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1  Janet Hensley  Pam Lange  Barb Rowenhorst Meade School District.

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Presentation on theme: "1  Janet Hensley  Pam Lange  Barb Rowenhorst Meade School District."— Presentation transcript:

1 1  Janet Hensley  Pam Lange  Barb Rowenhorst Meade School District

2  USF Credit ◦ 2 credits for PASS Team Members ◦ 1 credit for other participants  Who will be responsible for sign-up in building on In-service days?

3  Data Driven Dialogue ◦ Non-negotiable ◦ Negotiable ◦ Technology  Formative Assessment ◦ Seven Strategies

4 To discuss district/building report card status. To analyze reading and math standards at individual grade and student levels. To integrate multiple data sources. To determine uses of summative and formative assessments.

5 Data Matrix

6 Prioritize & Set Goals Study & Plan Successful Strategies Observe Patterns & Hypothesize Student Data Program & Structures Data Family & Community Data Professional Practices Data

7 Pre-Assessment Discovering Summative/Final Assessment Making Sure Formative Assessment Checking Up

8  Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.  Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

9 It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.

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11  Discuss the assessments listed for your grade level/building level  Determine if the results are currently used for pre/formative/summative  Add any assessments that are missing  Turn in a copy of the matrix per building

12 Work Time

13  Complete Observations/Hypothesis worksheet  Big aha’s

14 14 DakotaSTEP Basic Information Basic Information

15 15  Reading: 3-8 and 11 ◦ New standards tested 2009  Math: 3-8 and 11  Science: 5, 8 and 11 Not reported on AYP Report Card

16 Annual Measurable Objectives up to 2014 K School YearReadingMathReadingMath %45%50%60% %54%66%67% %65%66%54% %65%72%54% %72% 63% %72%62%63% %79%71%72% %86%80%81% %93%90% %

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18 Observations (Facts Only) Hypothesis (Why might this be a pattern?) Next Steps: What needs further investigation? Recorder: Person with most buttons.

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20  Find the report for your specific building.  Analyze report.  Areas of celebration?  Areas of surprise?  Math, reading, attendance, graduation

21 Work Time

22 Observations (Facts Only) Hypothesis (Why might this be a pattern?) Math – Blue Reading – Pink Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

23 DakotaSTEP Individual Standards Grade Level/Building Level Discussions

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25 25 School What score is good enough?

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27  The Dakota STEP blueprints can be found at…  /docs/2009/STEP%20Spring%202009%20Test %20Blueprints.pdf  It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.

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31 Observations (Facts Only) Hypothesis (Why might this be a pattern?) Next Steps: What needs further investigation? Recorder: Birthday closest to today.

32 Work Time

33 Observations (Facts Only) Hypothesis (Why might this be a pattern?) Reading – Pink Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

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35 35 School

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37  Usually, 7 questions per standard (R) or indicator (M - combines standards) or below and above

38  The Dakota STEP blueprints can be found at…  /docs/2009/STEP%20Spring%202009%20Test %20Blueprints.pdf  It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.

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41 Observations (Facts Only) Hypothesis (Why might this be a pattern?) Next Steps: What needs further investigation? Recorder: Youngest person at the table.

42 Work Time

43 Observations (Facts Only) Hypothesis (Why might this be a pattern?) Math – Blue Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

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46 7.R.2.1 Students can interpret text using comprehension strategies. Learning targets to meet this standard: I can study or determine the relationship of the parts to the whole (interpret) by connecting, questioning, visualizing, determining importance, inferring, synthesizing, and monitoring for meaning (comprehension strategies). Examples: Determining the author’s purpose, cause and effect, compare and contrast, conclusions, facts or opinions, generalizations, graphics, hypotheses, inferences, supporting details, prior knowledge, or purpose for reading

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48 Individual Student Standards Report Grade Level Discussion

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51  Select a content area your table would like to work with.  Find the excel document.  Select one of the lowest standards for that content area.  Sort that standard.  How many students scored below your “good enough” score?  How many of these are proficient students?  Do you need to adjust your “good enough” score?

52  How are you going to address this so everyone has this information? (non-negotiable)  What will your teachers do with it?  How will this drive instruction?

53 Work Time

54 Observations (Facts Only) Hypothesis (Why might this be a pattern?) Math – Blue Reading - Pink Next Steps: What needs further investigation? As a team, what two big areas need to be posted on the data wall? Big aha’s Questions/Concerns/Celebrations

55 K-12 Content Discussions

56  Sort observations into categories that make the most sense to your team ◦ K-12 Reading or math  As a content area team, determine the next steps. ◦ Post on chart paper

57 Plan Time

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61  Ethan Dschaak  David Carroll  Chris Koletsky  Mitch Adams

62 62 Create an Account ONLY


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