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Tuesday, January 31, 2017

Transforming low-performing schools by focusing on literacy 31st Jan 2017 (20:00-21:00) by District Administration



Webinar sponsorizzato da Istation che fornisce curriculi digitali per sviluppare abilità di lettura e comprensione di testi a scuole elementari. Sono intervenuti Presidi di due scuole (Stringfellow Elementary school in Georgia  + Sunset ELementay school) che hanno migliorato nettamente il rendimento dei loro alunni.
Trattandosi di scuole ‘low performing’ con un bacino di utenza svantaggiato che hanno raggiunto risultati notevoli (aumenti percentuali a 3 cifre) nello sviluppo delle abiltà di lettura e comprensione di testi in alunni, mi sembra interessante vedere gli step che hanno seguito per arrivare a tali risultati.
-          Selezione del curriculo (ovvero analisi dei software adatti a risolvere il loro problema)
-          Articolazione oraria che supporta il curricolo scelto
-          Garanzia di un comportamento docente adatto al curricolo scelto
-          Implementazione dei livelli benchmark per vedere come gli alunni rispondono all’istruzione impartita
-           Analisi dei dati(per prendere decisioni didattiche  informate)
-          Interventi per piccoli gruppi omogenei per recupero delle carenze specifiche di ognuno
-          Monitoraggio costante, supporto ed incoraggiamento dei docenti

Il curriculo digitale consente di far lavorare gli studenti nella zona del loro sviluppo prossimale affinché
-          Abbiano l’istruzione di cui hanno bisogno
-          Lo scaffolding sia adeguato
-          Le attività sono sia digitali che su carta
-          Insegnamento guidato da feedback grazie a tecnologia digitale

Di nuovo abbiamo studenti che si muovono ad un ritmo adatto determinato da un profilo dati personalizzato che aiuta i docenti a prioritizzare le oportunità obiettivo grazie ad un curricolo digitale preparato da un team di professionisti che dedica il suo tempo solo a questo scopo, non deve, allo stesso tempo insegnare sic!). Schede rapporto sugli studenti aiutano i docenti a decidere cosa fare (es valutare ed identificare i bisogni) e forniscono agli stessi materiale per intervenire a piccoli gruppi. Anche i genitori hanno accesso ad un portale dedicato con risorse in spagnolo (per una comunità prevalentemente spagnola).



slide della presentazione qui sotto




Qui sotto gli appunti in inglese

Stringfellow Elementary school in Georgia  + Sunset ELementay school
Crisis= danger + opportunity
2 leaders who turned challege into opportunity (one of the low performing school turned into a high scoring school in a year)
Head Principal of this school
3rd year in the school , background info soth west georgia, rural area one in 10 schools, demographic 80% africa- american other nationalities 135 Ss
Low performance school, (from 2 to four)
Low achievement à low school pclimate (low parent involvment/poor school climate/lost faith among staff, dicippline referrals/ very low opportunity school list/ takeover risk) they wanted to turn int inoto preK
Scores all below 40% in 2nd 3rd 4th 5th yr (reading  + comp) comp between 10 25%
Stuff needed assistance,
lack of focus on phonics and decoding (comprehhension hindered by lack of reading ability)
7 steps focusing in early literacy[m1] 
-          1 select the curriculum (find what out there is going to meet your need) curr chioces, lots of reading software
-          2 schedule support (important yr master schedules match support curriculum you chose) same for software program
-          3 ensure fidelity of instruction (after choosing the curr U need to be sure teaching matches it) Teachers must change their methods, conversation with teachers ‘do the best at the end of the year we’ll check if it doesn’t work we’ll see)
-          4 implement some benchmarkers (1 begininng 1 before Xmas 1 in May) to analyze and see of Students respond to Teaching
-          Analyze yr data (do not do assesement just becuase you must do it and use tem to meke instrucitonal decision)
-          Provide intervention (group Ss) first 30 minutes of the day (best time) group Ss in 6 and every T was got a group, tackle what they needed – fluency, decoding)  - use all PC on the campus, in order to provide best intervention
-          Inspect what we expect – moniot monitor monitor communicate concern with the staff, vast majorty of Ts want to do their best, encourage Ts need to know they’re doing well, support area of weekness
How things changed: graphs show improvments  (305% improvement end 2nd year) in 2 years
Reading fluency (1st grade in 3rd grade 2nd grade from 15% to 38%)
What does the data say? reading comp 267% 200% strong improvements
Data support the turnaround we had
Increase in the test
After 3 yrs of implementation the situation of turning school into preK, leading school, not longer the county’s lowest
They’re the talk of the town
Head of the school has been given another school – anytime school doens’t get results Ts feel defeated
Implement in benchmark assessment : analyze data and provide intervention to get where you want to get
The benchmark assesment motivate Ts to obtain results form the Ss (they look forward to see their Ss improve)

DATA SUPPORT SCHOOL SUCCESS[m2] 
-          Adaptive curr
-          Formative assessment
Digital curriculum tat identifies each S’s zone of proximal development,
S get instruction they need
-          Purposeful instr+
-          Layered scaffolding
-          Digital and print activitie
-          Responsive reteaching thanks to digital based tech
S move at their own pace – personalized data profile taht helps Ts to prioritize target opportunities
Implement data with administrators
Ss report cards help Ss to decide what to do (evaluate, identify need etc)
Reports help Ts to Target individual S’s needs, deliver individual intervention, document intervention
Ts can dowload intervention Tg activities for small groups
There’s also a parents’portal (resources are also availabel in Spanish)
R based intervention  provided by Istation (speaker) KAREN INGRAM National Education Consultant

QUESTIONS-ANSWERS
How was fidelity ensured? How did you get Tg onboard? WHat did you do with Ts that di not get on board? You need everybody to get where you want (communication strategies) + positive data (motivating)
Morning intervention was 1:1 PC?  Several small groups (4-6)  Ss grouped to take advance of resources
Professional development : did you have to provide new one? Ongoing prfessional Lg. Ts meeting, formulating assesment. Combination of training and meeting
Ss not progressing?  increase time or change trainig monitoring for a week


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