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WELCOME DATA-DRIVEN INSTRUCTION AND GOAL SETTING.

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Presentation on theme: "WELCOME DATA-DRIVEN INSTRUCTION AND GOAL SETTING."— Presentation transcript:

1 WELCOME DATA-DRIVEN INSTRUCTION AND GOAL SETTING

2 INTRODUCTIONS BETH ENGELHART – PRINCIPAL (SWEENY ELEMENTARY) BRIGETTE GOLMEN – PRINCIPAL (MCCULLOCH ELEMENTARY) MELANIE GILLILAND – 5 TH GRADE TEACHER JENNIFER RITTER – 5 TH GRADE TEACHER/PART-TIME ELEMENTARY SPECIALIST

3 DATA DRIVEN INSTRUCTION USING DISTRICT ASSESSMENTS – ACUITY TEACHERS IDENTIFY 10 LOWEST STRANDS TO DRIVE INSTRUCTION ITEM ANALYSIS REPORT

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5 IDENTIFY MISCONCEPTIONS ONCE WE KNOW OUR WEAK AREAS, WE WANT TO KNOW WHAT THE STUDENTS’ MISCONCEPTIONS ARE, SO THAT WE CAN INTENTIONALLY PLAN OUR UNITS OF INSTRUCTION. DISTRACTOR ANALYSIS

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7 CREATE A CALENDAR TAKE OUR 10 LOWEST STRANDS AND CREATE A CALENDAR HYPERLINK THE STANDARDS ON THE CALENDAR TO RESOURCES THAT CAN BE USED TO TARGET THESE SKILLS INCLUDING INSTRUCTIONAL RESOURCES PROVIDED BY ACUITY

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9 INTENTIONAL BACKWARDS DESIGN LOOK AT THE STANDARD AND MISCONCEPTIONS STANDARD: L.5.3.A EXPAND, COMBINE, AND REDUCE SENTENCES FOR MEANING, READER/LISTENER INTEREST, AND STYLE. MISCONCEPTIONS: A STUDENT CHOSE A RESPONSE THAT IS A COMPOUND SENTENCE WITH NO COMMAS A STUDENT CHOSE A RESPONSE THAT COMBINES THE TWO SENTENCES, SCRAMBLING THE ORDER IN A MANNER THAT LOSES MEANING A STUDENT CHOSE A RESPONSE THAT COMBINES THE TWO SENTENCES AS A COMPOUND SENTENCE WITH REDUNDANT ELEMENT AND/OR ELEMENTS NOT IN THE SENTENCE

10 CALENDAR IS HYPERLINKED TO RESOURCES

11 CALENDAR IS LINKED TO ACUITY INSTRUCTIONAL RESOURCES

12 CALENDAR IS LINKED TO ACUITY CUSTOM TEST

13 WHERE WE WERE TAKE THE STANDARD AND MISCONCEPTIONS AND COME UP WITH RESOURCES TO TARGET THOSE AREAS THE RESOURCES ARE HYPERLINKED TO THE CALENDAR MISSING COMPONENTS NOT CONSISTENT QUALITY CONTROL EVERY TEACHER IS CREATING RESOURCES ON THEIR OWN WITH LITTLE SUPPORT

14 WHERE WE ARE STAGES 1 – 3 OF MCTIGHE AND WIGGINS BACKWARDS DESIGN ELA –UBD UNITS OF INSTRUCTION FOR WRITING, LANGUAGE, READING – SBG RUBRICS MATH – UBD UNITS OF INSTRUCTION, WRITING ASSESSMENTS, DEVELOPING PROFICIENCY SCALES (MARZANO) SCIENCE – UBD UNITS OF INSTRUCTION, ASSESSMENTS, PROFICIENCY SCALES

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16 CALENDAR IS HYPERLINKED TO UNIT PLAN

17 HYPERLINKED TO UNIT PLAN

18 HYPERLINKED TO ASSESSMENTS

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21 HYPERLINKED TO PROFICIENCY SCALES

22 WHERE WE ARE HEADED STAGES (STAGES WE ADDED TO ALIGN WITH THE NEE UNIT PLAN TEMPLATE) ELA – STAGES 1 – 7 COMPLETED MATH – STAGES 1 – 7 COMPLETED SCIENCE – STAGES 1 – 7 COMPLETED INTEGRATED SCIENCE AND SOCIAL STUDIES UNITS ALL SUBJECTS K-5 STANDARDS-BASED

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24 CURRICULUM DEVELOPMENT COMMITTEES TRAINING IN BACKWARDS DESIGN, STANDARDS-BASED GRADING, ASSESSMENT WRITING, AND PROFICIENCY SCALES WORK DAYS DURING THE SUMMER AND OCCASIONAL SUB DAYS TO WRITE UNITS OF INSTRUCTION, ASSESSMENTS, AND SCALES WITH GUIDANCE FROM CIA DEPARTMENT

25 QUESTIONS? DISTRICT LEVEL QUESTIONS? IF NOT, WE’LL TRANSITION INTO THE CLASSROOM LEVEL GOAL SETTING PIECE OF DATA-DRIVEN INSTRUCTION.

26 STUDENT OWNERSHIP TEACHERS ARE INVESTED IN THEIR CLASS AND UNDERSTAND DATA GIVING STUDENTS THE OPPORTUNITY TO SEE THEIR DATA AND SET GOALS GIVE THEM AN OPPORTUNITY TO TAKE CHARGE OF THEIR GROWTH. STUDENTS ARE EXCITED TO SEE WHERE THEY ARE AND WANT TO SEE GROWTH. WE SET GOALS AND TALK ABOUT WHY THIS IS A GOAL AND HOW THEY PLAN TO ACCOMPLISH IT.

27 This is our updated version. Students put in their data and then they look at their own copies of proficiency scales. They circle where they fall on the scale.

28 BOY GOAL SETTING

29 1 ST ACUITY RESULTS

30 GOAL SETTING USING ACUITY DATA

31 GROWTH

32 STUDENT DATA RESULTS

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34 THINGS TO THINK ABOUT

35 DURING THE YEAR USING RESOURCES

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37 L.A.

38 QUESTIONS?


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