Take Aways from National Conference Baltimore 2013
Ida Beal
Southwest Baltimore Charter School
- Intensives- interventions all students are involved in at the same time and students are either being extended or having an intervention. 40 mins long Monday – Thursday. Students change 3 times a year.
- Students use NWEA data to set goals and graph to show their continued growth.
- All crew groups are mixed and they stay with their leader.
- Crew has a crew leader (student) this students runs all parts of the crew with the guidance of the teacher.
- A part of every trimester students reflect on how they have improved in each subject area and what their next steps are going to be.
- Internal Profile Assessment- identifies the most important words that describe you internally. Students, teachers, and administrators all take the assessment, the words are posted in the classrooms and it is a common language used to address all the needs of students and staff.
Student Lead Conferences using Voice Thread
*Students write their own scripts for their portfolio picks.
*Students choose 4 artifacts to share with their parents.
- Discussion about what makes high quality work.
- Students use Ipod touches to take pictures of their artifacts.
- Parents are asked to reflect on their child’s work and leave a message for their child on voice thread.
- Voice thread is only done once a year with student lead conferences.
- Voice thread could also be used for brainstorming on writing in a story, working on fluency.
Preparing Leaders through the Habits of Mathematicians
*Students are given a problem to grapple with. They are asked to:
*Make sense of the problem and persevere in solving them
*Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with Mathematics
- Use appropriate tools and strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
- Using a KWS chart (What you know!, What you want to know!, Are there any special conditions?) to tracking thinking
Supporting Students through the Revision Process
- Teacher and students look at artifacts for what they are trying to create. The teacher and students create a criteria list that includes what the artifacts contained that they must include in their product. The criteria lists are then used by the students to create their product.
- Students fill out a reflection piece that asks them what are the next steps they are going to take to have a high quality product.
- Classmates and teacher provide descriptive feedback to help aid the student in their revision. This can be done as a gallery walk and sticky notes.
- Authors websites are used to make the connection to real authors who go through the revision process.
Empowering all Students in Literacy Instruction
*Students used poetry binder to work on fluency. Two voice poems and class created poems were included.
*Students and teacher had a calendar to set date of next meeting.
*CAFE online~ www.ccpensieve.com $69.00 can be carried from year to year with student information.
- Have students tape themselves and then have other students listen to the tapings for listen to reading. It motivates students to be more on task and fluent.
- 7 steps from assessment to instruction:
- assess individual student
- discuss findings with students
- set goal and identify strategies with student
- student declares goal on menu and in notebook
- teacher fills out individual conferring sheet
- teacher fills out strategy group forms
- Ready for instruction
*SNAP Concept Chart
Purpose- the concept chart could be used when students need to summarize information and create a visual representation of a text.
- read text
- Build a concept chart that includes the following information:
*S- Summary of the text
*N- New Learning- include as many key ideas as needed
*A- Information the reader(s) already knew about the topic
*P-a picture that represents an important aspect of the text
3. Include the title and author of the text.
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