Data & Standards Analysis for School Improvement 2011
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Transcript of Data & Standards Analysis for School Improvement 2011
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1Data & Standards Analysisfor School Improvement 2011
Barb Rowenhorst TIERapid City
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Outcomes
Understand and analyze the D-STEP eMetrics results Use grade level eMetrics data to guide building goals, instructional strategies, professional development, and assessment practicesUse unpacked standards and student level data to guide classroom instructional practicesBecome familiar with the Common Core State Standards crosswalk documentsPlan a data analysis at your building
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3
Data analysis is a critical component of ESEA (Elementary and Secondary Education Act) – formerly NCLB
It’s an opportunity to use data to transform teaching and learning.
State Accreditation- Data analysis required for all schools
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Continuous Improvement Process
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eMetricsGrade Level StandardsReading & Math
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eMetrics - CD
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As a Grade Level…answered an average of 4.4 questions correctly on that INDICATOR
eMetrics Scores - MATH
School
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As a Grade Level…answered an average of 8.5 questions correctly on that INDICATOR
School
eMetrics Scores - READINGGr. 11 7 12 12 12 7Gr. 3-8
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What score is good enough?
Arbitrary
Numbers
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Core Standards – Reading
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Blueprints doe.sd.gov A-Z index D-Step
Can get Alt. blueprints
Cut scores
D-STEP Blueprints
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Reading -
BLUE
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Math -
RED
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Science -
GREEN
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Team Work Time - Outcomes
Analyze reading/math data
Determine… Focus standards for
reading/math (not necessarily your lowest)
Subgroup focus if needed How to share this data with
your building staffSIP driven by areas of need but celebrate, sustain, and replicate your successes
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Team Work Time & BREAK
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Classroom ConnectionsUnpacked Standards
http://doe.sd.gov/contentstandards/
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Continuous Improvement Process
All reflect back on the
SIP GOALS
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Standards – Data AnalysisBefore instruction and assessments can be developed, all educators need a clear understanding of what the standards look
like in student work and what measurable learning targets are required for students
to achieve mastery.
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Standard
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Learning Target
Students
Move
Up
The
Ladder
Through
A
Sequence
Of
Learning
Steps
OF Learning Learning
Assessments FOR
Learning
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RC Learning-Assessment Process
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Content Standards doe.sd.gov Content Standards - L-hand menu
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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
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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
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Focus Standards for Each Year
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Common Core – Flip Bookswww.mentoringminds.
com
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Common Core – Crosswalk http://doe.sd.gov Crosswalk Documents – match low
standards on D-STEP this year with the Common Core Standards
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Common Core – Crosswalk
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Team Work Time – Outcomes
Determine… Common Core related
standard(s) for your Focus Standard
How to share this data with your building staff
How to begin the process of integrating the common core standards
SIP driven by areas of need but celebrate, sustain, and replicate your successes
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eMetricsIndividual Students
Reading & Math
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Directions - Sorting Student Data
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Student Data – DOE Cut Scores
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eMetrics – Student Data
Mary
Bob
JamesBeatrice
10 14 14 7 11
Student Data drives the classroom
instruction/differentiation.
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What score is good enough?
K-8 – 69% of your students proficient in Reading, 72% in Math
Gr. 11 – 62% of your students proficient in Reading, 63% in Math
Arbitrary
Numbers
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Team Work Time - Outcomes
Determine your goal % Use the AMO chart Determine total # of
students Find AMO % of your students
for each standard
Determine how to share this data with your building staffSIP driven by areas
of need but celebrate, sustain, and replicate your successes
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Continuous Improvement Process
All reflect back on the
SIP GOALS
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School Improvement Plan
All reflect back on the
SIP GOALS
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• 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)
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Outcomes
Understand and analyze the D-STEP eMetrics results Use grade level eMetrics data to guide building goals, instructional strategies, professional development, and assessment practicesUse unpacked standards and student level data to guide classroom instructional practicesBecome familiar with the Common Core State Standards crosswalk documentsPlan a data analysis at your building
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Team Work Time until LUNCH
Afternoon is team work time