1 Barb Rowenhorst TIE Rapid City. Outcomes Analyze eMetrics results and gain a deeper...
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Transcript of 1 Barb Rowenhorst TIE Rapid City. Outcomes Analyze eMetrics results and gain a deeper...
Outcomes
Analyze eMetrics results and gain a deeper understanding of grade-level and individual student data.
Use eMetrics standards data to help guide instructional, professional development and assessment practices.
Integrate other building assessment data with eMetrics data (four lenses).
Plan a data analysis at your building.
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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 Analysis Required
NCLB
As a Grade Level…answered an average of 4.4 questions correctly on that INDICATOR
eMetrics Scores - MATH
School
As a Grade Level…answered an average of 8.5 questions correctly on that INDICATOR
School
eMetrics Scores - READING
The Dakota STEP blueprints can be found at…
http://doe.sd.gov/octa/assessment/dakSTEP/docs/2009/STEP%20Spring%202009%20Test%20Blueprints.pdf
It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.
D-STEP Blueprints
Team Work Time - Outcomes Analyze the math and reading standards
data Whole group or ½ analyze math, ½ analyze
reading Celebrate, sustain, and replicate your
successes SIP is driven by your areas of need Content: What? Determine your
building’s target standards Process: How? Determine how you will
share this data with your building staff
Classroom Connections
Unpacked Standardshttp://doe.sd.gov/contentstandards/
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
Scientifically-based research strategies
Specific strategies determined for each content (reading/math) and each grade or grade cluster.
Specific to student growth.
Indicators to judge the effectiveness must be noted.
Assessments that track performance over time (baseline, mid-year, end).
Connect to your target standards on SIP
Classroom Connections
• Staff has clarity in regard to what students must know, understand, and be able to do.
• The interventions are timely and may require, rather than invite, students to evoke the extra time and receive the additional support for learning.
• The focus on results is critical to both the school’s system of interventions and their culture of celebration.
• Teachers use results to identify strengths and weaknesses in their individual practice, to help each other address areas of concern, and to improve their effectiveness in helping all students learn.
PLC Points to Ponder (DuFour)
Team Work Time - Outcomes Analyze the math and reading standards
data Whole group or ½ analyze math, ½ analyze
reading Celebrate, sustain, and replicate your
successes SIP is driven by your areas of need Content: What? Determine your
building’s target standards Process: How? Determine how you will
share this data with your building staff