Math Success Coach Assessment

Our students come from a wide range of elementary and middle schools and enter our building without consistent levels of instruction that they would receive if they were all coming from a feeder middle school, which leads us to have students with an incredibly wide range of abilities and skills sets when they enter our doors. In response, we have had to create strong structures that hold teachers accountable to sharing and using data to modify their lessons because it is infeasible for us to level our classes perfectly. To do so, we have our instructional coaches work one on one with our teachers to create and update 6-week plans every single week to ensure that their instruction is actually meeting the needs of the learners that are in front of them. Due to these strategies, we had the highest growth in our entire network on the PSAT in quarter one for our ninth and tenth grade cohorts and we are on track to exceed our growth goals for the year. However, it is important to note, that our students have a high level of learning and emotional needs, which means that we have to approach classroom management and social work services differently than another school might. Our classroom management system has to incorporate a high emphasis on relationship and coalition building. It also means that we must approach our instruction in a way that is culturally responsive, culturally sustaining, and data driven. Another strategy that we have implemented to ensure that students have access to rigorous and challenging work is to consistently use data not solely to tell them where they are, but to empower and reinforce to students their worth and capabilities on a daily level. We have VIP lunches, ceremonies that recognize growth, and jobs well done. It is imperative to create a culture of celebration when it comes to acknowledging their hard

Our professional development sessions are conducted weekly in a variety of subject areas, and the monthly school-wide session, using interactive reform activities, align with the Danielson Framework for Teaching (Danielson, 2013) to showcase best practices of teachers and to develop grade-level performance tasks, looking at students’ work to provide individual feedback that is aligned with the teaching rubric in order to show academic progress and growth in the target areas of ELA and Math.

Communication with peers and even teachers or adults will also be helpful as it will help organize and speed up the time it will take to complete certain objectives.

Assessing is a major priority in the school system because this is the only way principals are aware of the progress their students and teachers are producing. It is recommended that principals meet monthly with other administrators to stay up to date on the current changes in the curriculum, instruction, and assessments. The school leadership teams must ensure that they are choosing instructional works that have high success rates for enhancing student achievement. If the data results from the assessment show that the majority of students are not producing learning gains, the school’s principal should sit down with the teacher to discuss and reevaluate the lessons that are being taught.

If I never told you about the classes I was taking at my current college, would I still be considered math not ready? If I must take the math readiness test would I also be able to take it prior to starting school? I know it is an online course. Does that mean I could enroll in Math 1014 this summer and take it

In order to choose goals for Russell Upper Elementary, I needed to take the pulse of the school. I knew that I would need the help of other teachers so I formed a leadership team. This team was comprised of myself, a fifth grade teacher, a sixth grade teacher, and the two grade level counselors. This team was formed to help RUE make school wide decisions. We decided to give teachers the Snapshot Survey of School Effectiveness Factors. The leadership team explained to staff the reasoning behind the survey so that they could understand the purpose of the data.“Substantive change initiative must be supported by both administrators and teachers”(Marzano 174) The leadership team converted the Snapshot Survey into an electronic version so we could

In my years of teaching at Greenville High School, the comprehension of student academics is extraordinary. The potential success of each student is yet to be unlocked due to the lack of support in homes and in surroundings. Parents are often not engaged with their students’ school life. Most students come from big families but with single parents (specifically mothers) so their focus on their child’s education is almost nonexistent. These factors affect the students test scores, ultimately pulling the district’s test scores down to the lowest they’ve ever been. I teach Algebra I to about fifty, ninth grade students to prepare them for the Algebra I state test. Most I teach have similar mathematical abilities and prefer to have every step of their work evaluated. Other than that, there are no students with exceptional needs or abilities that influenced the planning of lessons. In the beginning of the year,

So this week was an interesting one working with the EA I got to see the plans that were implemented in the meeting I atteneded last week. I also got to see just how much work the support staff puts in with these kids. The one EA that I was working with in the morning has two kids that he helps. It’s a full time job keeping these two kids focused and engaged in their classes. I feel like I have completed a part of the competency area 3 because I have obesereved/participated in observational and assessment process with clientele. I did that by just watching the EA and then helping implement his school programing. I also actively initiate and sustained interactions with the client by participated in there classes with them and helping them in their classes. I have also hit some areas with in the competency area 4 by observing the kids

My teaching effectiveness improves with my ability to provide my students multiple pathways for learning. This new understanding of how to use diagnostic assessments shifts my focus from what my students have to learn (i.e., how far away from goal they are), to how I can get them there. Pre-assessment becomes less a static snapshot of who my students are than a road map for their progress, allowing me to plan learning activities that better meet the needs of diverse learners. Beyond using diagnostic and formative assessments to drive flexible grouping and pacing (what I have typically done), I now see how to use them to differentiate content, process and product. With a better understanding of the end game, I will be able to create summative assessments that answer the question "what do students need to know and be able to do" and address students’ diverse interests and learning preferences by giving them multiple options for showing what they know.. I will also be able to improve my rubrics so they actually reflect what I expect students to be able to

For example, Bob told me he was having trouble at home. He was making poor choices, and his parents are involved in some activities that are causing grandparents to try to gain custody. I also consider the lack of support and education in the home. With this in mind, I give in class study time and allow peer tutoring. Lan and Bob asked to work together to correct their formative assessment, they were the only perfect scores on the summative. The students that were not in class for the practice, but, were in attendance for the physical activities were able to correctly answer problems where an object on a graph was to be transformed as demonstrated in questions 1-4 on the summative assessment. Those students did not use tracing paper, the students that had the in-class practice did. The students that did not use the tracing paper struggled with questions 9-14 on the summative

This study investigated the effectiveness of daily formative assessments in the success of low-achieving ninth-grade Algebra 1 students. Sending students into annual standardized tests, like the Algebra 1 End of course exam, without quality daily assessments, often end with students being placed in remedial courses the following year. The continual use of giving students failing unit test grades, unsatisfactory semester exams that fail them for the semester, and no daily feedback, does not prepare students for mastery of essential Algebra 1 material. Countless studies show that the way teachers teach and students are assessed needs to change. In this study, it was statistically determined that daily formative assessments fostered a significant positive impact on student performance between a pre-test and a post-test.

Where students struggle the most are transitions, this is where the lack of a consistent third is most apparent. While I expect all the students to come to the carpet for large group, or participate in small groups my team does not have the same expectation – no matter how many time I ask for all student to participate. Sometime I feel they have the philosophy of “let’s get through the day” let the child do what they want, when they want. (This has been especially true with the most recent

This is the district this is what the discipline would look like we coach them for all of that it might be in form of phase plan. Tiffany does a great job as Mary? I’m really glad that we have their help for last two year and if somebody who is not doing that part of the expectations it is part of their job description that you will do PLC or you would do differentiation whatever it is. I mean, you will do but here is the expectations of the job your performance expectations here is what you do and recognize those. This might be a phase one plan and might be a phase two plan but even before that we would probably might have to coach the supervisors or the principals whoever might be that you need to give them in feedback in writing they have some documentation that might have received some coaching on that. You received a document and I want you remember that you do this on your assessment or you offer this support for students that they are ongoing coaching and feedback and it need to be documentable form something in

Within this assessment my team was made up of Brady Gunn and myself. After initial communication via email Brady and I disused which topics we were interested in and decided we would do learning theories, we also decided that we would individually research theories that interest us and collaborate throughout the assessment, it was decided that I would write the introduction whilst Brady would write the conclusion. Throughout this assessment I feel that I was making more of an effort to communicate and collaborate then Brady, I often wrote in the wiki and then had to had to send him several emails to get his input into the assessment. As when he took a week off to go camping and surfing and hadn’t responded to emails or wiki posts about the assessment just disappeared, as I was unsure if he was still participating and if he was if he was okay with the subheading I had thought of. I feel we would lose marks for our communication as it was very infrequent and until the end Brady didn’t offer much input or help into the layout or information into the Prezi resource. I feel this led to me struggling to complete the introduction to the resource as I did not have the information of which theories Brady was adding to the assessment. Despite the limited communication I feel the end result of our Prezi resource turned out rather successful, the information provided and the general outlook of the Prezi is easy to follow and creative whilst keeping a professional. Due to

There is old proverb, “Procrastination is the thief of time.” And in the classroom, one of the teacher biggest challenge is managing time-yours and the learners. Effective strategies for assisting learners manage their time begin immediately as they entered the classroom. Incorporating a daily review and, or warm-up activity at the beginning of a class period. This minimize the hectic and stressful first few minutes of a new period, day-to-day as learners arrive at their schoolroom they take a sheet of paper from a distinctly identified container and instantaneously begin to work responding to the query presented on the chalkboard, regarding the preceding tutorial. Accordingly, teaching the learners to enter, and straightaway start on the One Question Examination, since they have limited minutes to complete the assignment before their responses are accumulate and examined. (Hughes, n.d)