WELCOME DATA-DRIVEN INSTRUCTION AND GOAL SETTING

INTRODUCTIONS•BETH ENGELHART – PRINCIPAL (SWEENY ELEMENTARY)

•BRIGETTE GOLMEN – PRINCIPAL (MCCULLOCH ELEMENTARY)

•MELANIE GILLILAND – 5TH GRADE TEACHER

•JENNIFER RITTER – 5TH GRADE TEACHER/PART-TIME ELEMENTARY SPECIALIST

DATA DRIVEN INSTRUCTION

•USING DISTRICT ASSESSMENTS – ACUITY

•TEACHERS IDENTIFY 10 LOWEST STRANDS TO DRIVE INSTRUCTION

•ITEM ANALYSIS REPORT

IDENTIFY MISCONCEPTIONS

•ONCE WE KNOW OUR WEAK AREAS, WE WANT TO KNOW WHAT THE STUDENTS’ MISCONCEPTIONS ARE, SO THAT WE CAN INTENTIONALLY PLAN OUR UNITS OF INSTRUCTION.

•DISTRACTOR ANALYSIS

CREATE A CALENDAR

•TAKE OUR 10 LOWEST STRANDS AND CREATE A CALENDAR

•HYPERLINK THE STANDARDS ON THE CALENDAR TO RESOURCES THAT CAN BE USED TO TARGET THESE SKILLS INCLUDING INSTRUCTIONAL RESOURCES PROVIDED BY ACUITY

INTENTIONAL BACKWARDS DESIGN• LOOK AT THE STANDARD AND MISCONCEPTIONS

• STANDARD: L.5.3.A EXPAND, COMBINE, AND REDUCE SENTENCES FOR MEANING, READER/LISTENER INTEREST, AND STYLE.

• MISCONCEPTIONS:

• A STUDENT CHOSE A RESPONSE THAT IS A COMPOUND SENTENCE WITH NO COMMAS

• A STUDENT CHOSE A RESPONSE THAT COMBINES THE TWO SENTENCES, SCRAMBLING THE ORDER IN A MANNER THAT LOSES MEANING

• A STUDENT CHOSE A RESPONSE THAT COMBINES THE TWO SENTENCES AS A COMPOUND SENTENCE WITH REDUNDANT ELEMENT AND/OR ELEMENTS NOT IN THE SENTENCE

CALENDAR IS HYPERLINKED TO RESOURCES

CALENDAR IS LINKED TO ACUITY INSTRUCTIONAL RESOURCES

CALENDAR IS LINKED TO ACUITY CUSTOM TEST

WHERE WE WERE•TAKE THE STANDARD AND MISCONCEPTIONS AND COME UP WITH

RESOURCES TO TARGET THOSE AREAS

•THE RESOURCES ARE HYPERLINKED TO THE CALENDAR

•MISSING COMPONENTS

•NOT CONSISTENT

•QUALITY CONTROL

•EVERY TEACHER IS CREATING RESOURCES ON THEIR OWN WITH LITTLE SUPPORT

WHERE WE ARE•STAGES 1 – 3 OF MCTIGHE AND WIGGINS BACKWARDS

DESIGN

• ELA –UBD UNITS OF INSTRUCTION FOR WRITING, LANGUAGE, READING – SBG RUBRICS

•MATH – UBD UNITS OF INSTRUCTION, WRITING ASSESSMENTS, DEVELOPING PROFICIENCY SCALES (MARZANO)

•SCIENCE – UBD UNITS OF INSTRUCTION, ASSESSMENTS, PROFICIENCY SCALES

CALENDAR IS HYPERLINKED TO UNIT PLAN

HYPERLINKED TO UNIT PLAN

HYPERLINKED TO ASSESSMENTS

HYPERLINKED TO ASSESSMENTS

HYPERLINKED TO ASSESSMENTS

HYPERLINKED TO PROFICIENCY SCALES

WHERE WE ARE HEADED•STAGES 4 - 7 (STAGES WE ADDED TO ALIGN WITH THE NEE

UNIT PLAN TEMPLATE)

• ELA – STAGES 1 – 7 COMPLETED

•MATH – STAGES 1 – 7 COMPLETED

•SCIENCE – STAGES 1 – 7 COMPLETED

• INTEGRATED SCIENCE AND SOCIAL STUDIES UNITS

•ALL SUBJECTS K-5 STANDARDS-BASED

CURRICULUM DEVELOPMENT COMMITTEES

•TRAINING IN BACKWARDS DESIGN, STANDARDS-BASED GRADING, ASSESSMENT WRITING, AND PROFICIENCY SCALES

•WORK DAYS DURING THE SUMMER AND OCCASIONAL SUB DAYS TO WRITE UNITS OF INSTRUCTION, ASSESSMENTS, AND SCALES WITH GUIDANCE FROM CIA DEPARTMENT

QUESTIONS?

•DISTRICT LEVEL QUESTIONS?

•IF NOT, WE’LL TRANSITION INTO THE CLASSROOM LEVEL GOAL SETTING PIECE OF DATA-DRIVEN INSTRUCTION.

STUDENT OWNERSHIP

•TEACHERS ARE INVESTED IN THEIR CLASS AND UNDERSTAND DATA

•GIVING STUDENTS THE OPPORTUNITY TO SEE THEIR DATA AND SET GOALS GIVE THEM AN OPPORTUNITY TO TAKE CHARGE OF THEIR GROWTH.

•STUDENTS ARE EXCITED TO SEE WHERE THEY ARE AND WANT TO SEE GROWTH.

•WE SET GOALS AND TALK ABOUT WHY THIS IS A GOAL AND HOW THEY PLAN TO ACCOMPLISH IT.

This is our updated version. Students put in their data and then they look at their own copies of proficiency scales.They circle where they fall on the scale.

BOY GOAL SETTING

1ST ACUITY RESULTS

GOAL SETTING USING ACUITY DATA

GROWTH

STUDENT DATA RESULTS

THINGS TO THINK ABOUT

DURING THE YEAR USING RESOURCES

L.A.

QUESTIONS?