Monday, February 12, 2007

Data Rich, Time and Manpower Poor

We've made a sea-change in my grade level team this year that would make any ed researcher giggle like a school girl.

It's a function of the Professional Learning Communities process that we began three years ago. We've finally gotten to the stage where we all are using the same assessment (theme skills tests from the Houghton-Mifflin reading series) and sharing our data. S takes all our scores (which are broken out by grammar, high frequency words, spelling skills, etc.) and puts them on a big spreadsheet so that we can see exactly which kid mastered which skill and which skills had the biggest failure rates.

The piece that we're struggling with is the "What do you do when a child doesn't get it?" step. Each theme test has about 12 to 14 areas on it; we look at the 3 that had the most trouble (this past test it was identifying nouns and verbs, using the 's possessive, and inflectional verb endings) and invite every kid who fails in any one of those three areas. For the kids who came we had an intensive 2 week bootcamp, 4 days a week, where we hit those three skills hard and fast. At the end I wrote up a new post-test based off of the theme skills test, and most of the kids showed good growth in the areas that they were identified for.

We're dealing with three distinct problems, though:

1) What do you do with the kids who still aren't getting a particular concept? Take inflectional verb endings (-ing, -ed, -s), for example. It's going to spiral up again in our reading curriculum, and they're going to get ample practice with it, so is it crucial that they pass a test RIGHT NOW?

What we've chosen to do is put together packets to send home to the parents so that they can practice those skills with their kids, but to truly see if that works or not I'll need to write another assessment on those areas and test them again, and the cynic in me wonders if it's really worth the trouble.

2) Then there's the kids who were invited to the before school progam but didn't come, about 10 in all. Ideally I would be able to make the time during the school day to intervene with them, but the twin competing pressures of time and curriculum make that a damn hard thing to do. With a student teacher I have the ability, right now, but when she goes away in March the time just won't be there any more.

3) Touching on the curriculum aspect of it, it's not like time has stopped while we try to remediate the skills they didn't get. We've moved into the long vowels (tough for 1st graders, believe me) for theme 6, but I'm still working with some kids on skills from theme 3 and 4. At what point do we let go and move on?

It feels good to be using the data the right way, and I can see the potential this holds to really help our students achieve to their maximum. My problem is that I'm getting burnt out in a hurry; last week I spent a minimum of 10 hours planning the remedial curriculum and pulling together the packets we need, and that's hard time to find with a baby at home and all the other obligations.

And that's why I drink.

Labels: ,


Blogger The Science Goddess said...

Isn't there anyone at the district office (Curriculum) who can gather resources and plan the interventions for you?

6:41 PM  
Anonymous Anonymous said...

Ah yes, the tension between classroom based schooling and individualized schooling.

As our paradigm shifts more toward individualized education, the stereotypical classroom makes less sense, doesn't it?

I appreciate the time you take to relate the practical realities of the world and the reflection on ideals versus the possible.


3:56 PM  
Blogger Ryan said...

Goddess: Not really. Our district office is two people (the super and the asst. super), neither one of whom really do that sort of thing. The biggest help around is probably our school psych, but he's the only one for our 2000-student district, so he's hopping around pretty good too.

JL: It's all about the professional development. We're never going to get to a fully (or even mostly) individualized system until teachers come out of the ed schools trained in differentiated instruction and fully equipped with intervention ideas. Were I the King of Education in my district, that's where I'd be pushing the development money.

7:11 AM  
Anonymous Anonymous said...

豆豆聊天室 aio交友愛情館 2008真情寫真 2009真情寫真 aa片免費看 捷克論壇 微風論壇 大眾論壇 plus論壇 080視訊聊天室 情色視訊交友90739 美女交友-成人聊天室 色情小說 做愛成人圖片區 豆豆色情聊天室 080豆豆聊天室 小辣妹影音交友網 台中情人聊天室 桃園星願聊天室 高雄網友聊天室 新中台灣聊天室 中部網友聊天室 嘉義之光聊天室 基隆海岸聊天室 中壢網友聊天室 南台灣聊天室 南部聊坊聊天室 台南不夜城聊天室 南部網友聊天室 屏東網友聊天室 台南網友聊天室 屏東聊坊聊天室 雲林網友聊天室 大學生BBS聊天室 網路學院聊天室 屏東夜語聊天室 孤男寡女聊天室 一網情深聊天室 心靈饗宴聊天室 流星花園聊天室 食色男女色情聊天室 真愛宣言交友聊天室 情人皇朝聊天室 上班族成人聊天室 上班族f1影音視訊聊天室 哈雷視訊聊天室 080影音視訊聊天室 38不夜城聊天室 援交聊天室080 080哈啦聊天室 台北已婚聊天室 已婚廣場聊天室 夢幻家族聊天室 摸摸扣扣同學會聊天室 520情色聊天室 QQ成人交友聊天室 免費視訊網愛聊天室 愛情公寓免費聊天室 拉子性愛聊天室 柔情網友聊天室 哈啦影音交友網 哈啦影音視訊聊天室 櫻井莉亞三點全露寫真集 123上班族聊天室 尋夢園上班族聊天室 成人聊天室上班族 080上班族聊天室 6k聊天室 粉紅豆豆聊天室 080豆豆聊天網 新豆豆聊天室 080聊天室 免費音樂試聽 流行音樂試聽 免費aa片試看A片 免費a長片線上看 色情貼影片 免費a長片 本土成人貼圖站 大台灣情色網 台灣男人幫論壇 A圖網 嘟嘟成人電影網 火辣春夢貼圖網 情色貼圖俱樂部 台灣成人電影 絲襪美腿樂園 18美女貼圖區 柔情聊天網 707網愛聊天室聯盟 台北69色情貼圖區 38女孩情色網 台灣映像館 波波成人情色網站 美女成人貼圖區 無碼貼圖力量 色妹妹性愛貼圖區 日本女優貼圖網 日本美少女貼圖區 亞洲風暴情色貼圖網 哈啦聊天室 美少女自拍貼圖 辣妹成人情色網 台北女孩情色網 辣手貼圖情色網 AV無碼女優影片 男女情色寫真貼圖 a片天使俱樂部 萍水相逢遊戲區 平水相逢遊戲區 免費視訊交友90739 免費視訊聊天 辣妹視訊 - 影音聊天網 080視訊聊天室 日本美女肛交 美女工廠貼圖區 百分百貼圖區 亞洲成人電影情色網 台灣本土自拍貼圖網 麻辣貼圖情色網 好色客成人圖片貼圖區 711成人AV貼圖區 台灣美女貼圖區 筱萱成人論壇 咪咪情色貼圖區 momokoko同學會視訊 kk272視訊 情色文學小站 成人情色貼圖區 嘟嘟成人網 嘟嘟情人色網 - 貼圖區 免費色情a片下載 台灣情色論壇 成人影片分享 免費視訊聊天區 微風 成人 論壇 kiss文學區 taiwankiss文學區

5:21 AM  

Post a Comment

<< Home