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Goals for the Day
DISTRICT GOALS:
1.) Identify strengths & weaknesses a
grade/course and individually.
2.) Develop a plan to :
continue work in areas of strengths
improve on weaknesses
3.) Use the data to continue to inform CCSS
implementation.
Goals for the Day
What do you want to know from the data?
• What outcome do you want from today and
the PD day?
• Evaluation of 2011 SMART Goals
Essential Learner Outcome
Basic Achievement Level Skill
Proficient Achievement Level Skill
Time Frame for Instruction (How long will it
take?)
When will the skill be taught? (Be as
specific as possible)
When will the
ELO be assessed?
Formative
Summative
Key Vocabulary
• Essential Learner Outcomes: Identifies what the learner will know and be
able to do by the end of the grade or course.
• Pacing Guide: Time lines that show what each teaching team plans to
cover over the course of a year and defines what it takes for a student to
be proficient.
• Achievement Level Descriptors: Identifies what students are expected to
know and be able to do at each grade level to be proficient.
• Proficiency Indicators: A statement that declares the measureable level
of competency that is expected for an objective/ELO.
• Item Benchmark Descriptors: An assessment report that reflect average
scores by item for the state, district, and individual teachers.
• CAS: Core Academic Standards, DESE’s new term for the
standards in all content areas which include the CCSS for ELA
& Math.
• ELA: English Language Arts, what CCSS calls Communication
Arts.
Warm UP
http://www.youtube.com/watch?v=oSQJP40PcGI
What is your take away?
Processing Warm Up
What can we do in our classrooms to assure that students learn everything
we want them to learn?
What does this tell us about our approach to
looking at data?
• What are we missing because we aren’t looking for it?
• What is right in front of us that we keep missing?
• What are we missing because we are looking for something else?
What does this tell us about our approach to
Improvement Planning?
• Curriculum
• Instruction
• Assessment
Areas of Concern A
Curriculum What & when was this taught?
Was the area in an ELO/Pacing Guide?
When was it taught and how much time was
spent?
Instruction How did you teach this area?
What strategies were used? Similarities & Differences,
Nonlinguistic Representations, Cooperative Learning, Summarizing &
Note taking, Generating & Testing Hypothesis, Cues, Questions,
Advance Organizers, Reinforcing Effort & Providing Recognition,
Homework & Practice, Setting Objectives & Providing Feedback
What instructional strategies were used at 5-6 IPI
levels?
Assessment How was it assessed?
How was this concern commonly assessed
locally?
How do local assessments compare to MAP/EOC?
Content, Rigor, DOK, (application, beyond recall)
& Results
Do local assessments require demonstration of
the “processes” tested on MAP/EOC?
1.
2.
3.
Data Day Overview
Using Data to Analyze Curriculum, Instruction, & Assessment
WHAT
FOCUS AREA
SO WHAT
NOW WHAT
PURPOSE
PLAN
Curriculum
Connect data to inform ELOs, Pacing
Guides, Proficiency Levels
Connect CCSS to GLEs
Align resources to CCSS
Instructional
Validate instructional strengths
Incorporate Daniel Training on Engagement
Course & Individual
Use data to identify Professional
Development needs.
Assessment
Create, analyze, revise, align
assessments—formative & summative
Course Level
Course & Individual
Factors Influencing Achievement What Works in Schools
Robert Marzano
School
Guaranteed and viable curriculum
Challenging goals & effective feedback
Parent and community involvement
Safe and orderly environment
Staff collegiality and professionalism
Teacher
Instructional strategies
Kevin Daniel: On Task (IPI 1,2,3,4)/Engaged (IPI 5,6)
Classroom management
Classroom curriculum design
Student
Home atmosphere
Learned intelligence and/or background knowledge
Motivation
Kevin Daniel: What we do in our classroom impacts
this. The assignments we make directly impact this.
School/Teacher Effects on Student Achievement for a Student Entering
School at the 50th Percentile
What Works in Schools
by Robert Marzano
School & Teacher
Scenario
Average School
Average Teacher
Achievement Percentile After Two Years
50th
Least Effective School
Least Effective Teacher
3rd
Most Effective School
Least Effective Teacher
37th
Least Effective School
Most Effective Teacher
63rd
Most Effective School
Most Effective Teacher
96th
Most Effective School
Average Teacher
78th Marzano, What Works in Schools
Category
Explanation of Category
Similarities
&Differences
Engage students in activities that help them examine
similarities&differences among ideas, issues, event, etc. 45%
Summarizing &Note
taking
Help students to distill and/or synthesize information
accurately and concisely. 34%
Reinforcing Effort &
Providing Recognition
Help students recognize the relationship between effort &
achievement. Recognizing students for progress. 29%
Homework and
Practice
Provide opportunities to deepen understanding of content
and their proficiency with skills. 28%
Nonlinguistic
Representations
Help students represent and elaborate on knowledge in an
imagery form using mental pictures, physical models, graphic
organizers etc.27%
Cooperative Learning
Using grouping strategies to help students learn. 27%
Setting Objectives and Help students understand the direction for learning, establish
Providing Feedback personal goals, and provide feedback about progress. 23%
Generating and
Testing Hypotheses
Application of knowledge by generating & testing hypotheses
ex.- problem solving, decision making, investigation, 23%
Questions, Cues, &
Advance Organizers
Help students retrieve what they know about a topic using
questions, cues, or hints about what is to come. 22%
IBD Data
On the IBD Data Highlight:
Strengths in green (____% & above)
Areas of concerns in yellow (___% and below)
Set the cut points for your grade/course
For:
• 1st the District
• 2nd My Class
Compare you to the district:
If you are yellow and the district is green, look for
assistance from your PLC.
If you are green and the district is yellow, offer your
ideas to your PLC
IBD Data
Compare the DISTRICT to the STATE
On the IBD Data Highlight:
In the STATE column, highlight in pink if the STATE is
higher than the DISTRICT
Connecting Data to the Pacing Guide
• AREAS OF STRENGTH:
What did your PLC do?
Was it a SMART goal?
What were the 5’s & 6’s you did within that ELO
Identify Areas of Concern
Consider GLEs, CCSS, DOK, Process Standards
(Math: CCSS Areas of Focus for your grade/course)
• As a grade/individual
• Pull out ELOs/Pacing Guides for those areas
• Record 3 Areas of Concern on the worksheet
provided and use the questions to analyze the
concerns.
NOTE: FACILITATORS WILL ALREADY HAVE grade/course concerns
identified. On Data Day, use this process to identify individual areas of
concern.
Areas of Concern A
Curriculum What & when was this taught?
Was the area in an ELO/Pacing Guide?
When was it taught and how much time was
spent?
Instruction How did you teach this area?
What strategies were used? Similarities & Differences,
Nonlinguistic Representations, Cooperative Learning, Summarizing &
Note taking, Generating & Testing Hypothesis, Cues, Questions,
Advance Organizers, Reinforcing Effort & Providing Recognition,
Homework & Practice, Setting Objectives & Providing Feedback
What instructional strategies were used at 5-6 IPI
levels?
Assessment How was it assessed?
How was this concern commonly assessed
locally?
How do local assessments compare to MAP/EOC?
Content, Rigor, DOK, (application, beyond recall)
& Results
Do local assessments require demonstration of
the “processes” tested on MAP/EOC?
1.
2.
3.
KNOWING AND DOING PLAN
GRADE:
COURSE/CONTENT:
NAME:
GRADE/CONTENT
AREAS OF CONCERN: (No more than 3)
1.
2.
3.
INDIVIDUAL TEACHER
AREAS OF CONCERN IF DIFFERENT:
1.
2.
3.
ACTION STEPS
ACTION STEPS
Within three weeks (Next PD day)
Within three weeks (Next PD day)
Within two months (October 12 PD Day)
Within two months (October 12 PD Day)
By the end of the semester (January 2 PD Day)
By the end of the semester (January 2 PD Day)
By the end of the school year
By the end of the school year
DESIRED RESULTS/EVIDENCE
PD NEEDS:
DESIRED RESULTS/EVIDENCE
PD NEEDS:
To see your current and last year’s
student data see the email from
Jani
vement Level
rt
S for tested
nts and current
nts.
PROFESSIONAL DEVELOPMENT DATA DAY OCTOBER, 2010
To compare where a student’s MAP Scale Score fell within an Achievement Level Use the Scale Score Chart below:
SCALE SCORE CHART BY ACHIEVEMENT LEVEL
Gr. Comm. Arts
Adv
Pro
B
3 Comm. Arts 673-790 648-672 592-647
4 Comm. Arts 691-820 662-690 612-661
5 Comm. Arts 702-840 675-701 625-674
6 Comm. Arts 704-855 676-703 631-675
7 Comm. Arts 712-865 680-711 634-679
8 Comm. Arts 723-875 696-722 639-695
th
Science(5 ) 692-855 669-691 626-668
th
Science(8 ) 735-895 703-734 671-702
BIO 1
225-250 200-224 177-199
ENG I
225-250 200-224 177-199
ENG II
225-250 200-224 180-199
BB
445-591
470-611
485-624
505-630
515-633
530-638
470-625
540-670
100-176
100-176
100-179
MATH
MATH
MATH
MATH
MATH
MATH
MATH
ALG 1
ALG 2
GEOM
GOVT
AM.HST
Adv
667-780
688-805
706-830
721-845
724-860
741-885
225-250
225-250
225-250
225-250
225-250
Prof
628-666
651-687
668-705
681-720
685-723
710-740
200-224
200-224
200-224
200-224
200-224
B
568-627
596-650
605-667
628-680
640-684
670-709
177-199
182-199
182-199
179-199
182-199
BB
450-567
465-595
480-604
495-627
510-639
525-669
100-176
100-181
100-181
100-178
100-181
CCSS Implementation Resources
MATH:
Examples and suggestions by CCSS
http://dese.mo.gov/divimprove/curriculum/common-core-math.htm
Scroll down to Updated Missouri Mathematics Core Academic Standards
and GLEs/CLEs Crosswalk Alignment Analysis, Click on your grade,
Individual CCSS will have links to the Illustrative Mathematics Project
Communication Arts & Math:
Model Curriculum Units:
https://k12apps.dese.mo.gov/webapps/ModelCurriculum/findunit.aspx
Put in your grade, content, click Find Unit for a list of available units.
OTHER:
PRODUCTS TO TURN IN
• Each teacher will turn in the Knowing/Doing
Plan with both the Grade & Individual sections
completed. Attach the Areas of Concern sheet
• Monthly PLC Log