Data & Standards Analysis for School Improvement 2010

1. Data & Standards Analysisfor School Improvement 2010 • Barb Rowenhorst • TIE Rapid City

2. Outcomes • Analyze eMetricsresults and gain a deeper understanding of grade-level and individual student data. • Use eMetrics standards data to help guide instructional, professional development and assessment practices. • Integrate other building assessment data with eMetricsdata (four lenses). • Plan a data analysis at your building.

3. NCLB • Data analysis is a critical component of No Child Left Behind (NCLB). • NCLB is an opportunity to use data to transform teaching and learning. • State Accreditation- Data Analysis Required

4. Continuous Improvement Process

5. eMetricsGrade Level StandardsReading & MathWhat score is good enough?

6. Directions - eMetrics

7. eMetrics Scores - MATH School As a Grade Level…answered an average of 4.4 questions correctly on that INDICATOR

8. eMetrics Scores - READING School As a Grade Level…answered an average of 8.5 questions correctly on that INDICATOR

9. What score is good enough?

10. Core Standards

11. D-STEP Blueprints • The Dakota STEP blueprints can be found at… • http://doe.sd.gov/octa/assessment/dakSTEP/docs/2009/STEP%20Spring%202009%20Test%20Blueprints.pdf • It will help teachers better understand what will be on the 2010 Dakota STEP Assessment.

14. Team Work Time - Outcomes • Analyze the math and reading standards data • Whole group or ½ analyze math, ½ analyze reading • Celebrate, sustain, and replicate your successes • SIP is driven by your areas of need • Content: What?Determine your building’s target standards • Process: How?Determine how you will share this data with your building staff

15. Team Work Time & BREAK

16. Classroom ConnectionsUnpacked Standardshttp://doe.sd.gov/contentstandards/

17. Continuous Improvement Process

18. 7.R.2.1 Students can interpret text using comprehension strategies. • Learning targets to meet this standard: • I can study or determine the relationship of the parts to the whole (interpret) by connecting, questioning, visualizing, determining importance, inferring, synthesizing, and monitoring for meaning (comprehension strategies). • Examples: • Determining the author’s purpose, cause and effect, compare and contrast, conclusions, facts or opinions, generalizations, graphics, hypotheses, inferences, supporting details, prior knowledge, or purpose for reading

19. Classroom Connections • Scientifically-based research strategies • Specific strategies determined for each content (reading/math) and each grade or grade cluster. • Specific to student growth. • Indicators to judge the effectiveness must be noted. • Assessments that track performance over time (baseline, mid-year, end). • Connect to your target standards on SIP

20. eMetricsIndividual StudentsReading & Math

21. Directions - Sorting Student Data

22. eMetrics – Student Data 10 14 14 7 11 Bob James Beatrice Mary

23. School Improvement Plan

24. PLC Points to Ponder (DuFour) • Staff has clarity in regard to what students must know, understand, and be able to do. • The interventions are timely and may require, rather than invite, students to evoke the extra time and receive the additional support for learning. • The focus on results is critical to both the school’s system of interventionsand their culture of celebration. • Teachers use results to identify strengths and weaknesses in their individual practice, to help each other address areas of concern, and to improve their effectiveness in helping all students learn.

25. Team Work Time - Outcomes • Analyze the math and reading standards data • Whole group or ½ analyze math, ½ analyze reading • Celebrate, sustain, and replicate your successes • SIP is driven by your areas of need • Content: What?Determine your building’s target standards • Process: How?Determine how you will share this data with your building staff

26. Team Work Time until LUNCHPlease return by 12:00