1. Spring 2014 Benchmark Data Is Here!!!
What do you ?
Where do we go from here?

2. Achievement Levels Level 1 –Limited Command Level 2– Partial Command
Level 3 –Sufficient Command
Level 4 –Solid Command and College Career Readiness
Level 5-Superior Command and College Career Readiness

3. School-Wide Results for Math

4. School-Wide Results for ELA

5. 5th Grade Science

6. Thinking Skills
This year North Carolina will be using Depth of Knowledge Levels 1, 2, and 3. DOK Level 1 questions are lower level while DOK Levels 2 and 3 are higher order.

7. DOK Levels of Complexity
Level 1: Recall/Reproduction-Recall a fact, information, or procedure. Process information on a low level.
Level 2: Skill/Concept: Use information or conceptual knowledge, two or more steps.
Level 3: Strategic Thinking: Requires reasoning, developing a plan or a sequence of steps, some complexity.
Level 4: Extended Thinking: Requires an investigation, time to think and process multiple conditions of the problem.

8. Now we have it
Where do we go from here

9. Mandatory Intervention Blocks Begin April 14, 2014 for all STAFF!
4th Grade ELA Monday & Tuesday 8:30-9:30
4th Grade Math Wednesday & Thursday 8:30-9:30
5th Grade ELA Monday & Tuesday 9:50-11:00
5th Grade Math Wednesday & Thursday 9:50-11:00
5th Grade Science Friday 9:50-11:30
6th Grade ELA Monday & Tuesday 1:00-2:10
6th Grade Math Wednesday & Thursday 1:00-2:10

10. School-Wide Reading & Accelerated Reader Test
2:15-2:30 School-Wide Reading Daily
Allow students opportunities to take AR Test Daily. Each student should take a minimum of 5 tests per nine weeks on books on their individual ZPD level.

11. Give YOUR students this comprehension and recall drill everyday:
a. Using text material, select a manageable part, a titled or subtitled paragraph of at least 200 words.
b. Using the hand as a pacer read the paragraph or section in 30 seconds.
c. Stop, write down what is remembered.
d. Repeat steps two and three above in the same material.
e. As a class; brainstorm what students have read.
f. Repeat entire drill in new material.

12. Vocabulary Drill
a. Using subject area material teacher chooses a major section or chapter.
b. Teacher should first read material choosing most important vocabulary terms.
c. Using the hand as a pacer, have students quickly preview entire chapter and mentally identify some of the significant vocabulary (about seconds) use headings, or sub heading, bold face words, italicized words, words in margins, pictures, charts, graphs.
d. Preview same material again for seconds. Stop…write down words chosen – students should recall the words from memory, not copy them.
e. As a class, brainstorm all the words the students identify as important to unit. List all words on board so students can see and learn all words.
f. Go to a new section or chapter and repeat above drill. Note: A very beneficial exercise is to combine the recall and comprehension drill (#12) and the vocabulary drill.
g. This vocabulary drill actively involves students in thinking about their vocabulary plus they can transfer these "search" skills to other reading material. All students will succeed at some level with this drill.
h. Do this drill as often as possible.

13. Give homework everyday
Five minutes of homework a day for each grade level. (i.e., 15 minutes a day for third graders, 60 minutes a day for twelfth graders) We recommend that in addition to subject area homework you direct your students to:
a. Read a story you have provided them.
b. Do a slash recall pattern on that story.
c. Bring recall patterns to class the next day.

14. Never allow "down time" in your class
Never allow "down time" in your class. If you’ve completed the lesson for the day have your students read. If they’re waiting for the last bell, or to go to lunch, have them read. Don’t ever let them just sit there and do nothing. Have them read. Do D.E.A.R.!
Students learn by "doing" something for themselves. Reading, writing, math. They learn very little by listening. Be very conscious of time management. Increase, dramatically, reading and writing time in your class.
Practice test taking all year. Give frequent achievement test type short tests. Increase drill time in reading instructions for taking tests.

15. Phone your parents. Especially phone the parents of students who are doing well in your class or who accomplished some very specific task. Increasing achievement test scores involves parents too. Emphasize their involvement is crucial in three areas:
a. Get them to school on time after a nutritious breakfast.
b. Turn off the TV.
c. Have lots of books around the house.
Sit at your desk as little as possible. Education does not take place at your desk. When you walk around your class you not only see, but you are seen.

16. Look at your scores What trends to you see?
Why do you feel your students did not perform well?
What will you do to ensure that ALL of your students show growth?
What are you going to do differently the remainder of the school year?

17. Kunjufu says it best:
“What you see in a child is what you will produce from the child.” We have to see that ALL of our students will make Level 5’s on their EOG. If we see it, we will produce it.

18. Next Steps: Pencil/Paper Retest
Compare Pencil/Paper to Computerized Test
Identify the objectives that are the weakest
Plan activities for Intervention Blocks
Implement Intervention Blocks

19. Final Destination
Ahoskie Elementary School: North Carolina School of Distinction