Transcript
DATA TEAMS
Revisiting the Past and our Future
PRESENTATION OVERVIEW
Data Team Overview
Break-out into Data Teams
NWEA Nuts and Bolts
Looking at Fall NWEA Results
Announcements
QUOTE
“Data are to goals what signpost are to travels: data are not end
points, but are esential to reaching them-the signpost on the road to
school improvement. Thus, data and feedback are interchangeable
and should be an essential feature of how schools do business.”
(Schmoker, 1999)
DATA WISE
RECOMMENDATION 1
Make data part of an ongoing cycle of instructional improvement
• State (STAR, CAHSEE, Coming soon “SMARTER BALANCED”)
• District (PWA, NWEA, Attendance, Suspensions)
• Classroom (Quizzes, Test, Performance Tasks, Formative and
Summative Assessments)
CHARACTERISTICS OF
INTERIM ASSESSMENTS
Administered routinely
Administered in a consistent manner
May be commercial or developed in-house
May be administered on paper or a computer
Maybe be scored by a computer or a person
EXAMPLES OF CLASSROOM
AND OTHER DATA
Curriculum-based unit tests
Class projects
Classwork and homework
Records form parent meetings and phone calls
Classroom behavior charts
IEP
Prior data from students’ cumulative folders
RECOMMENDATION 1
DuFour’s Guiding Questions in a Data Meeting?
• What do we want ALL STUDENTS to know?
• State Standards, Learning Objective, Key Points, Essential Questions
• How do we know when they know it?
• Universal Screening (NWEA/PWA) & Progress Monitoring
• Teacher Developed Formative Assessments
RECOMMENDATION 1
• What do we do if they don’t know it?
• Assess background knowledge prior to instruction
• Analyze the amount of attention given to a standard. Is it a focus standard?
• Analyze the strategies use to teach a standard.
• Take corrective action based on analysis.
• Find areas of remediation for students who need additional time & support to master the standard. Differentiation, re-teaching, SST etc.
• What do we do if they already know it?
• Assess background knowledge prior to instruction.
• Find areas of enrichment/enhancement for students who have mastered standards.
RECOMMENDATION 1
Checklist
• Collect and prepare a variety of data about student learning
• Interpret data and develop hypotheses about how to improve student
learning
• Modify instruction to test hypotheses and increase student learning.
CHARACTERISTICS OF A
TESTABLE HYPOTHESES
Identify a promising intervention or instructional
modification(teaching the Schaffer Method) and the effect you expect to
see (improvement in the skills of paragraph/essay structure in writing)
Ensure that the effect can be measured (Rubric scores)
Identify the comparison data (Scores from PWA and teacher rubric
scores after they were taught the strategy. Also Spring PWA scores)
OTHER STRATEGIES
Allocating more time for topics with which students are struggling
Reordering the curriculum to shore up essential skills with which students are struggling
Designating particular students to receive additional help with particular skills (i.e., grouping
or regrouping students)
Attempting new ways of teaching difficult or complex concepts, especially based on best
practices
Better aligning performance expectations among classrooms or between grade levels; and/or
Better aligning curricular emphasis among grade levels
RECOMMENDATION 2
Teach students to examine their own data and set learning goals
• PWA-Rubrics
• Performance Tasks
• Pre and Post Tests
• Portfolios
RECOMMENDATION 2
Checklist
• Explain expectations and assessment criteria
• Provide feedback to students that is timely, specific, well
formatted, and constructive
• Provide tools that help students learn from feedback
• Use students’ data analyses to guide instructional changes.
• Be sure to frame in such a way that students understand this is not a
reflection of their innate ability, but a way to focus improvement
RECOMMENDATION 3
Establish a clear vision for district/school-wide data use
District Goals:
Improve program-wide attendance % goals to 88.9 by 2018.
Increase Academic Rigor and Consistency Across the Program
• English/Language Arts and Math: 85% of student attain their growth goal for RIT.
• Program-wide goal for all continuously enrolled students improving .5 on the Program-wide Writing Assessment from pre to post test
Improve all areas of growth for student through establishing and growing relationships
between our program, students, parents and the community.
• Students will attend school more frequently, Student academic scores will increase, student will earn more credits, there will be an increase in diplomas, drop-out rates will decline, delinquency and truancy will decline and student safety will increase.
RECOMMENDATION 3
Checklist
• Establish a school-wide data team that sets the tone for ongoing data
use.
• Define critical teaching and learning concepts
• Develop a written plan that articulates activities, roles, and
responsibilities
• Provide ongoing data leadership
RECOMMENDATION 4
Provide supports that foster a data-driven culture within a school
Checklist
• Designate a school-based facilitator who meets with teacher teams to
discuss data.
• Dedicate structured time for staff collaboration.
• Provide targeted professional development regularly
RECOMMENDATION 5
Develop and maintain a district-wide data system
Checklist
• Involve a variety of stakeholders in selecting data systems
• Clearly articulate system requirements relative to user needs.
• Determine whether to build or buy the data system
• Plan and stage the implementation of the data systems.
ACTION AGENDA
At the end of your data team, send a note to yourself about your
action agendas.
Review this as a staff at the beginning of an OSC
Review them when planning.
LEXILE?
Information about reading ability or difficulty of text.
A measure with an “L” after it. 880L=880 Lexile
Higher Lexile=Higher Reading Ability
200L=Beginning Reader 1600L=Advanced Reader
If we know how well a student can read, we can predict how well that
student will understand a book.
http://lexile.com/
http://www.barnesandnoble.com/reading-level-reading-books-
lexile/search.asp
ANNOUNCEMENTS
Attendance
Unauthorized Drivers
Lunch Program
Parent Teacher Conferences
LUNCH PROGRAM
Effective November 5
Daily Sites will be impacted
No current solutions to our problem
Transition Plan
• Letter Home will be sent Oct 25
• Please discuss with Parents at parent Conferences
• During OSC, please create a new schedule with Nutrition being
served before 10 am (9:30)
Make an attempted to meet
with every parent.
Discuss with Directors times
when he/she is available.
PARENT TEACHER
CONFERENCES
Suggestion Checklist:
Modify/As Needed
Sincere Compliment
• ILP
• RIT/ example strands/ graph/CAHSEE articulatiuon
• Challenges
• Successes
• Goals
• Sincere compliment
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