A Resource for Administrators |
Much of the academic success of the students in the School District of Palm Beach County can be attributed to the proactive nature of the school administrations, their leadership teams and the classroom educators. This resource is designed to guide school principals as they strategically develop their instructional plans, formulate their strategies and implement interventions with intentional razor-sharp focus. Timeline of Implementation In “Setting the Stage for Success - Stage I” you will find information that may be helpful to you at the time of the administration of the first diagnostic assessment through October. Changes as they relate to FCAT for FY12 are listed along with suggestions and recommendations for:
It is always important to remember that virtually all students have the capacity to perform at a high level on academic tasks. When students can articulate their academic targets and know where they are in relation to those targets, they are motivated to reach them. Clearly articulated targets in the classroom, along with data chats and multiple opportunities to be successful, serve as a blueprint for success, especially for students who do not have a history of school accomplishments.
|
|
Stage II (November - January) Stage II is the second installment of suggested strategies designed to provide ideas for the school administration to use in developing an instructional action plan. In “Setting the Stage for Success - Stage II,” you will find information that may be helpful to you in using the Fall diagnostic and other assessment results as tools to review and adjust your instructional plan, check on the progress towards your goals, develop additional and/or new strategies and interventions to address newly uncovered specific weaknesses. It is always important to use multiple data sources in developing your action plan. On-going classroom formative assessments, used in conjunction with the summative reports found in the Educational Data Warehouse will help to direct your actions. There is compelling and conclusive evidence that routine use of formative assessment (Assessment FOR Learning) motivates and accelerates student achievement. (Black and Wiliam, 2001)
|
|
| Stage III (January - April) Stage III is the third installment of suggested strategies designed to provide ideas for the school administration to use in developing an instructional action plan. In “Setting the Stage for Success - Stage III,” you will find information that may be helpful to you in using the Winter diagnostic and other assessment results as tools to review and adjust your instructional plan, check on the progress towards your goals, develop additional and/or new strategies and interventions to address newly uncovered specific weaknesses. It is always important to use multiple data sources in developing your action plan. On-going classroom formative assessments, used in conjunction with the summative reports found in the Educational Data Warehouse and CORE K12, will help to direct your actions. According to Marzano (2010), formative assessments are most beneficial when used during instruction rather than at the end of a unit or course. There is compelling and conclusive evidence that routine use of formative assessment (Assessment FOR Learning) motivates and accelerates student achievement (Black and Wiliam, 2001). This document provides detailed descriptions of instructional considerations targeting reading, writing, mathematics and science. Guidelines for differentiating instruction, developing tutorial programs and suggestions for FCAT preparation are also included. The Accelerated Participation and Performance section includes suggestions that will help to ensure student completion of accelerated courses. Additionally, this section contains strategies for enhancing student performance on the exams associated with accelerated coursework and with College Readiness exams. The last section of the packet provides some practical suggestions for creating a positive testing environment. The information can help minimize students’ anxiety and maximize student learning and performance. |
|
|