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SMART GOALS S—specific, clearly stated, simple M—measurable based on quantifiable
data A—Attainable and realistic R—Related to student performance and
achievement T—Time bound
DATA??? Baseline: Data before interventions are put
in place
Aim line or goal: How much you want to achieve
Graph the data to determine whether or not progress is being made.
PROGRESS MONITORING
Key features of effective formative evaluation systems Student performance is measured frequently (e.g.,
once/week) and results in quantitative data Progress is monitored toward an observable, measurable,
and ambitious goal Progress is graphed and viewed regularly Data decision rules are used to evaluate the effectiveness of
interventions and determine when modifications to interventions are needed
DATA ANALYSIS Comparison
What are you comparing?What is the standard for comparison?How do you know if you are making
progress?
DEVELOP DECISION-MAKING RULES FOR PROGRESS MONITORING
How will I know if the student is making adequate progress?
Two general types of decision-making plans 3-Point or 4-Point Decision-Making Trend line Analysis
DATA DRIVEN DECISIONS FOR TIER II AND TIER III How will I know if I need to change
interventions? How will I know if enough progress has
been made? When will I know if the Tier level needs
to change? Do I have appropriate documentation?
DATA DECISIONS AT TIER I Have we looked at the data?
Class wideBuilding wideDistrict wide
Have we made decisions based on the data?Class wideBuilding wideDistrict wide
PROFESSIONAL DEVELOPMENT Needs
What type of professional development do we need?
Who is going to do it?When are we going to do it?Length of time neededFollow-up/Accountability
Options