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Principals’ Retreat

Principals’ Retreat. “Learning To Walk, Walking To Learn” Ren é e E.Jackson, Superintendent Local District G August 9, 2001. Facilitated by. Karen Long, Specialist, Teacher Coach & Jody Doram, Specialist, Teacher Coach. Outcomes. “What gets measured gets done.” Peters 1987

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Principals’ Retreat

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  1. Principals’Retreat “Learning To Walk, Walking To Learn” Renée E.Jackson, Superintendent Local District G August 9, 2001

  2. Facilitated by Karen Long, Specialist, Teacher Coach & Jody Doram, Specialist, Teacher Coach

  3. Outcomes “What gets measured gets done.” Peters 1987 • To implement a systematic process for integrating data analysis into planning standards-based instruction. • To provide all students with a systematic access to instructional assessments that are aligned with standards. • To incorporate effective practices for collaborating at grade level/departmental meetings for evaluating student work and designing instruction.

  4. Data Analysis- What Gets Measured, Gets Done. TOOLKIT CONTENTS 1.Content Cluster Summary Analysis Process 2.Stanford-9 Content Cluster Summary Graph 3.2000-2001 Stanford-9 Content Summary and Trend Analysis 4.2000-2001 Stanford-9 Curriculum and Instruction Analyses and Improvement Plan Action Strategies a.Relative Strengths b.Relative Weaknesses c.Other Areas Needing Improvement 5.Across-Grade Levels Relative Strengths and Weaknesses 6. -14. PowerPoint note pages

  5. Toolkit • Group Report for your school • Content Cluster Summary • Content Cluster Summary and Trend Analysis • Curriculum & Instruction Analyses and Improvement Plan Action Strategies • Relative Strengths • Relative Weaknesses • Other Areas Needing Improvement • Across Grade-Levels Relative Strengths and Weaknesses

  6. Content Cluster Summary Analysis Process By subject area and grade level • Graph the result of the Stanford-9 content cluster • Identify strengths, weaknesses, and other areas • Summarize the Stanford-9 content clusters results • Develop explanations for results based on curriculum and instruction • Develop action strategies to target areas needing improvements

  7. Content Cluster Summary Analysis Process • Analyze the Stanford-9 content cluster results across grade levels for the school • to identify target areas needing curriculum attention or instructional improvement • Incorporate information from reviews of previous school assessments

  8. Content Cluster Summary Analysis Process • Develop action strategies to address the target areas needing improvement in your school

  9. Data helps drive UP the test scores! When staff is informed and data becomes personal, changes in curriculum take place!

  10. LOCAL DISTRICT G PERFORMANCE ASSIGNMENTS RESULTS ENGLISH-LANGUAGE ARTS SPRING 2001 NUMBER PERCENTAGES GRADES # OF STUDENTS 1 2 3 4 ALL 26,232 20 38 26 9 2 3,229 18 33 30 11 3 3,002 16 36 31 11 4 3,596 20 40 27 7 5 3,866 14 36 31 13 6 3,398 28 36 22 8 7 3,408 25 44 19 5 8 3,237 15 43 30 8 9 2,496 28 37 18 5 Local District G Performance Assignments Results English-Language ArtsSpring 2001

  11. Next Steps • Continue content cluster analysis process at the school site by department and grade level • Incorporate information from reviews of previous school assessments • Develop action strategies/standards-based instructional lessons

  12. Principals’Retreat“Learning To Walk, Walking To Learn”Karen G. Long, Specialist Jody Doram, SpecialistAugust 9, 2001

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