P.S./I.S. 208’s Journey Through the Inquiry Process

P.S./I.S. 208’s Journey Through the Inquiry Process James Philemy, Principal Kendra Tinglin, Data Specialist & 8th Grade Math Teacher

Mosaic of Thoughts “If reading is about mind journeys, teaching reading is about outfitting the travelers, modeling how to use the map, demonstrating the key and the legend, supporting the travelers as they lose their way and take circuitous routes, until, ultimately, it is the child and the map together and they are off on their own.”

Team Building Activity • “Human Knot” • State Problem • Analyze Strategies • Find Opportunities • Define Solutions • Evaluate Results

The Building Block

System Mechanic

The Inquiry Process

Criteria for Choosing School-Wide Focus • Progress Report • Bottom Third • ELA vs. Math • Proficiency Rating • Increase in amount of Level 2’s

Analysis of Progress Report

Error Analysis of Spring 2008 ELA State Exam • Comparison of Level 2’s and Level 3’s • Frequency of Incorrect Answers • Compilation of Skills Assessed • Item Analysis

Analysis of ELA Results

ELA Results

Criteria for Selecting Target Population • Pre-Assessment • Performance Series • Training provided for Inquiry Team • Interpreting Data • Fall ‘08 Interquartile Range • Scale Score (2659-2981) • Six students deemed “at risk”

S.M.A.R.T. GOALS Specific Measurable Attainable Realistic Timely

Short-Term Goals

Reflection ?

Phase II • Period of Instruction • 4-6 weeks • Assessment of each target • Interim Assessments • Customized Acuity Exams • Teacher Created • River Deep Program

Conditions of Learning • Who would teach this group? • How were students informed? • Clear expectations of duration of time • Why did they agree to it? • Where and when will instruction be held? • Why is this necessary?

Conditions for Learning • Different Modalities of Learning • Learning Styles • Teaching Styles/Strategies • Computer Lab • Team-Building Component • Survey Reflecting on Process • Administered to Students at the completion of all learning targets

T.P. Importance Survey • Questions • 1 Improved my understanding of figurative language • 2 Improved my understanding of compare and contrast • 3 Improved my understanding of context clues • 4 I feel I can use what I have learned in other subjects • 5 I think this was a helpful experience

Scale for Interpreting Survey

Analysis of Results

Self-Assessment

Conclusion of Phase II • Communicating work of Inquiry Team with school community • Who is it benefiting? • Strategies • Pattern of Instruction • Low-Inference Transcripts • Visits • Major Findings • Instructional Strategies • Supporting research through Inquire website • Recommendations

Instructional Strategies

Research to Support Strategies • Recommended strategies from the Inquire website to support these learning targets • http://schools.nyc.gov/inquire • TWA-WSThink Before Reading, Think While Reading, Think After Reading, With Written Summarization is a type of self-regulated strategy development. • Semantic MapsA graphical organizer to be used as a pre-reading or post-reading activity. • Story WebbingThis mapping strategy aims to support students’ organization skills and retention of details. • Increasing PredictabilityFostering a predictable classroom environment to increase student engagement. • SRSD and Peer SupportGoal setting, self-monitoring, and self-reinforcement strategies combined with collaborative learning.

Target Population #2 • Criteria for Selecting Second Target Population • Progress Report • ELA Error Analysis for Sixth Grade • Extended Response Questions (Book 2) • Pre-Assessment: NY Edits • Less than 75% mastery in at least two areas • Learning Targets • Capitalization • Punctuation • Grammar & Usage

Pre-Assessment Results

Phase III • Expansion of School Academic Leadership Team (S.A.L.T.) • Study Groups • Professional Growth • Research & Development • Deepening Inquiry Work • K-2 • 3-4 • 5-8

Essential Outcome Student Teacher

P.S./I.S. 208’s Journey Through the Inquiry Process