Using Multiple Data Points to Drive Instruction. Michele Dotson, IAF Independence High School September, 2010. FLUENCY. Developing rubrics or checklists for language fluency. Writing thesis statements to address purpose, audience, and context for multi-paragraph sized papers.
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Using Multiple Data Points to Drive Instruction
Michele Dotson, IAF
Independence High School
Developing rubrics or checklists for language fluency.
Writing thesis statements to address purpose, audience, and context for multi-paragraph sized papers.
Using SIOP strategies to get students reading, writing, listening and speaking about content.
The Semantic Feature Analysis- culling out, organizing, and comparing and contrasting content-specific information from textbooks.
Utilizing reading strategies to reach language targets specifically designed for your most needy readers.
Improving speaking and listening skills that cover both WIDA speaking/listening goals and preparation for senior graduation project speaking.
Continue the Language Development Work
20-hour Professional Development
2 Renewal Credits
1. Understand the purposes of formative, summative and authentic assessments.
2. Learn how to utilize the Thinkgate platform to gather and analyze data from district assessments.
3. Learn how to utilize the Thinkgate platform to create and input common assessments.
4. Learn how/continue to engage in the Data-Wise process in PLCs by participating in meaningful data conversations.
5. Link data-driven instruction to RTI.
6. Utilize Lexile and Quantile information to differentiate instruction to meet the needs of ESL students, LEP students, below grade-level learners and gifted students
State/Federal Testing – mandated by state and federal agencies delivered by the State and Federal Testing Team
Formative assessment is a process used by teachers, instructional leaders, and students that provides feedback to adjust ongoing teaching and learning to improve student achievement of intended instructional outcomes.
Council of Chief of State School Officers (CCSO), 2008.
Summative (of) (includes EOC/EOG)
Score that reflectsachievement. For students who took the test; the scores are not used to improve instruction.
Types of Assessments
collaboratively created by a team of teachers responsible for the same grade level or course content.
Administered by classroom teachers to provide formative or summative data
Types of Assessments
Rigor Level: Middle and Below (Pre)
Middle and High (Benchmarks)
Questions: Written by Professional Item Writing Company
NOT modeled after EOCs
Purpose: Baseline data/Progress
Do Not assign grades
2011-2012 Testing Calendar
Thinkgate = Pay for Performance
Thinkgate = Formative and Summative Assessments
Thinkgate is an Assessment Platform
Logging Into Thinkgate
Data have no meaning…meaning is imposed through interpretation. How we understand is the objective.
Wellman and Lipton, 2003
Successful schools use data-not for accountability, something that is done to them from outside forces- but rather as responsibility, a means of making rational decisions responding to intrinsic obligation.
Questions for PLC’s