Florida Department of Education / School: RibaultHigh School / Grade Levels: 9-12
/ District: Duval County / Instructional Review Date: September 18, 21, 2009
Region: II – George Bennett
Instructional Review
Commendations on DA Indicators / Concerns on DA Indicators / Revised Action Steps
(to address Concerns) / Evidence of Implementation
(to document Progress)
Tasks
(to implement Action Step) / Timeline
(Introduced to Completed:
Month/day to Month/Day) / Person Responsible
(Title, Name)
Classroom Culture and Environment:
A common board configuration is in place in most classrooms.
Several classrooms were inviting and conducive to learning.
Beginnings of word walls are evident in several classrooms.
There is a mutual respect between teachers and students as well as students and students in some classes.
Rituals and routines for behavior and procedures are established, modeled and maintained in some classrooms.
Instruction is bell to bell in most classrooms. / Classroom Culture and Environment:
There are classrooms that have excess clutter and need to be cleaned. There are also mathematics classrooms that are not (students in rows) or cannot be arranged for hands-on activities that will foster an atmosphere of collaboration. / Action Step: Remove physical barriers that interfere with learning in all classrooms. / Evidence: Clear and inviting classrooms that promote an atmosphere of learning. Student desks are arranged for collaboration and group work.
Task #1:Remove clutter from rooms and clean as needed. / Timeline: September, 2009 / Responsible: Principal and leadership team
Task #2: Make sure all classrooms are arranged for collaboration and group work. Monitor for implementation. / Timeline: September, 2009 / Responsible: Principal and leadership team, school and district mathematics coaches, Region II Instructional Mathematics Specialist.
Although the common board configuration is in place in all classrooms, elements of it are inconsistent from classroom to classroom. Teachers, generally, have a misunderstanding of its purpose and are displaying it for compliance only. / Action Step:Ensure that the format for the common board configuration is the same in all mathematics classrooms.Use the common board configuration to set the stage for learning and establish the purpose for the day’s lesson, what will occur during class and what students will know by the end of the lesson. / Evidence: A consistent common board configuration and its use as part of the teaching process will be observed in every class and reflected in lesson plans.
Task #1:Employ a common board configuration that is consistent in all classrooms. / Timeline: September, 2009 / Responsible: Teachers
Task #2: Utilize the common board configuration to introduce every lesson and set the stage for learning. Refer to it during the lesson as needed to focus student learning.
Task #3: Monitor for implementation. / Timeline: September, 2009
Timeline: September, 2009-May, 2010 / Responsible: Teachers
Responsible: Principal and leadership team, Region II Mathematics Specialist
Little evidence of exemplary student work was seen in mathematics classrooms. / Action Step:Post samples of student work that meet or exceed standards. Ensure all examples are accompanied by the Sunshine State Standard or benchmark, a rubric and commentary explaining why the work is exemplary. / Evidence: Posted work with standard, rubric and explicit commentary will be visible in classrooms.
Task #1:Post work with standard, rubric and commentary. / Timeline: September, 2009-May, 2010 / Responsible: Teachers
Task #2: Monitor for implementation. / Timeline: September, 2009-May, 2010 / Responsible: Principal and leadership team, Region II Mathematics Instructional Specialist
Most teachers do not have aword wall. Those that do are not utilizing it. / Action Step:Utilize word walls as a normal part of instructional delivery to build mathematical content vocabulary in students. Employ the vocabulary and expect students to do the same. / Evidence: Use of an interactive word wall will be observed during classroom observations. Words for the word wall will also be noted in lesson plans under essential vocabulary. The use of vocabulary will be heard in all classes.
Task #1: Establish an active word wall. Place words on it as they are introduced. Refer to the word wall often to emphasize the importance of proper vocabulary. As words become a natural part of the students’ vocabulary, retire them to an archival word wall where they can be referenced as necessary. / Timeline:September, 2009-May,2010 / Responsible: Teachers
Task #2: Monitor for implementation. / Timeline:September, 2009-May, 2010 / Responsible: Principal and leadership team, Region II Mathematics Instructional Specialist
Instructional Tools and Materials:
Curriculum maps with pacing guides are available to all teachers.
All classes have ample materials and supplies. Some technology is available (overhead projectors) but most classrooms have only a single computer for the teacher and none for student use. / Instructional Tools and Materials:
In some mathematics classrooms,worksheets are being utilizedthat are not district adopted materials and do not match the cognitive complexity of the FCAT. / Action Step: Review all non-district adopted materials to ensure that theymatch the level of the cognitive complexity required by the Sunshine State Standards and the FCAT. / Evidence: All materials utilized by teachers will match the cognitive complexity of the Sunshine State Standards. This will be seen during classroom observations.
Task #1:Review all non-district materials during PLCs. Adopt and use only those that are atan appropriate level of cognitive complexity. / Timeline: September, 2009-May, 2010 / Responsible: Teachers, school and district mathematics coaches, Region II Mathematics Instructional Specialist.
Task #2: Monitor classes to ensure non-district adopted materials being used by teachersare at a cognitive complexity that matches the FCAT. / Timeline: September, 2009-May, 2010 / Responsible:Principal and leadership team, Region II Mathematics Instructional Specialist
Lesson Planning and Delivery:
A common lesson plan template is available to all teachers.
Most teachers are following the district pacing guide. / Lesson Planning and Delivery:
Lesson plans were not available in most mathematics classrooms. In some of those where they were available, they were inconsistent and incomplete. Most teachers would benefit from additional training on how to plan for instruction more effectively. / Action Step:Ensure lesson plans are available and used by teachers to plan and deliver instruction. Provide professional development on how to plan effective lessons and monitor for implementation. / Evidence: Lesson plans will be available for review during classroom observations. Observers will note that they match instruction.
Task #1: Provide professional development on effective lesson planning. Training should include unpacking the standards, writing essential questions that clear and student friendly and referred to during each lesson. / Timeline: September, October, 2009 / Responsible: School and district mathematics coaches Region II Mathematics Instructional Specialist
Task #2: Implement planning strategies provided in training.
Task #3: Monitor for implementation. / Timeline: September, 2009-May, 2010
Timeline: September, 2009-May, 2010 / Responsible: Teachers
Responsible: Principal and leadership team, Region II Mathematics Specialist
In most classes teachers were presenting mathematical content to students as opposed to teaching mathematics. Very few teachers set the stage for learning. Little modeling was observed. Most classes did not end with an assessment to check for student comprehension. / Action Step:Provide explicit instruction (setting the stage for learning, an explanation of what to do, modeling the process, opportunities for guided and independent practice). / Evidence:Classroom observers will see explicit instruction including frequent checks of student comprehension. Explicit instruction will be reflected in lesson plans.
Task #1: Set the stage for learning at the beginning of each class by establishing a purpose for the lesson (see the common board configuration). / Timeline:September, 2009-May, 2010 / Responsible:Teachers
Task #2:Model what students need to know and understand
Task #3: Guide students as they practice what is expected. Have students practice independently, allowing for collaboration with other students while teacher circulates, assisting as needed.
Task #4: Assess students for comprehension. Refocus or re-teach as needed.
Task #5: Monitor classes for implementation. / Timeline:September, 2009-May, 2010
Timeline: September, 2009-May, 2010
Timeline: September, 2009-May, 2010
Timeline: September, 2009-May, 2010 / Responsible:Teachers
Responsible: Teachers and students
Responsible: Teachers
Responsible: Principal and leadership team, Region II Mathematics Instructional Specialist
Higher Order Questioning and Discourse / Higher Order Questioning and Discourse:
Most questioning was at the lower end of Webb’s Depth of Knowledge. Few questions were above the recall and knowledge level. There were few opportunities for students to analyze, investigate, problem solve, or inquire. Use of wait time was limited and there was little scaffolding, pacing, prompting and probing. / Action Step:Provide professional development on Webb’s Depth of Knowledge and monitor for implementation. / Evidence:Questioning techniques will be observed during instruction that require students to reason and promote critical thinking. Higher order questions will be reflected in lesson plans.
Task #1: Provide training. / Timeline:September, October, 2009 / Responsible:School and district mathematics coaches, Region II Mathematics Instructional Specialist
Task #2: Utilize higher order questions in lessons.
Task #3: Monitor for implementation. / Timeline:September, 2009-May, 2010
Timeline: September, 2009-May, 2010 / Responsible:Teachers
Responsible: Principal and leadership team, Region II Mathematics Instructional Specialist
Student Engagement: / Student Engagement:
Although there was evidence of collaboration in some classes, many classrooms were arranged in rows and the instruction was primarily whole group lecture with primarily passive student engagement. Strategies to engage active participation were not observed in most classes. / Action Step:Provide professional development on strategies to promote active student participation and monitor for implementation. / Evidence: Full participation by students including asking and answering questions, attempting new approaches, making mistakes, and asking for assistance will be observed during class. Strategies will be noted in lesson plans and used during instructional delivery.
Task #1: Provide training. / Timeline: September, October, 2009 / Responsible: School and district mathematics coaches, Region II Mathematics Instructional Specialist
Task #2:Implement strategies.
Task #3: Monitor for implementation. / Timeline: September, 2009-May, 2010
Timeline: September, 2009-May, 2010 / Responsible: Teachers
Responsible: Principal and leadership team, school and district mathematics coaches, Region II Mathematics Instructional Specialist
Rigorous Tasks and Assessments: / Rigorous Tasks and Assessments:
The progression of rigor on assessments is primarily at the recall level with few opportunities for conceptual development, strategic or extended thinking. The cognitive complexity of most tasks does not match that of the FCAT. / Action Step:Provide training on writingassessment items that match the cognitive complexity of assessment items on the FCAT. Monitor for implementation. / Evidence: All classroom assessments will include a variety of items that match the cognitive complexity of the FCAT. There will be numerous opportunities for students to demonstrate basic and complex reasoning as well as recall.
Task #1: Provide training. / Timeline: September, October, 2009 / Responsible: School and district mathematics coaches, Region II Mathematics Instructional Specialist
Task #2:Construct assessment items that match the cognitive complexity of the FCAT during common planning time and PLCs.
Task #3: Monitor for implementation. / Timeline: September, 2009-May, 2010
Timeline: September, 2009-May, 2010 / Responsible: Teachers
Responsible: Principal and leadership team, Region II Mathematics Instructional Specialist
Differentiated Instruction: / Differentiated Instruction:
Although teachers have baseline data (AIDE), it has not been analyzed nor used to group students or to drive instruction and adjust instruction. New data has not been collected to refocus, re-teach or enrich instruction. / Action Step:Providetraining on analyzing data and using it to differentiate instruction, including refocusing, re-teaching, and enrichment. Monitor for implementation. / Evidence: Based upon analysis of student data during PLCs and common planning, differentiation will be reflected in lesson plans and observed during classroom visits
Task #1: Provide training. / Timeline: September, October, 2009 / Responsible: School and district mathematics coaches, Region II Mathematics Instructional Specialist
Task #2: Implement and use data analysis to differentiate instruction.
Task #3: Monitor for implementation. / Timeline: September, 2009-May, 2010
Timeline: September, 2009-May, 2010 / Responsible: Teachers
Responsible: Principal and leadership team, Region II Mathematics Instructional Specialist
Cross Content Reading and Writing Instruction: / Cross Content Reading and Writing Instruction:
Opportunities for writing were not evident in mathematics classes. There were no FCAT like short and extended responses noted in assignments or on assessments. Journals or portfolios were not seen in mathematics classes. / Action Step:Include short and extended response items on every assessment. Include daily opportunities to write in mathematics classes through journals/ notebooks and/or exit tickets / Evidence: Numerous opportunities for writing will be reflected in lesson plans and observed during instruction. All assessments will include short and extended responses.
Task #1: Provide training on how to construct meaningful questions (including short and extended responses) that will promote numerous opportunities for writing in mathematics classes. / Timeline: September, October, 2009 / Responsible: School and district mathematics coaches, Region II Mathematics Instructional Specialist
Task #2: Implement daily writing in mathematics classes and on all assessments.
Task #3: Monitor for implementation. / Timeline: September, 2009-May, 2010
Timeline: September, 2009-May, 2010 / Responsible: Teachers
Responsible: Principal and leadership team, Region II Mathematics Instructional Specialist
Florida Continuous Improvement Model (FCIM): / Florida Continuous Improvement Model (FCIM):
Use of the FCIM strategies is not yet evident or utilized. / Action Step: Provide additional professional development on FCIM and monitor for implementation. / Evidence: Lesson plans will reflect FCIM process including teaching, assessment, refocusing/re-teaching, and enrichment based upon the assessment.
Task #1: Provide training. / Timeline: September, October, 2009 / Responsible: School and district mathematics coaches, Region II Mathematics Instructional Specialist
Task #2: Monitor for implementation. / Timeline: September, 2009-May, 2010 / Responsible: Teachers
Differentiated Accountability: Action Plan for Reading/Writing
Florida Department of Education / School: RibaultHigh School / Grade Levels: 9 - 12
/ District: Duval / Instructional Review Date:
9/18, 21/09
Region: 2 Renee Walton and Peggy B. Williams
Instructional Review
Commendations on DA Indicators / Concerns on DA Indicators / Revised Action Steps
(to address Concerns) / Evidence of Implementation
(to document Progress)
Tasks
(to implement Action Step) / Timeline
(Introduced to Completed:
Month/day to Month/Day) / Person Responsible
(Title, Name)
Classroom Culture and Environment
Classroom environment reflected:
- Seating arranged to promote collaboration and group activities in some of the classes.
- Common board configuration that was student friendly and used in the instructional delivery in some of the classes.
- Common lesson plans and data notebooks available in most classrooms.
- A common lesson plan format that provides opportunity for noting differentiation and accommodations.
- Students displaying positive peer interaction.
- Use of technology in instructional delivery (Power Point, LCD projectors, overhead projectors) in several classes.
- Behavioral/procedural expectations posted in some classrooms but varied from class to class.
- Word walls in most classrooms.
- Limited student work posted in several classrooms.
Note: Enrollment in several of the Intensive Reading class was over 29 students.
Note: Current student data was not up-to-date in most data notebooks
There appears to be a need for clarification of the purpose and use of the common board configuration. The purpose of the board configuration is to provide direction and focus for the students and should be used daily in the instructional delivery. There is a need for clarification and use of a Benchmark, Essential Question, and Objective. There was limited differentiation in instruction noted during this visit.
There is a need for a school wide common student behavior expectations plan.
Note: there is a need for training in the effective use of word walls with the instructional delivery.
Note: For more effective use of showcasing student work, it is recommended that a rubric be posted as well as teacher commentary that explains the score. Student work that was posted had limited teacher commentary, no rubric or in some cases an incorrect rubric. / Action Step(s):
Provide training on purpose of using the common board configuration with the instructional delivery and understanding of each of the components and the role of rituals and routines. / Evidence:
All classrooms had common board configuration posted and use it appropriately in the instructional delivery.
Task #1:
Schedule training for faculty / Timeline:
September – October, 2009 / Responsible:
Principal
School Coaches
Task #2:
Post board configuration in each classroom.
Establish rituals and routines
Task #3
Monitor use of board configuration and ritual routines in classrooms
Action Plan:
Implement with fidelity a school wide behavior plan.
Task 1:
Train faculty on common student expectations
Task #2:
Implement Plan
Task #3:
Monitor Plan
Action Step(s):
Provide training for appropriate use of word walls and the display of student work.
Task #1:
Schedule training
Task #2:
Participate in training
Task #3:
Implement strategies and methods presented in training
Task #4:
Monitor use of word walls and posted student work.
. / Timeline:
October, 2009 – May, 2010
Timeline:
October, 2009 – May, 2010
Evidence:
All stakeholders are aware and comply with behavior plan.