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St. Ignace Case Study

St. Ignace Case Study. Presented by: Helena Shepard and Amy Metz. Amy Metz, St. Ignace Elementary 2 nd Grade Teacher ametz@eup.k12.mi.us. Educator for 16 years. Taught in grades 2 nd through 6 th . School Improvement Team and chairperson, 6 years.

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St. Ignace Case Study

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  1. St. IgnaceCase Study Presented by: Helena Shepard and Amy Metz

  2. Amy Metz, St. Ignace Elementary2nd Grade Teacherametz@eup.k12.mi.us • Educator for 16 years. • Taught in grades 2nd through 6th. • School Improvement Team and chairperson, 6 years. • Curriculum Review Team (CRT) at the EUPISD. • Mother of four-ages 9 months, 8, 10, and 14 years old.

  3. Helena Shepard, St. Ignace Elementary2nd Grade Teacherhshepard@eup.k12.mi.us • Educator for 14 years • Taught in grades 2nd through 6th • School Improvement Committee • Math Curriculum Review Team • Mother of 4 children, ages 8, 7, 4, and 1.

  4. School Improvement Data

  5. School Improvement Data

  6. School Improvement Data

  7. Prior to Data Analysis • Curriculum Alignment/GLCE/CRT • EUPISD Math Curriculum • Materials • Programs/Professional Development • Curriculum Maps: Monthly/ Quarterly • Standards Based Report Cards • School Improvement • Teacher Action Plan

  8. Assessments • DIBELS • GLAD • MEAP • Achieve

  9. Analysis and Interpretation • Item Analysis • Data for Student Success • Dialogue about Meaning • School Improvement Committee • Staff Meetings • Grade Level Meetings

  10. Data-Driven Decision Making • Professional Development • Establish School-Wide Instructional Strategies that every teacher could use, in every classroom, to reach every student. • Research Based/Best Teaching Practices • Robert J. Marzano • 9 Instructional Strategies from Classroom Instruction that Works • Can be “applied to all types of content, at all grade levels, with all types of students.”

  11. Data Driven Professional Development Teachers were: • Provided the MEAP data as evidence of our areas of need. • Provided time to do some in depth analysis of their grade level GLCEs in our focus area. • Trained in Marzano’s strategies, specifically focusing in on compare and contrast the first year. • Given time to collaborate with grade level teams to develop lessons on the focus GLCEs, using the teaching strategy compare and contrast. • Accountable for the delivery of those lessons and collaboration with staff at future staff meetings.

  12. Comparing and Contrasting • Introduced • Reflection on Current Beliefs and Practices • Recommendations for Classroom Practice • Checking my Understanding • Planning My Classroom Activities • Module Reflection

  13. Linked Slides

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