Potosi R-III School District Potosi, MO

Potosi R-III School District
Potosi, MO
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Culture comes first
Schools are for children
Treat all children as if they were your own
Best practices w/fidelity (ACL, RT, Feedback,
S vs M) are effective
Love Purple, Live Gold (Loyalty and Integrity)
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Laurie Huff – Principal
Regina Moyers – 6th Grade MA/SC (Chair)
Heather Williams – 5th Grade MA/SC (Chair)
Jennifer McPhail – 4th Grade MA/SC (Chair)
Sarah Short – 4th-6th Grade SPED Co-Teach
Kim Greenlee – 5th Grade ELA
Culture
•Creating a classroom community and culture are pivotal to the
success of building assessment capable learners. Building
relationships is the foundation.
•Students need a safe environment that promotes the opportunity
to fail. Remember that in failing they are accepting that it is their
first attempt in learning.
•Students need understand and accept their responsibility in
learning. We have to model and train them to reflect on their goals
and help them create a road map that will gear them to success.
•Students need to understand that they are valued, respected and
loved. This is fundamental!
•Students need to understand that they must reflect often and
respectfully communicate their thoughts, wisdom and constructive
criticism.
Assessment
Capable
Learners
In ELA
Citing Evidence From the Text Scoring Guide
Quantity of
Evidence
4
3
2
1
The response is a
thorough and
reasonable answer for
the MAP stem.
Provides 3 or more
examples from the text.
The response is a
reasonable answer for
the MAP stem.
Provides 2 examples
from the text.
The response is a
plausible, less
significant answer for
the MAP stem.
Provides at least 2
examples from the text
to support thinking.
OR
The response is a
reasonable answer for
the MAP stem with
only 1 example from
the text to support
thinking.
The response is
insignificant or
unrelated to the MAP
stem.
Little or no example
from the text to
support thinking.
OR
The response is a
plausible, less
significant answer
from the MAP stem.
At least 2 examples
from the text are given
to support thinking.
As we teach literary elements,
we “GUIDE” students through what a quality RESPONSE looks like.
This is an ARROW that has examples of student work scored at a 1,2,3, or 4.
Where am I?
Where do I want to be?
How am I going to get there?
Citing Evidence From the Text Scoring Guide
Text Evidence
Quantity of
Evidence
4
3
2
Skillfully blends evidence
from the text by using
both direct quotes and
paraphrases.
The response is a
thorough and
reasonable answer for
the MAP stem.
Provides 3 or more
examples from the text.
Cites evidence from
the text by using both
direct quotes and
paraphrases.
The response is a
reasonable answer for
the MAP stem.
Provides 2 examples
from the text.
Cites evidence from
the text by using either
direct quotes or
paraphrases.
The response is a
plausible, less
significant answer for
the MAP stem.
Provides at least 2
examples from the text
to support thinking.
OR
The response is a
reasonable answer for
the MAP stem with
only 1 example from
the text to support
thinking.
1
Does not reference
text evidence.
The response is
insignificant or
unrelated to the MAP
stem.
Little or no example
from the text to
support thinking.
OR
The response is a
plausible, less
significant answer
from the MAP stem.
At least 2 examples
from the text are given
to support thinking.
What character trait best describes Jennifer? Use evidence from the
text to support your answer.
Data Binders
•Data Binders are a PART of a much larger ACL work.
•Students use these to determine what they know, what they need to know, and
how they are going to get there.
•Students use their binders in same way nearly every day.
Organization of the Binder:
•Table of contents
•Units-includes I Can’s, lesson work, notes, assessments)
•Resources-ongoing as the year progresses and as needs arise
•Accelerated Math goal sheets
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Grade level/ability determines what this looks
like (assessments, reflections, etc.)
Students record their own data/Teacher
follow-up
Highlighting and Starring data-what does this
mean to students?
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Students reflect on how they did on a mid- or
post-test.
They write statements of their strengths and
weakness and what they need to do to move
forward.
Biggest component: SHARING with someone!
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1 ½-2 in. clear-view binders
3-Hole punches
Hole punch papers before passing them out
Think about how you will get binders and how
you will divide the binder…..will you all
dividers or tabs to supply lists, will the district
supply them, or will teachers use requisition
money?
How will you store them?
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Accelerated Math is an online individualized
math program that we use to supplement our
regular math program.
This program allows students to work on their
own level.
A typical classroom may have students
working from a 2nd grade level up to a 6th grade
level.
• The chart on the left
shows how my 2 math
classes compare.
• The chart on the right
compares the 2
classes, but also
shows individual
student accountability.
Competition
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All fifth grade math teachers place
this chart outside of their classroom
door in the hallway. The charts are
updated every morning.
Students take this competition very
seriously. They want their names on
the Top 10ish list.
The individual and class competitions
have led to better goal setting.
Students know exactly what they
need to be doing to help out not only
themselves, but also their class.
• This report is printed every time a student
scores an assignment.
• Students use this report to determine
where they are in their learning.
• Students use this report to determine
where they want to be.
• Students use this report to determine how
they are going reach their goals.
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Students set goals at the beginning of every
quarter.
There are 3 goals that are set for them – these
are set in stone and they can’t change them.
Students set a personal goal. This may be
educational or behavior based.
Teachers briefly conference with students once
a week to discuss their progress during the
week. Teacher and student work together to
fill out the goal sheet and discuss the next
week’s goal and how the students is going to
get there.
If a student has surpassed his or her goals, the
teacher and student work to extend the goals.
• Our students use ACL in every aspect of Accelerated Math.
• Individual goal setting allows all of our students to find success regardless of
their skill level.
• Due to the student goal setting and classroom goal setting (competitions ),
we have noticed a huge improvement in our students’ achievement.
Accelerated
Reading
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Accelerated Reading is an online
individualized reading program that we use to
supplement our regular reading program.
This program allows students to work on their
own independent reading level.
Students set book level and point goals. They
take comprehension tests over books they read.
A typical classroom may have students reading
from a first grade level to well above their
grade level.
Status of the Class: This is taken daily to see exactly where students are in their reading.
Accelerated Reader Kim Diagnostic Report:
We look at this WEEKLY so see where students are individually and as a class.
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Finalizing Data Binders
Student Led Conferences
Standards Based Grading (Wish)
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Laurie Huff- Principal
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Regina Moyers – 6th Grade MA
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williamsh@potosir3.org
Jennifer McPhail – 4th Grade MA
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rmoyers@potosir3.org
Heather Williams – 5th Grade MA
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lhuff@potosir3.org
jmcphail@potosir3.org
Kim Greenlee – 5th Grade ELA
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kgreenlee@potosir3.org