Please respond to these questions.
1. Do you feel every teacher is clear on what each student should know and be able to do at each grade level, course, or unit of instruction?
2. What systems do you know about that are in place in your school to monitor each student's learning? When does staff have access to this information on each student's learning?
3. What do you know happens in your school when it becomes evident that a student is not learning? What steps could you take to give additional time and support to students who experience initial difficulty in learning?
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16 comments:
I believe that our course of study guides and curriculum mapping keeps everyone on task. We also have many programs such as Diebels, SAT, and Progress monitoring to access the diffent learning levels. I know that in our school students are offered pace and tutoring programs when learning is not evident.
I believe that teachers try and stay on task with what students are responsible for knowing at each grade level by using curriculum mapping and course of study books. When a student is not learning we could set aside more time for data meetings and let them me more collaboratvie instead on a yes/no answer session and get back to class. Imput from other teachers os always very helpful for me. I learn best by talking to others and sharing ideas.
I can only speak for kindergarten but we are certain of what we need to teach and what we are adding to our curriculum map. We follow the al COS and a Wright skills progression that was developed this summer.
We progress monitor weekly and we are assessing students daily. When a student is not learning, after we ask one another for help, we can turn that student over to BBST and we also do Passport intervention twice daily. I would love to have the answer to that question and honestly I dont know what time in the day I would have to help strugglers further, while still teaching the others. I feel that as a school we do a great job of placing those that need extra help.
I am willing to help in any way possible, as I know the rest of the staff is as well.
I believe every teacher is clear on what the students should know because the course of study outlines what should be taught and mastered by the end of the course. Systems used in my courses are production work and written tests to evaluate their learning. I know if the student is learning by their production. When a student cannot show me how a certain document is formatted or produced then I know I need to reteach or give additional time or assign a peer helper.
It is easy to stay on task with the state course of study, curriculum mapping, and the monitoring that we do as teachers. The results from DIEBELS, SAT, ARMT, and the writing assessment lets us know the area(s) where we need to focus. FHS does an outstanding job on trying to find ways to help students succeed.
DITTO! We all know what our students need. I do think that we lack in going from grade level to grade level because we do tend to isolate ourselves too much - of course, this isn't by choice. Time is our ultimate enemy! We have many programs to help the stuggling students (mentioned in earlier comments), as well as monitoring them throughout the year. I just feel that we could improve as they go from grade to grade, especially from elementary to high school.
I feel the teachers in our school are working hard to teach our students what they need to know in order to be successful. The courses of study are the obvious guidelines we use in deciding what to teach. The SAT objectives are also a vital part of what we teach. Curriculum mapping is also helpful in seeing what all the other teachers in the district are doing. We also look closely at SAT and DIBELS data to see what students aren't getting. Yes, I think we are clear on what is expected of our instruction.
We do lots of testing to see if students are on track in reading and math. We also have boxes which follow the students with their information from each grade. I feel we have access to scores, but we need time to look at work samples together. Products can be very informative, just like test scores.
If a student isn't learning to his or her potential, we refer them to BBSST. We also call, email, or schedule meetings with parents. I also hold mini-conferences with students about their own progress and what they can do to improve.
Teachers do a great job of keeping students on the right track. They work hard with the special needs students and really try to serve them the best way they can with the programs that are in place. More time for communication between teachers and teachers and parents would be helpful to make sure all possibilities are covered.
I feel we are clear on what to teach. We have various guides to help us know that we are on task.
When I have students who struggle in math, I always offer tutoring. If tutoring does not seem effective, I ask other teachers for support. If there is still no improvement, I refer the child for BBSST.
I believe all of us know what our students should be learning if we follow the COS. If a child is not learning, we provide extra help, hold parent conferences, refer the child for BBSST, and make accomodations.
We all seem to rely on teaching from the COS and I know most grades also rely on data from the SAT and ARMT. The Elementary Standards Map provides an excellent way for us to check and recheck to make sure we are covering all areas. I do agree that it would be very beneficial if we were more aware of that other grades are being taught.
As a school, I feel that we do a good job of offering tutoring or extra help as well as utilizing BBSST options.
I agree with what others have said. We use our COS/curriculum maps and our results from all of the assessments to help us guide our instruction. I believe that FHS does a great job of realizing students with difficulties and we follow up with a plan for success. I know that when I have a student like this who is struggling, I have resources that I can turn to. I
I believe that we all do our best to stay on task. Sometimes the methods may be different, but the goals are accomplished. The Standards Map has helped me follow timelines better, as well as working closely with other teachers.
I think we here at FHS try to strive for student success above everything else, and I think everyone is doing a great job!
I agree that the course of study is a being used to guide our planning. I use the standards map that incorporate the ALCOS and AHSGE objectives broken down by nine week segments. At the end of each nine weeks I check off the things we covered and plan for the next nine weeks.
We have great communication between staff members about students who are not performing, both informal and formal. The good thing about a school our size is that there are less staff members to communicate with. It's easy to catch a colleague in the hallway or during lunch and have an informal chat about a student that is not doing well. We also discuss student progress in data meetings, BBSST, and faculty meetings.
I feel confident that the state courses of study and various tests help us to monitor our students' progress. However, I do feel that more could be done to teach across the curriculum. I have also found some of the standards in the arts course of study hard to address because the music appreciation students do not have the necessary background to work at their grade level in music. I have found it more beneficial in some cases to try and tie in my lessons with the things they are studying in other courses.
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