normative data. Teachers had several hours to:

• Look up the academic data for all their students.• Select their TTL students based on AYP and FCAT

readiness data.• Write their goals based on their TTL students’

academic data.

Instructional Support Personnel were available at EVERY department/group to offer assistance!

• One week later: Teachers received an optional face-to-face

training on how to use Discovery Learning to monitor their TTL students’ progress.

Teachers received a mandatory online training for conducting meetings with their TTL students and how to have the students TAKE THE LEAD and complete the documentation portion of the program.• Teachers viewed this at their leisure within a two

week window of opportunity.

How was it implemented?

Checklist

Create a data monitoring system that…� Offers teachers more time to do data analysis

and planning.� Focuses the amount of data teachers have to

analyze.� Empowers teachers with the professional

development they need to successfully access and interpret student data.

� Empowers students and parents to be more accountable for their standardized test data.

Students “Taking the Lead”

• Data Folders Teachers organize and facilitate the mentoring

piece; however, students are expected to complete the packets and make data goals.

Packets

• Each teacher received a folder with the contents you currently have in your handouts. These packets are intended to guide the monthly

data chats and document meetings.

Checklist

Create a data monitoring system that…� Offers teachers more time to do data analysis

and planning.� Focuses the amount of data teachers have to

analyze.� Empowers teachers with the professional

development they need to successfully access and interpret student data.

� Empowers students and parents to be more accountable for their standardized test data.

FROM A TEACHER’S PERSPECTIVE

Take the Lead!

Benefits

• Improved relationships• Grade accountability for students• Increased knowledge of test data• Positive reinforcement• Having a “somebody”

Challenges

• Forgetful students• No progress• Yo-yo students• Reluctant mentees• Reserved students• Getting a hold of students*

Teacher Tips for Success

• Hold yourself accountable• Remind early and often• Enjoy the moments• Use guided questions• Have an agenda• Talk to other teachers• Call home• FOOD!!

Teacher and Staff Survey Results

Teacher and Staff Survey Results

Teacher and Staff Survey Results

Teacher Testimonials“I would like to give a testimonial about the reaction he had on his face after meeting with you the first time.  He walked in the room, looked at me, and tried to hide his smile…..then  it finally busted out…and he grinned from ear to ear.  He needs the guidance of a positive male adult, and I could tell by the look on his face that he was thrilled to know that he was cared about by someone else.  I can see an improvement in the way he responds to my requests. It’s going to take time, but Mark needed you!”

- Melissa Green, ESOL Teacher

Teacher Testimonials

“One of my ESE students failed several tests in Ms. Perry’s class. I have pulled her out of class a few times and did some intensive review of the material with specific guidelines from Ms. Perry. According to her teachers, her attitude has changed and her grades in Ms. Perry’s class are inching up gradually. She is destined to be a true success story!”

- Rebecca Rhodes, ESE Facilitator

FROM A STUDENT’S PERSPECTIVE

Take the Lead!

Student Testimonials

• “It is very helpful meeting with my mentor because he helps me to get better grades and get higher scores on FCAT.”

• “If I need something, she is there to help me. Even if I don’t have a meeting with her, she will sit down with me any time and I like that.”

QUESTIONS?