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Janet Hensley
Pam LangeBarb
Rowenhorst
Meade School District
USF Credit◦ 2 credits for PASS Team Members◦ 1 credit for other participants
Who will be responsible for sign-up in building on In-service days?
Data Driven Dialogue◦ Non-negotiable◦ Negotiable◦ Technology
Formative Assessment◦ Seven Strategies
• To discuss district/building report card status.
• To analyze reading and math standards at individual grade and student levels.
• To integrate multiple data sources.
• To determine uses of summative and formative assessments.
Data Matrix
Prioritize & Set Goals
Study & Plan
Successful Strategies
Observe Patterns
&
Hypothesize
StudentData
Program & Structures
Data
Family & Community
Data
Pre-Assessment Discovering
Summative/Final
AssessmentMaking Sure
Formative AssessmentChecking Up
Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.
Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.
It isn’t the method that determines whether the assessment
is summative or formative…
…it is how the results are used.
Discuss the assessments listed for your grade level/building level
Determine if the results are currently used for pre/formative/summative
Add any assessments that are missing
Turn in a copy of the matrix per building
Work Time
Complete Observations/Hypothesis worksheet
Big aha’s
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DakotaSTEPDakotaSTEP Basic InformationBasic Information
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Reading: 3-8 and 11 ◦ New standards tested 2009
Math: 3-8 and 11
Science: 5, 8 and 11 Not reported on AYP Report
Card
Annual Measurable Objectives up to 2014
K-8 9-12
School Year Reading Math Reading Math2002-20032003-2004
65% 45% 50% 60%
2004-2005 78% 54% 66% 67%
2005-2006 78% 65% 66% 54%
2006-2007 82% 65% 72% 54%
2007-2008 82% 72% 72% 63%
2008-20092009-2010 69% 72% 62% 63%
2010-2011 76% 79% 71% 72%
2011-2012 84% 86% 80% 81%
2012-2013 92% 93% 90% 90%
2013-2014 100% 100% 100% 100%
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Next Steps: What needs further investigation?
Recorder: Person with most buttons.
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http://doe.sd.gov/
Find the report for your specific building.
Analyze report.
Areas of celebration?
Areas of surprise?
Math, reading, attendance, graduation
Work Time
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Math – BlueReading – Pink
Next Steps: What needs further investigation?
As a team, what two big areas need to be posted on the data wall?
Big aha’sQuestions/Concerns/Celebrations
DakotaSTEPDakotaSTEPIndividual StandardsIndividual Standards
Grade Level/Building Level Grade Level/Building Level DiscussionsDiscussions
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SchoolSchool
School
School
What score is good enough?
The Dakota STEP blueprints can be found at…
http://doe.sd.gov/octa/assessment/dakSTEP/docs/2009/STEP%20Spring%202009%20Test%20Blueprints.pdf
It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Next Steps: What needs further investigation?
Recorder: Birthday closest to today.
Work Time
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Reading – Pink
Next Steps: What needs further investigation?
As a team, what two big areas need to be posted on the data wall?
Big aha’sQuestions/Concerns/Celebrations
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School
School
School
School
School
Usually, 7 questions per standard (R) or indicator (M - combines standards)
0 73.5 or below
3.6 - 4.5
4.6 and above
The Dakota STEP blueprints can be found at…
http://doe.sd.gov/octa/assessment/dakSTEP/docs/2009/STEP%20Spring%202009%20Test%20Blueprints.pdf
It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Next Steps: What needs further investigation?
Recorder: Youngest person at the table.
Work Time
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Math – Blue
Next Steps: What needs further investigation?
As a team, what two big areas need to be posted on the data wall?
Big aha’sQuestions/Concerns/Celebrations
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http://doe.sd.gov/
7.R.2.1 Students can interpret text using comprehension strategies. Learning targets to meet this standard:I can study or determine the relationship of the parts to the whole (interpret) by connecting, questioning, visualizing, determining importance, inferring, synthesizing, and monitoring for meaning (comprehension strategies). Examples: Determining the author’s purpose, cause and effect, compare and contrast, conclusions, facts or opinions, generalizations, graphics, hypotheses, inferences, supporting details, prior knowledge, or purpose for reading
Individual Individual Student Student
Standards Standards ReportReport
Grade Level Grade Level DiscussionDiscussion
Select a content area your table would like to work with.
Find the excel document.
Select one of the lowest standards for that content area.
Sort that standard.
How many students scored below your “good enough” score?
How many of these are proficient students?
Do you need to adjust your “good enough” score?
How are you going to address this so everyone has this information? (non-negotiable)
What will your teachers do with it?
How will this drive instruction?
Work Time
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Math – BlueReading - Pink
Next Steps: What needs further investigation?
As a team, what two big areas need to be posted on the data wall?
Big aha’sQuestions/Concerns/Celebrations
K-12 K-12 Content Content
DiscussionsDiscussions
Sort observations into categories that make the most sense to your team◦ K-12 Reading or math
As a content area team, determine the next steps.◦ Post on chart paper
Plan TimePlan Time
Ethan Dschaak David Carroll Chris Koletsky Mitch Adams
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Create an Account ONLYhttp://www.sdesa7.org
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