OBJECTIVE/OUTCOMES

PARTICIPANTS WILL:

• HAVE A BETTER UNDERSTANDING OF USING DATA TO IMPROVE LEARNING

• HAVE A BETTER UNDERSTANDING OF USING DATA TO IMPROVE TEACHING

• BE GIVEN PRACTICAL TIME SAVING STRATEGIES TO USE IMMEDIATELY IN THE CLASSROOM

• EDUCATORS WILL SEE INCREASED STUDENT GROWTH AND ENGAGEMENT

THREE FORMS OF HELPFUL DATA

•CUMULATIVE FILES

•USEFUL ASSESSMENTS (FORMAL AND INFORMAL)

•STANDARDIZED TESTS

•CLASSROOM

CUMULATIVE FILES

•YOU MUST MAKE TIME TO READ THEM

•THEY HAVE IMPORTANT INFORMATION TO HELP YOU UNDERSTAND THE

MAKE-UP OF YOUR STUDENTS

•START BEFORE STUDENTS ARRIVE

STANDARDIZED TESTS

•MOST OFTEN USED ALONE BUT IT DOES NOT TELL THE WHOLE STORY

•CONFERENCE WITH STUDENTS

•HELP STUDENT MAKE REALISTIC GOALS

•HELPS WITH GROUPING

CLASSROOM OBSERVATION

•LOW STAKES ASSESSMENT ( EXIT TICKETS, WARM-UPS, THUMBS UP-

THUMBS-DOWN)

•ALLOWS YOU TO COLLECT DATA IMMEDIATELY ( WHOSE NOT GETTING IT)

•BE THE GUIDE ON THE SIDE

•CREATE A CONSTRUCTIVIST, STUDENT DIRECTED CLASSROOM ( NO FRONT

TO THE CLASS)

Assessments can be a vital

component in our efforts to

improve education. But as long as

we use them only as a means to

rank schools and students, we will

miss their most powerful benefits. Thomas Guskey, 2003

USEFUL ASSESSMENTS

• ASSESSMENTS DO NOT NEED TO BE A SECRET

• THEY SHOULD NOT BE A “GOTCHA” MOMENT

• USE MULTIPLE KINDS OF ASSESSMENTS TO MAKE SURE YOU ARE MEETING STUDENT STYLES

(ESSAYS, PROJECTS, HOMEWORK, QUIZZES AND EXAMS)

When teachers' classroom assessments

become an integral part of the

instructional process and a central

ingredient in their efforts to help

students learn, the benefits of

assessment for both students and

teachers will be boundless.Thomas Guskey, 2003

IMPROVE YOUR TEACHING

• IF 50% OR MORE MISS A QUESTION CONSIDER THROWING IT OUT

• DON’T JUST RETEACH THE SAME LESSON LOUDER

• UTILIZE OTHER RESOURCES AND TRAINING BOTH ELECTRONIC AND HUMAN

• MANIPULATIVES STILL WORK IN UPPER GRADES

• UTILIZE SMALL GROUPS AND MATH TALKS

THINGS YOU CAN DO•PLAN, PLAN AND PLAN

•INVOLVE PARENTS EARLY

•TUTORING

•KNOW YOUR RESOURCES ( TECHNOLOGY, COACHES, MANIPULATIVES, ETC)

•KAGAN STRATEGIES TO HELP STUDENTS WORK TOGETHER AND USE

LANGUAGE

THINGS YOU CAN DO•WORD WALLS, VISIBLE OBJECTIVES, ANCHOR CHARTS

•EXTRA TIME , FILL IN THE BLANK NOTES, TEST MODIFICATIONS AND BETTER

ASSESSMENT ADVOCACY

•SCAFFOLDING

•MATH MENUS

•MATH TALKS AND SMALL GROUPS

PRACTICAL PROTOCOL FOR DATA USE•WHAT DO YOU NOTICE?

•WHAT OTHER DATA DO YOU NEED?

•WHO DO YOU NEED?

•WHAT DO YOU THINK IS THE ISSUE? (ASK WHY 5 TIMES)

•PLAN YOUR NEXT STEPS

ADAPTED FROM: ELIZABETH A. CITY, ED.D.

HARVARD GRADUATE SCHOOL OF EDUCATION

SCENARIO GROUP DISCUSSION

IN YOUR GROUPS TAKE A LOOK AT THE SCENARIO’S AND USE

THE PROTOCOL FOR DATA SHEET

WAYS TO ENGAGE HIGH ACHIEVERS JOSEPH

RENZULLI

• SET UP A COMMITTEE

• ENCOURAGE VARIED GROUPING

• ENABLE ACCELERATION

• ADAPT ADVANCED CURRICULUM SEE

PROJECT M3 MENTORING

MATHEMATICAL MINDS

1. Adopt other National Programs

Odyssey of the Mind

Future Problem Solvers

National History Day

Gamestar Mechanic

2. Offer Professional Development

3. Encourage Open Ended Assignment

4. Aim for School Wide enrichment (all students should

be exposed to authentic learning)

TEACHERS VIEW OF USING DATA TO INFORM THEIR TEACHING

• HTTPS://WWW.YOUTUBE.COM/WATCH?V=ZIKY7BR8PTY

GOOD LUCK! YOUR STUDENTS ARE LUCKY TO HAVE YOU!

Dr. Ellene T. PolidoreWestchester Academy

Spring Branch ISD

7th Grade Mathematics

ellenepolidore@gmail.com