1 / 41

HSTW Best Practice Showcase

HSTW Best Practice Showcase. Thursday December 12, 2013. Welcome! http://goo.gl/DoHfuC. Agenda. 9:00-9:45 Media Center Introductions, overview of agenda , Jeremy Corbisello , Brenda Hilbert Todays "Look Fors " Week by Week standards poster,

helga
Download Presentation

HSTW Best Practice Showcase

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HSTW Best Practice Showcase Thursday December 12, 2013 Welcome! http://goo.gl/DoHfuC

  2. Agenda • 9:00-9:45 Media Center Introductions, overview of agenda, Jeremy Corbisello, Brenda Hilbert • Todays "Look Fors" • Week by Week standards poster, • Rigor- Questioning strategies - • Word Walls • Google Walk through Form • 9:45-10:00 Media Center Academic/ OGT intervention via Google Docs, Sue Allison/ Jonathan Ludwig • 10:00-10:30 Media Center Advanced Careers- Automated Materials Joining Technologies, Michelle Fitzsimmons/ Huck Hughes- lab tour. • 10:30-10:45 Break

  3. Agenda continued 10:45- 11:15 Media Center Extra Help, Sam DeGennaro / Rachel Gensburg– Trumbull CTC 11:15-12:00 Lunch 12:00-12:30Media Center Achieve 3000, Curt Kaiser 12:30-1:00Media Center LDC at CCCTC, Elizabeth Wright/Kristen Bielik 1:00-1:30Media Center ALEKS Math overview, Brenda Hilbert. Tour of Math Lab 1:30-2:00Media Center Review/ Questions/ Suggestions

  4. “Look Fors” • 1. OTES Week by week standards Poster • Aids in Curriculum Alignment • Reflects standards that were covered • Assists in SLO writing process • Serves as a Pacing guide

  5. “Look Fors” • 2. Rigor- Questioning Strategies • Increase rigor-senior projects • Critical Thinking Wheels-test bank questions • Pre-Post assessment development • Force Reflection

  6. “Look Fors” • 3. Word Walls • CT Specific Vocabulary- aids in retention • Expand student vocabulary • Terminology on high stakes tests/ assessments • Explain, describe, analyze, evaluate

  7. “Look Fors” • 4. Google Walk Through Form • Reflects OTES Informal Observation Guidelines • Data Collection • Frequency of Walk-throughs • Determine PD needs

  8. 2012-13 CTE Report Card 4 Year 96.8 A 5Year 93.2 B Post Program Placement 71.9 D

  9. 2012-13 CTE Report Card • Post Program Placement • Improvement Strategies • Be sure that Follow up survey is accurate • Employability/ Soft Skill Training • Develop Additional Partnerships with Business and Industry • Modified WBL Program • Advisory Committee/ Stakeholder Communication

  10. 2012-13 CTE Report Card • Post Program Placement • Improvement Strategies • Business Card- Please email your status known rate and strategies that you’ve implemented to improve placement scores

  11. Questions 9:45-10:00 Media Center Academic/ OGT intervention via Google Docs, Sue Allison/ Jonathan Ludwig

  12. Questions 10:00 Advanced Careers

  13. Questions 10:30- Break

  14. Questions 10:45 Extra Help TCTC

  15. Questions 11:15 Lunch

  16. Questions 12:00 Achieve 3000

  17. Achieve 3000 at the CCCTC(Today’s presentation goals) • What is Achieve 3000? • How does it fit at the CCCTC? • Industry related Associated Press articles • Electronically delivered reading practice • Multiple Choice activities already created • 5 step literacy routine to embed good habits • How/When was it implemented? • Early struggles/changes • Consistent usage of system by staff/student • Quality usage/student and staff buy in • Current struggles/needs • Maintaining consistent quality monitoring and usage

  18. Achieve 3000 at the CCCTC(Today’s presentation goals -continued ) • Data from previous years (2009-2013) • Share overall Lexile gains • Share Lexile gains of below grade level readers • Show Lexile gains of students meeting Quality Use criteria • Identified “Next Steps” of emphasis and change • Data driven decisions • Efficient use of monitoring tools • How to provide timely feedback to students

  19. https://www.teenbiz3000.com/

  20. Mailbox screenshot(Admin version) Shows articles delivered, top student scores for the week and any alerts to improper language used in the system.

  21. Article accessed/linkedvia email. >>>

  22. This screenshot shows article screen with dark blue tabs highlighting 5 step literacy routine and supplemental grade level activities in light blue tabs.

  23. ADMIN tab System provides a tool to manage class lists activity and provides a plethora of reporting features available to aid I monitoring and archiving data.(ADMIN version)

  24. Comparisons between career path programs used to identify individual student issues or class trends Cosmetology Level 2 August 27th –December 10th Welding Level 2 August 27th –December 10th

  25. Additional support for instructors exist in a Teacher’s Learning Center(Under Training and Support tab)

  26. Also, video tutorials by subject matter are available under Training and Support.

  27. Early implementation issues • Staff Training-May 2008 staff overview then Director leaves for another position at beginning of school year 2008 • Usage (Staff and student buy in)-When monitored in December 2008 -388 students only 209 logins and 182 multiple choice activities completed (1st 3 months)

  28. Early steps to correct problems (Year 1) • Set up structure with supervisor and responsibilities identified • Re-dedicated to establish staff training model to include: • More entire staff trainings • One on one training • Representative modeling lessons in career path classrooms

  29. Substantial early progress (2009-2011) OverallLexile Growth 2009-2010 Overall Lexile Growth 2010-2011

  30. The last 2 years ( Challenge: sustaining overall Lexile gains-we also added more writing practice to sessions the last two years) OverallLexile Growth 2011-2012 OverallLexile Growth 2012-2013

  31. Lexile Growth for Below Grade Level Readers 2009-2010 2010-2011

  32. Lexile Growth for Below Grade Level Readers(continued) 2011-2012 2012-2013

  33. As time went on………… • Addressed student buy in with class discussion of rationale for system to provide important professional habits at an early age (reading non fiction material, demonstrating comprehension and applying new gained knowledge to communicate with instructor (exemplifying communication skills necessary for workplace with peers and supervisor). Therefore also emphasized more use of Thought Question completion for short response writing practice, writing using supporting evidence from article and intermittent feedback from instructor. • Identified students rushing through multiple choice activities. Emphasis on 75% goal in multiple choice activities. Practiced importance of re-reading article prior to answering questions. • Realizing the need for quality use of product not just quantity use.

  34. Achieving Quality Use of the Achieve 3000 Product is a continuous process of monitoring, communicating with and motivating students. The Impact of Quality Program Use on Lexile Gains The multiple choice activity—a critical component of the Five-Step Literacy Routine—was used as a measure of the quality of program use. Students who average 75% and greater on multiple choice activities are identified as working within their instructional zone. In other words, scores within this range typically indicate that students are applying themselves to their work and reading in their instructional zone.

  35. Quality of Usage Findings for CCCTC 2009-2010 2010-2011

  36. Quality of Usage results (cont.) 2011-2012 2012-2013

  37. “Next Steps”: To achieve consistent quality use in each career path (some steps already implemented early in 2013). • Have our instructors directly assign more articles vs. allowing students to use search to generate articles. (Allows for some pre -reading activities, entire classroom post-reading discussions and timely constructive feedback to individual students ) These actions improve the buy in because it becomes more engrained in the culture of the classroom. • Continue to rationale for developing strong professional work habits by consuming written non-fiction material, demonstrating comprehension and providing written communication practice. This practice simulates on-the-job expectations for communicating with peers, supervisors and community. • Consistent student exposure to the system .(2 articles per week for school year-start after 2 weeks of schedule changes and post assess in early May) This level of usage allows most students to self pace and allows students to maintain pace with the entire class because of access from home (Our data shows that roughly 1/3 of CCCTC students have accessed Achieve 3000 from home since 2009) • Identify and use the most valuable reports available within the system to accurately monitor students progress, provide timely and constructive feedback as well as providing school-wide recognition of positive growth by students to escalate the profile of Achieve 3000 within the CCCTC.

  38. Questions 12:30 LDC

  39. Questions 1:00 ALEKS Math

  40. Questions 1:30 Review/ Wrap-up

More Related