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Monday, November 9

  1. msg strategy ring message posted strategy ring is it possible to get and use the strategy ring for training new teachers?
    strategy ring
    is it possible to get and use the strategy ring for training new teachers?
    11:01 am

Wednesday, August 21

  1. page Home edited ... Bonny Buffington is a 1969 graduate and valedictorian of Centerburg High School who returned t…
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    Bonny Buffington is a 1969 graduate and valedictorian of Centerburg High School who returned to her alma mater in 1978 as an LD teacher. Graduating magna cum laude from Ashland College in 1972, Ms. Buffington completed her Masters in Education summa cum laude from Ashland University in 1992. She continued her tenure at Centerburg Local Schools, through the years serving as LD teacher, regular education high school math teacher, and finally as director of special education and state and federal programs until 2005.
    Ms. Buffington was a recipient of the prestigious Franklin B. Walter special educator award in 1992 for her work in the inclusive school movement, pioneering intervention and inclusion programs in her local school district. Over the past 20 years, she has also presented in-service training throughout the state at various school districts and conferences such as the Ohio Council of Teachers of Mathematics conference, Ohio Association of Administrators of State and Federal Educational Programs conference, Batelle’s Making Ohio Schools Work conference, Connect for Success conference, Ohio's School Improvement Institute, Loudonville City Schools, Bucyrus City Schools, Troy City Schools, Riverdale Local Schools, Northwest Local Schools, Greene County Career Center, Mollie Kessler School in Youngstown, Knox County Career Center, Fredericktown Local Schools, Danville Local Schools, Mount Vernon City Schools, Clear Fork Local Schools, Mid-Ohio Educational Service Center, Butler County Career and Technical Center, CTEC in Newark, Ohio, Shawnee State University, and the Midwest Conference on Differentiating Instruction in Chicago, IL. She is an adjunct professor for both Mount Vernon Nazarene University and for Ashland University. She has taught classes in: Doable Differentiation, Differentiating Math Instruction, Co-teaching, Inclusion Strategies, Establishing a Learning System, Reading in the Content Area, and several courses on Instructional Strategies, to name a few. She has authored and taught curriculum for Mount Vernon Nazarene University in Individualized Instructional Strategies in Math for their Intervention Specialist Program.
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    Value Added LeaderLeader, a member of the Ohio Network of Regional Leaders, and a
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    to author two online teacher-training
    (view changes)
    8:33 am
  2. page Home edited ... Job Vita Bonny Buffington is a 1969 graduate and valedictorian of Centerburg High School who …
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    Job Vita
    Bonny Buffington is a 1969 graduate and valedictorian of Centerburg High School who returned to her alma mater in 1978 as an LD teacher. Graduating magna cum laude from Ashland College in 1972, Ms. Buffington completed her Masters in Education summa cum laude from Ashland University in 1992. She continued her tenure at Centerburg Local Schools, through the years serving as LD teacher, regular education high school math teacher, and finally as director of special education and state and federal programs until 2005.
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    Local Schools, Greene County Career Center, Mollie Kessler School in Youngstown, Knox County
    Since August of 2007, Ms. Buffington has been serving as secondary education consultant for the Knox County Educational Service Center. In her position there, she is active in various Region 7 committees, as well as the Battelle ESC Progress Network. She facilitates the county's principal network meetings. Bonny has developed and produced a tool for use by educators in whole class active engagement strategies (see Strategy Ring). She has been trained in Phi Delta Kappa’s Curriculum Audit process and has worked with AdvancED for school reaccreditation auditing. Ms. Buffington is also an ODE-trained facilitator for the Ohio Improvement Process, Student Growth Measures, and the Ohio Principals' Evaluation System. She is a regional Value Added Leader and a trained Teacher Mentor for the Resident Educator Program. Most recently, she is involved in a project with Battelle for Kids to author two online teacher-training modules for Formative Instructional Practices.
    (view changes)
    8:31 am

Monday, May 20

  1. page *Invigorating Math Instruction edited ... SAMPLE of tracking student progress in math: Some have asked for an example of how I tracked …
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    SAMPLE of tracking student progress in math:
    Some have asked for an example of how I tracked student progress in my high school math classroom. By the time a summative assessment was given, I knew students were ready. Here's an example of what I did:
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    with the data.data? I have
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    sample lesson.
    {Formative Planning Sheet.xlsx} Use this to PLAN the activities, assessment events, and formative use of the data prior to teaching a unit.
    {Example of Formative Checksheet.xlsx} To explain this sample checksheet:I used this to track student mastery of the learning targets prior to a summative assessment. Students had multiple opportunities to demonstrate mastery before they were given a grade. Notice on the sheet, I have the three learning targets we were working on. I had various labs on several levels where students had to solve equations by substitution. They had to demonstrate 3/3 mastery and then could go on to other activities. Some had to do all three labs before they got it, and some had it the first time. I had extension activities, challenging math games, and hands-on application for them after they demonstrated mastery in the labs. At the end of the period, I had an exit card that I used to place students into heterogeneous pairs for the next day's problem solving pairs activity.
    (view changes)
    4:55 pm
  2. page *Invigorating Math Instruction edited Professional Development Topics and Resources: ... in math: Some have asked for an example o…
    Professional Development Topics and Resources:
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    in math:
    Some have asked for an example of how I tracked student progress in my high school math classroom. By the time a summative assessment was given, I knew students were ready. Here's an example of what I did:
    First step was to plan activities for each "I can" student learning target. Once activities were planned, I devised ways that I would collect data to make sure each student was on track for mastery (see formative checksheet below) I also consciously planned how to use the data I collected. That's one of the biggest "ah-has" of my 22 years of teaching. It's easy to create formative assessments and have a lot of data, but what do you DO with the data. I have created a Formative Planning Sheet to help plan before a unit, and then the formative checksheet below shows you how a tracked a sample lesson.
    {Formative Planning Sheet.xlsx} Use this to PLAN the activities, assessment events, and formative use of the data prior to teaching a unit.

    {Example of Formative Checksheet.xlsx} To explain this sample checksheet:I used this to track student mastery of the learning targets prior to a summative assessment. Students had multiple opportunities to demonstrate mastery before they were given a grade. Notice on the sheet, I have the three learning targets we were working on. I had various labs on several levels where students had to solve equations by substitution. They had to demonstrate 3/3 mastery and then could go on to other activities. Some had to do all three labs before they got it, and some had it the first time. I had extension activities, challenging math games, and hands-on application for them after they demonstrated mastery in the labs. At the end of the period, I had an exit card that I used to place students into heterogeneous pairs for the next day's problem solving pairs activity.
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    every day.
    The Walkabout activity is group problem solving where they have to solve problems using systems of equations and I write "hint cards" for each problem. They try really hard not to peek. Students self-assessed their readiness for the assessment and identified ways they would practice. The Walkabout always takes 2 days in a traditional 42-minute class setting. All students must solve and explain the problems. Another exit card that day was used to identify which students needed additional assistance or practice...we never call it "homework." The work sent home is practice to help them prepare for the test and is geared to individual need - not the same thing for all students. Anyone can request additional work and you'd be surprised how many ask for it.
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    me again.
    Invigorating Math Instruction PowerPoint and resources:
    {Invigorating.Math.Instruction.ppt} - As presented at Connect for Success conference June 2012 and 2013.
    (view changes)
    4:55 pm

Wednesday, May 8

  1. page *Invigorating Math Instruction edited Professional Development Topics and Resources: {Invigorating.Math.Instruction.ppt} SAMPLE of tra…
    Professional Development Topics and Resources:
    {Invigorating.Math.Instruction.ppt}SAMPLE of tracking student progress in math:
    Some have asked for an example of how I tracked student progress in my high school math classroom. By the time a summative assessment was given, I knew students were ready. Here's an example of what I did:
    {Example of Formative Checksheet.xlsx} To explain this sample checksheet:I used this to track student mastery of the learning targets prior to a summative assessment. Students had multiple opportunities to demonstrate mastery before they were given a grade. Notice on the sheet, I have the three learning targets we were working on. I had various labs on several levels where students had to solve equations by substitution. They had to demonstrate 3/3 mastery and then could go on to other activities. Some had to do all three labs before they got it, and some had it the first time. I had extension activities, challenging math games, and hands-on application for them after they demonstrated mastery in the labs. At the end of the period, I had an exit card that I used to place students into heterogeneous pairs for the next day's problem solving pairs activity.
    Problem solving pairs: Students took the role of coach and learner and rotated roles from problem to problem. The coach had the answer key and a list of questions he/she could ask and appropriate feedback they could provide. I modeled for them how to ask questions and provide feedback and they worked together on solving systems of equations by addition/subtraction. I had the higher achieving student be the learner first and they switched roles each set of 3 problems as I rotated around the room observing, noting mastery, listening, and offering help if needed. I find with effective peer feedback, I don't have to work nearly as hard!!! I collected those papers to make sure they all had 3/3 accuracy on the last section, and then I provided intervention the next day in the form of a "mini-clinic" for the ones who still didn't get it while the rest of the class did the bell work activity I have every day.
    The Walkabout activity is group problem solving where they have to solve problems using systems of equations and I write "hint cards" for each problem. They try really hard not to peek. Students self-assessed their readiness for the assessment and identified ways they would practice. The Walkabout always takes 2 days in a traditional 42-minute class setting. All students must solve and explain the problems. Another exit card that day was used to identify which students needed additional assistance or practice...we never call it "homework." The work sent home is practice to help them prepare for the test and is geared to individual need - not the same thing for all students. Anyone can request additional work and you'd be surprised how many ask for it.
    The next day was a formative test that was formatted like the summative assessment. After the formative test, students again worked in pairs to check their work and identify their errors. They worked together to fix the errors and explain what they had done wrong. Students who did not achieve 80% accuracy could then get extra practice sheets and/or come and see me during lunch or after school for extra help. By the time I give a summative assessment, I know students are prepared. They CAN reassess and take the higher grade, but they have to provide evidence that they are ready to retake either by selecting additional practice resources or by working with me again.
    Invigorating Math Instruction PowerPoint and resources:
    {Invigorating.Math.Instruction.ppt}
    - As
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    Success conference 6/28/2012June 2012 and 2013.
    Common Core Math Curriculum Resources:
    {Math.CCSS rollout.02.12rev.ppt} Powerpoint of CCSS Math roll-out
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    {Math.Clusters.doc} Helpful document for Math Clusters HS level
    Math Common Core State Standards and Model Curriculum Click this link to find the Model Curriculua, Appendix A, Learning Progressions, Comparison Document, etc.
    Invigorating Math Instruction
    Participants acquire effective math strategies as they brush up on their own math skills. This workshop is geared for general ed teachers, grades 3-9 who teach math. Learn how to Integrate, Investigate, Invigorate, and Communicate with math in hands-on math training. In-service can be offered as 5, 6, or 7 hours of contact time. Opportunity for graduate credit is also available as 1 semester hour for 15 contact hours during which teachers develop their own projects and lessons as they are trained in using effective math strategies.
    A variation of this workshop can be provided for active high school math teachers, teaching them to devise projects based on their own math curriculum and to use strategies that actively engage students.
    {Integrate.Investigate.Invigorate.ppt} Powerpoint as presented at the Ohio School Improvement Institute November 19-20, 2009

    Resources for Math 101 workshop
    {Invigorate.4square.doc} Integrate, Investigate, Invigorate, Communicate
    (view changes)
    7:50 pm

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