Post on 01-Apr-2015
transcript
Using Data for Continuous Improvement
“Teachers blaze the path to knowledge generation when pairs, small groups and entire staffs intentionally and purposefully use data as a source for analyzing progress and proactively planning for improvement.” ~Laura Lipton
Defining the Purpose for DDD
Data Driven
Dialogue
Drives instruction at the classroom
level for differentiation
and just-in-time instruction
Used to support
interventions
Informs effectiveness of curriculum
and other programs
Informs the system of
instructional strategies and innovation in
varying schools that are
improving student learning
Grade Level Common AssessmentsDescription:Classroom data gathered at multiple times, in all classrooms at a grade level or content area, through multiple measures, Grades K-12
Purpose:•Classroom intervention planning•Inform instruction•Grade level/School level collaboration•Inform Standards-Based Grading
Audience:StudentParentsTeacher
Core Content: Addition and Subtraction
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution
Summative Unit 3 Assessment
#6 #8
Summative options from Stickers, Number Strings, and Story Problems, ALL INVESTIGATIONS
Session 1.6 Assessment: Number Strings p. 62Session 4.6End-of-Unit Assessment (M41 only—NOT M40 as it is on the district test)
Session 2.7 Assessment: Story ProblemsSession 4.6End-of-Unit Assessment (M39 only—NOT M40 as it is on the district test)
Summative options from other sources 6-grid needed 6-grid needed
Classroom Formative AssessmentDescription:Classroom data gathered at all times through multiple measures, Grades K-12
Purpose:•Inform immediate instructional decisions Audience:
StudentTeacher
Student ReflectionDescription: Reading assessment reflection where students can evaluate how they achieved compared to each standard assessed and create goals for improvement.
Purpose:•Inform instruction•Inform student growth and goal setting
Audience:TeacherStudentParents
Reading Assessment WallDescription:Classroom/Building data gathered at least three times a year.
Purpose:•School wide intervention planning•Inform instruction•Grade level/School level collaboration
Audience:TeacherPrincipal
Social Studies Reading AssessmentDescription: Reading assessment within the content area assessing students using only informational text, given each quarter across the district.
Purpose:•Inform instruction•Achievement for reporting•Inform student growth and goal setting•Grade level/School level collaboration
Audience:Teacher StudentPrincipal ParentsDistrict
Overall Grade by School N Included 1 = 0 - 4 pts 2 = 5 - 6 pts3 = 7 - 8
pts4 = 9 - 10
pts
High School A 308 34.74% 7.79% 22.73% 34.74%
High School B 324 8.92% 8.62% 33.54% 48.92%
High School C 265 10.57% 13.96% 27.92% 47.55%
High School D 292 29.45% 23.29% 26.37% 20.89%
High School E 355 12.39% 13.24% 23.10% 51.27%
District 1544 18.98% 13.21% 26.68% 41.13%
Measurement of Student Progress (MSP, formerly WASL)
Description:Washington State Assessment for Grades 3-10
Purpose:•School wide intervention planning•Inform curricular decisions
Audience:Student ParentsTeacher District AdministrationPrincipal General Public
Spokane Assessment of Student Learning
Description:Classroom/Building Mathematics data, gathered two to three times a year for grades 1-6.
Purpose:•School wide intervention planning•Inform instruction•Grade level/School level collaboration
Audience:StudentTeacherPrincipal
Question #
#1 She needs 3 1/4 yards @ $2.92 per yard. Estimate the total cost. ( B )
#2 How can she figure out how many 1/4 cups to make 3 cups? ( D )
#3 Which multiplication expression should be used for the fraction division problem? ( B )
#4 In the chart, which circle has the correct ratio? ( C )
#5 Radius = 21 inches. What's the circumference to the nearest inch? ( See Rubric )
P.E.
6.1.C Estimate products & quotients of fractions & decimals.
6.1.B Represent multiplication & division of fractions & decimals using models & connect to related equation.
6.1.D Multiply & divide fractions and explain the inverse relationship.
6.3.E Identify the ratio of the circumference to the diameter of a circle and common approx. for pi.
6.4.A Determine the circumference and area of circles.
Point Value 1 1 1 1 2
Student Name C C 1 D 0Student Name 1 1 D 1 2Student Name 1 1 1 1 1Student Name 1 C A 1 1
End-of-Unit Common Assessments for Mathematics
Description:Classroom/Building data gathered at the conclusion of each math unit, Grade 1-Algebra II
Purpose:•School wide intervention planning•Inform instruction•Grade level/School level collaboration•Inform curricular decisions
Audience:StudentParentsTeacherPrincipalDistrict Administration
Unit #5 Name that Portion
Jan./Feb.
#1 Simplify 12/18 to the simplest form. C. 2/3
#2 Kelly and her friends ordered pizzas for lunch. They cut the pizzas into eighths. They ate 1 9* of the pizzas ordered. What mixed number s equivalent to the pizza eaten? B. 2 3/8
#3 After playing “Roll Around the Clock”, Nevaeh recorded a set of equivalent fractions. Which set of equivalent fractions did she record? A. 1/4 = 3/12
#4 Jolene is making brownies for her class field trip. She needs to make 3 batches of brownies. Each batch of brownies requires 3/4 cup of sugar. How much sugar will she need altogether? See Rubric
Strand Focus
PE 4.2.G Simplifying Factions
PE 4.2.C Improper Fraction/Mixed Number
PE 4.2.F Equivalent Fractions
PE 4.2.C/4.2.I Adding Fractions
Point Value (B) 1 pt. (B) 1 pt. (A) 1 pt. Rubric-2 pts.
Student Name 1 1 1 2Student Name 1 1 C 0
Student Name C 1 1 0
Student Name 1 1 1 2
Sample Data Sets:EthnicityGender
MAP (Measurement of Academic Progress)
Description: Diagnostic assessment given across the district three times a year in Reading and in Math.
Purpose:Grade level/School level collaborationTo inform intervention/extension groupsProgress MonitoringDifferentiating instructionProgram evaluation
Audience:Teacher StudentPrincipal ParentsDistrict