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Using Data for Continuous Improvement “Teachers blaze the path to knowledge generation when pairs, small groups and entire staffs intentionally and purposefully use data as a source for analyzing progress and proactively planning for improvement.” ~Laura Lipton

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Defining the Purpose for DDD Data Driven Dialogue Drives instruction at the classroom level for differentiation and just-in-time instruction Used to support interventions Informs effectiveness of curriculum and other programs Informs the system of instructional strategies and innovation in varying schools that are improving student learning

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Grade Level Common Assessments Description: Classroom data gathered at multiple times, in all classrooms at a grade level or content area, through multiple measures, Grades K-12 Purpose: Classroom intervention planning Inform instruction Grade level/School level collaboration Inform Standards-Based Grading Audience: Student Parents Teacher Core Content: Addition and Subtraction 2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20 2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution Summative Unit 3 Assessment #6#8 Summative options from Stickers, Number Strings, and Story Problems, ALL INVESTIGATIONS Session 1.6 Assessment: Number Strings p. 62 Session 4.6 End-of-Unit Assessment (M41 only—NOT M40 as it is on the district test) Session 2.7 Assessment: Story Problems Session 4.6 End-of-Unit Assessment (M39 only—NOT M40 as it is on the district test) Summative options from other sources6-grid needed

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Classroom Formative Assessment Description: Classroom data gathered at all times through multiple measures, Grades K-12 Purpose: Inform immediate instructional decisions Audience: Student Teacher

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Student Reflection Description: Reading assessment reflection where students can evaluate how they achieved compared to each standard assessed and create goals for improvement. Purpose: Inform instruction Inform student growth and goal setting Audience: Teacher Student Parents

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Reading Assessment Wall Description: Classroom/Building data gathered at least three times a year. Purpose: School wide intervention planning Inform instruction Grade level/School level collaboration Audience: Teacher Principal

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Social Studies Reading Assessment Description: Reading assessment within the content area assessing students using only informational text, given each quarter across the district. Purpose: Inform instruction Achievement for reporting Inform student growth and goal setting Grade level/School level collaboration Audience: TeacherStudent PrincipalParents District Overall Grade by SchoolN Included1 = 0 - 4 pts2 = 5 - 6 pts 3 = 7 - 8 pts 4 = 9 - 10 pts High School A30834.74%7.79%22.73%34.74% High School B3248.92%8.62%33.54%48.92% High School C26510.57%13.96%27.92%47.55% High School D29229.45%23.29%26.37%20.89% High School E35512.39%13.24%23.10%51.27% District154418.98%13.21%26.68%41.13%

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Measurement of Student Progress (MSP, formerly WASL) Description: Washington State Assessment for Grades 3-10 Purpose: School wide intervention planning Inform curricular decisions Audience: StudentParents TeacherDistrict Administration PrincipalGeneral Public

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Spokane Assessment of Student Learning Description: Classroom/Building Mathematics data, gathered two to three times a year for grades 1-6. Purpose: School wide intervention planning Inform instruction Grade level/School level collaboration Audience: Student Teacher Principal Question # #1 She needs 3 1/4 yards @ $2.92 per yard. Estimate the total cost. ( B ) #2 How can she figure out how many 1/4 cups to make 3 cups? ( D ) #3 Which multiplication expression should be used for the fraction division problem? ( B ) #4 In the chart, which circle has the correct ratio? ( C ) #5 Radius = 21 inches. What's the circumference to the nearest inch? ( See Rubric ) P.E. 6.1.C Estimate products & quotients of fractions & decimals. 6.1.B Represent multiplication & division of fractions & decimals using models & connect to related equation. 6.1.D Multiply & divide fractions and explain the inverse relationship. 6.3.E Identify the ratio of the circumference to the diameter of a circle and common approx. for pi. 6.4.A Determine the circumference and area of circles. Point Value11112 Student Name CC1D0 11D12 11111 1CA11

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End-of-Unit Common Assessments for Mathematics Description: Classroom/Building data gathered at the conclusion of each math unit, Grade 1-Algebra II Purpose: School wide intervention planning Inform instruction Grade level/School level collaboration Inform curricular decisions Audience: Student Parents Teacher Principal District Administration Unit #5 Name that Portion Jan./Feb. #1 Simplify 12/18 to the simplest form. C. 2/3 #2 Kelly and her friends ordered pizzas for lunch. They cut the pizzas into eighths. They ate 1 9* of the pizzas ordered. What mixed number s equivalent to the pizza eaten? B. 2 3/8 #3 After playing “Roll Around the Clock”, Nevaeh recorded a set of equivalent fractions. Which set of equivalent fractions did she record? A. 1/4 = 3/12 #4 Jolene is making brownies for her class field trip. She needs to make 3 batches of brownies. Each batch of brownies requires 3/4 cup of sugar. How much sugar will she need altogether? See Rubric Strand Focus PE 4.2.G Simplifying Factions PE 4.2.C Improper Fraction/Mixed Number PE 4.2.F Equivalent Fractions PE 4.2.C/4.2.I Adding Fractions Point Value (B) 1 pt. (A) 1 pt. Rubric-2 pts. Student Name 1 11 2 11C0 C1 1 0 1112 Sample Data Sets: Ethnicity Gender

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EOU By Gender

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EOU by Ethnicity

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MAP (Measurement of Academic Progress) Description: Diagnostic assessment given across the district three times a year in Reading and in Math. Purpose: Grade level/School level collaboration To inform intervention/extension groups Progress Monitoring Differentiating instruction Program evaluation Audience: TeacherStudent PrincipalParents District

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