Take the Lead!

Take the Lead!Online Training Module

Welcome teachers to the Take the Lead online training module. As you proceed through these slides, please listen for the following tone _____. This sound will indicate that the narration on the slide has ended and cue you to continue to the next slide.1

Purpose of Take the Lead!Choosing your students.Student packet contents.Guiding Questions.Initial Meetings.Documentation.Reminders.Questions.

AGENDA

Please take a moment to look at the agenda for this presentation. (ringing sound)2

To focus on coaching and mentoring students who need additional help.To produce quality results rather than quantitative results for our students.To produce learning gains for all our Take the Lead! students.To help teachers become more familiar with students data and encourage discussions about data between teachers, students, and parents.

Purpose of Take the Lead!

In an age of accountability, it is important that we use data to drive instruction. Luckily, Take the Lead helps teachers to focus on a few students rather than a hundred and encourages meaningful data chats with students and parents. (ring)3

Choosing students using AYPAYP counts:Identifies how many times a students test score counts towards our school grade and AYP status.Many of our students fall into all the following categories, which means their AYP counts are high.MinorityFree/reduced lunchELL/ESEMigrantConsider this:If student X has an AYP count of 16 and makes measurable learning gains on FCAT, their score counts towards our school grade and AYP 16 times.However, if student Y has an AYP count of 20 and decreases an achievement level, student Y will overshadow student Xs success.

For Haines City High School and IB East, we will be selecting our students based on their AYP counts. A students AYP count identifies how many cells a student fits into in the accountability matrix. This means that these students are very important for our AYP status and school grade. 4

Choosing your Take the Lead! Students

After you have examined IDEAS data, you will complete your student selections. If you have students who have an AYP count of 12 or higher, they are your focus. If you do not have any of these students (or you have too few) you may branch out depending on other factors. If you need to do this, consider choosing Bubble Students (students who are on the DS cusp between two achievement levels).5

What if my T.t.L student is mentored by other staff as well as myself?If your T.t.L. student is being mentored by several teachers, consider this:Communicate with those teachers and coordinate which data the student should track in each class.For instance, if my student is being mentored by his P.E. Coach as well as his Guidance Counselor, I may want to focus on Discovery Learning Reading data, while the P.E. Coach focuses on the Math data and the Guidance Counselor is focusing on PSAT scores.

There are a few key students who are mentored by many teachers. If one of your T.t.L. students has this situation, coordinate with his/her other mentors to determine how you can all work with him/her and not overwhelm the student with tedious paperwork. If you feel that doing so will be unsuccessful, you may change your student selection to one of your other students whom you see could use this mentoring and who is not being mentored at this time. 6

It is important that we discuss the following things:The packets are IN NO WAY intended to be more paperwork for the teacher/staff member.NOR are they intended for you to complete.They ARE the responsibility of the student to complete.Each packet contains many measures for progress monitoring, below is our schools prioritized focus:If your T.t.L. students have not passed FCAT, you are using Discovery Learning and classroom data to monitor his/her progress.If your T.t.L. students have passed FCAT, use the most appropriate measures of progress monitoring.

Student Packet

Teachers we dont want you doing more paperwork, so insist on the student filling out the packet and hold him/her accountable for doing so. Although you may want to keep their folder in a safe place in your classroom, do not complete the data and progress monitoring yourself as it will cause this endeavor to be completely unsuccessful.7

Student Packet Title Page

This first screen shot is of the Title page of the student packet. Take note of the information the student is asked to provide as well as the Packet Contents section which is intended to help the student navigate through the packet as he/she will be using it year-round.8

Student Packet Data Tracking for FCAT

The second page of the packet is for data tracking for FCAT only. Not all areas need to be completed by all students as not all areas will apply. It is always safe to have students track MORE data rather than LESS data, but if a part does not apply to him/her, they can simply note: NA. Teachers use the chart at the bottom to help the student see how improving their DS score can move them in achievement levels.9

Student Packet Data Tracking for Other Data

The second page in the packet will be most used by the student because it requires them to track the data which applies to them. It is important to note that if the student has DL data available, they are REQUIRED to track it. The other data is up to you (the mentor) and the student/parents. Teachers share with students that the DL scores are correlated 95% with FCAT.10

Student Packet Personal Goals

This next section requires students to determine his/her goals and devise a plan to achieve those goals. Teachers help students to choose SMART goals Specific, Measurable, Attainable, Relevant, and Timebound. 11

Student Packet Student Reflection

The next couple slides are identical, but take place during two different times in the school year. Students are asked to reflect on their data and their class grades. There will be no narration on the next slide, so you may move forward after viewing it.12

Student Packet Student Reflection

13

Student Packet Student Reflection

The last student reflection page is the for the last quarter of the year. This reflection is shorter because students are expected to be able to reflect on the entire years data. At this point, your T.t.L. students should be able to write cumulatively. 14

Student Packet Fourth Quarter Student Reflection

The very last section in the student packet addresses goals for the next school year. It is important, even though we will be closing up the year and final evaluations will be complete, that we challenge our students to complete this section as it will bring the entire program full circle and allow the student to look into the future to improve themselves further.15

Allow the student to Take the Lead! and complete the required portions of the packet.Use the data which is relevant to the student only.Hold students accountable for completing the packet sections in a timely fashion.Use them for documentation purposes.Use them as a resource for data chats.

Quick notes on student packets

A few quick notes to review the student packets. Insist that your TTL students actually TAKE THE LEAD and complete the packets and use the packets as documentation for yourself, the student, and parents. Also, utilize the packets as discussion pieces during the data chats, which we will discuss further in the coming slides.16

Although the student data packets are important, they ARE NOT the only part of the program.By meeting with your student monthly, you will be able to have some discussions in which you check up on them and discuss their data.Do not be afraid to discuss their success in your class, ESPECIALLY if your content is AT ALL related to any tested content!Data Chats

We have talked a lot about the student packets, but there is another part of this program. Data chats are the discussion students, teachers, and parents have with the child about their data, what it means, and how they can improve it. These should occur monthly (at least 10 times per year) and are not intended to be a tutoring session but instead a check in session, where students share with the teacher where he/she is and how they can improve. Keep in mind, a parent/teacher conference where the data packets are discussed counts as a data chat 17

Guiding Questions

The next two slides display the student/teacher guiding questions for the data chats. Note that many of the questions are directly linked to the student packets; however, the chats do not necessarily dictate what students write in the packets. These chats are intended to supplement the packets.18

Guiding Questions Page 2

Examine the second page and note that (at the end of the year) the focus is on looking toward the future.19

Before your first official meeting:Tell them what this program is and why they were chosen to be one of your Take the Lead! students.Call home and tell parents about Take the Lead!Let the kids know you care about their success in their classes and on FCAT The first meeting:Use the guiding questions if you are at a loss as to what to discuss.Complete all of page one and the first portions of page two.

Initial Meetings

Before you officially meet, pull these students aside and tell them you chose them specifically for this program and ensure the student understands that it is intended only to help them succeed.20

Mentor-Student Contact Log

All meetings should be logged on the following chart. Remember, meet with your student at least ten times in the year for data chats and for completing portions of the student packet. Feel free to log parent/teacher conferences as one of your meetings (if the student is present).21

RemindersMake this student-centered focus on the areas in which you KNOW your students need help!Hold students and parents accountable for the data.Use the data and information to elicit as much information you can to help your student.Dont hold your students hands have them reflect and do the writing. They need to be held accountable too!Bring this information to parents call home and explain what Take the Lead! is and why his/her student is involved.

22

QuestionsPlease direct questions to charles.wynne@polk-fl.net

If you have any questions or need assistance, please feel free to contact me.23

Food for ThoughtYou always pass failure on the way to success.- Mickey Rooney

Consider the following statement by Mickey Rooney and consider passing these words of wisdom to your T.t.L. students. Thank you for your time and GOOD LUCK!24Take the LeadTeachers: Please list below the students whom you chose to focus on for academic improvement in the table below and submit to Charles Wynne in the 9th Grade Building by the end of the day. Please describe your reason for including them in this special focus group. You may choose based on high AYP count, (12, 16, or 20) by FCAT data, Discovery Learning data, or other applicable data (PSAT, SAT/ACT, AP, etc.)Mentorship Program2010 2011Teacher:________________

Student NameStudent ID NumberGrade LevelClass/PeriodAYP Cell CountJustification

1.

2.

3.

4.

5.

Take the Lead!Student/Teacher Dialogue Guiding Questions

FIRST QUARTERI. Do you know how you did on FCAT ____? II. Why did you score a ___ on FCAT?III. Do you feel you did your best on the test? Why or why not?IV. In what areas (subsets) do you have noticeable strengths?V. In what areas (subsets) do you have noticeable weaknesses?VI. What are your goals for FCAT this year?VII. What are your goals for this class?VIII. What resources do you have at home to help you achieve your goals?IX. What resources do you have at school to help you achieve your goals?X. How can I be of assistance in helping you achieve these goals?SECOND QUARTERI. How did this quarter go?II. Are you proud of your performance in this class? Why or why not?III. What changes can you make to improve your performance in this class?IV. How can we celebrate your achievements in this class?V. What does your benchmark/Discovery Learning score tell you?VI. Where did you make improvements?VII. Did any of your scores go down? If so, why do you think this is?VIII. Where do you still need to make improvements?IX. Look at your goals from the beginning of the year. How do you think you are doing? X. What options are available to help you maintain your strengths and improve your weaknesses?XI. Who can help you at home to practice your skills?

THIRD QUARTERI. How did this semester go?II. What is your cumulative GPA as of right now?III. Do you know how many credits you have and need for graduation?IV. Are you proud of your performance in this class? Why or why not?V. What changes can you make to improve your performance in this class?VI. How can we celebrate your achievements in this class?VII. What does your benchmark/Discovery Learning score tell you?VIII. Where did you make improvements?IX. Did any of your scores go down? If so, why do you think this is?X. Where do you still need to make improvements?XI. Look at your goals from the beginning of the year. How do you think you are doing? XII. What options are available to help you maintain your strengths and improve your weaknesses?XIII. Who can help you at home to practice your skills? XIV. How can I help you beef up your skills for FCAT?FOURTH QUARTERI. How did this year go?II. How many credits did you earn?III. What improvements have you made in this class?IV. Are you proud of your performance in this class? Why or why not?V. Are you prepared for the Final Exam? Why or why not?VI. What help do you need to finish off the year on a good note?VII. What does your benchmark/Discovery Learning score tell you?VIII. Where did you make improvements?IX. Did any of your scores go down? If so, why do you think this is?X. Where do you still need to make improvements?XI. Look at your goals from the beginning of the year. How do you think you are doing? XII. What options are available to help you maintain your strengths and improve your weaknesses?XIII. Who can help you at home to practice your skills? XIV. How do you intend to continue learning in the summer?XV. Where will you get your summer reading novel(s)? XVI. How can you practice your skills in a fun way during the summer?

Take the Lead!2010-2011Mentor-Student Contact Log

DateStudents signatureMentor signatureTodays Accomplishments

8/26/10Johnny Smith

Charles WynnePacket page 1, called home and spoke to Mom about TTL, Discussed what DS levels are