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Welcome Sign In Enjoy some refreshments.. Goals for the Day DISTRICT GOALS: 1.) Identify strengths & weaknesses a grade/course and individually. 2.) Develop.

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Presentation on theme: "Welcome Sign In Enjoy some refreshments.. Goals for the Day DISTRICT GOALS: 1.) Identify strengths & weaknesses a grade/course and individually. 2.) Develop."— Presentation transcript:

1 Welcome Sign In Enjoy some refreshments.

2 Goals for the Day DISTRICT GOALS: 1.) Identify strengths & weaknesses a grade/course and individually. 2.) Develop a plan to : continue work in areas of strengths improve on weaknesses 3.) Use the data to continue to inform CCSS implementation. What do you want to know from the data? What outcome do you want from today and Monday?

3 Goals for the Day What do you want to know from the data? What outcome do you want from today and the PD day? Evaluation of 2011 SMART Goals

4 Essential Learner Outcome Basic Achievement Level Skill Proficient Achievement Level Skill Time Frame for Instruction (How long will it take?) When will the skill be taught? (Be as specific as possible) When will the ELO be assessed ? Formative Summative

5 Key Vocabulary Essential Learner Outcomes: Identifies what the learner will know and be able to do by the end of the grade or course. Pacing Guide: Time lines that show what each teaching team plans to cover over the course of a year and defines what it takes for a student to be proficient. Achievement Level Descriptors: Identifies what students are expected to know and be able to do at each grade level to be proficient. Proficiency Indicators: A statement that declares the measureable level of competency that is expected for an objective/ELO. Item Benchmark Descriptors: An assessment report that reflect average scores by item for the state, district, and individual teachers. CAS: Core Academic Standards, DESE’s new term for the standards in all content areas which include the CCSS for ELA & Math. ELA: English Language Arts, what CCSS calls Communication Arts.

6 Warm UP What is your take away?

7 Processing Warm Up What can we do in our classrooms to assure that students learn everything we want them to learn? What does this tell us about our approach to looking at data? What are we missing because we aren’t looking for it? What is right in front of us that we keep missing? What are we missing because we are looking for something else? What does this tell us about our approach to Improvement Planning? Curriculum Instruction Assessment

8 Areas of Concern A Curriculum What & when was this taught? Was the area in an ELO/Pacing Guide? When was it taught and how much time was spent? Instruction How did you teach this area? What strategies were used? Similarities & Differences, Nonlinguistic Representations, Cooperative Learning, Summarizing & Note taking, Generating & Testing Hypothesis, Cues, Questions, Advance Organizers, Reinforcing Effort & Providing Recognition, Homework & Practice, Setting Objectives & Providing Feedback What instructional strategies were used at 5-6 IPI levels? Assessment How was it assessed? How was this concern commonly assessed locally? How do local assessments compare to MAP/EOC? Content, Rigor, DOK, (application, beyond recall) & Results Do local assessments require demonstration of the “processes” tested on MAP/EOC?

9 FOCUS AREAPURPOSEPLAN Curriculum Connect data to inform ELOs, Pacing Guides, Proficiency Levels Connect CCSS to GLEs Align resources to CCSS Course Level Instructional Validate instructional strengths Incorporate Daniel Training on Engagement Use data to identify Professional Development needs. Course & Individual Assessment Create, analyze, revise, align assessments—formative & summativeCourse & Individual Data Day Overview Using Data to Analyze Curriculum, Instruction, & Assessment WHAT SO WHAT NOW WHAT

10 SchoolGuaranteed and viable curriculum Challenging goals & effective feedback Parent and community involvement Safe and orderly environment Staff collegiality and professionalism TeacherInstructional strategies Kevin Daniel: On Task (IPI 1,2,3,4)/Engaged (IPI 5,6) Classroom management Classroom curriculum design StudentHome atmosphere Learned intelligence and/or background knowledge Motivation Kevin Daniel: What we do in our classroom impacts this. The assignments we make directly impact this. Factors Influencing Achievement What Works in Schools Robert Marzano

11 School/Teacher Effects on Student Achievement for a Student Entering School at the 50 th Percentile What Works in Schools by Robert Marzano School & Teacher Scenario Achievement Percentile After Two Years Average School Average Teacher Least Effective School Least Effective Teacher Most Effective School Least Effective Teacher Least Effective School Most Effective Teacher Most Effective School Most Effective Teacher Most Effective School Average Teacher Marzano, What Works in Schools 50th 3rd 37th 63rd 96th 78th

12 CategoryExplanation of Category Similarities &Differences Engage students in activities that help them examine similarities&differences among ideas, issues, event, etc. 45% Summarizing &Note taking Help students to distill and/or synthesize information accurately and concisely. 34% Reinforcing Effort & Providing Recognition Help students recognize the relationship between effort & achievement. Recognizing students for progress. 29% Homework and Practice Provide opportunities to deepen understanding of content and their proficiency with skills. 28% Nonlinguistic Representations Help students represent and elaborate on knowledge in an imagery form using mental pictures, physical models, graphic organizers etc.27% Cooperative LearningUsing grouping strategies to help students learn. 27% Setting Objectives and Providing Feedback Help students understand the direction for learning, establish personal goals, and provide feedback about progress. 23% Generating and Testing Hypotheses Application of knowledge by generating & testing hypotheses ex.- problem solving, decision making, investigation, 23% Questions, Cues, & Advance Organizers Help students retrieve what they know about a topic using questions, cues, or hints about what is to come. 22%

13 IBD Data On the IBD Data Highlight: Strengths in green (____% & above) Areas of concerns in yellow (___% and below) Set the cut points for your grade/course For: 1 st the District 2 nd My Class Compare you to the district: If you are yellow and the district is green, look for assistance from your PLC. If you are green and the district is yellow, offer your ideas to your PLC

14 IBD Data Compare the DISTRICT to the STATE On the IBD Data Highlight: In the STATE column, highlight in pink if the STATE is higher than the DISTRICT

15 Connecting Data to the Pacing Guide AREAS OF STRENGTH: What did your PLC do? Was it a SMART goal? What were the 5’s & 6’s you did within that ELO

16 Identify Areas of Concern Consider GLEs, CCSS, DOK, Process Standards (Math: CCSS Areas of Focus for your grade/course) As a grade/individual Pull out ELOs/Pacing Guides for those areas Record 3 Areas of Concern on the worksheet provided and use the questions to analyze the concerns. NOTE: FACILITATORS WILL ALREADY HAVE grade/course concerns identified. On Data Day, use this process to identify individual areas of concern.

17 Areas of Concern A Curriculum What & when was this taught? Was the area in an ELO/Pacing Guide? When was it taught and how much time was spent? Instruction How did you teach this area? What strategies were used? Similarities & Differences, Nonlinguistic Representations, Cooperative Learning, Summarizing & Note taking, Generating & Testing Hypothesis, Cues, Questions, Advance Organizers, Reinforcing Effort & Providing Recognition, Homework & Practice, Setting Objectives & Providing Feedback What instructional strategies were used at 5-6 IPI levels? Assessment How was it assessed? How was this concern commonly assessed locally? How do local assessments compare to MAP/EOC? Content, Rigor, DOK, (application, beyond recall) & Results Do local assessments require demonstration of the “processes” tested on MAP/EOC?

18 KNOWING AND DOING PLAN GRADE: COURSE/CONTENT:NAME: GRADE/CONTENTINDIVIDUAL TEACHER AREAS OF CONCERN: (No more than 3) AREAS OF CONCERN IF DIFFERENT: ACTION STEPS Within three weeks (Next PD day) Within two months (October 12 PD Day) By the end of the semester (January 2 PD Day) By the end of the school year DESIRED RESULTS/EVIDENCE PD NEEDS:

19 To see your current and last year’s student data see the from Jani

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21 MATH: Examples and suggestions by CCSS Scroll down to Updated Missouri Mathematics Core Academic Standards and GLEs/CLEs Crosswalk Alignment Analysis, Click on your grade, Individual CCSS will have links to the Illustrative Mathematics Project Communication Arts & Math: Model Curriculum Units: https://k12apps.dese.mo.gov/webapps/ModelCurriculum/findunit.aspx Put in your grade, content, click Find Unit for a list of available units. OTHER: CCSS Implementation Resources

22 PRODUCTS TO TURN IN Each teacher will turn in the Knowing/Doing Plan with both the Grade & Individual sections completed. Attach the Areas of Concern sheet Monthly PLC Log


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