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DATA DAY TRAINING AGENDA

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Title: DATA DAY TRAINING AGENDA


1
DATA DAY TRAINING AGENDA
  • Welcome, Warm Up
  • Analyzing the Data
  • Using the Data
  • Work of the PLC
  • GOAL Provide assistance to lead your PLC in data
    analysis and developing a plan for continuous
    improvement.

2
Data Analogy Warmup
  • Data is to a PLC
  • as _________ is to a ________
  • And WHY?

3
AYP
CELEBRATIONS
4
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5
Problem solving
Gather, analyze and apply information
  • Develop research questions/ideas
  • Conduct research
  • Design/conduct investigations
  • Organize information using tools
  • Comprehend/evaluate resources
  • Discover/evaluate relationships
  • Evaluate information
  • Organize data and ideas
  • Compare past and present societies
  • Apply information, ideas and skills
  • Identify and define problems
  • Apply others strategies
  • Apply ones own strategies
  • Evaluate problem-solving processes
  • Reason logically (inductive/deductive)
  • Examine solutions from many perspectives
  • Evaluate strategies
  • Assess consequences

Communication (Reading, writing listening,
speaking)
Decision making
  • Support decisions
  • Understand and apply citizenship rights
  • Analyze individuals responsibilities
  • Practice honesty and integrity
  • Develop/revise plans of action
  • Identify cooperative tasks
  • Apply safety/health practices
  • Explore/seek opportunities
  • Plan and make presentations
  • Revise communications
  • Exchange ideas and take others perspectives
  • Present perceptions and ideas
  • Produce works in the arts
  • Apply communication techniques
  • Use information technology

6
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7
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8
GLEs R-2-B (Fiction) 5 MC questions 3?sDOK 2
2?sDOK 1 Identify and explain figurative
language in poetry and prose (emphasize
onomatopoeia and alliteration) 5 MC questions
DOK 2-3 questions DOK 1-2 questions R-3-B
(Non-fiction) 2 MC questions 2?sDOK2 Identify
and explain figurative language in nonfiction
text (emphasize onomatopoeia and alliteration)
What questions can this data answer for us?
9
GLE Understand patterns, relations and
functions A-1-B Represent and describe patterns
with tables, graphs, pictures, symbolic rules or
words A-1-C compare various forms of
representations to identify a pattern 6 MC
questions 2?sDOK 2 4?sDOK 1 1 CR questions
DOK 2
What questions can this data answer for us?
10
1.6 Discover and evaluate patterns and
relationships in information ideas and structures
6th Grade Math
8th Grade Math
10th Grade Math
11
1.6 Discover and evaluate patterns and
relationships in information ideas and structures
Writing Grades 1-12
3rd Grade Reading
6th Grade Reading
12
SMART GOALSCONNECTING LINKS
  • Strategic far-reaching goals
  • Prioritized targeted area(s)
  • based on our unique
  • student needs
  • Focused on specific
  • skills, knowledge
  • within shorter
  • time frame

District 5 year goal
Building 1-3 year Goal
Grade/Dept. Yearly, semester, quarterly, unit
Goal
13
Process for Developing SMART Goals
  • Analyze Data
  • Determine Areas of Concern
  • Notice Trends
  • Write a SMART Goal
  • Make an Action Plan for Implementation
  • 7. Check Progress Periodically
  • 8. Repeat as needed

14
SMART Goals
trategic Specific
S M A R T
easurable
ttainable
esults-Oriented
ime-bound
15
Smart Goal Action Plan Sample
Achievable
Strategic/Specific What and Who?
Measurable Tools? How Much
Timebound
Results Oriented
16
Smart Goal Action Plan Sample
Content
Content Standards Achievement Level
Descriptors
Achievement Level Descriptors OR Item Descriptors
Common Assessment
17
Smart Goal Action Plan Sample
18
Smart Goal Action Plan Sample Strategies
19
Smart Goal Action Plan Sample Activities
(Instruction)
  • HOW
  • Study group
  • Action research group
  • Design team
  • Peer coaching
  • Teacher collaborative
  • Academics
  • Video-taped lesson
  • Reflective journals/reflective practices
  • Portfolio management/portfolio of teaching
    strategies

20
Smart Goal Action Plan Sample Activities
(Reading)
HOW Study group Action research group Design
team Peer coaching Teacher collaborative Academics
Video-taped lesson Reflective journals/reflective
practices Portfolio management/portfolio of
teaching strategies
21
Smart Goal Action Plan Sample Activities
(Technology)
Technology Using Curriculum Alignment
program Incorporating technology into the
curriculum and instructional practices Helping
students effectively use computers Locating
research materials or on-line information Use of
computer word-processing software to support
composition classes, the development of editing
skills, and general writing skills Use of a
variety of presentations skills and technological
programs to communicate knowledge (staff) and
learning students) Use of portfolios of student
work samples (compositions, research reports,
research/inquiry results, etc.) in either the
core content areas or in integrated instructional
programs/classes Use of project-based/inquiry
based problem-solving assignments within
classes Use of eMINTS program to immerse classes
in a technology-related learning environment
  • HOW
  • Study group
  • Action research group
  • Design team
  • Peer coaching
  • Teacher collaborative
  • Academics
  • Video-taped lesson
  • Reflective journals/reflective practices
  • Portfolio management/portfolio of teaching
    strategies

22
Smart Goal Action Plan Sample Activities
(Technology continued.)
Technology Continued.. Various types of
technology/software Using e-mail Designing Web
pages Using databases Using word-processing
program(s) Using spreadsheets (Access or
Excel) Using presentation programs ( Power Point,
Hyper Studio, and others) Using desktop
publishing Using MOREnet/Internet electronic
resources Using grading programs tracking
student progress Assessing student
records/information systems Posting information
for parent and student access Using specific
instructional strategies involving computer
technologies Use of electronic and/or on-line
resources to teach students how to locate
information and how to develop research skills
including the evaluation of various sources of
information
  • HOW
  • Study group
  • Action research group
  • Design team
  • Peer coaching
  • Teacher collaborative
  • Academics
  • Video-taped lesson
  • Reflective journals/reflective practices
  • Portfolio management/portfolio of teaching
    strategies

23
Smart Goal Action Plan Sample Activities (MISC.)
HOW Study group Action research group Design
team Peer coaching Teacher collaborative Academics
Video-taped lesson Reflective journals/reflective
practices Portfolio management/portfolio of
teaching strategies
Positive School Climate Retention policy Safe
School Climate Student code of conduct Safe and
proper use of all safety and emergency devices
where applicable Crisis management Violence-preven
tion program School Health Services First aid,
CPR and blood-borne pathogens/bodily
fluids Reporting Child abuse
24
Smart Goal Action Plan Sample (Method of
Evaluation)
Frequency of Use IPI Data MAP Data Common
Assessment Data Attendance Data Advanced
Placement Data Graduation Rate Data Discipline
Referral Data Activity Evaluation Program
Evaluation
25
Smart Goal Action Plan Sample (Results)
  • of Students
  • Attaining Goal on an Assessment
  • Passing Classes, ,Attending, Graduating, enrolled
    in Advanced Placement
  • Scoring a 3 or 4 on a Writing Rubric
  • List of students receiving interventions
    achievement results for them.
  • Results of a Common Assessment

26
Smart Goal Action Plan Sample
Content
Content Standards Achievement Level
Descriptors
Achievement Level Descriptors OR Item Descriptors
Common Assessment
27
Stop and Develop Smart Goal Action Plan(No more
than 2 or 3 per PLC, 5 max.)
28
Matching the Lesson Plan to the Curriculum
  • Step 1 - Determine a low GLE for FOCUS
  • Step 2 - Locate a curriculum objective that
    matches the GLE
  • Step 3 - Look the curriculum assessment
  • Step 4 Look at the learning activity

29
Lesson Plan FormatM.A.P. Friday (or whatever
day you choose)
Note Start with GLE/Process Standard shown to
be the lowest during data analysis.
Problem area taken from MAP Data
Objective from Curriculum
New/Revised Activity
New/Revised Assessment to be given FREQUENTLY as
a formative assessment
What do we do when they DONT get it? This is
not just a question for a buildingit is a
question each teacher must ask as well.
30
MAP Focused Lesson Plan
Note Start with GLE/Process Standard shown to
be the lowest during data analysis.
Problem area taken from MAP Data
Objective from Curriculum
Activity from Curriculum
Assessment from Curriculum
31
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32
PLC EARLY OUT MONTHLY LOG for _____, 2008-09 PLC
GROUP NAME_______________________________________
____ Members Present___________________________
_________________ Members Absent_________________
____________________________
QUESTIONS TO BE ADDRESSED
During todays PLC time Next PLC Time
How will we know if they learned it? (Assessment,
Data Analysis)
What do we want students to learn? (Curriculum
Objectives, Unit Development)
What will we do if they didnt learn it?
(Instruction, Intervention)
What will we do if they did learn it?
(Instruction, Enrichment)
TODAYs GOAL RELATED SMART GOAL
SUMMARY OF TODAYs PLC TIME (Include any data
reported)
AGENDA FOR THE NEXT PLC TIME Date Time Plac
e Leader GOAL Materials to Bring Individual
Responsibilities
33
You mean I do the Hokie Pokie and I turn myself
around, and thats what its all about?
34
TheEnd
35
SMART Goal ______
  • Improve (specific)____________________
  • by (an attainable amount)_____________
  • by (when)_________________.

SMART Goal ______
Improve (specific)____________________ by (an
attainable amount)_____________ by
(when)_________________.
SMART Goal ______
Improve (specific)____________________ by (an
attainable amount)_____________ by
(when)_________________.
36
Plan for Common Assessment Goals from May
2 half-day Learning Teams For Cores (Secondary
Only)
37
THE END
38
Questions to Answer From DATA
  • How was performance overall? AYP
  • What generalizations can be made from the
    achievement level data?
  • Can we see clearly defined areas of relative
    strength and weakness? Specify
  • Were there any unexpected results? What may
    explain these results?
  • Do other data paint a similar picture?
  • Can we conclude our efforts resulted in improved
    student performance?
  • Who are our least successful students?

39
Overview of Analyzing the Data
  • Types of Data
  • Levels of Data
  • Types of Questions
  • Factors to Consider in the Analysis
  • Packet
  • Materials

40
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41
From the Data For Discussion (from our
experience)
42
Achievement Level Data
District
By Teacher
Achievement Level (for 3-5th grades only) by
Student with Scale Score Achievement Level
Terra Nova Percentile
Achievement Level Report in Each Ach. Level by
Grade Percent in Top 2 by Building Percent in
Top 2 All Grades(Ca) Percent in Top 2 All Grades
(MA) Same Group Comparison Top 2 (CA) Same Group
Comparison Top 2 (MA)
43
Content Standard Data
District
By Teacher
Content Standard Report by Content Standard
for 2006 2007 For the state Lebanon
For the whole grade For the IEP Group For
the Free Reduced Lunch SAME Group Comparison
Content Standard Data Chart by Grade Content
Standard Data Chart by Standard
Content Standard Report By Student (for 3-5th
grades only) (You may average for your class)
44
Content Standard IBD
District
By Teacher
Content Standard IBD Report Item by Item
Description for the whole grade including
Content/Process Item Analysis, Sorted by GLE
MAYBE DESCRIBE THIS SOME
Content Standard IBD Report (for 3rd-5th only)
Item by Item Description with a Percent for all
the students coded by teacher name
45
Process Standard IBD
District
By Teacher
Process Standard IBD Report Item by Item
Description for the whole grade Process
Standards Sorted by Process Standard MAYBE
DESCRIBE THIS SOME
Process Standard IBD Report Item by Item
Description with a Percent for all the
students coded by teacher name
46
Questions to Ask
  • School Level
  • Teacher Level
  • Student Level

47
From the Data For Discussion (from our
experience)
48
Stuff to turn in at the end of the data day
  • At the end of the day, turn your Evaluation Form
    in to your PLC Facilitator.

49

The district will
meet adequate yearly progress (AYP) at all levels
in all disaggregate groups and as a district.
MAP test from 2005-2006
5th Grade ComArts will increase the
number of students
scoring at proficient and advanced on MAP test
3 (above state average)
May 2007
ComArts MAP Test 2006-2007
5th Grade Teachers, reading specialists, support
staff
During 2006-2007 School Year
  • Use guided reading and other research based
    instructional methods to improve reading
    comprehension
  • Use multiple exposures for vocabulary development
  • Use power writing, 6 trait writing and common
    scoring guides to improve student writing
    abilities

50
Did the combination of these activities force
students to go deep into the content for
understanding?
Instructional Practices Inventory
Thinking Skills
  • Cooperative Learning?
  • P Positive Interaction
  • I Individual Accountability
  • E Equal Participation
  • S Simultaneous Interaction
  • Show Me Process Standards?
  • Gather, Analyze, Apply Information
  • Communication
  • Problem Solving
  • Decision Making

51
Writing a Building/Department SMART Goal
  • Improve (specific)____________________
  • by (an attainable amount)_____________
  • by (when)_________________.
  • Example Increase by 10 the number of students
    achieving a proficient score in expository
    writing by the end of January.

52
SMART GOALS
  • Strategic Specific
  • What needs to be mastered?
  • (Specifically what are the skills related
    to the learning target?)
  • Who needs to master the goal?

53
SMART GOALS
  • Measurable
  • Tools used to measure
  • MAP Data (targets districts, buildings,
    grades)
  • Common Assessment Data (will use this data
    to target specific content specific
    students)
  • Classroom Assessment Data
  • Observation
  • Etc.
  • Identify the amount of change that will occur

54
SMART GOALS
  • Attainable
  • Make the goal challenging but REALISTIC

55
SMART GOALS
  • Results-OrientedWhat evidence will be used to
    determine the progress toward the SMART Goal?
  • Focus on results that can be documented with
    data
  • Data may be
  • QualitativeDescriptors, Scoring Guide
  • QuantitativeNumerical, test scores
  • Observational DataQualitative or Quantitative

56
SMART Goals
  • Time Bound
  • Establish a date by which results will be
    evaluated.
  • There may be progress reports along the way
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