1. 1  Barb Rowenhorst  Janet Hensley Rapid City

2. Take care of your own needs. Limit side conversations in large group Chimes – return to large group Respect others’ opinions and viewpoints Others???

3. 3 Data analysis is a critical component of No Child Left Behind (NCLB). NCLB is an opportunity to use data to transform teaching and learning. State Accreditation- Data Retreat Required Previously – only schools in improvement Accreditation – every school in the district

4. Gain a deeper understanding of building, grade- level, and individual student standards data. Determine areas for celebration & improvement Analyze your school’s effectiveness and set goals for improvement. Gain a deeper understanding of IEP and Non-IEP student data and how it impacts grade level data.

5. 5 4 Lenses of Data Prioritize & Set Goals Study & Plan Successful Strategies Observe Patterns & Hypothesize Student Data Program & Structures Data Family & Community Data Professional Practices Data

8.  Based on 7 questions 07 3.5 of the seven questions were answered correctly

9. 9 School Scored an average of 3.4 question correctly on that standard

11. 2006 / 2007/2008 Find the 3 “lowest” scores per grade level per year. Highlight the cells in “pink” Find the 3 “highest ” scores per grade level per year. Highlight the cells in “green”

16.  Based on the “lowest” standards, circle the specific standards chosen to focus on for this year on the 2004 shaded columns.  Then, find the corresponding NEW 2007 standards that contains a similar content to the circled standards and highlight those standards.

18. 3 dots  Each person has 3 dots  Individually, based on your discussion of the “building” targeted areas, choose 3 standards you think your building should focus on this year. dot  Stick a dot by the corresponding reading standards to indicate your choice.

21. 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

22. Form groups of 2-3 Choose a grade level if you are SPED, Title, other areas Look at the new 2007 unpacked standards for all grade levels based on the ones “targeted” as your building’s highest need. Find some key concepts on which to focus. H ANDOUT : U NPACKED STANDARDS

23. 23 4 Lenses of Data Prioritize & Set Goals Study & Plan Successful Strategies Observe Patterns & Hypothesize Student Data Program & Structures Data Family & Community Data Professional Practices Data

24.  What might be happening with classroom instruction that could be contributing to why these standards are a strength?  What are we doing with these standards that can be replicated to improve student achievement in the areas of need?

25.  What might be happening with classroom instruction that could be contributing to why these standards are low? Generate some ideas on chart paper:  What different instructional decisions might we make to improve student achievement with these low standards?

27. Mary Sue James

28.  Highlight the 3 “lowest” scores per standard in pink.  Highlight the 3 “highest” scores per standard in green.

29. Mary Sue James

31. Write the students’ names with the lowest scores for a standard in the “Targeted Students” section on the corresponding standard. If time: Write the students’ names with the highest score for a standard in the “Targeted Students” section on the corresponding standard.

32. Mary Sue James

33.  Look across the rows.  Note which students have the most needs.  Note which students have met most standards for each grade level.  What are some strategies/interventions you can implement to remediate or extend the knowledge for those students?

35.  Based on 7 questions: per INDICATOR in Math 07 3.5 of the seven questions were answered correctly

36. 36 School Scored an average of 3.4 question correctly on that standard

38. 2006 / 2007/2008 Find the 3 “lowest” scores per grade level per year. Highlight the cells in “pink” Find the 3 “highest ” scores per grade level per year. Highlight the cells in “green”

43.  TOP CHART: Based on the “lowest” indicators, highlight the specific indicators chosen to focus on for this year.  BOTTOM CHART: Locate the accompanying standards for each highlighted indicator.

45. 3 dots  Each person has 3 dots  Individually, based on your discussion of the “building” targeted areas, choose 3 standards you think your building should focus on this year. dot  Stick a dot by the corresponding math standards to indicate your choice.

47. 8.M.1.2. Students are able to find area, volume, and surface area with whole number measurements. Student Speak: When given the formulas, I can calculate (find) the volume of: *rectangular prisms *rectangular pyramids *cylinders *cones When given the formulas, I can calculate (find) surface area of: *rectangular prisms *cylinders I can find the area of a figure that is made up of two or more squares, rectangles, or triangles (composite shape). I can use the correct unit to label volume, surface area and area.

48. Form groups of 2-3 Choose a grade level if you are SPED, Title, other area Look at the unpacked indicator/standards for all grade levels based on the ones chosen as your building’s highest need. Find some key concepts on which to focus. H ANDOUT : U NPACKED STANDARDS

49. 49 4 Lenses of Data Prioritize & Set Goals Study & Plan Successful Strategies Observe Patterns & Hypothesize Student Data Program & Structures Data Family & Community Data Professional Practices Data

50.  What might be happening with classroom instruction that could be contributing to why these standards are a strength?  What are we doing with these standards that can be replicated to improve student achievement in the areas of need?

51.  What might be happening with classroom instruction that could be contributing to why these standards are low? Generate some ideas on chart paper:  What different instructional decisions might we make to improve student achievement with these low standards?

53. Mike Sally Tom

54.  Highlight the 3 “lowest” scores per INDICATOR in pink.  Highlight the 3 “highest” scores per INDICATOR in green.

55. Mike Sally Tom

56. Write the students’ names with the lowest scores for a standard in the “Targeted Students” section on the corresponding standard. If time: Write the students’ names with the highest score for a standard in the “Targeted Students” section on the corresponding standard.

57. Student 1 Student 2 Student 3

59.  Look across the rows.  Note which students have the most needs.  Note which students have met most the standards for each grade level.  What are some strategies/interventions you can implement to remediate or extend the knowledge for those students?

61. NCLB states that all students will improve. The students from kindergarten on up need the added support and reinforcement of every person they see during the day. Every person in the school is responsible for student achievement.

62. Brainstorm how you can ensure ALL teachers address the achievement of ALL students. Grades K-2 and grades 9-10: Discuss the connections with the standards in your grade levels to the ones identified in math and reading.

64. 64 P LANNING FOR S TUDENT S UCCESS

65.  How can this information be useful to you?  What other information can you add to this data? What data source discussions will lead us to change instruction?

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68.  Thanks for all you do!  Have a super year!