“A Community Passionate About Student Success”

“A Community Passionate About Student Success”
What is Galileo? If you’ve heard students, teachers, or principals talking about Galileo and its results
you may have this question. Galileo is a third-party assessment system that is being used across the
district in grades K-8 to regularly assess student progress in reading, math, writing, and science as well
as evaluate “teacher effectiveness” in core subjects. Benchmarks are given three times a year to track
student progress and, as of this year, pre and post tests are being given to students in core content
areas to evaluate how well a teacher is teaching his/her subject. Results of each test are being
analyzed on a regular basis by classroom teachers, school administrators, intervention specialist, and
district staff to determine instructional needs in the classroom and to guide focused re-teaching and
interventions for students who need additional support to meet grade level standards. Galileo estimates
that 70% of all Arizona districts are now using their assessment system to improve student
achievement. Galileo’s large sample size of data, as well as their banks of valid and reliable question
items allow for a “predictive” analysis of student performance. Teachers are able to see how students
will likely perform on end of the year tests such as AIMS and make adjustments in their instruction to
increase student success. While this is only predictive data, Galileo has been quite accurate in their
predictions and their test results frequently align with results of the Dynamic Indicator of Basic Early
Literacy Skills (DIBELS) tests as well as classroom assessments. A district wide focus in recent years
has been in improving math instruction. Mid year results of AIMS benchmarks indicate that we are on
track to have more students pass the AIMS test in math than we did last year in all grade levels to be
tested! Ask your child’s teacher for more information on how your children are performing in Galileo.
Curriculum Connection FY12-13 Volume 2
Bales Elementary School currently has 10 faculty members
who have been trained in the Bell-to-Bell engagement
strategies of instruction, as facilitated by Sara Buckerfield.
Overall, the instructors have benefited from the experience.
Mrs. Chaney, 6th grade math, states “My student interaction
has greatly increased through the use of permanent partners.
The feedback has been beneficial.” Ms. Picaso, 7th grade
language arts, said “It’s always great to hear from an outside
source that I am on track with my teaching...I’ve learned a
lot.” Mr. Pieroni, 7th grade math, commented “The addition
of introductions and closings to my every day lessons has
proved extremely beneficial in my students’ learning.” Ms.
Thornberry, 8th grade math, said “Giving students more talk
time and less teacher talk time was a great suggestion. My
students have definitely benefited from this, as have I.”
Mrs. Brickell, 7th and 8th grade
science, uses an exit procedure
called “Feed the Dog”. All
student work is fed to the dog
where the teacher collects it,
scores it and then returns it. In this way the
teacher isn’t directly handed student work
which can be misplaced.
Inca Elementary School has eight teachers in the 6th, 7th and
8th grades that had the opportunity to be trained in “Bell-toBell” strategies, be observed and offered feedback.
The 7th Grade Team of Christine Parks,
Ken Vallier and Cliff Hymel commented,
“’Bell-to-Bell’ allows for more time on
task and allows us to be consistent as a
grade level.”
T.J. Klein and Mary Davis, 6th Grade
teachers, said, “We benefitted greatly from
our training. For example, the ‘Clinics’
helped to positively focus our classroom
management to change behavior. The
introduction of permanent partners (Chips
and Salsa) provided an added element to
the classroom experience.”
The 8th Grade Team of Gail Oxford,
Justin Dennis and Amanda Decker
agreed that, “This training provides
great, effective strategies that are easy
to implement into any classroom; no
matter how long we’ve taught. We think
that the strategies have helped our
students excel.”
Page 2
Buckeye Elementary School has twelve new and experienced
teachers benefiting from the Bell-to-Bell training by being
sound in their strategies and routines and gaining additional
classroom instruction time to teach the standards and
learning objectives for the day.
Mrs. Kathy Kusnetzow, 7th Grade Math, says “This
has helped me with my class by showing me
different ways to use start and call back signals. I
believe that all new teachers need this training to
get a good start during the school year.”
Mrs. Wendy Sparkman, 6th Grade, states “The
training has added to and confirmed some of my
skills, learned the hard way, when I taught 7th
grade math. The permanent partner check before
answering the teacher helps my students feel
more confident to answer. This confirms and
continues to support my class rules of having a
safe and educational environment.”
Mrs. Jane Ricci, 8th Grade Language Arts,
comments “I have incorporated the vocabulary
portion of the training with complete success. I
feel as though my students are learning and
using the new vocabulary with ease. This has
enhanced my teaching practices.”
Jasinski Elementary School has implemented “Bell-to-Bell”
strategies with much enthusiasm. Ten teachers were able to
attend at least one training; many have attended more. We
are also fortunate to have Sara Buckerfield come onto our
campus monthly and coach the teachers who have been
trained. There has been great success in classrooms when it
comes to entry and exit procedures, heightening student
engagement and maximizing instructional time.
Rob Wehofer, 6th Grade, states, “After
attending the training, I realized that there
were strategies I was already using. I just had
to tweak them or add a few more and the
results were astonishing. The students are
engaged more actively.”
Ashley Hult, 7th Grade, responded, “This
training has been a positive addition to my
classroom because the strategies provide me
with routines that are both easily
implemented and have successful outcomes.
The program encouraged me to develop both
entry and exit routines to ensure class begins
and ends swiftly; with students engaged
every moment they are in the classroom.”
Curriculum Connection FY12-13 Volume 2
As a school the implementation of Bell-to-Bell is evident in
the overall impact on more time to use for instruction in the
classroom. This picture is the strategy called “Ticket Out The
Door” where the students post their responses
as they leave the classroom. The following are
a few quotes regarding the use of the new
strategies: My entire year has changed drasti-
cally with the implementation of these strategies. It has created a more positive learning
environment and the students are engaged in
learning and having a great time doing it.—
Ashley Brannon, 6th Grade Science The
best concept I have used is the permanent
partners, assigning partners to discuss one at a
time forces more participation by EVERYONE and does not
allow for one talker to take over. I can assess groups/
individuals that are not getting the lesson.—Kim Sears, 7th
Grade Language Arts I’ve started timing my lectures and
using an engagement strategy every five minutes...I teach/
You teach; I teach, I question, You answer; I teach/You
teach the slide.—Brandi Garner-Svensson, 8th Grade
Math I’ve implemented a lot of the strategies and have noticed that the students attention is better, their tasks are
completed efficiently and my overall classroom management
and timing is better.—Jessica Farkash, 6th Grade Language Arts I have implemented slowing down to ensure
that all students are actively having time to process.—Craig
Stengel, 7th Grade Math
Page 3
“Bell-to-Bell” has transformed the 6th-8th grade classes at
WestPark. Teachers were challenged to change their perspective
on instruction, procedures, transitions, student engagement and
classroom management. Here are comments in picture order…
Ms. Hatt, 7th/8th Math, said “The most powerful aspects I
have added to my classroom are the permanent partner and the
creative callback.” Mr. Bauer, 6th Grade, explained “It has
made me more aware of how I conduct my day to day tasks in
the classroom and has helped me to teach students to be more
responsible for their own learning.” Mrs. Davis, 6th Grade,
states “It has helped my students improve their vocabulary
tremendously. They are more attentive since I started using the
‘Come Back To Me’ phrase to keep them on task.” Mrs. Nelson,
6th Grade, shared “These strategies have changed the dynamic
in my classroom. My favorite tool to use is ‘tracking’ where I can
easily grab the students’ attention whenever I need them.” Mrs.
Distelhorst, 7th/8th Language Arts, commented “The use of
permanent partners maintains direction, retention of instruction,
and creates teachers out of each student.” Mrs. Holtsclaw,
Music, reported “These strategies have really helped me use my
class time as efficiently and effectively as possible.”
TIPS for PARENTS
To help students who are in need of a little
extra support of math instruction at home...
Math in the Car:
Identify license plate numbers
Math in the Kitchen:
Math in the Store:
1:1 correspondence—how many plates, forks,
Identify things that come in groups, i.e., a
cups do we need to set the table.
dozen eggs, a pair of socks, six-pack of soda,
Sequencing or find numbers in order
hot dogs vs. buns
Measurement: Have children help with
(patterning), i.e., street addresses, license
Larger and smaller
plates, street numbers
recipes; how many servings and how large
are they?
Ways to combine the numbers they see,
Estimate number of items on a shelf or
Nutrition labels
+, -, x, /
display
Find groups of things in order, i.e., one pole,
Older students can actually cook by following
Weigh produce and estimate cost
two legs on the sign, 3 lights on a stoplight, 4
a recipe; have them create the shopping list
Keep track of cost and estimate total (don’t
wheels on a car, etc.
and estimate the cost.
forget tax for older students)
Miles per hour
Change a recipe; halve or double it
Which item is a better value?
Time and distance: How long would it take us
to get to Grandma’s house traveling at
_____mph? What happens if we go faster?
Slower? Freeway vs. surface streets?
Miles per gallon: How much gas would we
need to get from Buckeye to Phoenix and
home, and how much would it cost (based on
current gas prices)?
Time: How long will it take to cook? What
time will it be when we are finished? If it
takes 10 minutes to cook the vegetables and
30 minutes to prepare the main dish, what
time should you start the veggies to be sure
they are ready and hot at the same time the
rest of the meal is ready?
Weight for little ones: Which can is heavier,
lighter, or more, less?
Discounts (% off on sales)
Coupons; how much was saved? What’s the
price now” Is it still a better buy?
Expect More Arizona: http://www.expectmorearizona.org/resources/parents/parentmaterials/
Arizona Department of Education Common Core Information for Families:
http://www.azed.gov/azcommoncore/families/
http://www.azed.gov/azcommoncore/families/familiestoolbox/parentsguide/
Shifts for Students and Parents (Engage NY):
http://engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf
Khan Academy:
https://www.khanacademy.org/
For More Information: Contact the District Math Specialist, Tessa Herrington, at [email protected] or 623-925-3400
Curriculum Connection FY12-13 Volume 2
Improving student academic and behavior outcomes is about
ensuring all students have access to the most effective and
accurately implemented instructional and behavioral practices
and interventions possible. This school year, district staff is
receiving training in Positive Behavior Intervention and
Support (PBIS) that is being provided by the Arizona
Department of Education. BESD school psychologists, building
counselors, the district’s special education director and two
school principals are participating in the year-long training.
The individuals participating have created a district team that
will provide training and coaching in PBIS to other district
staff as well as create an action plan that will guide district
efforts to implement PBIS in schools. The team also includes
Jasinski Elementary and Inca Elementary staff representatives
and principals who are creating a plan for implementing PBIS
in their schools during the 2013-14 school year. Through a
State Department grant, the district and school teams will
have an opportunity to have two additional years of training
supported by the State department as long as requirements
of the grant are met.
PBIS provides a systematic approach to teaching and
recognizing appropriate behavior in schools. Goals for the
effective implementation are to reduce behavioral incidents
and eliminate lost instructional time due to the need to
intervene in students’ negative behavioral incidents. Creating
a positive school climate through explicit instruction of
positive behavior is also a goal of the system. Teaching and
reinforcing expectations is achieved by establishing clear rules
Upcoming Events...
March 26th: 2013 Math Challenge: District Math Challenge
will be held at the BESD Central Office. Each school site will send
a 3rd/4th Team, a 5th/6th Team and a 7th/8th Team. Top team
of each grade grouping will go on to attend the Westside Impact
Spring Math Challenge in May, 2013.
May 10th/11th: Westside Impact Science Fair to be at
Pendergast Learning Center, 3841 N 91st Avenue, Phoenix, AZ
Page 4
and routines and using reinforcement procedures. The PBIS
teams agreed to have consistent rules district wide which are:
Be Safe, Be Respectful, Be Responsible and Be Kind!
Members of the district and building teams are now analyzing
the discipline data from this year to determine a baseline;
when PBIS is implemented at Inca and Jasinski the two
schools will analyze their discipline data monthly to determine
next steps for instruction. In addition, school-wide
expectations will be developed by the staff focused on the
rules selected by the district teams. Below is an example from
another PBIS school of what school-classroom expectations
might look like:
School-wide Expectations
Be Respectful
C
L
A
S
S
R
O
O
M
Be Responsible
Be Cooperative
Raise your hand
Bring Paper, pen- Do what your
and wait for permis- cil and books to
teacher asks
sion to speak or
class
immediately
leave your seat
R
U Keep hands, feet
L and objects to yourE self
S
Start work immediately, work
during work
times
Turn completed
assignments in
on time
85037 (91st Avenue and Indian School). Project drop off Friday
between 3:30 pm and 5:00 pm with judging starting at 5:30 pm.
Viewing and pick-up will be from 10:00 am until 2:00 pm on
Saturday.
June/July: 2013 Summer School tentatively planned to be
at three sites; Buckeye Elementary, Inca Elementary and
Sundance Elementary schools. It will run Monday through Friday
from 8:00 am until 1:00 pm. Breakfast, Lunch and Trans–
portation to be provided. More details to come!
A Note From Dr. Sandvik…
I want to take this opportunity to thank parents
and staff for continued support. Your commitment
to a strong partnership with our schools helps
ensure that we are a community passionate about
student success! We are working extra hard this
spring to help our children in 2nd grade advance
their reading skills by providing after school
tutoring three days a week at each of our schools.
Parents can help their children by reading at
home, listening while their children read aloud,
visiting libraries, providing books, and asking
children about books they are reading at school.
Again, thank you for your continued support and
partnership with our schools.
2013 Summer Camp
at BESD PRESCHOOL
Ages 3—12
June 3—June 27
July 8—July 26
Register Now
Call 623-925-3333
for more information