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Setting the Stage  Welcome/Introductions  Structure for the day  Materials review R A M Materials Reports Activity M A 2

Activate Prior Knowledge  Measures of Academic Progress ® (MAP ® ) as an adaptive growth measure  Student RIT scores  MAP growth reports  Instructional level A 3

Sustaining the Momentum  Consider how you will implement what you’ve learned in the:  Next month  Next semester  Next year M 4

Terry Planner My Building xx/xx/xxxx Schedule meeting to plan for sharing/ teaching other teachers key concepts: Bringing Context to the Data / Explore the Growth Projection Calculator Talking with Students/Goal Setting for Your Classroom Schedule meeting with my principal to discuss this info and plan Me Paula Principal Workbook from this workshop Finding available time/Schedule over lunch xx/xx/xxxx Other teacher leaders, grade/ department heads and me Workbook from this workshop Sustaining the Momentum document Hectic schedules/ be persistent and prioritize– this is important! xx/xx/xxxx Other teacher leaders, grade/ department heads and me Sustaining the Momentum Planning Document 5

Accountability vs. Answerability  External locus of control  Lack of ownership  Punitive  Invites collaboration  Ownership  Clear expectations 6

Supporting Data Analysis  Accessing and evaluating data  Developing collegial conversations  Structuring answerability 7

TopicsforToday Topics for Today Goal Setting and Communication  Identify growth goals through data analysis  Share strategies for conferencing and effective communication Evaluating Growth Patterns  Evaluate growth data  Examine growth at many levels  Build action plans Evaluating Growth Patterns

Intended Accomplishments  Understand what growth norms tell us  Use growth targets and proficiency benchmarks appropriately  Evaluate growth data  Identify strengths and areas of concerns A M Evaluating Growth Patterns Workbook p. 1 9

Taking Stock Each of my students is achieving to her/his highest potential Disagree Somewhat Disagree Neutral Somewhat Agree Agree A 10

Measures of Success  Proficiency benchmarks  Growth targets Evaluating Growth Patterns Workbook p. 1 M 11

237 Performance Standards A Targets 267 Evaluating Growth Patterns Workbook p. 1 M B

Bringing Context to the Data  Physical Growth vs. Academic Growth  Typical Growth  Normative Data  RIT Point Growth Norms  Growth Projection Calculator Evaluating Growth Patterns Workbook p. 2 M 13

Key Growth Reports  Achievement Status and Growth (ASG) Summary Class Report  Online Individual Student Progress Report  Student Goal Setting Worksheet Evaluating Growth Patterns Workbook pp. 2-3 M 14

Scale Alignment Studies  NWEA aligns state’s proficiency benchmarks to the RIT scale   Click on Evaluating Growth Patterns Workbook p. 4 M 15

Percentile Representing “Proficient” or “Meets Standards” Evaluating Growth Patterns Workbook pp. 4-6 M A

Average Score Quadrant IV Quadrant III Quadrant IQuadrant II Growth Index & Average Score Grade 5 Mathematics Proficiency Line Evaluating Growth Patterns Workbook p. 7 M High growth Low proficiency status Low growth Low proficiency status Low growth High proficiency status High growth High proficiency status Source: NWEA Individual Growth and School Success Report, April 2004

Average Score Quadrant IV Quadrant III Quadrant IQuadrant II Growth Index & Average Score Grade 5 Mathematics Low growth Low proficiency status Low growth High proficiency status High growth High proficiency status High growth Low proficiency status Proficiency Line NCLB Success High Growth Evaluating Growth Patterns Workbook p. 7 M A

Growth Indicators  RIT Point Growth  Growth Index  Percentage of Students who Met or Exceeded their Target RIT  Overall Percentage of Target RIT Met or Exceeded Evaluating Growth Patterns Workbook p. 8 M 19

Growth in Context Evaluating Growth Patterns Workbook pp M A

Principles for Observing Data  Start with observation  Avoid assumptions of causality  Brainstorm factors to investigate  Target growth for all  Set targets that are based on data  Design a plan  Take action Evaluating Growth Patterns Workbook p. 11 M 21

Using Your Own Data  Look for:  Patterns/trends  Outliers  Group norms  Comparison to growth norms A R Evaluating Growth Patterns Workbook pp M 22

Analyzing Growth  Individual student  Class  Grade level  School A R Evaluating Growth Patterns Workbook pp M 23

Sharing Data and Resources  Exploring the Class Roster Report  Using Dynamic Reporting Suite  Sharing Online Individual Student Progress Reports Evaluating Growth Patterns Workbook p. 25 M 24

Sustaining the Momentum  Consider how you will implement what you’ve learned:  Understand what growth norms tell us  Use growth targets and proficiency benchmarks appropriately  Evaluate growth data  Identify strengths and areas of concern A Evaluating Growth Patterns Workbook p. 25 M 25

Topics for Today Goal Setting and Communication  Identify growth goals through data analysis  Share strategies for conferencing and effective communication Evaluating Growth Patterns  Evaluate growth data  Examine growth at many levels  Build action plans Goal Setting and Communication

Intended Accomplishments  Set class and student goals  Conference with students and parents about growth  Evaluate growth at year-end  Develop collaboration and communication plans Goal Setting and Communication Workbook p. 1 A M 27

Taking Stock Disagree Somewhat Disagree Neutral Somewhat Agree Agree I feel my district’s current communication practices are effective A 28

Culture and Communication  Expectations for data use  Communication rhythm  Structured answerability  Shared ownership M Goal Setting and Communication Workbook pp. 1-2 A 29

Classroom Content Goals  Analyze goal area scores  Target a class goal R Goal Setting and Communication Workbook pp. 2-4 A M 30

Goal Setting: Classroom Targets  Target improvement  Strategies  At-risk students  High performing students  All other students  Indicators of progress  Needed support Goal Setting and Communication Workbook p. 5 M 31

Talking with Students About Data  Provide illustrations and examples  Put numbers in context  Affirm individual strengths  Approach goals collaboratively Goal Setting and Communication Workbook p. 5 M 32

Setting Growth Goals with Students  RIT Point Growth Norms  Achievement Status and Growth (ASG) Targets Class Report  Proficiency benchmarks  Student input Goal Setting and Communication Workbook p. 5 M 33

Teacher Resources Link to access Student Goal Setting Worksheet Goal Setting and Communication Workbook p. 6 R A M

Process for Setting Student Goals  Conference with student  Review fall results  Assist student in setting goals  Have students evaluate their performance  Provide a goals folder to share with parents Goal Setting and Communication Workbook p. 6 M 35 A R

Conferencing with Parents  Share student self-assessments  Identify student goals  Extend learning at home Goal Setting and Communication Workbook pp. 7-9 R A M 36

Student-Led Conferencing  Encourages student:  Ownership of learning  Engagement  Responsibility  Increases parent:  Attendance  Interest  Partnership Goal Setting and Communication Workbook pp M A 37

Spring Conferences and Self-Assessment  Provides opportunity to:  Celebrate growth  Document results for parents and others Goal Setting and Communication Workbook p. 13 R A M 38

Sustaining the Momentum  Consider how you will implement what you’ve learned:  Set class and student goals  Conference with students and parents about growth  Evaluate growth at year-end  Develop collaboration and communication plans A Goal Setting and Communication Workbook p. 14 M 39

Answerability  Identify successes  Identify challenges  Improvement areas  Dialogue with stakeholders A M Goal Setting and Communication Workbook pp

Building Internal Capacity Find Time:  Early release days  Use substitute teachers creatively  Streamline “administrivia” Learn More:  Professional development  Curriculum & data planning teams  Study groups  Data coaches 41

Leading High Performing Learning Communities  Mission driven  Culture and ownership  Answerability  Expert use of data  Staff development  Effective instruction  Quality student assessment  Dynamic learning environment  High quality curriculum  Strategic use of resources Culture and Ownership ANSWERABILITY Mission: Growth and Learning for Every Student

Stand in the Future  What will your realized plan look like?  How will you make the plan visible?  What evidence of success will you see?  How will you celebrate your success? M A 43

Help Us Learn From You  Complete the Evaluation Form and leave it in the designated location.  Thanks for your attention and hard work. A M