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Grand Island Science Facilitators

Grand Island Science Facilitators. CDEP. Agenda. Ice Breaker -- Julie. Team Roles. Get in groups of 3 please: Team Recorder: Historian: Bouncer:. Designate roles and place “role” cards in front of each team member. History of CDEP at Grand Island. Dr. Karmazin Julie G.

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Grand Island Science Facilitators

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  1. Grand Island Science Facilitators CDEP

  2. Agenda

  3. Ice Breaker -- Julie

  4. Team Roles • Get in groups of 3 please: • Team Recorder: • Historian: • Bouncer: Designate roles and place “role” cards in front of each team member

  5. History of CDEP at Grand Island • Dr. Karmazin • Julie G. • Former participants

  6. Purpose and Function of CDEP: Planning Model Goals, objectives, where do we want to be? • Where do we want to go? (Key indicators) • Where are we now? (Data) • What is stopping us from getting there? (Root causes) • How do we overcome what is stopping us? (Strategies) • How do we implement our strategies? (Action Planning) • How are we doing? (Evaluation) Data Warehouse reports Why? Rationale – why is it important? Ex: Increase the number of students in upper level core sciences… Step by step how to get there… Start by looking at last years plan…

  7. Review: Current Root Cause, Rational, Gap, Goals, and Implementation Plan

  8. Last Year’s Plan • Page 7 & 8 – vision, mission, and belief • Page 9 – demographics • 29-34 data tables used for OLD CDEP • Page 46 – Results of OLD DATA used to plan for the OLD CDEP goals. • Page 54 – GOALS (top of the page) • Strategies, tasks/action steps (54-55) • How did we do? Page 63

  9. Data Analysis • Let’s now look at NEW Data… • Performance Levels (4,8, LE, ES, Chem, Physics) • Mastery Levels (4,8, LE, ES, Chem, Physics) • How to read the data warehouse reports • How to read the CDEP reports

  10. Understanding How Accountability Works in New York State The federal No Child Left Behind (NCLB) Act requires that states develop and report on measures of student proficiency in 1) English language arts (ELA), in 2) mathematics, and on 3) a third indicator. In New York State in 2008–09, the third indicator is science at the elementary/middle level and graduation rate at the secondary level. Schools or districts that meet predefined goals on these measures are making Adequate Yearly Progress (AYP). For more information about accountability in New York State, visit: http://www.emsc.nysed.gov/irts/accountability/.

  11. Fill in the table:

  12. Discussion: • Did we meet our goals? • If we didn’t, how far are we from the goal? • Did we apply ALL implementation strategies listed within CDEP plan? • Should this CONTINUE to be a CDEP goal? • What else can we do to meet this goal? • New goals?

  13. Day 2: Review and Continue CDEP • Finish Goals and tweak goals to make SMART • Where we are and where we want to be: • Fill in the III. With Root Causes and Rationale Hypothesis – why is there a gap? Why is it important to close the gap?

  14. Implementation Plan • K-4 (need group roles) • Use old as model • 5-8 (need group roles) • Use old as model (pgs. 54-55)

  15. Consensus

  16. Science Facilitator Work • Story Time (how to fit ELA skills into Science) • Where we left off…. • Where are we going? • Let’s Deconstruct the Data – color coded sheets from last time

  17. SKILLS What does it look like in your content area? What do you want your students to be able to DO? K-4: 5-8: 9-12:

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