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Bridging the Gap 2.0 Student Snapshots to Daily Classroom Instruction

Bridging the Gap 2.0 Student Snapshots to Daily Classroom Instruction. Sheldon Jones Richland Parish School Board. Introduction .

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Bridging the Gap 2.0 Student Snapshots to Daily Classroom Instruction

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  1. Bridging the Gap 2.0Student Snapshots to Daily Classroom Instruction Sheldon Jones Richland Parish School Board

  2. Introduction • Using the Think-Pair-Share instructional strategy, give one success and one obstacle that you encountered while using data from Student Snapshots, Spring 2009 testing, or 2009-2010 formative assessments during the previous school year.

  3. Overview • Student Snapshots are used to focus planning in support of data analysis. The data from Student Snapshots are based on Louisiana assessment data (iLEAP, LEAP, GEE, and LAA 2). • Many schools have opted to use LEAPdata Query to create databases that will serve the same function as Student Snapshots.

  4. Objective • TLW identify and describe differences among natural numbers, whole numbers, integers, rational numbers, and irrational numbers.

  5. Content Standards for Mathematics • Number and Number Relations • Algebra • Measurement • Geometry • Data Analysis, Probability, and Discrete Math • Patterns, Relations, and Functions

  6. Content Standard • Number and Number Relations

  7. So What? • When planning lessons, teachers should identify which students will serve as peer tutors and which students need remediation based on snapshot data. • Don’t wait until a student fails a teacher made test to know that they need remediation. • Administrators and teachers should also analyze class data to identify strengths and weaknesses.

  8. So What? • All students who will participate in Spring 2011 State Testing should know their percent correct by content standard for each subject assessed in Spring 2010. The only exception would be 3rd grade. • If this data is reviewed near daily with the student, they will memorize it in a short period of time.

  9. Bubble Students • In North Carolina, these students are referred to as “low hanging fruit”. • We should target students who are within 5 points of moving up to the next achievement level or sliding back to a previous achievement level. • Each bubble student that you save is worth 50 raw points towards your school’s assessment index.

  10. Summary • What we have done in the past has gotten us where we are, but it’s not going to take us where we want to be. • The “one size fits all” approach to delivering daily classroom instruction will not improve your School Performance Score. Differentiated instruction will! • Student Snapshots must be used on a near daily basis to inform daily classroom instruction for classes and individual students.

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