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Fall School Data Team Meeting. NSIF Extended Cohort October 12, 2011. AGENDA. Panel Discussion Building a School-wide Data Overview for Reading Healthy Systems Checklist - Evaluating your school’s plan for tiered reading support Action Planning

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Fall School Data Team Meeting


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    1. Fall School Data Team Meeting NSIF Extended Cohort October 12, 2011

    2. AGENDA • Panel Discussion • Building a School-wide Data Overview for Reading • Healthy Systems Checklist - Evaluating your school’s plan for tiered reading support • Action Planning Choose a time keeper and facilitator for your Data Team Meeting - chart packs and markers are available

    3. Panel Discussion How do you begin to build a system of tiered reading support that brings more students to grade level? • Heather Hull, Principal Woodmere • Jane William, SIS Woodmere • Lori Clark, Principal Whitman • Carlos Galindo, Principal Peninsula • Brandi Streeter, SIS Peninsula • SaschaPerrins, Regional Administrator, former Principal at Jason Lee • Cathy Cowherd, Achievement Coordinator, former Reading Coach at Jason Lee

    4. 3-2-1 • 3 things you hope will come out of your work on the School Data Team • 2 concerns you have • 1 question

    5. Role of School Data Team • Focus on systems (Tiers) level problem solving • Align school wide reading program to RtI(PPS Framework for Tiered Reading Support) • Focus on school & grade level data • Meet after each benchmarking period • Examples of questions team addresses: • How is our reading program meeting the needs of all students? • How is our reading program meeting the needs of students at each grade level? • How is our reading program meeting the needs of our black and brown students?

    6. Role of Grade-Level Data Team • Focus on Student Level Data • Meet regularly – after benchmarking and progress monitoring • Examples of questions team addresses – • Are we rapidly accelerating the growth of at-risk students? • Are we meeting the needs of benchmark students? • Are the programs and instructional strategies we’re using working? • How can we refine our instruction to bring more students to grade level?

    7. System Level Problem Solving vs. Student Level Problem Solving

    8. Systems Problem Solving vs. Individual Problem Solving Group A Student weekly growth: .5 cwpm Instructional Group Average weekly growth: .5 cwpm Group B Student weekly growth: .5 cwpm Instructional Group Average weekly growth: 1.75 cwpm

    9. Examples of Problems Systems Level Student level • Not enough instructional time to accelerate learning • Not using a program the way it was designed • Small group instruction is not happening • Tami continues to perform below the aim line on her progress monitoring chart on ORF • Xavier has not passed his end of unit assessment for the past two units

    10. Creating a Data Overview (45 minutes) • Goals: • To analyze fall screening data • To determine how students in each instructional tier are performing • To determine how subgroups of students in each instructional tier are performing • Materials: • DIBELS Distribution Reports • Laptops for accessing easyCBM Reports • Handout: “How are we doing?” Report

    11. Creating a Data Overview cont. • Work: • Complete Data Overview Table 1 & Table 2 – 20 minutes • Protocol for Looking at Data: • Describe the work – 10 minutes What do you see? Avoid interpretations and judgments. • Interpret the data – 15 minutes What is significant or important about what you see? What patterns do you see? What inferences can you make?

    12. Healthy Systems Checklist (45 minutes) • Highlighter Protocol: • Green: We do this consistently • Yellow: We do this some of the time or we do it inconsistently – some do, some don’t • Pink: We don’t yet do this • Discuss the bolded elements first and decide upon the level of implementation – highlight accordingly • If all bolded elements are green, move the discussion to non-bolded elements

    13. Action Planning(45 minutes) • Using your data overview and the Healthy Systems Checklist, select 2-4 elements from the list. • Select from bolded elements first. If all bolded elements are highlighted in green, then select non-bolded elements. • Prioritize your selected elements. • Create a School-wide Reading Action Plan • Develop a Theory of Action for each priority element. If we … then we predict that…

    14. 3-2-1 • WRAP-UP • 3-2-1 Revision • Card Collection K-8 Reading Team Maryanne Stalnaker – mstalnaker@pps.net Sheila Halinan – shalinan@pps.net Cathy Cowherd – ccowherd@pps.net Daniel Cogan – dcogan@pps.net Mindy Hawley – mhawley2@pps.net