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Students at the Center: A Framework for Instructional Decision Making

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Students at the Center: A Framework for Instructional Decision Making

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    1. Students at the Center: A Framework for Instructional Decision Making

    2. Begins with the District Strategic Plan and Strong Goal Focus Becomes the driving force in how data is utilized Begins with the District Strategic Plan and Strong Goal Focus Becomes the driving force in how data is utilized

    3. School Improvement Plan Focus on the Student Achievement Goal NWEA becomes the primary data source for measuring success Examine current performance Determine area of opportunity at the building level NWEA has growth data built into its framework Becomes natural fitNWEA has growth data built into its framework Becomes natural fit

    4. Spring 04/05/06 Reading 3 point difference is used to test for significance of difference In Spring 06 in grades 3-5 & 7 we are at or above HA norms Grade 5 is significantly higher Grades 6, 1 point below3 point difference is used to test for significance of difference In Spring 06 in grades 3-5 & 7 we are at or above HA norms Grade 5 is significantly higher Grades 6, 1 point below

    5. Spring 05/06 Reading - Special Education 3 point difference is used to test for significance of difference In Spring 06 in grades 3-5 & 7 we are at or above HA norms Grade 5 is significantly higher Grades 6, 1 point below3 point difference is used to test for significance of difference In Spring 06 in grades 3-5 & 7 we are at or above HA norms Grade 5 is significantly higher Grades 6, 1 point below

    6. Spring 05/06 Reading - GG ELL 3 point difference is used to test for significance of difference In Spring 06 in grades 3-5 & 7 we are at or above HA norms Grade 5 is significantly higher Grades 6, 1 point below3 point difference is used to test for significance of difference In Spring 06 in grades 3-5 & 7 we are at or above HA norms Grade 5 is significantly higher Grades 6, 1 point below

    7. GG All Reading Growth 2005-2006 Green bars = average growth Prefer to see bar at or higher than diamond You can see that now in all grade levels 3-7 the average growth of our students is greater than the average of their growth targets. This represents an overall improvement in reading in the district.Green bars = average growth Prefer to see bar at or higher than diamond You can see that now in all grade levels 3-7 the average growth of our students is greater than the average of their growth targets. This represents an overall improvement in reading in the district.

    8. GG Special Education Reading Growth 2005-2006 Green bars = average growth Prefer to see bar at or higher than diamond You can see that now in all grade levels 3-7 the average growth of our students is greater than the average of their growth targets. This represents an overall improvement in reading in the district.Green bars = average growth Prefer to see bar at or higher than diamond You can see that now in all grade levels 3-7 the average growth of our students is greater than the average of their growth targets. This represents an overall improvement in reading in the district.

    9. GG ELL Reading Growth 2005-2006 Green bars = average growth Prefer to see bar at or higher than diamond You can see that now in all grade levels 3-7 the average growth of our students is greater than the average of their growth targets. This represents an overall improvement in reading in the district.Green bars = average growth Prefer to see bar at or higher than diamond You can see that now in all grade levels 3-7 the average growth of our students is greater than the average of their growth targets. This represents an overall improvement in reading in the district.

    11. OVERALL RIT PERFORMANCE vs. HIGH ACHIEVING NORMS 2005-2006 READING ALL STUDENTS SPECIAL EDUCATION STUDENTS

    12. READING 2005 -2006 PERCENTAGE OF STUDENTS MEETING GROWTH TARGETS

    13. School Improvement Plan

    14. School Improvement Plan

    16. Teacher Goal Setting Professional Development Goals align with School Improvement Plan Focus of the goal becomes how the professional development activity impacts students Goal outcomes are measured by impact on students

    17. Overcoming Barriers

    18. Data Days Release time for each team to work with data Empowering teachers to use data in context Administration plays support role vs directing Collaboration with special area teachers (ELL, Special Ed, Fine Arts, etc.)

    19. Results of Data Day ELL focus…making a difference for 3 students Cross referencing NWEA & ACCESS Guided Reading focus…differentiating for various RIT band groups Special Education focus… Cross referencing NWEA & CBM data Determine tiers for Problem Solving

    20. Student Goal Setting

    21. Next Steps… Progress Monitoring Reporting out of Data Day focus at a faculty meeting Winter NWEA in reading for all students Data Day in late February to monitor and adjust Spring analysis to determine success of action plans in the SIP

    22. Questions Overall there are many positives that are displayed in our assessment data.Overall there are many positives that are displayed in our assessment data.

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