P.S./I.S. 208’s Journey Through

the Inquiry Process

James Philemy, PrincipalKendra 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

Grade 4th 5th 6th 7th

Level 2’s (Including special needs children)

14.3% 19.3% 31.2% 14%

Decrease in Scale Scores

40% 58% 49% 52.3%

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

Question Skill

5 Literary Devices

9 Comprehension

12 Compare & Contrast

15 Compare & Contrast

20 Character Analysis

21 Compare & Contrast

23 Comprehension

Analysis of ELA ResultsName ELA

Scale Score

Homeroom

5 9 12 13 14 15 16 20 21 23 24

A 646 702 X X X X X X

B 649 703 X X X X

C 634 703 X X X X X X

D 631 702 X X X X X X X X X

E 649 701 X X X X X X

F 646 702 X X X

G 636 703 X X X X X X

H 634 701 X X X X X X

I 641 701 X X X X X

J 629 702 X X X X X X X X X

K 649 703 X X X X

L 649 703 X X

M 649 702 X X X X X X

N 634 703 X X X X X X

O 639 703 X X X X X X X X

ELA ResultsName ELA

Scale Score

Homeroom

5 9 12 13 14 15 16 20 21 23 24

P 639 701 X X X X X X X X X

Q 646 703 X X X X X X

R 649 702 X X X X

S 639 702 X X X X X X

T 641 X X X X X X X

U 646 703 X X X X X X X

V 636 701 X X X X X X X X X

W 641 702 X X X X X X X

X 644 701 X X X X X X X

Y 646 703 X X X X X

Z 646 703 X X X X X

AA 634 703 X X X X X X X X X

BB 646 702 X X X X X X

CC 646 702 X X X X X X

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”

Name ELA

Scale Score HomeroomP.S.

Scale Score At Risk

C 634 703 Absent

F 646 702 2779

G 636 703 2507 *

I 641 701 2563 *

N 634 703 2798

P 639 701 2682

Q 646 703 2591 *

S 639 702 2583 *

V 636 701 2836

W 641 702 2882

Y 646 703 2481 *

AA 634 703 2410 *

BB 646 702 2745

Z 646 703 2753

U 646 703 2796CC 646 702 2984

S.M.A.R.T. GOALS

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

Name Scale Score Homeroom Fall 2008

Winter 2009 Progress

June Goal

C 634 703 Absent 2345 2645

F 646 702 2779 2869 90 3079

G 636 703 2507 2663 156 2807

I 641 701 2563 2620 57 2863

N 634 703 2798 DNF 3098

P 639 701 2682 2871 189 2982

Q 646 703 2591 2554 -37 2891

S 639 702 2583 2172 -411 2883

V 636 701 2836 2778 -58 3136

W 641 702 2882 2745 -137 3182

Y 646 703 2481 2579 98 2781

AA 634 703 2410 2666 256 2710

BB 646 702 2745 2949 204 3045

Z 646 703 2753 2868 115 3053

U 646 703 2796 2827 31 3096

CC 646 702 2984 2932 -52 3284Sping’08 ELA Exam

Performance Series

Performance Series

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

1=20% Not at all

2= 40% Not very

3=60% No Opinion

4=80% Somewhat

5=100% Extremely

Analysis of ResultsName

Figurative Language

Compare/Contrast Context Clues

Use in other subjects

Helpful experience

C 80% 100% 80% 80% 100%

F 100% 60% 80% 100% 100%

G 80% 100% 100% 80% 100%

I          

N 80% 100% 100% 80% 80%

P 80% 100% 100% 100% 100%

Q          

S 80% 100% 80% 60% 100%

V 80% 60% 80% 40% 100%

W 100% 80% 80% 100% 80%

Y 100% 100% 100% 60% 100%

AA 100% 100% 100% 80% 100%

BB 80% 100% 100% 80% 100%

Z 80% 100% 100% 60% 100%

U 80% 100% 80% 80% 100%

CC

Self-Assessment Name Overall Experience Improvements

C No opinion Compare/Contrast

FAmount of days, bad grades, attitude Context Clues

G No opinionReading Comprehension and vocabulary

I    

N Amount of days 8th grade concepts

P No opinion More context clues

Q    

S Kindness/Joking around No opinion

V Preference for library Figurative Language

W Children were mean Figurative Language

Y Enjoys all aspects No opinion

AATeachers played major role, kids putting other kids down Reading books

BB Amount of days Improvement of bad grades

Z No opinion Spelling and skill enrichment

U 1:1 instruction by Dunn Books to read

CC

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 Context Clues Compare &

ContrastLiterary Devices

DifferentiationPeer WorkRe-readingReading OnWord Origin

Making PredictionsSynonyms

ModelingUse of graphic

organizers Collecting Data

Multiple RepresentationVisual Imagery

Creating Sentences to Construct Meaning

RetellingMaking Puzzles

Online Games (Jeopardy)

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 ResultsName Class

ELA Scale Score Capitalization Punctuation

Grammar & Usage

A 603 650 60% 50% 67%

B 602 657 60% 0% 86%

C 602 650 80% 25% 33%

D 602 654 60% 13% 43%

E 602 634 50% 0% 29%

F 602 640 10% 0% 71%

G 603 654 80% 13% 43%

H 603 654 60% 25% 14%

I 603 650 80% 13% 29%

J 601 650 70% 25% 50%

K 603 644 90% 25% 29%

L 603 647 70% 13% 14%

M 602 654 100% 50% 57%

N 603 657 60% 25% 43%

O 602 647 60% 25% 86%

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

Student

Teacher

Esse

ntia

l Out

com

e