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100 % D ata Meetings. 100% Data Meetings turn data into ACTION FOR ALL students. www.oregonrti.org 503.431.4005. Strong data analysis guides decisions. “However beautiful the strategy, you should occasionally look at the results.” --Winston Churchill, British prime minister.

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100 d ata meetings

100% Data Meetings

100% Data Meetings turn data into ACTION FOR ALL students


Www oregonrti org 503 431 4005

www.oregonrti.org503.431.4005


Strong data analysis guides decisions

Strong data analysis guides decisions

“However beautiful the strategy, you should occasionally look at the results.”

--Winston Churchill,

British prime minister


100 data meetings purpose

100% Data Meetings: Purpose

  • To determine the effectiveness of the core programming

    AND

  • Make necessary adjustments to the core programming if it is not meeting the needs of most students (at least 80%)


General features

General Features


General features1

General Features


100 d ata meetings

We don’t talk about individual students at 100% Data Meetings because…

100% Data Meetings turn data into ACTION FOR ALL students


Guiding questions

Guiding Questions

  • Is core sufficient for most students?

    • What does this mean? What criteria indicates success?

    • 80% proficient with core support alone?

  • What will we DO to improve the core?


Interpreting screening data

Interpreting Screening Data

  • What does it mean to be proficient, low, or significantly low?

*easyCBM default percentile rank settings

**AIMSWEB default percentile rank settings


100 d ata meetings

Benchmarks vs. Norms

DIBELS Next

easyCBM

AIMSWEB


Benchmarks vs norms

Benchmarks vs. Norms

Benchmarks: What does it mean to be successful?

Norms: What does it mean to be like everyone else?


Literacy in the united states 4 th grade

Literacy in the United States(4th Grade)

Advanced

(8%)

>99th percentile

66% of 4th grade students have demonstrated no more than partial mastery of prerequisite knowledge and skills that are fundamental for proficient grade-level work.

Proficient

(26%)

Basic

(33%)

Below

Basic

(33%)

< 1st percentile

National Assessment of Educational Progress, 2011


What does your screening data look like

What does your screening data look like?

5%

15%

?

80%


What does you screening data look like now

What does you screening data look like now…

20%

6%

74%


As compared to previously

…as compared to previously?

32%

11%

57%


Using oaks

Using OAKS

Can also examine OAKS data to determine percentage of students meeting minimum OAKS proficiency standards…

As set by your district


What does your screening data look like1

What does your screening data look like?

If the Core is not meeting the needs of the majority of your students…

…you must ask the question:

“Why?”

?


Guiding questions1

Guiding Questions

  • Is core sufficient for most students? (at least 80%)

  • What will we DO to improve the core?


What agreements can we make around

What agreements can we make around…

…common Curriculum needs

…Fidelity to the core

…common Instructional Strategies

…common Active Engagement Strategies

…Professional Development needs


Take time to celebrate success

Take time to celebrate success

  • What has worked?

  • Create connections between your “Islands of Excellence”


What are the common curriculum needs for all students based on the data

What are the common curriculum needs for ALL students, (based on the data)?

Reading Comprehension

Vocabulary

Oral Reading

Fluency & Accuracy

Phonics

(Alphabetic Principle)

Phonemic Awareness


Fidelity to the core

Fidelity to the Core

  • You have to inspect what you expect

  • Principal walkthroughs

  • Core program fidelity checks

  • Are we all doing what we agreed to do?


Common instructional strategies

Common Instructional Strategies

Instruction is more important than curriculum


100 d ata meetings

  • CommonActive EngagementStrategies

How many times it takes to learn something new

  • Average Learner

  • Everybody else

  • Truly disabled student

    Jo Robinson (2008)

4-14 times

14-250 times

250-350 times


100 d ata meetings

  • CommonActive EngagementStrategies

Students only learn when they are engaged


Professional development needs

Professional Development Needs

  • Anticipate and be willing to meet the newly emerging needs based on student performance

  • Do teachers have the skills to implement changes to the core?


Action plan and goal

Action Plan and Goal

  • All teachers agree to hold each other accountable to the action plan created

  • Set an attainable goal:


Improving your core

Improving Your Core

Instructional Strategies

Active Engagement Strategies

Common Instructional Needs

Fidelity


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