Thank you for taking the time to "Blog" your October In-Service evaluation. Please take this time to comment on three things:
1) Questions and comments regarding the Adequate Yearly Progress (AYP) and No Child Left Behind (NCLB) as it pertains to GLTHS;
2) Effective strategies and ideas you have used in the classroom that have improved student performance and/or Integrated Math and English Language Arts in your classes;
3) Suggestions you might have for comprehensive school wide Professional Development activities.
Thank you.
128 comments:
I teach math, and we use a four step process of
-- READ
-- PLAN
-- SOLVE
-- CHECK
I know that the Reading instructors have some strategies using highlighters, etc. to help students find and mark pertinent information. As the MCAS becomes more reading oriented in Math, can these teachers share some of their strategies with the Math and Biology teachers so we can integrate them into our work with word problems or reading passages?
Scary stuff I for the life of me cannot figure how the state thinks it can do a better job than the staff we have now?
I believe we can implement MCAS questions for daily school use. Also we should make daily homework asignments for all students mandatory for both 9 th and 10 th grade.
Informative.
1) So this is only for 10th grade teachers since the state only looks at 10th graders?
2)I relate lessons to "real world" situations
3)Not at this time
I found that the in-service today was very interesting and a bit frustrating. It is nice to be able to take a look at the numbers and see where we stand as a school. However, it is frustrating to see that the Dept. of Ed. seems to be setting our special needs students, and the school as a whole, up to fail. We, as teachers who have many special needs students in our classrooms, are doing our best to help them improve and I find that the Dept. of Ed. does not recognize our efforts.
Utilizing graphic organizers, focusing on student weaknesses, and constantly utilizing different teaching strategies in the classroom has helped to improve all students' achievement. Continuing to due this will help all students to imrove and, hopefully with more practice, it will help to raise MCAS scores as a whole.
Today's in service was an eye-opening experience. It's good to know we've made some gains, but we still have a long way to go.
I think it's important to continue to practice MCAS strategies with the students on a daily basis. We need to teach them to break down the questions, and to break down the material into manageable parts.
1. I think the handouts and presentations answered the questions I have at this point.
2. Effective strategies I have used in the classroom are using tests that look like MCAS exams, familiarizing students with terminology and techniques, and gearing lessons towards the standards found on the MCAS test.
3. I would suggest some Profressional Development activities that allow teachers from different areas of intruction to work together to create integrated assignments that could be used in the classroom this year before the MCAS test.
Found this information discouraging.
As a math teacher in our inclusion class we provide all the students with a MCAS notebook and the first five minutes of each class is dedicated to an MCAS question that they must try in their notebooks. They can take the notebooks home with them at the end of the year. We try to use MCAS questions that are related to what we are doing in class.
1) Do they adjust expected progress
based on ability of Sped students in the given year compared to previous year?
2) Modeling word problem
Break math vocabulary down into root words.
Incorporate crossword puzzles from www.classzone.com
Have students draw pictures and examples next to vocabulary
I have 2 major concerns about making AYP this year.
1) Overall, this years grade 10 students appear to have a harder time settling down, working, focusing, adjusting to rules. I do not know if this is due to the fact that last year they came into a school with basically, no discipline or if it is just the group in general.
2) This year, the majority of SPED students will not be having the MCAS exam read to them. I expect that the scores will actually go down.
I am impressed with our improvement as a school. AYP and NCLB I understand. I implement math problems and reading assignments during my science courses. I believe we could use some more strategies on how to reach the hard to reach students. I do believe and I know I'm not alone, that standardized testing produces standardized students, but we can't do anything about that right now.
We have the students summarize "Mass Moments" ("on this day in history_ _ _") at least three times a week and math as it relates to health three times a week. They are also required to do various projects that require writing papers and presenting their research to their peers.
Good presentation making clear AYP and NCLB and challenges faced by Greater Lowell. A question and perhaps topic for professional development is how will students be targeted using assessment that genuinely measures their skills. What assessments will be used?
I believe that with everyone (Teachers and Administration) working together to achieve our goals concerning AYP and NCLB, we will be successful.
I have incorporated articles that pertain to the subject matter for the students to read. They then must complete an activity such as answering questions or writing.
1. I was interested in learning how the whole process of AYP worked.
2. By the implementation of quarterly exams and quizzes, I feel have helped in the improvement of student performance in Math and ELA.
3. Unsure at this time
I believe that GLTHS has shown significat progress since 2006. Our 240 target score will be difficult for some of our kids. Strategies used in the classroom that I feel have helped with student practice is use of the Encarta.com with MCAS practice exercies. It would be helpful to have computer software available from the state.
Afterschool sessions, Saturday classes, standardized questions posted on Sharepoint, team teaching with Math and English teachers, curriculum development teams to create packets of questions are some ideas.
It is disappointing that we didn't make AYP. That's all that can be said, we hope to better in the future.
Breaking down topics in the classroom and helping the students to look at material step by step will help special ed students. Continue to use the strategies we have developed.
No suggestions for school wide activities at this time, but I will give it some thought.
I found it very interesting and I will do my best to help them improve.
Informative and a bit scary about SPED math, however, I have an idea.
When I was a student in a high school years ago, we had a consequence if we scored low in a certain class. Our study hall was taken away from us for one quarter and we had to report to the library for small group instruction on that subject. Did you ever consider taking study skills away from SPED students who are failing math and replacing the time with a math practice only class? Maybe only for a quarter, then switch back to study skills? I say this because a few of my SPED students do not use study skills class as wisely as they could.
The presentation was clear.
It sounds as though we have to gear all teaching toward developing the sort of skills that are tested on MCAS.
Workshops on developing student centered projects, more smart board training. Look at what other schools have done succcessfully.
We need more time to think-it's past lunch time and I'm still blogging!
* add inclusion classes for freshmen and sophomore history and biology classes now
* look at our sped students schedules - are they in small classes or classes over twenty????
* look at class rosters when scheduling - why have a class of of 8 students and a class of 31 students for the same course *proper scheduling would benefit ALL STUDENTS!!!
* smaller class sizes are better for students
240 for all - is anyone speaking up and saying that one score doesn't fit all?
Informative better understanding of the complete breakdown of AYP.
Wondering if state has unreasonable expectations of the 240 score taking into concideration the feeder schools in our district and what we inherit.
Very concise presntation. Yes, it is going to be a challenge. We should all try to do our very best.
A few suggestions for student success would be: Reading and journal notebooks for every student to use in all subjects. Weekly open-response questions in all subjects. Writing across the curriculum. A student led research project that is integrated between technical and academic programs.
A professional development that I would like to attend would be one which would focus on strategies for teaching Sped students.
I think we could start by accepting only the best students from the middle schools. I have found that my students can't write or do simple addition or subtraction. The problems start at the lower grades and it seems nothing is being done to correct it. Let's start by accepting only the best students that want to come to this school, first.
It is frustrating to try to improve ELA and math scores for students who come from schools in Lowell who are in worse shape than we are.
It would be great to work with other teachers to integrate ELA and math into our shop areas. Any suggestions would be greatly appreciated.
Are we a better "voc- tech" school now?
Shouldn't we be more concerned with turning out better trades people than BETTER TEST TAKERS!!
If we are so driven to get better tests scores, why not be more selective in who we bring in to the school.
Weed out potential students from under performing middle schools.
Have quotas.
Yes, we are a successful vocational Trade school and we constantly integrate math,science,Ela , reading and unravvel strategies but yet this is not enough.Unfortunatly the resolution would be a restructure for 9 and 10th grades to extremely digest the neccessities for the states 240 and above scores they desire. I teach because i love my trade, Arty Cornellier
I teach math. I encourage students that are having difficulty with math to come by for extra help. I will even offer extra help on two additional days per week. I feel this better prepare the students when they go to take the MCAS exam. However, to this date, I have only had one student take advantage of extra help.
The Work and Learning program seems to target junior and senior students who have not passed MCAS.
In order to satisfy the AYP we should enroll at risk freshmen and sophomores (especially Special Education students)in a similar after school program.
Right now, I attempt to do some sort of math, english, problem solving "bell ringer" 3 out of 5 days a week before I start my lesson. I believe we should be scared of this status we are presently in. It is very discouraging when I hear other instructors say, "I wasn't hired to teach math, etc."--people have to lose that mentality and all start working TOGETHER.
I feel the professional development activities would be more useful if they were developed by and for departments. Each teacher in a department could come up with an activity they use in class to help their students and share it with their department.
Using open ended questions on a test as extra credit encourages them to think and try to answer it.
1) I believe the changes GLTHS are implementing/considering for passing AYP are heading in the right direction.
2) As a math teacher, I expect the students to answer in complete sentences. Questions must be well-formed. It isn't easy, but I try.
3) I would like to see something (i.e., teams, small group advisory committees...?)consisting of related and math teachers.
Informative,gave me better understandingabout how the different subgroups are graded separately.
Today's inservice was interesting and informative. Since I have not been involved in my subject area with AYP, I'm not sure how I would be able to determine how these various subgroups are doing in my class on a regular basis.
I believe we have found an excellent replacement for CECIL B. DE HALL in RON HOWARD BARTON. Great job in taking a difficult message and making it simpler. Yes great progress has been made but because the expectations have increased so also must our efforts as a whole. Kudos to all the vocational staff who have helped make this possible.
I wonder how teachers with no Special Ed students can assist in their continued development. Could there be some sort of team between higher level teachers to help special education teachers impliment other strategies?
Also, I use the UNRAAVEL strategy with my students and have for years. It works well, but basic skills such as notetaking, highlighting, summarizing and prewriting are also key to surviving a standardized test and life in general.
The presentation was overwhelming, much more information than I felt I could take in for a 45 minute session. Next time, break it down into a power point or something easier and slower to understand.
Good information today. It is important to keep everyone posted on where we are and where we need improvement. Keep up the good work. It looks like we'll need to go back to the "old way" with related technical math and such. This may be a difficult task given the frameworks for both the academic and the new frameworks for the technical side of the house. It'll be interesting to see how the COP plays into this.
Are there any passing schools in our district into which our students can transfer? I require students in my class to write essays and short answers rather than giving multiple choice tests. More activities involving the use of computers for classes, and professional development.
Good to see that we have made excellent progress, even if not by the state's standards. Integration of academic and vocational to emphasize basic math skills, (fractions, multiplication facts, area, volume, perimeter) and review MCAS style questions relative to the shop area are several areas that we can hit the students with more MCAS without calling it MCAS.
STRATEGIES:I teach sophomore related and have begun reading to my students for 5 minutes at the beginning of the period from anything trade related: newsmagazine articles, textbooks,etc. When we come to a difficult word, we stop and discuss its meaning. I also ask them to help me paraphase and summmarize what I have just read to them.
SUGGESTIONS:Ask teachers to choose from several topics--- for example, inclusion. Have them form action research teams to study the topic and have the teams show how we can use the information learned to improve the delivery of instruction.
One step at a time. Let's help all students to PASS MCAS first, then work on proficiency. 2014 will be here in no time!
Trade related math so students have something to relate math to.
I found today's presentation to be very helpful and informative. I now have a better understanding of the process as a whole.
I think that some of the strategies we are proposing could be integrated in many of our classes across areas and grade levels.
I am a bit concerned on how we might address these issues and the long term implications of not meeting our goals for next year.
AYP video was helpful!
Well done!
Breif and to the point!
Thank you!
I thought today's in-service was interesting. As a math teacher I am always incorporating open response and multi-step procedure problems in my lessons. I believe that is what math is all about. Also, I am a very strong believer in positive reinforcement. Math is a very scary subject to many and if you encourage these students they will try and in the end will succeed.
I found today's in-service very interesting. Someone in my group suggested getting the shop teachers and the academic teachers together from time to time so we can work together to find a way to connect the two. If the students see a connection between that which they are learning in shop and that which they are learning in the Engilsh and Math classroom the education as a whole is much more meaningful.
It is hard for me to imagine that given our population and purpose that we will be able to improve our status without a major paradigm shift. Unless we decide not to be a comprehensive highschool (academicly) and focus all our courses on passing MCAS, we can not improve. It is amazing to me that we have come so far from our 10% passing years. At the time, we thought it unrealistic to set a goal of 70%, but we have far exceeded that. There comes a time when tweaking the system is no longer possible.
In math, we spend the entire sophomore year on a somewhat traditional Geometry course. Experience shows that this is disproportionately high when compared to the amount of Geometry that is on the MCAS.
If our primary purpose is to get kids to pass the MCAS, we need to focus only on topics that tend to show-up on the test, and to give them examples to follow. This however is not conducive to the developement of the mathematical mind, or understanding the "system" of mathematics.
Do we want to make this shift?
Are we allowed to make this shift?
Is it realistic to expect better results without making this shift?
Use of integreated projects has been effective in developing technical, math and english skills.
I have been doing this for quite a few years.
As a presenter I found the audience to be engaged and genuinely concerned with the subject matter of the presentation.
Many spoke of how the presentation really clarified for them what the school is up against.
I found the in-service today informative. I understand more clearly how the DOE rates schools AYP.
I have used many strategies such as UNRAAVEL, giving practice MCAS tests, familarizing students with terminolgy found on standardized tests, and utilizing the TORSO(graphic organizer) to improve their writing.
I feel summer school, after school help and weekend assignments would help our slower and lazy students become more motivated to take school more seriously.
Professional Development ideas:
Time to work in team.
Example Technical instructor teamed with the math and engligh teacher that the students have in that area and work together to brainstorm and outline possible projects and curriculum ideas to address standards.
I am pleased that our work has lead to considerable improvements.
At the same time it is disappointing to learn that we have not meet the AYP.
Perhaps a consideration for improvement would be to decrease class size. Large classes do not lend themselves to individual attention for our students.
It's nice to know how to measure AYP. Understanding the importance will help us collectively to raise the bar. Effective strategies that I use - open response questions, unravel, integration of vocabulary outside of "history" etc. Suggestions include - increase in technology and group us with math and english teachers so we have a better understanding as to what they are doing.
To have improved student performance, we need to focuss more on individual student need.
I think in other to improve student performance is to train teachers within professional developoment to better meet the needs of students with learning challenges.
1) We should continue to do what we have doen in the recent past to help student performanc. We should also survey other technical and academic schools for "best practices" that have worked for them.
2)I would like to see the math department work with the history teachers to develope math work that can have some relevance to history adn math. I already use small packages of social studies skills as homework assignments and would liek to do the same with math as practice.
3) Time with math teachers to develope pratice assignements or find them somewhere relevant to history curriculum development time.
I think motivation is a major factor that not many people are talking about. I think we as teachers and administrators need to devise many and varied strategies to motivate our students to WANT to learn. I think we're already providing them with high quality lessons and materials, but they need to take it that last mile themselves. As the cliche goes, "You can lead a horse to water, but you can't make it drink."
Just as an example, why not show the whole school the wonderful movie "Stand and Deliver"? I still remember one inspiring quote from the teacher in that movie: "Students will rise to the level of expectations."
1) The data standing by itself didn't make a lot of sense to me. I was wondering how many students did reach the proficient level in 2007 - but I guess that doesn't matter as far as AYP?
2) I try to have my students write daily and I try to ask them questions that require a lot of thinking and multi-step processing.
3) Suggestions for PDP activities - how about brainstorming sessions/suggestions/planning for student-driven creative activities (even though I know they're supposed to come from the students).
1)What othe insightful programs or teaching strategies that are out their that we have not ebven thought about implementing in our curiculum.
2) I feel that alot of the material we have covered in other inservices have been very effective to our learning (ie: Real CSI and Unraavel.)
3) More development on crosds curricula material such as how to bring shop relateed ideas to academics and academics into shops.
It is very important that all students get the proper chance to pass the MCAS not just the regular students. We need to develop schemes to make sure every students has their opportunity to passs the mcas.
The video, handouts and discussion answered most of my questions. I find it hard to believe that the failure of one sub-group effects the entire school. The special education department are hardworking educators and are always there to support the general education teachers.
A suggestion for Professional Development would be to re-introduce the LINKS Program. There are many new teachers who have not been trained in this positive result producing program.
Once again, Mike did a great job!
1. I think it's a good thing that MCAS has pushed many students to work harder and to improve their attendance, however I feel that their expectations are unrealistic for some students. It certainly sets some students up for failure. I think the staff as a whole needs more clarification as to how accomodations on the MCAS "level the playing field," or if they do at all. I suspect that it truly depends on the type of disability a student has. To tell some students that "220" is no longer "good enough" is really heartbreaking.
2. N/A - not a classroom teacher
3. In-Service - I realize that the MCAS issue is not just a "special needs issue" but I think that an in-service aimed at understanding IEPs/accommodations/MCAS and Mainstream classes would be informative. Present some scenarios/case studies of actual students with significant learning disabilities and explain how they are able to achieve Proficient or Advanced on the MCAS.
thank you for the info.
I think that daily MCAS practice questions would help. Students may possess the skills and knowledge necessary to correctly answer the questions; however, consistent practice with the types of questions can only help. SAT prep courses focus on test-taking strategies and haven proven to increase SAT scores, it may work with the MCAS also.
In regards to the AYP presentation, I was wondering if any one student can be in more than one subgroup.
I think that Professional Development classes that focus on different/creative classroom acitivities that students enjoy but help deeper their understanding of a concept, would be helpful for new teachers.
In a technical subject, vocabulary is essential. We have asked the state (so I've been told) to provide us with a comprehensive science vocabulary specific to our subject matter. These nimrods have given us only a very generic gossary that barely addresses our needs. What say we level the playing feild for our kids! When will science reach the same level of funding that math and ela have received? Perhaps we could revive and revamp MSCP to address the cross-articulated curriculum that may be desired
I think Professional Development activities should include instruction on teaching strategies that will help accomodate SPED students in all technical and academic classes. I think these strategies will benefit all students, and help our scores in all areas.
Quite honestly, I found the AYP/NCLB in-service frustrating.
I understand the importance of it but I am having a hard time in understanding my specific role for improvement.
I am a technical instructor who is teaching a trade. I am currently spending 110% of my time on creating trade related lesson plans which tie to the VTE Frameworks. Do I touch on math? Yes, in a trade related sense. Do I base my lessons on an MCAS related word problem? No. Not because of unwillingness, but because of time and experience.
If the state wants a technical instructor to incorporate MCAS score enhancing lesson plans then why not hand me a binder with a "blueprint for improvement" and tell me specifically what to teach....On the lighter side, I thought the video with Dave and Paul was great!
Thank you.
The school should have a data base of MCAS questions as an icon right next to or on x2, on homepage. Teachers should be able to use them on smartboards or tvs with ease. Questions could have answers and strategies perhaps.
Parents of sophomores need to be made more aware and buy into MCAS. Send info home, and get everything signed for failing students. have sample pre MCAS tests with results signed by parents. The houses outside should include intergration math and english assignments for 10th graders. They will be working on them as 11th graders. (measuring, pricing stocklists, estimating, picture, reports etc.) Capture the moment when 10th graders sign on to a computer with a mandatory prompt designed to help pass MCAS.
Nice job with presentation. Just enough information to give us some understanding of where we are and where we need to go. No questions as a result.
Math and ELA teachers and special ed staff are maxed out and doing what they can. The rest of us need to dig in and find out what more we can do. Lots of us are incorporating math and writing and we need to continue and do more. Perhaps we could get more prof dev in special ed techniques and receive more help from math and ELA teachers in instruction for the various populations.
1. AYP info interesting & encouraging. NCLB a constant work in progress.
2. Some strategies I use to improve student performance: write daily agenda on the board - step by step (and follow it), frequent check-ins with students to ensure they are on task, frequent phone & e-mail conversations with parents, agenda book check, nightly HW assignments, bi-weekly progress reports that must be signed by parents, positive reinforcement and encouragement.
3. I'd like to have GLT offer academic content-based professional development opportunites for teachers
Any questions I had were answered about the AYP. Homework, open response, REAL CSI, and UNRAAVEL are strategies I use.
As a presenter, I am a little disappointed in the replies. We asked in our group and in the blog questions for suggestions for improvement and I am basically seeing a rehash of all the old information.
It is time to accept that this is happening and work toward improvement.
Please offer valid suggestions that will help our students and school improve.
1. In the course of teaching in our industry area, math is commonly used and when it is I first show the students how to look at solving the problem as a math equation and then work with them to be able to do the same on their own.
2. It is a little frustrating that we as a regional school have to "live with" the fact that we are receiving students from our feeder towns that have much worse state results and then correct those deficiencies in such a short time with them once we have them.
3. As a new teacher I would benefit from some specific training in SPED teaching styles.
We can all contribute something by just trying to intertwine math, writing and comprehension activites into our teaching. This could reinforce what needs to be addressed, while tying such skills to various subject content areas.
We need to add more reading and math activities in every class.
I think informal testing at the beginning of 9th grade will show strengths and weaknesses of our students..that way we will know how to proceed with each student individually.
1) I think we are close and just need a few more people to get to toal teacher buy-in and we will get over this hurdle.
2)My smartboard is a huge asset, and I am trying to do a math problem just about everyday as well as two journals in the students notebook each week.
3)none at this time.
The reality for our improvement is the progress we make with prudent decisions from breaking down disaggregate data. I spoke of a program I researched of a school creating a peer mentoring program for state testing improvement by giving students at the top of the bell curve incentives to coach and work with lower level students. The other schools used monetary incentives such as scholarship money for college and I think qualifying students could have incentives such as prom tickets or school provided activities from their advisors. This would create an MCAS coaching atmosphere within our tutoring programs. It would also allow teachers and administrators more time to effectively utilize tools such as test wiz to isolate areas of need. The other aspect is creating trade related questions which are more esthetically pleasing to students but still initiate improvement in their ability to succeed during the testing process.
1.) I have no questions at this time concerning the AYP results. My questions were adequately answered by William Trail and Stacey O'Keefe in the classroom session.
2.) Effective strategies and ideas that I have successfully used in the classroom with my students involved working in small individual groups. To accomplish this I grouped the students at round tables (4-5 students each table) and I moved about the room taking turns sitting with each group of students. This strategy helped to keep the students on-task and also allowed for one-on-one dialogue. At those tables where the students worked without my presence, they engaged in dialogue with each other (brainstorming)to either work on a project or complete an in class assignment. The dynamics in the classroom consisted of student/teacher contact and student/student contact which made for a very energized classroom environment. My students will frequently comment that their two period class with me goes by as fast as their one period classes. Time flies when they're working hard and enjoy a sense of accomplishment-they take ownership of their learning.
3.) At this point in time I have no suggestions for PDP ideas. However, it did occur to me that we could examine those schools that have been successful in meeting their AYP. We might consider having a representative from one of those schools come to GLT to share their ideas and suggestions with us.
It was very important that all staff be aware of the acronyms associated with MCAS.
I appreciate the update on the statistics that Greater Lowell has received and the ultimate goals. The staff did an exceptional job in the presentation.
I think it is important for all teachers to consider implementing some of the action items which havae been suggested to improve student performance such as: integrated project and activities.
Informative.It is nice to be able to take a look at the numbers and see where we stand as a school. However, it is frustrating to see after all our work we need improvement.
I find that the Dept. of Ed. does not recognize our efforts.
We should make daily homework asignments for all students mandatory for both 9 th and 10 th grade.
I would suggest some Profressional Development activities that allow teachers from different areas of intruction to work together with technical instructors to create integrated assignments that could be used in the classroom this year before the MCAS test.
1) The session was helpful and well presented
2) N/A
3) Continue to keep us informed
Very Informative. Stacey and Bill did a great job presenting. The video was also well done.
The staff here at Greater Lowell does an excellent job and I feel honored to be a member of this group. I feel quite certain that all will step up to the plate and do what is necessary to improve the scores.
It seems clear we've got ways to go but no doubt we'll do it well (we've got no choice, so let's embrace the task dilligently and with good disposition).
I think the state as well as the government have raised expectations to the point where it becomes very difficult to obtain all these goals,but with the training and development of teachers ,administrators,parents, and industry we can improve and always become better.The time limit of 2014 seems a little to much to say we can change all and make all better.NCLB is not realistic and its like fitting a square peg into a circle.
Furthermore,
I think today's in-service was a great way of informing the staff as a whole concerning our position with the MCAS results.
Students definitely need to be more involved in the learning process to better grasp the concepts being presented to them.
Perhaps a brief opener to build the basic math concepts that so many of our students lack would provide them with the solid mathematical foundation they need in order to truly be successful in math.
I hope the message came through loud and clear. This is a serious situation. Any strategy that is working for any teacher should be put on the Sharepoint sight for all to see. Any help or idea that a staff member can use in his or her classroom is a step in the right direction. We must get going with this initiative now !!!
I guess I have to follow the teacher'classroom stratergies.
1. APY-although a good theory and goal is a bit unrealistic as many of our students have disabilities that are difficult to overcome
2. Effective strategies is to raise expectations for all students and let them understand that shabby work is not acceptable.
3. I would like to see more TIME for teachers to meet and discuss what they do in their classes. SMALL group tacher discussions are most powerful and informative.
today's in-service leaves me aking the question of what is happening in the middle schools. We get 2 years to make sure that each kid will make it to the proficient level, however if the children haven't been adequately challenged it will be hard for all students to attain this level. Are there any way to track the productivity and progress of middle schools? It would seem logical that identifying the problem students before they arrive and separating them into like groups would be a way to ease them in their tasks, as they will all be in the same boat.
Very informative and also overwellming at the same time!!!
1. I found the information very useful, and will implement steps to help my sophomores, as well as other students
2. 10 minute session focusing on word games, and related math problems
3. Sessions with academic instructors for resources for quick activities.
I understand and appreciate the need for high-stakes testing, and fully understand that we all have to be part of the solution in order no to be considered part of the problem. At the same time I have to ask why the MDOE can't leave well enough alone. The 220 benchmark was suppose to be it. All students had to pass. Now that we're up to that level the bench is raised to 240. In another 5 or 10 years then what? 280?
In class I use computers, books,visual aids, overheads, videos, and live machine tools to help my students learn. I try to integrate math, writing pieces, and science into my curriculum. I like to think we do a good job. We prepare for the MCAS and stay abreast of everything. I hope I can keep up with the paperwork!
I think that at risk students need to be worked with ahead of time. We need to consider summer school,or other options. If our feeder schools are doing poorly we need to address this before they come to our school. Or working with the freshman also. Most students that do poorly in math have poor comprehension skills.
Suggestion: Use some Title I Prof. Dev. monies for an MCAS Academy type program for 9th and 10th graders who have not yet taken MCAS to bring up the kids who will contribute to the AYP?
Its infoming,and I think using cartoon based video, smart board ect., that students pay better attention and so do the staff.
The biggest problem in this school is morale. Does anyone wonder why so many teachers are retiring early? Supervisors often do not respect or appreciate the teachers. Actions speak louder than words. Real kindness counts.We should be happily working on things as teams and the supervisor should be part of the team. Teachers should not feel threatened by supervisors. We should all be helping each other. This should be a happy place to work. Supervisors are not better than the teachers and the teachers have harder jobs because they are on the front line. Supervisor jobs should be rotated among teachers every two or three years. Busy work should be eliminated and teachers should be given check lists of what and when something is due. Meetings should be in teams to discuss how to work with individual students. For example, perhaps a student is not doing well in all subjects so all his or her teachers get together and support each other and figure out what to do to make sure that student suceeds.
I don't know how some of the Special Needs kids will ever past that test. Especially this year, if it is not read to them. Everything is all about MCAS. Is the state losing site of what Vocational Education is all about? Isn't that reason why most of these kids arwe here because they don't do well academically? It's frustrating
I think the small sessions for talking about the AYP/NCLB protocal was a great idea. The teachers were more receptive and asked great questions.
I like the idea of having peer coaches for students who haven't met the 240 level in the eight grade.
As a technical teacher who uses math, science, and reading daily I would like to have more help in developing teaching strategies so that I could do a better job at presenting them to students.
I THOUGHT THAT THE BART SIMPSON THEME LIGHTENED UP THE CROWD. THE PRESENTATION WAS VERY INFORMATIVE. I THINK THAT THE STUDENTS WHO COME TO THIS SCHOOL SHOULD BE TESTED AND ONLY THOSE WHO PASS SHOULD BE ALLOWED TO ENTER. HOW DOES ONE TEACH A STUDENT WHO CAN'T ADD OR SUBTRACT TO DO SOME OF THE PROBLEMS THAT ARE ON THE MCAS TEST.
I found the information that I received today very interesting and a bit sad. I thnk that the school has implemented a lot of good ideas and is on the right track. I try to use integration in my classroom on a daily basis. there is constantly math and reading going on in my technical area. I would like the school to offer a chance for technical instrcutors to meet with and learn from english and math instructors in order to properly teach materials pertaining to those areas.
Thank you
Someone had mentioned having students having trouble team up with kids who have done well on the Mcas exam. They would have to have some incentive to do this, whether monetary or academic rewards.
Another suggestion I had is that the kids in the Inclusion classes who are really at a low level are holding back the kids who can move on and they get bored and get into trouble. I think the low level kids should be isolated in special Math classes like they were before so that they can get the one-on-one attention that they need.
The PIMS studies have shown me that we are improving in overall MCAS scores, but if you keep weighing a hog, it's still not going to gain weight. I have incorporated math and writing assingments into my curriculum with success. What would help me is a little training in the type of math the students will encounter on the test. I feel useless when they ask for help, and am sure I wouldn't fare well on the math aspect myself.
Sophomore related class shoulde be
replaced by more math and ELA classes.
Professional development should include time to jointly meet with other department members to discuss, create and explore strategies for implementation amd aligning curriculum with frameworks.
Faculty memebers with strength in curriculum development should be designated team leaders to assist others.
Time should be allocated for teachers to monitor students progress amd establish safety nets
for students at risk to fail.
Very interesting stuff! I wonder what other schools in the same boat are doing.
We have a lot of staff members with very good ideas. Let's hope that we can all work as a team to increase the MCAS scores.
I am a shop and related instructor and my trade requires excellent math skills and more than proficient use of the English language. My students are responsible for vocabulary words each week. They are tested without a word bank and spelling does count!
Math skills are worked into many related classes and are continually reinforced in the shop area. My curriculum is current with industry standards and interfaced with math and English. What is lacking is enough time to give continuous instruction. The skillful teacher tells us in order to be an affective teacher, develop a routine, keep to a schedule, and demand consistency. How is this accomplished when we send students home at 10:30, break up the schedules, and foster inconsistencies? We have had only one full week of school for A and X week and the first quarter is half over. Shame on the administration for thinking we should concentrate of professional development at the cost of our students learning time. Professional development is needed to be recertified. If teachers cannot do this on their own time or be responsible enough to accomplish it, then they need to recommit to the reason they are teachers or get out.
The sessions were clear and concise and very informative.
Several teachers brainstormed ideas including a peer tutoring program.
Now that we know why we have to make changes then proffessional development should focus on how to make the necessary changes. Hopefully the staff is clearer now about why change is important.
My students write essays and use math that is relevant to both the Technical area and MCAS test.
I use the math problem of the day pretty much every day in all my related classes. We Unraavel each week using mainly our text. Being a technical teacher it is becomming more difficult(due to time resraints of the day) to teach my trade subject matter.With no special needs training and so little time(one related period per day with sophomores)it is becoming difficult.
I believe that we need to start our efforts in the summer before 9th grade, There were 22 Lowell schools and Lakeview Jr. high in Dracut on the list. We need to work with the incoming 9th graders to try to begin the catch up.
I thought N.C.L.B wasn't getting funded!
I am all for higher standards but if all students could reach 240 and higher than would there be any "Sped" kids?
Very informative, but also ominous. What happens if we are successful with the Special Education students but one of the other subgroups falls below an acceptable limit - are we still considered not making AYP?
1. Adequately explained to me today. Always had an apeciation for the purpoe, now understand how the numbers are calculated and their importance. Does DOE realize the unfairness of the burden placed on the Special Needs population to perform in a way they may not ever be able to? Do they not know the value of training and educating happy, content people who can make a living and not be "professionals?"
2. Patience, Listening, oral testing, after-school (at student's request) instruction.
3. Short, Workshops in Math and writing for the no-math and non-English teacher.
I would like to see programs like Project G.L.A.S.S return but maybe tweeked to incorporate more rigorous academics. Also, more integration with our outstanding technical teachers great academic staff.Lastly look deeper into small learning communities for future scheduling.
The day was well spent.I was glad to hear from Mr. Lavoie that the students appear to be "happy" here at GLTS. That has to be worth something!!!!
I found today very interesting.
I have gained a deeper understanding of how the MCAS works and its significance...according to the state.
For better school wide communication, I hope the staff photos are posted on the Intranet like we discussed.
Go RED SOX!
As I read the other blogs, I can't help but to think that, despite some negativity from only a few, that we are on the right path. We also need time to see how the many changes that have happened during the last couple of years are effecting learning. The Teacher Resource Center, which is now a work center, instead of a place where a few could hold court, is a very positive step. The professional development activities are very positive. The changes in the student discipline policy and attendance policies are steps in the right direction. The apparent increase in teacher attendance is a great change. As some negative people leave, the school will be a better place. Let's face it ...there is much more pressure on all of us than there ever was in the past. It is kind of like a real job where there is pressure to perform and the message is clear to me. If you don't want to perform and make your students better, you are not really wanted here. I like it.
1. Good information and clarification.
2. unraavel, modeling, some form of writing everyday, repetition, repetition, repetition.
3. Some sort of professional development so faculty understands the wide range of intelligences of students with learning disabilites.
I found the sessions informative and concerning. I wish we had had more time to process the information and talk about it within our small group.
I've found group work and think-pair-share activities to be helpful in getting kids to think independently, rather than spoonfed by the teacher. The strategies we've learned in Skillful Teacher have also been good.
How about an inservice where every teacher has to bring a strategy that has worked well and share them with others in small groups.
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