1 jennifer nehl kemmerer. outcomes to discuss district report card status. to examine paws data...
TRANSCRIPT
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1
Jennifer NehlKemmerer
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Outcomes• To discuss district report card status.
• To examine PAWS data reports.
• To analyze reading and math standards at individual grade and individual student level.
• To discuss the use of additional data utilized K-12.
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It’s All About Numbers . . .
• On the index card, write three numbers between 0 and 10.
• Numbers mean different things to different people.
• Don’t change everything based on one piece of data.
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Data Matrix
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4 Lenses of Data
Prioritize & Set Goals
Study & Plan
Successful Strategies
Observe Patterns
&
Hypothesize
StudentData
Program & Structures
Data
Family & Community
Data
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Assessment Continuum
Pre-Assessment Discovering
Summative/Final
AssessmentMaking Sure
Formative AssessmentChecking Up
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• Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.
• Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.
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It isn’t the method that determines whether the
assessment is summative or formative…
…it is how the results are used.
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Assessment Matrix
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Building Data Wall (The Process)
• Math – blue (first)• Reading – pink (second)• Writing – Yellow (third)• Science – green (fourth)
Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Next Steps: What needs further investigation?
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PAWSPAWS Basic InformationBasic Information
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• Reading: 3-8 and 11 – New standards tested 2009
• Math: 3-8 and 11
• Science: 4, 8 and 11 Not reported on AYP Report
Card
12
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Annual Measurable Objectives up to 2014
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Cut Scores
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On the back of your ‘Three Numbers Index
Card’, identify one group of students you feel
needs special attention.
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Birthday line-up
• Grab any materials you have received.
• Quickly and quietly, get in line according to your birthday: January birthdays at one end, December at the other.
• Finally, we will get into groups of 3.
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18
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Let’s look at READING
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Work Time
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Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Next Steps: What needs further investigation?
Recorder: Birthday closest to today.
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Let’s look at MATH
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Work Time
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Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Math – BlueReading – PinkScience – Green
Next Steps: What needs further investigation?
As a team, what two big areas need to be posted on the data wall?
Big aha’sQuestions/Concerns/Celebrations
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Let’s look at WRITINGWRITING
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Work Time
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Observations(Facts Only)
Hypothesis(Why might this be a
pattern?)
Next Steps: What needs further investigation?
Recorder: Youngest person at the table.
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Let’s look at SCIENCESCIENCE
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Work Time
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Individual Student Reports
• Select a content area your table would like to work with.
• Select one of the lowest standards for that content area.
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Next Steps