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Wolfson High School Curriculum Issue Report

Wolfson's Reading FCAT Scores
by

cicely tyson

on 14 April 2010

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Transcript of Wolfson High School Curriculum Issue Report

Curriculum Issue Report FCAT Blitz Data Previous Interventions Research 2004-2005 D.E.A.R 2007-2008 Common Assessments 2008-2009 FCAT Blitz School Wide 2009-2010 FCAT Blitz ELA Teachers Only Drop Everything and Read. During this school year all students were required to read some sort of literature for 15 minutes. 10th Grade ELA Teachers decided to create common assessments based on the FCAT strands and benchmarks which were tied to the curriculum. Teachers taught all FCAT lessons in class to their own students. All teachers participated in this school wide initiative. Students reported to their homeroom after 1st period. 9th and 10th graders worked on ELA for 30 mins and Math for 30 mins. An ELA and Math teacher came on the closed circuit television and taught the lesson. Teachers prepared the lesson weekly during small learning communities. All ELA and Reading Teachers were assigned a 10th grade homeroom. Three teachers developed the curriculum and presented it weekly to all other ELA teachers. Teachers "taught" common FCAT focus lessons for one hour and followed it with common assessments. Assessment scores and worksheets were then collected by the students’ regular English teacher. At the second half of the school year ELA 2010-2011 The Future As a department we have decided that our students would be better served if they were instructed by their own teacher. Most students have a better relationship with their own teacher and it will make students more accountable for their work. Through the 2009-2010 school year we started creating FCAT focus lessons. We have found that we have more success with the lessons. Overall the FCAT Blitz was relatively successful but changing the dynamics of the school caused the FCAT Blitz sessions to have a negative stigma. Funding: More Paper
SAI Funds (Saturday School) Professional Develpment:
3-4 ELA developed the curriculum on saturday
Every Tuesday all ELA and reading teachers met in a department meeting and reviewed the lessons which would be taught on Thursday. Schedule Modifications:
Curriculum Manager had to create smaller underclassmen homerooms.
ELA teachers taught new homerooms (all 9th and 10th grade)
1st and 2nd period classes were cut short.
FCAT Blitz was an hour long. Program Success Previous Interventions DATA Percent of Passing Students: (Reading)
2007-26%
2008-25%
2009-31%
Overall Mean Scale 100-500 (Reading)
2007-293
2008-294
2009-301
Percent of Students by Achievement Level:
Year # Of Students Tested Level 1 Level 2 Level 3 Level 4 Level 5
2007 438 43% 31% 14% 5% 7%
2008 463 41% 33% 16% 4% 6%
2009 441 37% 32% 16% 5% 9% Overall the program met the basic needs of our school however, we needed to find a way to reach the lowest quartile of students. Our AYP numbers and percentages could not increase because the lowest quartile students' needs were not being met. Many of the students skipped this portion of the day or failed to do any work because they were not with their classroom teacher. Effect on the School Douglas Fisher, & Nancy Frey. (2007). Implementing a Schoolwide Literacy Framework: Improving Achievement in an Urban Elementary School. The Reading Teacher, 61(1), 32-35,37-43. Retrieved April 14, 2010, from Research Library. (Document ID: 1330789941). www.fldoe.org http://www.duvalschools.org/reseval/SPAR/2009/NCLBSPAR2009.asp?Schnum=224 Summary What's next??
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