Havard Data Conversation

Overview of Current Academic Situation

  • Assessment data indicates that 43% of students (27 out of 63) are not passing, signaling a concerning trend compared to previous years.

Performance Comparison to Previous Years

  • Previous Year STAR Test Benchmark: 43% not passing (last year represented 35 students) compared to 27 this year.

  • Historical Performance: Many students (Adeline Bellamy, Andrea, Journey, Macy, Brylee, Kendra, Isaiah) who ended quintile three last year have dropped to quintile one.

  • Additionally, students who were in quintile two (Genesis, Donica, America, Adrian, Brielle) have similarly dropped to quintile one, suggesting a systemic issue rather than isolated incidents.

Data Analysis and Intervention Strategies

  • Grouping Students for Intervention:

    • Students will be organized into four groups, specifically for targeted support.

    • Intensive interventions will be led by assigned teachers: Darla (curriculum development), Tristan, Bobby Morgan, Becky Walker.

    • Use of iReady Math in groups of 12, alternating between ready math and in-person curriculum.

Observations Regarding Instructional Methods

  • Observation findings:

    • Classroom instruction observed is inconsistent; lacks a systematic instructional cycle (e.g., missing differentiation and small group instruction)

    • Emphasis on high time allocations for warm-ups leading to inadequate instructional time.

  • Specific concerns raised about the instructional cycle:

    • Effective warm-ups should not exceed a few minutes and should activate student learning effectively.

    • Instructional days should prioritize teaching over prolonged warm-up sessions, akin to sport scenarios where excessive warming-up hinders performance.

Expectations Moving Forward

  • Detailed Lesson Plan Submission:

    • Teachers must submit lesson plans to clarify instructional strategies and expectations.

    • Students should experience a full instructional cycle within the allotted class time (1 hour 20 minutes).

    • Increasing expectations regarding lesson detail to include differentiated instruction, small group interactions, and greater teacher involvement.

Student Engagement and Participation Issues

  • Observations of Teacher Engagement:

    • Concerns about teacher participation in collaborative reflective exercises.

    • Encouragement for teachers to take active roles during discussions and reflective practices.

  • Teacher's perception versus reality concerning active teaching and student learning outcomes.

Importance of Continuous Monitoring and Data Collection

  • Scheduled assessments every three weeks to track student progress and identify areas needing attention.

  • Review of historical test data to measure improvement or decline in individual student performance and general class standards.

Cumulative Testing and Its Impact

  • Importance of cumulative understanding across the school year contributing to student performance on assessments.

  • Clarification that student performance on the STAR test reflects year-long learning, highlighting the need for continuous and cohesive instruction rather than reliance on last-minute reviews.

Conclusion and Action Steps

  • Commitment to addressing highlighted issues by implementing structured individual support and instructional enhancements.

  • Continuous dialogue necessary between educators about practices and performance assessment, ensuring improvements in classroom dynamics and student learning.

  • Emphasis on maintaining confidentiality regarding instructional discussions and focusing efforts on student readiness for next academic stages (8th grade and beyond).