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H Mission Statement, H Strategic Plan, H Priorities, H Staff development, H Organization and H Focus aligns.

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Presentation on theme: "H Mission Statement, H Strategic Plan, H Priorities, H Staff development, H Organization and H Focus aligns."— Presentation transcript:

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3 H Mission Statement, H Strategic Plan, H Priorities, H Staff development, H Organization and H Focus aligns

4 We want each student to be successful -- in academics and as an individual. as an individual. We want each student to be successful -- in academics and as an individual. as an individual.

5 Assessment Curriculum Instruction Grants FocusInst materials Priorities Staff development

6 Assessment Curriculum Instruction Grants Focus Inst materials Priorities Staff development alignment If focused, it pushes toward alignment,, fragmentation if not, fragmentation.

7   Challenge students to grow and achieve academically H H Ensure respectful educational environment H H Provide facilities, tools and resources necessary to support student success   Challenge students to grow and achieve academically H H Ensure respectful educational environment H H Provide facilities, tools and resources necessary to support student success

8 H Challenge students to grow and achieve academically  Ensure respectful educational environment  Provide facilities, tools and resources necessary to support student success H Challenge students to grow and achieve academically  Ensure respectful educational environment  Provide facilities, tools and resources necessary to support student success

9 Who is learning? Who is learning? Who is not learning? Why?

10 WHO’S LEARNING WHO’S NOT By Data Zeus (The Dr.’s Statistical Brother) a.k.a. Ron Hoppes, Centennial District

11 Page 1 At year’s end, we know we have taught. The question is, did they caught what they ought? What groups got, and what groups not?

12 Page 2 Test scores were brought, and meaning was sought. Low scores caught what wasn’t got.

13 Page 3 What wasn’t caught, are we sure it was taught? If not - curriculum revision ought to be brought!

14 Page 4 If we taught what we ought, and it just wasn’t caught, was it badly taught? Better give that some serious thought.

15 Page 5 Those who caught and those who not, did the scores they got, match the ones that we thought?

16 Page 6 We know with some thought, that if they caught what we taught, and we taught what we ought, then benchmarks would be had by the lot!

17 Blueprint for Student Learning

18 Student Outcomes Assessments District Mission and Policies Research and Nat’l Standards

19 What We Build From All students learn, succeed, and care about themselves, others, and the world. Centennial Mission Statement:

20 What We Build From n n District Policy IA - Instructional Goals n n District Policy IAA - Instructional Climate

21 Our Foundation n n Research n n Effective Schools Research n n Best practices n n National organizations – –Standards set by AAS, NCTE, NCTM, NCSS, etc. What’s best for Centennial?

22 Student Outcomes 12 year statement n n What they know n n How they show it n n How they will use it n n Creates the vision

23 Outcomes by Grade Level n n Backward mapped n n “Blueprints” – –guides instruction – –defines path for students – –communicates expectations to parents – –material adoption – –provides assessment for growth/mastery

24 Assessment Assessment is more than giving and scoring a test and then telling a student, “Your grade is a ‘C’.” n n The act of measuring, n n or giving value to, n n the growth in learning, n n exhibited by students on specific tasks.

25 The Act of Measuring… n n Performance Assessments – –Scored against standard scoring guide   Exceed, Meet, Conditional, Not Yet n n Knowledge and Skills Tests – –Reported as a RIT score – –Related to State-set Benchmark Levels   Exceed, Meet, Not Yet

26 And Giving Value to… n n Student – –Tracks success and identifies needs n n Parent – –Tracks student growth – –Provides an evaluation of the school n n Teachers – –Identify needs of the individual students and class – –Evaluates the success of the teaching strategies used n Administration –Evaluates the instructional program –Helps allocate resources n Superintendent –Evaluates programs –Curriculum decisions –Resource decisions n Board –Evaluates programs –Resource decisions n State –Evaluates programs

27 Who is a WHO? By Data Zeus (The Dr.’s Statistical Brother) aka Ron Hoppes, Centennial School District

28 Page 1 “Who is learning and who is not?” the Superintendent questioned. An answer must be sought! Tests were given and results were got!

29 Page 2 We averaged, we measured, We announced our case, That WHO’s were learning at an increasing pace!

30 Page 3 The Superintendent retorted and stood in his spot. I said, “Which WHO is Learning and which WHO is not!”

31 Page 4 What makes a WHO learn, What makes a WHO not? Teachers? Curriculum? Books? What about the Cooks?

32 Page 5 If Low WHO’s were wrong On 3 times 8, Couldn’t they just practice Until their answers were great?

33 Page 6 For the WHO’s who do Is it a matter of luck? Or do the WHO’s who don’t Just find themselves Stuck?

34 Page 7 WHO’s who do and WHO’s who don’t Do they fly together Like birds in a flock?

35 Page 8 Ethnic-WHO’s, Gender-WHO’s Mobile-WHO’s, Free-Lunch WHO’s Are there any Patterns To the WHO’S who do and the WHO’s who don’t?

36 Page 9 Find the WHOs’ patterns They will act as keys. We can teach each WHO Exactly what each WHO needs.

37 Assessment: Communicate Results/Analysis (The second wall of the house) n n Individual Data to: – –Students – –Teachers – –Parents – –Counselors

38 Assessment: Communicate Results/Analysis (The second wall of the house) n Group data to: –Building Administrators –Department Chairs –Curriculum Department –Superintendent –School Board –ODE –Legislators

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45 Student Learning n n Foundation research n n Outcomes and assessment n n Supports roof of student learning

46 Building Codes n n CCG’S n n Content Standards n n Benchmark IV (CIM)

47 Meet Building Codes n n Correlates curriculum  Correlates curriculum APPROVED!  Remodeling not required n Remodeling not required

48 Decorating n n Structure is sound n n Quality materials n n Decorating = teacher creativity

49 Student Outcomes Assessments District Mission and Policies Research and Nat’l Standards

50 Dr. Keith Robinson Superintendent Art Anderson Assistant Superintendent Ron Hoppes Director of Instructional Technologies and Assessment This entire presentation may be downloaded or viewed from our website:


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